ABSTRACT
This chapter describes the processes of establishing, assessing and encouraging sufficiency schools. It reports on a qualitative study of nine Sufficiency Educational Learning Centres (SELC), and compares the findings with international research. Challenges for the future of the sufficiency movement in Thai schools are discussed. Students in this environment are more likely to accept a sufficiency mindset as ‘normal’. Promoting the desired level of sufficiency thinking across a school’s activities requires a radical transformation of values and mindsets. A sufficiency-based curriculum is necessary, but not sufficient, to cultivate suitable mindsets and behaviours. In general, the SELC process produces high-quality civic citizens, with principals, teachers and students displaying values, attitudes and behaviours based on a sufficiency mindset that benefit themselves, the school and the local community. In terms of spreading across countries, the Sufficiency Economy Philosophy shares many similarities with the main concepts of international Education for sustainable development approaches, including focusing on balanced develop ment between physical, environmental, social matters.
