HUNDRED RESEARCH REPORT #022

pS otlthgi :
oH tsil tcaiudE oi n
niSotu hdna
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Report
OCTOBER 2021

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HUNDRED RESEARCH HUNDRED.ORG
Contents
SPOTLIGHT:
HOLISTIC EDUC ATION IN SOUTH AND SOUTHE A ST A SIA

Nidup, Tshering. Ghaley, Penjor. Maya, Madhu. (2021)

Spotlight: Holistic Education in South and SouthEast Asia
HundrED Research. https://hundred.org/en/research

Published October 2021

Authors Tshering Nidup, Penjor Ghaley, Madhu Maya
Reviewed and Edited by Crystal Green, Clara García-Millán

Conclusions and recommendations from HundrED reports

represent the author’s own views.

FORE WORD FROM DRUK G YALPO’S INSTITUTE 5

FORE WORD FROM HUNDRED 7

INTRODUC TION 8

HUNDRED’S MISSION & THEORY OF CHANGE 10

BACKGROUND 12

COLLEC TION OF VOICES 16

ME THODOLOG Y 20

SELEC TED INNOVATIONS 24

CONCLUDING REMARK S 46

REFERENCES 50

APPENDIX 52

CONTAC T INFORMATION 54

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4 HUNDRED.ORG
Foreword from
Druk Gyalpo’s Institute

Druk Gyalpo’s Institute draws its vision from His Majesty the King of Bhutan and is The learning process emphasises holistic education for the teachers and the stu-
a testament to His Majesty’s recognition of the critical role of education in enrich- dents, and helping the learners understand their role in being part of, and contrib-
ing the lives of our people and society. The learning process of the Bhutan Bacca- uting to the creation of a just and harmonious society. The learning process will be
laureate, guided by the Five Areas of Development, has been a part of HundrED’s transitioning into 22 schools under the Ministry of Education in 2021.
global collection since 2018.
This spotlight gave Druk Gyalpo’s Institute the opportunity to become partners
with HundrED. We are excited to be able to showcase our shared vision of finding
innovations that help the holistic development of learners in our communities.

Helping learners understand Tshering Nidup

their role in being part of, Druk Gyalpo’s Institute

and contributing to the creation

of a just and harmonious society.

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6 HUNDRED.ORG
Foreword
from HundrED

At HundrED, we have been selecting impactful and scalable education innovations innovator since 2018, and we are always searching for more great innovations in that
for years. As our brand has grown, we have seen increasing innovations submitted area. Finally, with so many mental health challenges emerging in students and adults
from every part of the world. Some regions have been more active than others for coming out of the COVID-19 pandemic, there has never been a more important time
various reasons. One part of the world we have been challenged to discover innova- to help impactful holistic education innovations spread. We could not have picked
tions from is Southeast Asia. And from our very beginning we have always believed a better partner to work with on this Spotlight than Druk Gyalpo’s Institute Bhutan,
in holistic approaches to education. 5 Areas of Development has been a selected and we are thrilled to be sharing these selected innovations with the world.

Danny Gilliland
From our very beginning Head of Growth,

we have always believed in HundrED

holistic approaches to education.

HUNDRED.ORG 7
 Introduction

Education is a lifelong process where a learner is constantly raising their bar. Life
itself is a journey of personal growth and development and therefore the classroom
curriculum should reflect the world around us. It should help the learner understand
what’s going on around her. Education should be about studying to learn and not
learning to study. The role of a teacher is to help a learner understand the process
of learning to learn. This takes more precedence now than ever before as we move
into a decade that does not resemble anything that we have witnessed in the past.
Education, just like us, needs to be Wholistic – one that is dynamic, responsive, and
open to new ideas and change.

HundrED and Druk Gyalpo’s Institute, Bhutan collaborated to identify and show-
case innovations in the South and South East Asia region that focuses on holistic
education.

8 HUNDRED.ORG
OBJEC TIVES OF THE SPOTLIGHT The Teacher Development Centre. The guiding philosophy of Druk Gyalpo’s In-
stitute focuses on the holistic development of individuals to help them actualise
• Discover and celebrate innovations that fosters holistic development their innate potential across all areas of development— cerebral, physical, social,
of learners in South and SouthEast Asia (chapter 3 and 4) emotional, and spiritual and enables each individual to become exceptional leaders
• Enhance the dialogue around the role of education in enriching and good human beings. Emphasis is placed on the development of character that
the lives of individuals and their societies (chapter 1, 2 and 4) fosters fundamental values such as honesty, integrity, teamwork, generosity and
• Understand the implementation of holistic education in different compassion in learners in addition to high academic achievement. Through this ap-
learning contexts (Chapter 1, 3 and 4) proach, Druk Gyalpo’s Institute promotes a culture of excellence in all aspects of life.
• Celebrate and broadcast these innovations to help them spread
to new countries (Chapter 4 and 5).
HUNDRED

