“Thai Buddhism Reform” has become a hot topic of the society again after the National Reform Council (NRC) set up ‘the Committee on Guideline and Measure on Protection of Buddhism Reform’ with Paiboon Nititawan as chairman. It was aimed to urgently reform four areas 1) Religious property of Temple and Monks 2) Undisciplined monks problem 3) Discipline distortion and improper behavior and 4) Affair which the authority was helping religious authority, but this committee was terminated not long afterwards due to the opposition from a group of monks.

However, another problem that everyone agrees should be reformed not less than religious affair or temple property is about ‘Monastic Education Reform’ for it is a structural problem remained unsolved for over hundred years and no systematic reform has been brought about.

Opening secular world, closing religious world

There are two main types of Monastic education. The first type is developed from general education with two levels 1) Buddhist scripture school for general education (Mathayom 1-6)
2) Two institutions for higher education; Mahachulalongkornrajavidyalaya University (Maha Nikaya sect) and Mahamakutrajavidyalaya University (Dhammyuttika sect). The second type is special education only focused on Buddhist teaching without general subject. There are two divisions to this type 1) Dharma Teaching 2) Pali Teaching.

In B.E. 2540, these two monastic universities were certified as state university under the supervision of the government and become a legal entity which is not a part of government body or state enterprise. They are given equal right to other state universities. They are able to provide education for monks and laypeople as same as general Buddhist scripture school. It was certified by Ministry of Education regulations on Buddhist scripture school, general education department on July 20^th, B.E.2514 and the other Ministry of Education regulations on Buddhist scripture school, general education department B.E.2535. Moreover, it is recognized as basic education for monks as indicated according to Basic Education Curriculum B.E.2542 under the supervision of National Office of Buddhism and Ministry of Education.

This is different from Dharma and Pali scholar which still are under supervision of Thai Sangha Supreme Council (SSC). Sanam Luang Dharma Studies Examination Board and Sanam Luang Pali Studies Examination Board are only responsible to assign date/ time/ place for examination and examination marking. But these two boards are not involved in teaching.  Also, there has been no development in curriculum and still adhered to the traditional curriculum designed by Somdet Phramahasamanachao Kromphraya Vajirananavarorasa during the reign of King Rama VI. This curriculum emphasizes on recitation, annual examination and there is no student and teacher assessment during the semester.

The main problem that SSC has never solved or systematized is that there is no central curriculum for Dharma and Pali studies, especially for Pali. There is not even a Thai textbook for translating Pali. Even though the same Pali textbook is used by every institution but there is no translated textbook in Thai of the same curriculum. This brings benefit to a certain group of private company that sell the translated textbook to every institution. This increases financial burden of hiring teacher, buying book and taking care of students to the head of institution. Dharma and Pali education are necessary for monastic administration structure because the administrator in the system of SSC and rank promotion are based on degree of Dharma and Pali education. This is why they maintain this education system.

Overlapping Basic Education

The increase of Dharma, general education and long established Pali studies have made basic Monastic education divided into 3 departments; general education, Dharma and Pali education. Educational Statistics of Ministry of Education B.E.2556 indicated that there are 10,572 institutions/ religious schools providing Dharma and Pali education, 3,500 Dharma teachers, 1,500 Pali teachers while there are 405 Buddhist scripture schools for general education with 4,518 teachers.

TCIJ journalist team has conducted fieldwork in a large institution in Chiang Mai and found that novices who were recently ordained into temple have to participate in all three departments at the same time. Each department of study takes time for understanding equally. It takes one year to follow curriculum to become an elementary level Dharma scholar and it takes two years to become a Level 1-2 Pali scholar. Buddhist scripture school for general education takes the same period of time as typical secondary school. This condition does not allow institution to run all three departments of studies in one year but they have to for it is compulsory education. The option depends on each institution and what area they choose to emphasize. If the institution chooses to emphasize general education, Dharma and Pali will be supplementary subjects. They will organize tutoring classes for 7-15 days before examination. However, if the institution desire to emphasize Dharma and Pali, they will prohibit students from taking general subject or only allow it on weekends as long as they complete assigned level of Pali education. Therefore, these novices miss opportunity to secular education and cannot compete with other children.

