A COMPARATIVE STUDY ON HOLISTIC DEVELOPMENT

IN THE EDUCATION OF TRINIDAD AND TOBAGO,

FINLAND AND BARBADOS.

Yohance Huggins-Charles
TABLE OF CONTENTS

ACKNOWLEDGEMENTS Pg. 2

INTRODUCTION Pg. 3

AIMS AND OBJECTIVES Pg. 5

LITERATURE REVIEW Pg. 6

METHODOLOGY Pg. 10

PRESENTATION OF FINDINGS Pg. 10

DISCUSSION OF FINDINGS Pg. 29

POLICY RECOMMENDATIONS Pg. 33

LIMITATIONS Pg. 34

CONCLUSION Pg. 35

BIBLIOGRAPHY Pg. 36

APPENDIX Pg. 39

PAGE 1
ACKNOWLEDGEMENT

Mrs. Haytmee Jaleel, Ms. Shaffora Ali, Mrs. Petra Carmichael, Dr. Jacqueline Huggins,

Mrs. Anne Gomes – Philips, Teachers and students of St. Benedict’s College, I would

like to thank you all for your support, assistance and participation in Internal Assessment.

PAGE 2
PAGE 3
INTRODUCTION

Education is the transfer of knowledge and skills and the teaching of values and norms

and ensure that students are prepared for the outside world. UNESCO recognizes

education as a human right for all throughout life and that access must match quality. As

we live in the 21st century and the technological age, there is a necessity for students to be

prepared for the new challenges they face. On a personal level, the researcher has

questioned the quality and challenges of the education that is available at the school that

he attends and after comparing successful education systems to Trinidad and Tobago,

holistic development has become an important concept. It is the belief that education

should enable students to create ideas and solutions to these challenges, placing the

importance on holistic development, focusing not only on the academic but the physical,

mental and emotional aspects of the individual.

Holistic education and learning are on the forefront of sustainable development, being the

root of several targets of the 4th UN 2030 Sustainable Development Goals (SDG),

Quality Education. The Sustainable Development Goals (SDGs) are a collection of 17

global goals (www.un.org/sustainabledevelopment/sustainable-development-goals/), set

by the United Nations of which Trinidad and Tobago is a member.

PROBLEM STATEMENT

How effective is the education system of Trinidad and Tobago in its application of

Holistic Development, compared to Finland and Barbados?

PAGE 4
RATONALE

. In the 28th Article of the UN Convention on the Rights of a Child, it states all children

should be afforded the opportunity to pursue an education. The UN Convention however,

goes a step farther and defines, in its 29th article, the quality of the education that a child

must receive, one that focuses on the development of the child’s mental and physical

abilities, respect for human rights and freedoms, respect for their cultural identity and

nationality, and an understanding of tolerance, peace and equality. Thus, examining the

quality of education in Trinidad and Tobago and whether it provides a holistic education

is pertinent, as Trinidad and Tobago is not only a signatory but has also ratified the

Convention, tying itself to its guidelines.

PAGE 5
AIMS AND OBJECTIVES

The research aims to:

1. Highlight the importance of holistic development in education.

2. Provide data for the Ministry of Education and the Ministry of Gender and Child

Affairs to use to devise educational and child development programmes and

policies to improve the education and social development systems.

3. To bring awareness to holistic development and the views of different

stakeholders in the education system, (school administration, teachers and

students).

The objectives are:

1. To examine the views of stakeholders in the St. Benedict’s College in

relations to education and holistic development.

2. To assess whether the National education system promotes holistic

development when compared to case studies of Finland and Barbados.

3. To identify what is being done in St. Benedict’s College to promote a holistic

education for students.

PAGE 6
LITERATURE REVIEW

UNESCO recognises education as a human right for all throughout life and that

access must match quality. A framework was developed by the former UN Special

Rapporteur on the Right to Education, Katarina Tomasevski, called the “4 As”, which

assesses how education should be handled. It states that stakeholders in education are:

• The Child/Student

• Parents (the ‘first educator’)

• Professional educators (teachers)

The four As are:

• Availability- Education is free, universal and government funded.

• Accessibility- This includes all children regardless of gender, race, religion, ethnicity

or socio-economic status.

