Sustainability
The School for Life ought to be economically independent within 10 years. With this in mind, it is envisaged to establish “Centers of Excellence” as entrepreneurial units, e.g. in the field of tourism, agriculture, kindergarten licensing, and certified in-service teacher training courses.
There is a market not only for Schools for Life in poor countries and regions, but also in rich, wealthy areas and it is planned to create a network of Schools for Life where those located in wealthy areas will contribute to the financing of the others in less wealthy environments.
Indicators for Effectiveness
The indicators refer to a time-frame of ten years. They have been developed in dialogue form with the pedagogical staff and approved by the Board. The indicators are objectively verifiable without the need to do qualitative or quantitative empirical research. They are:
• Official licence to operate the kindergarten (done);
• Official licence to operate grades 1 to 9 (done);
• Official licence to operate grades 10-12;
• Government accreditation of School for Life examinations at the end of grade 9 (done) and grade 12;
• Pass-rate at the end of grade 9;
• Pass-rate at the end of grade 12;
• Number of school graduates enrolled at in the higher education study program “Entrepreneurship” at the Ubon Ratchathanee University and number of university B.A. and M.A. graduates;
• Number of working places generated within the School for Life campus and/or number of graduates who found a job outside the campus;
• Progressive portion of income generation contributing to the financing of the total School for Life budget.
Indicators related to the development of the children’s personality would also be very important, but could only be applied by using methodologically challenging, external empirical evaluations.
The children receive effective support through warranting high quality performance standards during the implementation of the School for Life concept. The children’s traumatic experiences reach back to their early childhood. The School for Life counteracts the societal exclusion of these disadvantaged children through practising “the best for the poorest” and through strengthening their social and entrepreneurial competencies. If the School for Life graduates can’t find a job on the regular labour market, they should be capable of producing ideas and strategies to create their own employment.
The School for Life does not intend to abandon graduates but strives for a long-term existence with a growing practice in a self-sufficient economy.
Possibly after three years but no later than after 5 years it will be possible to react to requirements from other locations to support the establishment of Schools for Life there as it will be necessary to wait for the sufficiently evaluated results of the existing School for Life.