A Pali teacher told TCIJ that even Pali institution he is teaching has to allow students to take general subject on Saturday and Sunday because students will be discouraged and one year will be wasted if they fail Pali examination. However, to allow student to take general subjects impose burden on students. After completing general subjects, most students leave Buddhist monkhood and discontinue studying Pali to further typical education.

Dharma and Pali students increase but only a few pass. Some are forced to take exam.

Even though there are 10,572 institutions/religious schools running Dharma and Pali department out of 39,276 temples in total (6,081 of which are abandoned temples) but there are only 35,790 students (statistics from Sanam Luang Dharma Studies Examination Board B.E.2556). Meanwhile, there are 405 Buddhist scripture schools for general education with over 51,178 students. The ratio of Pali students in different levels is very high. In B.E.2556, there were 32,288 students in elementary level (level 1-2 and level 2), 4,896 students in intermediate level (level 4-6) and there were only 1,885 students in advanced level (level 7-9) from student list in examination of 35,790 in total. Many students are taking Pali elementary level examination because general schools are sending their student and also force some to do so as well even though they are not specifically providing Dharma and Pali education. This is why many students do not show up on the real examination day and many fail. Statistic for elementary level examination (level 1-2) of B.E.2556 shows that 23,988 names were sent but only 14,876 students actually took examination or only 12.67%.

A teacher from a Buddhist scripture school for general education said that only teaching general subject classes takes all day and this is why they cannot manage to teach Dharma and Pali scholar. But they cannot deny sending student to take examination since SSC passed a resolution for Buddhist scripture school for general education to teach Pali more and send more students to take Sanam Luang Pali examination. Many general Buddhist scripture schools are sending numerous students to take examination even though they do not teach Dharma and Pali like other Pali institution. Problem faced by these students is that they cannot complete the examination while most submit blank paper or rush out of the room leaving only students from Pali institution in the room. This makes exam room quite empty sometimes. Recently, the examination board issued a rule to prohibit students from leaving the room in the first hour. Additionally, cheating during examination in regional level is often found.

Problematic Subsidies

Different subsidy allocation from the government to each department is another reason for institution deciding to open what department. Currently, subsidy for one Mathayom 1-3 student in general education department is at 19,317 baht per year and 20,093 baht for Mathayom 4-6 student. Monthly salary for teachers with lower degree than bachelor’s degree is 11,680 baht and 15,000 baht for teachers with bachelor’s degree.

Followings are the detail of subsidy for Dharma-Pali education. Dharma scholar who takes examination receives 900 baht. Any monks who pass elementary level Pali examination receive 6,000 baht, 500 baht if fail and 100 baht will be given even if they skip examination. Any monks who pass intermediate level receive 7,000 baht, 1,000 if fail and 100 baht will be given if they skip examination. Any monks who pass advanced level receive 8,000 baht, 2,000 if fail and 100 will be given if they skip examination. Dharma teacher receives annual salary at 12,000 baht. Pali teacher receives annual salary at 18,000 baht. These subsidies are extremely lower than those of general Buddhist scripture school and this is why many institution choose to mainly provide general education while Dharma-Pali are just alternatives for the survival of the institution. At the same time, they send student to take Dharma and Pali examination for the subsidy in that area because there is only one examination a year.

A head of an institution told TCIJ that in each year, they receive subsidy for assisting Dharma and Pali teaching at 250,000 baht, but the institution need to spend 600,000 baht a year for teaching. They also have to pay monthly salary to the teacher on their own because the government only support annually and only support monk teacher as well. However, many institution need to hire Pali teachers who are laymen because the number of teacher is not sufficient. This expense is entirely on the institution. So, the institution that is able to set up Pali department must be a large institution or the head of the institution must hold a position in Buddhist administration where the followers are willing to support them. The major reason for establishing a Pali institution is that they see it as a way to prolong Buddhism, especially Pali scripture.