• Acceptability- The quality of the education should be free of discrimination as

students are not to be expected to conform to any specific religious or ideological views.

• Adaptability- educational programs should be flexible and adjust according to societal

changes and the needs of the community.

In the words of Ron Miller- a pioneer in Holistic Education, “Holistic education is a

philosophy of education based on the premise that each person find identity, meaning,

and purpose in life through connections to the community, to the natural world, and to

PAGE 7
humanitarian values such as compassion and peace.”. This “student-centred” approach is

used in Finland, helping them attain the status as the top educational system in the world.

In a New York Times Article (DEC. 12, 2011), Pasi Sahlberg was quoted as saying that,

“The first six years of education are not about academic success,”, “We don’t measure

children at all. It’s about being ready to learn and finding your passion.” In Finland,

standardized testing is scorned before the age of sixteen and homework is discouraged.

This is accomplished by reduced class sizes, increased teacher-student interaction and

greater teacher discretion regarding the curriculum. The teacher can take more risks and

try new things and create exciting, engaging curriculum that brings across their message.

Streaming separated classrooms for special education or accelerated learning are not

practised. Students who have difficulty in class become recipients of special tutoring.

As a result, (OnlineClassess.org), high school graduation rates in Finland are 93% for

both academic and vocational schools, 18% higher when compared to schools in the US.

“Where to Invade Next” (2015), a documentary by Michael Moore, there was a huge

consensus by educators and even the Minister of Education that students in Finland

perform better than American students, because of the absence of homework. This occurs

as importance is placed on students to be children, exploring, playing, connecting with

friends and family, practising music and sports.

The teaching profession is widely respected in Finland, with teachers being compared to

lawyers, doctors and architects. All teachers are required to complete a three-year

master’s degree, where they undergo special interviews and assessments, resulting in

only 10% of all applicants gaining employment. According to the OECD (Organization

PAGE 8
for Economic Cooperation and Development), an average Finnish teacher teaches 600

hours annually or about 4 or fewer lessons daily. The curriculum follows phenomenon

and subject-based learning, as well as the implementation of 21st-century skills training

like collaboration, communication, creativity, and critical thinking, all showing how

effective holistic learning is to the development of students.

In an article by Oscar Williams-Grut, (Nov. 18, 2016) in the Business Insider UK,

Barbados was placed in the top eleven education systems based on data collected from

the World Economic Forum’s Global Competitiveness Report 2016-2017. According to a

study done by UNESCO (2010), it found that their curriculum is based on constructivism,

focusing on the student’s interaction with the curriculum, With the introduction of

outcome-based education, the focus is placed on the development of attainment targets

that will outline specific student outcomes. In addition, the revised curriculum includes

technology and social and emotional learning. The technology was integrated across

subject disciplines, with technological skills and competencies being taught from primary

to secondary school. Social and emotional learning includes self-management, problem-

solving, decision-making and conflict resolution.

The goal of Pre-Primary education is to provide for the total development of the child’s

personality by complementing and extending informal learning. In a continuation of the

Pre-Primary, at the Primary level, the goal is to build a foundation in reading, writing and

problem-solving. It focuses on the teaching/learning process being student-centric and

emphasizes the integration of technology across the curriculum. At the Primary level, the

PAGE 9
subject disciplines are the same but include new subjects to prepare students for global

citizenship.

At the Secondary level, the goal is to ensure that students acquire knowledge, skills and

attitudes which will lay the foundation for future jobs and careers. The focus is on the

student’s interaction with the curriculum rather than the curriculum dictating the pace of

learning. It is structured so that students can pursue compulsory core subjects, foundation

courses and electives, with credits, are given for enrichment activities, which complement

core subjects. The Secondary School system is divided into six levels each designed to

transition students from Primary to Secondary in level (form) I, to level VI, preparing

students for CXC General Proficiency Examinations and later CAPE. From Levels I-III,

students are expected to study at least one subject under the foundation studies.

In addition, students must choose from different electives and select one activity from a

group of enrichment activities designed to develop their special skills and talents.

