59-05-032 Proceeding

11 Proceedings of the Princess Maha Chakri Sirindhorn Congress l prioritize their activities l respond to stimuli with empathy tinged reason, rather than react instinctively or emotionally only l do the right thing even when no one is looking These important life skills and competencies are truly a valuable adjunct to academic skills and are suitable for raising formative level formal and non-formal education systems to the transformative level and can be modified to meet the particular needs of the target requirements of particular education systems or society. A transformative education paradigm can also assist education professionals in affording the intellectual space for students to learn more effectively. Conclusion In conclusion, the shortfall in leadership competencies at all levels of Thai society required to build and maintain a stable liberal democracy in the 21 st Century, is glaring. To redress this, shortfall, the Thai education paradigm must be lifted to the transformative level so that graduates are no longer considered as dependent older children, but as independent young adults who know their own strengths and weaknesses; are capable of collaborating with others to work in inter- dependent teams for superior outcomes in the home, the workplace and in society; are critical thinkers based on facts and reason that is tinged with empathy; value differences; and perceive problems as opportunities. Transformative education can start at the kindergarten level and continue through to tertiary education. Although leadership competencies and skills are not conducive to being taught exclusively as lectures in a classroom, as lifestyle praxis leadership can be learned by example and doing in the intellectual space afforded by education professionals throughout an individual’s education/learning experience. Innovation stems from effective leadership. Innovation ensures that human achievement development does not stagnate in the status quo. I believe that everyone has the right to have the opportunity to have access to transformative education so that they can be the CEO of their own life. I also believe that everyone has the responsibility to hone and use their leadership skills and competencies, not only for the sole betterment of their own quality of life, but also to contribute to the society that fosters them. The product of Thai education at the transformative level ought to inject a large pool of reason enable critical thinkers into all sectors of Thai society who have an understanding of the value of innovation and good governance for organizational success and national development activities. Formal and informal transformative education is proving doable, so why do we not Just Do It to develop and foster the human capital for sustainable human achievement development in Thailand.