Bored Student with Unmotivated Teacher

Besides the overlapping department, the outdated curriculum and teaching method are also contributing to the fact that Dharma and Pali department are less appealing to novices.

“Students themselves do not want to study because it is only about recitation, no learning process and critical thinking in the class. Most novices question ‘what work can they do after completing Dharma and Pali education”. The teachers are also unmotivated and uninspired to teach because they only teach out of faith to Buddhism. As long as the curriculum is still inflexible and senior monks are adhered to conservative way of thinking, Dharma and Pali department are only waiting to be shut down.” a layman Pali teacher informed TCIJ journalist team.

Why many children are being ordained when monastic education is problematic?

No matter how many problems we are finding with monastic education, ordaining are still popular and become an alternative for Thai children who do not have access to government school. Originally, novices in monastic education are from rural area in Northern and Northeastern region, but now opportunity to government school are given to them. The main groups being ordained now are those still left out like ethnic group and highlander. It means that Thai education system is still not able to support people from all classes. Basic information of B.E.2557 indicated that 4.74 million Thai students aged 15-19 (compulsory education level) involuntarily quit school to enter labor market because of poverty. Many parents bring their children to be ordained as they hope for higher education. They choose this path because it is more economical.

90% of novices in some institution in Chiang Mai are from ethnic groups in highland area like Pakar Koryor, Hmong, Lisu, etc. In every year, Dharma preacher will go into these areas to find children to be ordained. Some parents who heard the news bring their children to be ordained and study at the temple.

“Temple is necessary to this group of children because they do not need to pay to study in the temple. Temple will provide everything. There is no local children, no children from rich family. Some children with family problem or no supporter are brought to be ordained at the temple. At the moment, there is only this kind of novices. Most of them can hardly read or write in Thai language. They will be educated to read and write at the temple. Temple will take around 120 children like this each year” a Pali teacher explained.

A novice talked about his school life. He is Tai Yai followed his parents as they emigrated from Shan state without Thai I.D. card. They need a lot of money to enter government school and the family was also poor. They were also raising his sister. He and his two friends decided to be ordained for education. They had to study Pali in the morning, during the day and evening period on Monday to Friday and study general subjects on Saturday. During Buddhist lent, they had to study and study for Dharma examination. They studied hard all year long. Even though they passed Pali examination this year, they feel as if they cannot compete other in general subjects and do not do well in it.

Guideline to Monastic Education Reform ?

Surapot Taweesak, a scholar and columnist concerning Buddhism, who was once ordained said that Buddhist administration is the obstacle to Monastic education reform because the management of Dharma and Pali education for all monks in the country are centralized. The system is dictatorial and extremely conservative as it was founded by the monarch. To change the administrative and educational structure means to ‘touch’ on what was founded by the aristocrat. And no one is willing to do that.

Surapot recommends the separation of religion out of the government so each temple can have more freedom to manage their own teaching and create variety of curriculum for not only novices but also for laypeople who are interested. If this is carried out, there will be more competition in Monastic education and more development. Even though some marginal people are given opportunity to education through monastic education, but Thai monastic education has only one scheme, not diverse and underdeveloped. Hence, it cannot truly meet their demand.

“Ultimately, the removal of religion from state is about the sovereignty because regulation regarding Buddhist administration and principle of state has to be cancelled. And this is unlikely to happen under the current circumstances of Thai politics” Surapot concluded.

Monastic education reform is the internal problem of Buddhist administrative structure and it also reflects problem in Thailand governmental education management. During being ordained, novices follow Buddhism discipline, however, after leaving the monkhood, they are citizen. Therefore, education management in the temple needs to be reformed to be timely and it is not only the duty of the government nor monastic council alone.
 

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