In terms of assessments, continuous assessments are used to measure the knowledge and

skills attained during the primary school curriculum than relying on a one-shot

examination. The revised curriculum represents a shift from traditional modes to more

authentic assessment models based on a combination of orals, interviews, peer and self-

assessment, performance assessment, project-based work.

PAGE 10
METHODLOGY

The researcher decided to use both quantitative and qualitative approaches to ensure that

the actual experiences of participants were gathered. Sixteen (16) School Climate

Surveys were administered to students of the Sixth Form at St. Benedict’s College, based

on models used by the Ministry of Education of Trinidad and Tobago and the New Jersey

Department of Education. The survey consisted of 25 questions, divided into five

categories, Student Involvement, Curriculum, Examination and Assessment, Teachers

and Teaching Involvement and Physical Infrastructure and Environment. The selection of

the student participants was done based on the use of Random Sampling.

A single one-on-one interview was completed with a member of the school management

(Principal).

Three (3) individual interviews and one focus group consisting of six (6) members of the

teaching population were conducted. The focus groups were based on Random Sampling

where participants were chosen based on availability.

PRESENTATION OF DATA

Tables 1-5 below, presents data from the individual interviews and the focus group

session of school administration and teachers. Figures 1-12, presents data from the school

climate surveys completed by students.

PAGE 11
TABLE 1: Interview with the Prinicpal of St. Benedict’s College
Definition of Education and link to Holistic Development.
Development of a person’s skills, talents, providing an environment where a
child can live up to their fullest potential.

Programs that contribute to Holistic Development.

Opportunities that allow students to express themselves.

Availability of Resources
Due to financial constraints, the school isn’t able to access the necessary
funding required.

Equity of Educational Opportunities for Students.

Negative perceptions that certain subjects and subject areas are tied to
social status, gender or intelligence are changing. A greater number of
opportunities are becoming available for non-traditional academic
subject areas and careers,
Role of Teacher in Holistic Development
Understanding students and their individual needs. Possessing the
fundamental belief that all students deserve to learn.

Qualified Teaching Resource

Equip teachers with extra skills tailored to the communities in which
their school is located.

Denominational Schools and Religion

Faith and Religion provides an anchor that assists in life, helps to cope
with life’s obstacles.

Ability to Change on Thing in the Education System

Constructing school compounds and infrastructure to resemble a community
setting.

PAGE 12
In the first structured interview with the principal, Mrs. Anne Gomes-Phillips ( Table 1),

she defined education as where students are taught to develop their unique skills and

talents, with the school providing opportunities for students to express themselves. She

used her own school’s drama department as an example, saying that for some of the

students who came from disadvantaged backgrounds, it served as a way of expressing

themselves in ways that they would not have generally done. The Principal felt that

schools do not receive enough funding, limiting the school’s ability to provide all

necessary facilitates for students. When speaking about equality of educational

opportunities for students, the Principal found that the education system is changing for

the better, as more opportunities are being given for vocational and other non-traditional

subjects due to their demand in society.

The Principal felt that the role of teachers is to understand their students and place their

right to an education as top priority while teaching. She also suggested that teachers

should be trained to develop the connection between the knowledge in the classroom to

the lived experiences of students. On the relationship between denominational schools

and school performance, the Principal said that she felt that religion brings stability and

order in a person’s life and this contributes to the better performance of denominational

schools. In conclusion, the Principal felt that one thing that could be changed in the

education system should be the construction of schools, to reflect a community setting, to

create a more comfortable environment for students.

PAGE 13
 TEACHER
TeacherINTERVIEW
Interview #1 #2
Definition of Education and link to Holistic Development.
Definition of Education and link to Holistic Development.
Process of disseminating information and knowledge to students.
Opening a child’s mind to new ideas, shaping behaviour, views.

Programs that contribute to Holistic Development.

Programs that contribute to Holistic Development.
Everything that a student participates in school.
Ensuring students pushed to understand social expectations and role, as
well as ensuring that their academic and physical, mental and emotional
needs
Role are met.
of Teacher
Role ofToTeacher
teach, instruct, guide and mentor their students.

