MORAL PRINCIPLES AND DEVELOPMENT OF LIFE SKILLS AND VOCATIONAL SKILLS FOR CHILDREN AND YOUTH IN NON-FORMAL EDUCATION IN BANPAKLAD COMMUNITY, THUNGLUANG SUB-DISTRACT, WIANGSA DISTRACT, SURATTHANI PROVINCE

Abstract

Background and Objectives: Directions and changes of development and adjustments in economic, social, environmental, and human value enhancement have resulted in social inequality in accessing resources available in the community. It is necessary to have life skills in effectively adapting and managing situations in daily life. Thus, the children and youth in a  Non-Formal Educational system require a comprehensive range of appropriate skills and learning capabilities. The purposes of this research article were: 1) To study Moral Principles and the development of life skills and vocational skills for children and youth in the Non-Formal Educational system in Banpaklad community; 2) To study the Moral Principles model and development of life skills and vocational skills for children and youth in Non-Formal Educational system in Banpaklad community, Thungluang Sub-district, Wiang Sa District, Surat Thani Province.

Methodology: The study employed a qualitative research method, documentary data analysis, and analysis of data obtained in the field. The research tools comprised structured interviews and focus group discussions.

Main Results: The results from the study indicate as follow: 1) Moral Principles and development of life skills and vocational skills for children and youth in Non-Formal Educational system in the Banpaklad community applied the Four Bhavana Principles as a guideline for the development of life skills which consist of: 1.1) Physical development; 1.2) Disciplinary development;                 1.3) Mentality development; 1.4) Wisdom development, which brought the development of children and youth in Non-Formal Educational system in various life skills which comprise  thinking skill, the skill that promotes the development of analytical thinking skills, discernment, and decisiveness, emotional management skill, the skill that promotes emotion coping mechanisms and stress management, social skill, the skill that promotes networking, compassion, and adaptability to live with other people. Vocational skills development was conducted with four learning stations that consist of: The first station, the Manorah doll station; The second station, the Manorah bead set station; The third station, the herbal incense bag station; The fourth station, the cashew nuts processing station. 2) Moral models for the development of vocational skills of children and youth in the Non-Formal education system in the Banpaklad community consisted of five aspects: 2.1) The technological aspect; 2.2) The language aspect; 2.3) The philosophy of sufficiency economy aspect; 2.4) Social aspect; 2.5) The cooperation aspect on systematic networking.

Involvement to Buddhadhamma: The application of moral principles and life skill development to promote vocational skills for children and youth in the Non-Formal educational system was applied with the Four Bhavana Principles to develop physicality, discipline, mentality, and wisdom to make education a link for developing life skills in a legitimate way and making oneself be able to think accordingly with a Buddhist rational thinking principle called "Yonisomanasikara" which is a crucial key principle for solving problems in an authentic way. Yonisomanasikara is also a key principle to cultivating wisdom and improving life to be ever more prosperous.

Conclusions: The application of the Four Bhavana principles was used as a guideline for developing the life skills of children and youth in a Non-Formal educational system through physical development, disciplinary development, mentality development, and wisdom development. The application did assist in developing life skills and vocational skills for children and youth to develop critical thinking skills, discernment, decisiveness, and problem-solving skills to deal with various problems that arise with oneself and other people appropriately. Additionally, the application developed self-realization, self-worth, and adaptability to live with other people.