Schools for Holistic Development of Students

As all kinds of information are readily available, schools no longer have a choice than to fosters holistic learning and development of all students. The discussion of child centered education started back in the 19th century. Different scholars around the world: John Dewy, Maria Montessori, Jean Piget, Ovide Decorly,  have advocated on the diverse concern of human development in education. Despite the common agreement on adaptation of schools that craters holistic development, educators in Nepal often seem to lack the foundational knowledge and skill required to fulfill this  need. 

In practice, especially in public education in Nepal, there is an ongoing debate on educational outcomes. Should it be able to make students capable of writing simple sentences by the time they reach class one or should it be able to make them do activities in groups, solve different puzzles or even perfectly draw and color a picture?  This is the genuine concern among teachers that I have observed for almost five years in my experience of working with them in relation to pedagogical practices in public schools. Although the solution is plain and simple - that by the end of class one student should be able to write the simple sentences while working in a group, interacting with each other, solving puzzles and talking about different ideas - the reality is complex. 

The recent emphasis on social-emotional teaching and learning is regarded as an alien concept in scenarios when children show extreme behavioral problems. Nevertheless, there is no option other than embracing  the science of holistic education. Every teacher needs to understand that behavior, social-emotional development and academic achievement don't exist in separation and  they are by nature: mutually exclusive. However, leveraging schools to create environments for holistic development is challenging and requires mindful execution every day in school. Here are some insights that I have drawn from my experience as a teacher and as a school leader in government school in Nepal:

• Reflection on systemic change: 

The solution should begin at the core of the problem. Principals, teachers, parents and even students in public schools need to be engaged in discussion and practices that reflect on interconnectedness of themselves as a vital component of the system. Schools need to invest in promoting the leadership that breaks the status quo and positions schools as an engine to govern social change. Regular workshops, dialogue, sessions and activities can help in addressing social issues as the students (especially in public school) are often directly affected by the social realities. In my practice as a School Leader refection on the topic with students has always brought positive result by increasing acceptance and tolerance among them. 

• The impact of globalization in education 

The mission of School Education Sector Plan 2022/23 – 2031/32 (SESP) is to develop a public school education system that is capable to ensure citizen’s right to acquire relevant and quality education comparable to regional and international standard (SESP – 2022). This emphasizes the need for schools to expose their teachers and students to diverse ideologies, values and culture. The exchange of knowledge, development and growth in the global spectrum allows them to think outside of the box. This is also required for developing the confidence and self assurance to value the creativity that is within the mind of 10 years or 13 years old students. Public schools in Nepal should be able to realize that they are associated with the leading educational institution by virtue of critical thinking and value of creativity and innovation. Schools should teach the global importance and impact of the topic students are learning. 

• Developing Growth Mindset 

One of the biggest challenges that I have observed not only in students but also in teachers is the mindset that  nothing can be done to get better or solve any problem at hand. Thus, Incorporating growth mindset theories and activities in the schools of Nepal is crucial for every tiny idea to become vital. Constant motivation, encouragement through praise and reassurance to students are highly required. School needs to challenge the regressive nature of our society towards investment on new ideas. Schools need to pause and consider the reason behind a certain student playing with mechanical tools before handing them a story of  Nepali or English subject as creative and critical thinking is at the root of growth mindset. Teachers should invest in their learning to break their traditional method of teaching. Principals and teachers should exhibit consciousness toward child development and psychology.

• Setting Objectives and Goals 

Goals are often derived from the shared vision and values regarding schools' larger impact to the society. Pedagogical innovation and integration can be achieved through setting target and goal. Principal, teacher and student should formulate their goal for every day of the academic year based on the common vision. The alignment creates an effective and structured learning environment. It is equally important to keep track of the progress toward measurable goals. Publishing principal’s, teacher’s and student’s achievement can be helpful to regulate the practice. 

• Counseling 

The fundamental point of realization for public schools in Nepal is, counseling is not limited to advising. The “listening” which is the basis of counseling is overlooked in schools and teachers end up making pointless arguments with students. Most of the time students want to be heard and not be judged for who they are. In my first year of teaching fellowship at Teach for Nepal, I came across many students who became attentive to learning when I took a few minutes to listen to their story outside of the classroom. It is also necessary to understand that all teachers cannot be a good counselor, thus, investment on qualified and skilled counselors is important. 

• Promotion of extracurricular and cocurricular activities 

Regular organization  of extracurricular and cocurricular activities are fundamental in holistic development of students. Schools can adapt the concept of Book Free Friday initiated by Kathmandu Metro City or implement the innovative approach that enables academic achievement while having fun. Schools need to regard extracurricular and cocurricular activities as the process of learning as they are embedded in the curriculum and by no means a mere source of entertainment.

• Assessment 

On the circumstance when assessment is based on theoretical questions to be answered in the given time frame, it is challenging for schools to measure and evaluate students' overall learning. Schools have to be careful in deciding the assessment method ensuring that they are not limited to academic scores. Continuous Assessment System (CAS) could be impactful on measuring holistic education, however, it is not enough. The schools can work on developing an assessment system that carefully includes all areas of growth to escalate desired human development of students. 

• Teacher as a Facilitator

Emphasis on multifaceted development students is not fundamentally asking for teachers to be an expert in all fields. However, the facilitation skill is must in teachers to thoroughly plan each lesson focusing on the process of achieving targeted objectives. Teachers should study the best possible steps for students on the journey of drawing their understanding in the given topic. The most practical advice on it for teachers would be to consider each lesson as a trip to a specific destination and  themselves as a guide. 

Holistic development of students in schools requires strategic and proactive planning within the school leadership. School Management Committee (SMC) can play a significant role in assuring schools with the resources to focus on the objective of overall growth of students in today’s world.