Help to develop personalities, promote discipline, ensuring to transmit the

curriculum
Availability of Resources
Lack of of
Availability proper furniture, whiteboards, markers. Inability to use
Resources
technology in the classroom.
Lack of necessary infrastructure. Formal training is lacking

Qualified Teaching Resource

Qualified
LackTeaching Resource
of established professional development, outside of The
University of the West Indies (UWI) consultations and conferences.
Teachers are restricted between teaching regulations and what actually
Need for the updating of aspects of the Teaching Diploma programme
occurs in the classroom.
to include new teaching methods, new technology.
Exams
Exams and
and Assessment
Assessment
Emphasis on Credentialing, placing a lot of stress on students. Focus
Tailor teaching
is placedtoonbalance learning of
the attainment and test. Some and
scholarships teachers promote
passes in Natural
learningSciences,
to rote inLaw,
class.Maths.
Certificating not educating.

Teacher
Teacher Involvement
Involvement
Tries to relate subject to real world events or problems. Taking time to
Encourage independent
get to and critical thinking.
know students.

Ability
Ability to
to Change
Change One
One Thing
Thing in
in the
the Education
Education System
System
Greater emphasis on students being oriented with the widest range of
Slow down the process
subjects possibleoftolearning
be well versed.

TABLE #2

TABLE #3

PAGE 14
 TEACHER INTERVIEW #3

Definition of Education and link to Holistic Development.

Transmission of knowledge to students in and outside of the classroom.

Programs that contribute to Holistic Development.

Creation of a miniature society in the school environment.

Role of Teacher
To help fill part of the void left by the breakdown in the family.

Availability of Resources
Lack of funding and adequate space.

Qualified Human Resource

Teachers are trained a lot by incidental learning based on where they may
have gone to school. Learn from interactions with students.

Exams and Assessment

Time frame and demographics of student population affect how students
prepare for and perform on exams.

Teacher Involvement
Giving up breaks and extra time to help students outside of the classroom.

Ability to Change One Thing in the Education System

Choosing electives earlier in school life.

TABLE #4

PAGE 15
 Teacher Focus Group

Definition of Education and link to Holistic Development.

Prepare students for life, helping them to apply what their
knowledge to everyday life.

Programs that contribute to Holistic Development.

Everything, any programmes, experiences, they have in school will
help them later in life.

Role of Teacher
Relating how work in classroom relates to life. Guiding and
motivating students to perform at their ultimate potential.

Availability of Resources
Lack of freedom to teach creatively due to exhaustive bureaucracy.
Inability to use technology in the classroom.

Qualified Teaching Resource

Teacher Development is tied to the individual’s motivation to improve.
Teachers over time learn from interacting with students how to improve
teaching practices and methods.
Exams and Assessment
Emphasis on passing exams and teaching to the test. Curriculum dictates
the speed of learning.

Teacher Involvement
Tries to relate subject to real world events or problems. Taking time to get
to know students

Ability to Change One Thing in the Education System

Ending SEA and begin zoning students. Introduce longer school
days but remove homework. Make parents become more involved

PAGE 16
 and be held accountable for their children.
TABLE #5

The responses from the teachers were positive with all agreeing that education is about

disseminating information and preparing students for life. The majority agreed that

holistic development comprises the experiences that shape students while they are at

school. All respondents felt that the role of the teacher was to nurture, guide and mentor

students and assist in their development. All respondents agreed that there is a lack of

funding for schools, lack of proper infrastructure, inability to use technology in the

classroom and a lack of comfortable classrooms. Teachers felt that by interacting with

students, they learnt new technologies apart from their initial training process.

On the topic of examinations, teachers felt that the teaching time frame and demographics

of students are not always considered, with a great focus placed on teaching to testing and

credentialing and attaining scholarships. In terms of teacher involvement, most

respondents said that they go the extra mile by giving extra time and breaks to help

students and they try to get to know students and their personalities.

When asked about the one thing they could change in the education system, they mainly

stated that they would allow students to get oriented with the widest possible array of

subjects before specialising to gain knowledge on different topics that are interconnected.

They also felt that students should be able to select electives earlier to allow them time to

be prepared for CXC examinations. Thirdly, some respondents suggested slowing down

the learning process, so students can really learn and internalise the information. Lastly,

the respondents agreed that the SEA exam which determined the beginning of the

PAGE 17
secondary school system, should be ended and there should be an automatic transition to

secondary school. Additionally, there was the suggestion that parents should be made to

get involved in school and be held responsible for their children and their children’s

actions in school.

