Ahmed, Mohamed
(2015)
DE-SHIFTING TO SINGLE SESSION SCHOOLS: PROSPECTS AND
PROBLEMS IN SCHOOLS OF MALDIVES.
PROCEEDINGS 3rd REGIONAL CONFERENCE ON EDUCATIONAL LEADERSHIP AND MANAGEMENT.
pp. 92-114.
Abstract
Schools offer a variety of programs to help out students grow holistically. Double
session schools transformed to single session claim to provide holistic education and
a conducive environment for the students. This study explores how holistic
educational programs are facilitated in context of single session schools. It also
attempts to examine the programs offered, conditions enable or hinder in facilitating
these programs, and the role of school principals in the implementation of holistic
education. Semi-structured interview was employed on six principals from small,
medium, and large single session schools in terms of students’ enrolment. The data
obtained from the interviews were coded and organized according to the research
questions. The research revealed that reforms were not incorporated into the
curriculum and educational programs in the schools, except few schools brought
restructuring to co-curricular activities. The findings revealed that principal’s
leadership, namely transformational leadership played a vital role in facilitating
holistic educational programs in single session schools. The findings provide insight
into lack of space, limited human resource capacity, inadequate need-based
resourcing, and rapid change in government policies which hinder implementation of
holistic education. The study concluded that transforming all schools as single
session schools alone, do not provide holistic education unless educational programs
balance knowledge with skills and values. Implications of the findings were discussed
in the context of educational leadership and holistic education. Consequently,
suggestions for future research were also explored.
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