FIVE CHAPTER S MAKE UP THIS REPORT Finland based, not-for-profit, HundrED, discovers, researches and shares inspiring
innovations in K12 education. Their goal is to help improve education and foster
Chapter 1 – Background: Written by Druk Gyalpo’s Institute, the background chap- a movement through encouraging impactful and scalable innovations to spread,
ter sets the stage on the general state of holistic education in the world with a focus mindful of context, across the world. HundrED Spotlights create unique opportuni-
on South and SouthEast Asia. The Bhutan Baccalaureate learning based on the Five ties for both educational professionals and independent organisers of the Spotlight
Areas of Development guides the holistic education framework for the spotlight. to gain a thorough insight into the education innovations taking place in either
a specific area of education, like literacy or sustainability, or within a certain geo-
Chapter 2 – Visions for the Future: A collection of voices from current students, graphic location, for example, India or London. For each Spotlight, HundrED selects
teachers, and education leaders from different countries is presented to showcase the brightest education innovations, which then undergo a thorough study by our
a diverse range of perspectives on what is needed to foster Holistic Education Research Team and an expert Advisory Board. HundrED Spotlights are organised
with partner organisations, who help from their area of expertise.
Chapter 3 – Methodology: An overview of the methodology for selecting and
reviewing the spotlighted innovations.

Chapter 4 – Selected Innovations: Each selected innovation with a sample of

their review data is presented. Information to find out more is also included.

Chapter 5 – Concluding Remarks: A summary of the findings of this research pro-

ject is brought together in the chapter. Finally, we ask “What happens next?” with
Education should be about studying
our proactive plans for fostering holistic education with the results here beyond to learn and not learning to study.
this report.
The role of a teacher is
DRUK G YALPO’S INSTITUTE
to help a learner understand
the process of learning to learn.
Druk Gyalpo’s Institute draws its vision from His Majesty the King of Bhutan and is
a testament to His Majesty’s recognition of the critical role of education in enrich-
ing the lives of our people and society. Druk Gyalpo’s Institute consists of three
closely linked centres: The Education Research Centre, The Royal Academy and

HUNDRED.ORG 9
 HundrED’s Holistic Education Manifesto
The purpose of education is to help every child flourish, no matter
what happens in life.

In a fast changing world, focusing on traditional academic skills will

remain important, but that is not enough. The purpose of educational
systems needs to become more holistic, helping learners develop
as a whole, balancing cultivation of all aspects including intellectual,
physical, emotional, social and spiritual dimensions. Therefore, a Holistic
Education approach must equip children with a breadth of skills to thrive
as global citizens.

While we are advocates of a child-centric approach and personalised,

HundrED’s Mission passion-based learning, the relationship between an inspired teacher,
an engaged parent and a motivated student will remain essential.
Holistic Education extends beyond individual development and helps
children change and become trustworthy members of a community
taking responsible decisions towards their environment.
INTRODUC TION
Assessment has to be aligned with the core purpose of helping children
The world of education is full of inspiring innovations, yet they struggle to spread flourish and all of this should be reflected in the learning environments
beyond their immediate environments. This is why we exist. Our mission is to help of the future. Schools, families and communities play an important
every child flourish in life by giving them access to the best possible education role in building and managing nurturing learning environments for
innovations. all learners to explore, discover and develop their potential.

Since 2016, HundrED has been conducting rigorous research in all continents, To make this happen, we need visionary leadership at every level of
selecting 100 inspiring innovations annually and sharing our Global Collections with education systems and ambitious education innovations; innovative,
the world, for free. All of the insights and selected innovations are documented, impactful and scalable approaches that are effective in the development
packaged and available to global educators through our website and yearbooks. of holistic learning.

At HundrED, we have found that the world of education is full of hard-

working innovators who are making this happen every day. Our mission
is to help their impactful innovations to improve education globally.

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 Theory of Change
1 Innovations 2 Promotion
To have the world’s To change the global
leading expertise education mindset
on scalable educa- to be solution-
tion innovations oriented

NS PR
I O OM
AT

OT
MUNITY

OV
COM

ION
INN
5 Community 6 Child
To build an active To help every child
global community CHILD flourish in life,
of education no matter
IMP

changemakers what happens

NS
CO
M M UNIT Y
LE

IO
M

NT

CT
E
E

AT N N
IO N CO

4 Implementation 3 Connections
To match practical To accelerate
innovations the pace of change
with local needs through impactful
around the world connections

HUNDRED.ORG 11
 Background

“Do not confine your children to your own learning,

for they were born in another time.”