The figures below show the data collected from questionnaires completed by students.

PAGE 18
 STUDENT INVOLVEMENT
8
6
4
2
Strongly Agree
0
Agree
Neutral
Disagree
Strongly Disagree

Fig #1

With reference to questions on Student Involvement in relation to holistic development

most students agreed that they believed that school prepares them for the outside world

and that they receive opportunities to participate in activities outside of the classroom.

However, most students disagreed that they are involved in school decision making or

that teachers respect their opinions. Most students were neutral about whether they

enjoyed school.

PAGE 19
 CURRICULUM

Are students treated differently because of the subjects they do?

Strongly Disagree
Do you believe your school offers a wide range of subjects? Disagree
Neutral
Agree
Do you have to go to extra lessons in order to understand what Strongly Agree
you do in class?

Do you enjoy the subjects that you do?

0 1 2 3 4 5 6 7

Fig#2

In the Curriculum Section, there was no conclusive majority when students were asked

whether students are treated differently based on the subjects they pursued. There was

also a negligible difference in the number of responses for the questions of whether their

school offers a wide range of subjects and whether they enjoy the subjects they do. The

difference between neutral and agree was one respondent, with neutral being the major

response. When asked if students must take extra lessons, the majority disagreed.

PAGE 20
 EXAMINATION AND ASSESSMENT
16
12
8
4
Strongly disagree
0
Disagree
Neutral
Agree
Strongly agree

Fig#3

In the Examination and Assessment Section, while the majority agreed that examinations

are important to learning, there is a contrast as students stated that there is too much focus

placed on examinations and that there are too many exams. The majority also stated that

students are treated differently because of their exam performance. There was no

conclusive answer for whether students felt exams properly tested their knowledge as

both categories of Neutral and Disagree gathered the same amount of responses.

PAGE 21
 TEACHERS AND TEACHER INVOLVEMENT
16 1 0
1
1 3 2
12 5 3
8 4
8
9 5 7
4 6
3 3
0 0 1 1 0 0

Strongly Agree Agree Neutral Disagree Strongly Disagree

Fig#4

In the Teacher and Teacher Involvement Section, when asked whether the homework

assigned by teachers helped them learn, the majority of students agreed but when asked

whether teachers made learning interesting, the majority of students gave a neutral

response. When asked whether teachers give students encouragement and attention and

whether teachers give extra help at school, the majority of responses were the same,

Neutral.

PAGE 22
 PHYSICAL INFRASTRUCTURE AND
ENVIRONMENT
12

Strongly Agree Agree Neutral

Disagree Strongly Disagree

Fig#6

In the Physical Infrastructure and Environment Section, the majority of students strongly

disagreed when asked whether their school is kept clean, whether their classrooms are

suitable to use technology and whether they felt safe on the compound. When asked

whether their school is large enough for all the students there was a negligible difference

of one respondent between Neutral and Disagree.

PAGE 23
 Do teachers and other adults in your school listen
to students' ideas about the school?

13% Yes
27% No
No answer
Sometime

7%

53%

Fig#7

Fig#8

PAGE 24
When asked whether the use of technology is important in the classroom, the majority of
students (14) answered yes

Do you think that students are treated differently

based on how they perform on exams?

6%
6%
Yes
No
No answer
19% Sometime

69%

Fig#9

PAGE 25
 Do you think that your classroom is a com-
fortable learning environment?

6%
25%
Yes
No
No answer

69%

Fig#10

When asked if they feel that their classroom is a comfortable learning environment the
majority of student, 69%, answered no

PAGE 26
 In your opinion, do your teachers treat students
with respect?

Yes
19%
No
No answer
6% Sometimes
56%
19%

Fig#11

What is one thing that you would change about

the education system?

12% No answer
18%
Teachers and Teacher Devel-
opment
Curriculum
18% Student Involvement
Examinations and Assessment
Other
24%

12%

18%

Fig#12

PAGE 27
Lastly, when asked what they would want to change in education system, 23%, the

majority of students responded they would change Examination and Assessments, with

another significant portion of the students (18%) responded that they would want to

change the Student Involvement aspect of education as well as Other aspects that were

not included in the Ministry’s School Management Model’s classification of aspects of

education.

