Management of the Dhamma Studies Curriculum Aimed Atdeveloping the Competencies of Novice Monks in Accordance with the “Phalang Bowon” Principles of the Sangha in Bangkhan District, Nakhon Si Thammarat Province

Abstract

            This research article aimed to: 1) examine the administrative conditions of the Nak Tham curriculum for improving the quality of newly ordained monks in the Sangha; 2) study approaches to the administration of the Nak Tham curriculum; and 3) propose and evaluate administrative approaches The study employed a qualitative research methodology, using in-depth interviews with 15 key informants.

            The research findings revealed that: 1. Administrative conditions 1.1 Central Nak Tham Curriculum (Mae Kong Dhamma): The curriculum has been implemented at all three levels Elementary (Nak Tham Tri), Intermediate (Nak Tham Tho), and Advanced (Nak Tham Ek) in accordance with the policy of the Sangha Supreme Council. Teachers have been appointed, classrooms have been organized, and most monks and novices have been enrolled. Overall, the implementation has achieved its objectives. However, challenges remain, including shortages of teachers, insufficient budget, lack of specialized personnel, and limited understanding among some temples. It is recommended to increase budget support, enhance teacher development, and promote better understanding among temple administrators 1.2Learning management of Nak Tham studies: Strengths include a well-structured teaching system and the use of Buddhist teaching methods along with a variety of instructional approaches, which facilitate understanding. However, problems were found in declining learner quality and readiness, as well as shortages of teachers, time, and resources. Some content is overly complex. Recommendations include improving learners’ foundational knowledge, increasing the number of teachers, distributing teaching responsibilities, adjusting the curriculum to suit learners, and incorporating practical activities for at least six hours per week 1.3 Measurement and evaluation: Written examinations are used at both the institutional and national (Sanam Luang) levels in accordance with established criteria. However, the system emphasizes memorization more than analytical thinking, and some aspects are not age-appropriate. It is recommended to adjust teaching methods and examination formats to focus more on analytical thinking, provide orientation programs to motivate learners, and enhance understanding of the curriculum system at the administrative level. 2.Approaches to administering the Nak Tham curriculum for improving the quality of newly ordained monks, based on the “Bowon Power” (temple–community–government collaboration) of the Sangha in Bang Khan District, Nakhon Si Thammarat Province, found that: 2.1Curriculum management (central Nak Tham): The Mae Kong Dhamma administration follows a four-step cycle integrated with Bowon Power, resulting in a systematic curriculum management process and improved knowledge and moral development among monks and novices 2.2 Learning management: Emphasis is placed on developing knowledge, practice, and real-life application. A variety of assessment tools are used, and a coordinating committee is established to enhance learners’ quality in a holistic manner 2.3 Measurement and evaluation: Planning covers both knowledge and behavior, with examinations conducted and data collected from all sectors to continuously improve standards 3.Presentation and evaluation of the administrative approach found that the approach consists of: 3.1 Title 3.2 Rationale and principles 3.3 Objectives 3.4 Operational guidelines 3.5 Monitoring and evaluation.