PAGE 28
DISCUSSION OF FINDINGS

It is the belief that the study met its objectives. Through the methodology employed,

the views of several stakeholders at St. Benedict’s College were gathered as they related

to the relationship between education and holistic development. These views were in

agreement with the definition of education as set out by the United Nations and the

principles of the 4A’s framework, developed by Katarina Tomasevski. Additionally,

students stated similar views with teachers regarding the classroom and its unavailability

to be a totally comfortable environment, with lack of proper furniture, air conditioning

and preventing the use of technology.

Using Finland and Barbados as a benchmark, the research was able to assess whether

the education system of Trinidad and Tobago promoted holistic development. In Finland,

the teaching profession is valued, and teachers are required to undergo a more rigorous

recruitment process than, in Trinidad. To this end they are given more respect and trust,

unlike what teachers in the focus group felt they received. More specifically, teachers in

Finland have to go through a five-year master’s Program to have minimum qualifications

and out of those accepted to teach, they have to undergo weekly professional

development. This is different to teachers in Trinidad and Tobago, who are required to

have a bachelor’s degree and a teaching diploma and undergo professional training

annually, creating a situation that development is based on personal motivation. This

situation in Trinidad and Tobago, has a negative impact on teachers and teacher

development and on students’ success.

PAGE 29
One of the most basic differences between Finland and Trinidad and Tobago was the

inability to incorporate technology in the classroom. Teachers stated that having to go

through the long process of reserving time and equipment, “eats” into their planning and

teaching time.

Opposed to the experience at the schools of Finland and Barbados, the majority of

student respondents, did not feel safe on the school compound and did not feel their

classroom is a comfortable learning environment. This would have a negative impact on

student’s learning and success.

The study has shown that Finland is famous for its lack of assessing students until they

reach the end of their secondary school education and they have reaped the results where

93% of high school graduates go to university There is a stark contrast to Trinidad and

Tobago where both teachers and students found that there is in some cases a culture of

teaching to the test and a lack of learning occurs. Although, a majority of the respondents

felt that examinations were important to learning, it was also evident, that the majority of

students felt that there were too many exams and that their results affected how their

teachers interact with them. Teachers also felt that because of time constraints, and the

amount of work that their individual curriculums consisted of, teaching to the test is

easier.

In the interview, it was suggested that schools should incorporate links from the

academics to the communities and cultural backgrounds that students come from.

Barbados is more closely connected culturally to Trinidad and Tobago, but while

Barbados and Trinidad and Tobago share the same curriculum through CXC, there is a

PAGE 30
contrast in the variety of subjects that are available. In addition, there are differences in

the focus in Barbados where focus is placed on constructivism, child – centred learning

and outcome-based education. A big part of the curriculum includes technology and

social and emotional learning, including self-management, problem-solving, decision-

making and conflict resolution. Additionally, the curriculum is divided into three sections

of compulsory core subjects, foundation courses and electives, with credits being given

for participation in enrichment activities like athletics voluntary organisations and social

clubs that help develop student’s special skills and talents. While there is a difference

with lack of inclusion of extra-curricular activities in Trinidad, the school does allow for

the selection of electives for students.

Infrastructure and Environment was found to be in the view of participants in a

deplorable state, with the lack of classrooms that could facilitate the use of simple

technology like a projector of the use of computers. Teachers stated that there is a lack of

space, of classrooms without effective ventilation and proper furniture. Even in her

interview, the Principal felt that schools do not receive adequate funding when it comes

to programs like the arts, for proper infrastructure and equipment, as well as most

students stating that they did not feel comfortable or safe in the classroom.

The data gathered has shown that there is some level of holistic development being

practiced at St. Benedict’s College impacting on the students, mentally, physically,

emotionally and socially. The school does not discriminate against the attendance of any

student, it is inclusive. It was found that the school has a very successful Performing Arts

program having won several awards in music, both voice and instrumental and having a

PAGE 31
successful sports program (football, cricket, track). As well, the library staff displaying

posters with information on important cultural holidays and bringing in persons to speak

about these events, e.g. Descendants of Indigenous people to speak about their heritage.

Despite these features there is much to be done as it relates to evidence of student

involvement through individual or group co-curricular activities, teacher/student relations

need improvement, and the overall philosophy of the holistic development of the student.

Recommendations have been made for the change that must come if the school is to eb

successful.

PAGE 32
POLICY RECOMMENDATIONS

1. There are two models which can be emulated and hence there should be a re-

evaluation of the level of holistic development in the education system.

Conducting a consultation with officials in Finland and Barbados will provide

officials from Trinidad and Tobago with the necessary information to guide

policy reform.

2. A key change in the policy should be the reduction of the number of assessments

and increase in the opportunity to use different types of assessments. Instead of

consecutive monthly tests or a formal end of term test that usually comprises the

completion of multiple choice and essay questions, there should be fewer exams

(around 2-3), that focus on open book, case study and oral exams. This will allow

for greater focus on the learning of a subject.

3. Greater integration of Co-and Extra Curricular activities within the curriculum

like the enrichment activities which take place in Barbados. This will lead to

practical application of subject and students gaining a better understanding of

what they do in class.

4. More importance should be placed on Teacher development. This will include the

allocation of additional resources for teaching training, re-evaluation and change

to the training process and application in the classroom with sensitivity to student

learning.

5. The establishment of a National Student Council which will allow for the direct

involvement of students in the decision -making process of the educational system

PAGE 33
LIMITATIONS OF THE STUDY

The study focused on St. Benedict’s College, and while it is used as a model, it

may not be a true representation of other Catholic, Denominational or Secondary schools

in Trinidad. Surveys were used as one data collection instrument for students but as they

were only administered to Form Six students, the experiences of students from other

forms were not taken into account. Due to interruption to school schedule, time

constraints and participants’ availability, the sample sizes of teachers and students had to

be reduced.

PAGE 34
CONCLUSION

The education systems in both Finland and Barbados show indications of the proper

application of holistic development and the results of student success. The research has

shown that key stakeholders in the education system at St. Benedict’s College (case

study), concluded that holistic development is not entirely centric. This was seen as,

there is a lack of adequate funding, lack of incorporating technology into the curriculum

and classroom, the use of outdated methods of assessment, and lack of preparation of

students for the 21st century.

Ironically, students, teachers and administration all know what the shortcomings in the

system are and have their own solutions and ideas on how to fix these problems, but they

feel that they cannot get them properly addressed. If changes are not made now, they may

be made only after countless students have passed through the system and have not

fulfilled their ultimate potential.

PAGE 35
BIBLIOGRAPHY

Right to Education Project

Education and the 4 As

http://r2e.gn.apc.org/node/226

School Climate Survey Staff

http://www.state.nj.us/education/students/safety/behavior/njscs/

NJSCS_Staff_Q2.pdf

School Climate Survey Students

http://www.state.nj.us/education/students/safety/behavior/njscs/

NJSCS_MSHS_Student_Q.pdf

Schools Around Us

Holistic education

http://www.schoolaroundus.org/holisticeducation/

From Finland, an Intriguing School-Reform Model

Jenny Anderson

DEC. 12, 2011

The New York Times

PAGE 36
http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-

school-reform-model.html?src=me&ref=general

11 Ways Finland’s Education System Shows Us that “Less is More”.

Kelly Day

APRIL 15, 2015

https://fillingmymap.com/2015/04/15/11-ways-finlands-education-system-shows-

us-that-less-is-more/

There Is No Homework In Finland

Danny Ashton

MARCH 4, 2013

NeoMam Studios

http://neomam.com/blog/there-is-no-homework-in-finland/

Sustainable Development Goals- United Nations

Report of the Secretary-General, "Progress towards the Sustainable Development

Goals", E/2017/66

www.un.org/sustainabledevelopment/sustainable-development-goals/

CAPE SOCIOLOGY Units 1&2

Carlton Chinapoo, Norma James, Maureen Lee- Paisley

Where to Invade Next

PAGE 37
2015

Directed by Michael Moore

Produced by Dog Eat Dog Films and IMG Films

World Data on Education

VII ED. 2010/11

International Bureau of Education

United Nations Educational, Scientific and Cultural Organisation

The 11 best school systems in the world

Oscar Williams-Grut

Nov. 18, 2016

Business Insider UK

http://uk.businessinsider.com/wef-ranking-of-best-school-systems-in-the-world-

2016-2016-11

PAGE 38
APPENDICES

APPENDIX #1

PRINCIPAL INTERVIEW

1. How would you define what education is and what is its link to holistic

development?

2. What programs or measures would contribute to the holistic development of the

student?

3. Having been in the education system for many years, do you believe that

sufficient measure and resources are made available to schools to achieve holistic

development?

4. Do you believe in any way, that the education system is disproportional in the

opportunities given to students based on social class, gender or subject area chosen to

pursue?

5. What is the role of the teacher in the holistic development of the student?

6. How important is it to have properly trained and qualified personnel fulfilling the

role of teachers?

7. Would you say that denominational schools are better equipped to deal with

holistic development because of the influence of religion?

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8. If you had the ability to make one change to the education system, what would it

be?

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APPENDIX #2

TEACHER FOCUS GROUP AND INTERVIEWS

The purpose of this focus group is to gain the teacher’s perspective of aspects of the

education system, such as Examinations and Assessments, Teacher Resources and

Development and Curriculum.

The researcher wants to request the use of 10% of the teaching staff (11) spilt into two

groups, one six-person group and one five-person group.

The researcher is requesting the use of either Middle Management Room or the Language

Lab at either a lunch time or after school depending on which is feasible

There would be a battery of questions:

1. What in your view, is education and what is its link to holistic development?

2. What in your opinion, contributes to the effective development of a student?

3. What is the role of the teacher in the holistic development of the student?

4. In your opinion are teachers properly trained to handle 21st century educating?

5. Do teachers receive the kind of freedom or resources that are needed to assist

them in the education process?

6. Do you see any evidence or believe that there is a great emphasize on exams and

assessments and not on learning in the classroom?

7. What is one thing that you do to help with the development of your students?

8. If you and the ability to change one thing about education in Trinidad, what

would it be?

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APPENDIX #3

SOCIOLOGY INTERNAL ASSESSMENT

We want to know what YOU think about your school. This is NOT a test.

There are NO wrong answers. The information from the survey will help us understand

what you think about your school experience.

YOUR answers are confidential.

Your answers will be combined with those of other students. No one will be told how

you answered. DO NOT write your name on the survey.

This survey is voluntary.

You do NOT have to answer any question if you do not want to, but we hope you will

answer as many questions as you can.

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PAGE 43
 Strongly Strongly
Please tick the correct answer: Agree Neutral Disagree
Agree Disagree
Student Involvement

Do you enjoy being in school?

Do students have lots of chances
in your school to get involved in
sports, clubs, and other school
activities outside of class?
In your school, do students have
an opportunity to contribute to
the decision making?
Do you feel that your school
prepares you for the outside
world?
Curriculum

Do you enjoy the subjects that

you do?
Do you have to go to extra
lessons in order to understand
what you do in class?
Do you believe that your school
offers a wide range of subjects?
Are students get treated
differently in your school because
of the subjects they do?
Examination and Assessment

Do you believe that exams are

important to learning?
Do you believe that there are too
many exams?
Do you believe that too much
focus and emphasis is placed on
examinations?
Do you believe exams properly
test your knowledge?
Teachers and Teacher Involvement

Do teachers give students a lot of

encouragement and attention?
Do teachers often assign
homework or assignments that
help you learn?

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Do your teachers give you extra
help at school outside of your
regular class?
Do your teachers make learning
interesting.
Physical Infrastructure and Environment
Is your school kept clean?
Is your classroom is properly
suited to use technology.
Do you feel safe in classrooms,
labs, and other parts of your
school?
Is your school big enough for all
the students in my school?
Do you think teachers and other adults in your school listen to students' ideas about the
school?

Do you think it is important to use technology and the internet in the classroom? Why?

Do you think that students are treated differently based on how they perform on
exams?

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Do you think that your classroom is a comfortable learning environment? Why?

In your opinion, do you think teachers treat students with respect?

If there is one thing that you could change about the education system what would that
be?

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