– ANCIENT HEBREW PROVERB

Education should impart social, emotional and relationship skills to students – val-
ues such as honesty and community-building need to be inculcated. Education
should help learners navigate the world that is in front of them. They need to be
able to sift through information and identify the useful and redundant information
that is now available at the touch of a button. We are living in a world where edu-
cation systems emphasise learning academic content and being able to do well in
standardized tests. It is vital for education systems to reimagine their purpose to
bring more aspects of holistic growth to all the learners.

Holistic education is commonly understood as an approach to developing a whole

person, balancing cultivation of all aspects including the intellectual or cerebral,
physical, emotional, social, and aesthetic or spiritual.

Rather than rooting in any ideology, such an approach stems from the belief that
education should help people become freer and more integrated internally and
within nature.

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Holistic education draws its origin from the work of different education philoso- HundrED’s global collection from 2018 to 2021. The Learning Process of the Bhu-
phers. tan Baccalaureate aspires to help the learners actualise their potential across Five
Areas of Development: Cerebral, Emotional, Physical, Social and Spiritual to take
The Japanese educationist Yoshiharu Nakagawa work on holistic education systems ownership of their growth and make informed choices, working towards becoming
and traced its philosophical roots to Buddhist, Confucian, and Islamic philosophies a constructive, contributory citizens of a just and harmonious society. The curric-
(see, for example, Education for Awakening: An Eastern Approach to Holistic edu- ulum, assessment, and reporting use content to help the learners develop Skills,
cation 1, and Buddhism and Holistic Education 2). Holistic approaches to education Processes, and Watermarks to navigate the challenges of an ever-evolving world.
have been developed across Asia by educationists such as the Indian philosopher
Jiddu Krishnamurthi. 3, 4 The Bhutan Baccalaureate: philosophy and operationalisation published by the
Education Research Centre at Druk Gyalpo’s Institute states that
Mahatma Gandhi’s scheme of “Nai Talim” (New Education) also propagates an ap-
proach to education that contributes to total personality development of body, “The purpose of a school is to nurture relationships which are conducive to the
mind and spirit. Holistic education is also inspired by educationists such as Rudolf learning process of an individual. Thus, the schools should curate educational
Steiner, John Dewey, and Maria Montessori. However, holistic education has de- experiences for students and support the development of wholesome relational
veloped in diverse contexts worldwide. Lee, Hong and Niemi 5 share that holistic qualities among all learners. The rapid development of the world and its affairs do
education has its philosophical underpinnings more strongly influenced by Eastern not make a person feel concerned individually unless they affect them directly. The
value-systems. educational system needs to make this concern for the world and humanity a ne-
cessity, and the voices of young adults need to be heard and they must be brought
Since 2010, the Bhutan Baccalaureate, has been implementing an approach to ho- into perspective in the curriculum.” 6
listic education through the Five Areas of Development which has been a part of

IMPORTANCE

His Majesty the King of Bhutan, Jigme Khesar Namgyel Wangchuck in the Royal
Kasho (decree) on education reform stated that: 7

“… we must revisit our curriculum, pedagogy, learning process, and assessments

to either transform or rewrite them in view of the challenges and opportunities
Education is a lifelong process of the twenty-first century. Otherwise, continued focus on textbooks and con-
where a learner is constantly raising tent without integrating technology and social learning risks perpetuating passive
modes of learning. Then, whatever education our children acquire today will be-
their bar. Education, just like us, come obsolete when they graduate…”

needs to be holistic – one that is Education is a lifelong process where a learner is constantly raising their bar. Edu-

dynamic, responsive, and open cation, just like us, needs to be holistic – one that is dynamic, responsive, and open
to new ideas and change.
to new ideas and change.
Academic achievement is only one component that contributes to the growth
of an individual. Education must strive to create an environment in which the
learner is able to draw from an infinite source of inner resources to engage with
all facets of life. 8

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 Mahmoudi et al. proposes that educational experiences should be concerned with ENABLING ENVIRONMENTS
life experiences, not with narrowly defined basic skills, so that it promotes a bal-
anced development of an individual (intellectual, physical, spiritual, emotional, so- Education is not the learning of facts,
cial, and Aesthetic). 9 but the training of the mind to think.

It is imperative that the educational journey should help the learners lead their own
– ALBERT EINSTEIN
growth, with the schools, teachers, parents, and the community creating a condu-
cive environment in which each learner is able to thrive.
Despite the challenges in the rigid systems in the schools, as well as the reliance on
standardised testing, the need for creating an enabling environment for learners to
STATE OF HOLISTIC EDUC ATION IN K-12 EDUC ATION develop holistically has become more important today.

​​ avison, Childs & Thompson (2020) reviewed literature on various international ed-
D A schooling system should enable every child to understand their emotions and
ucation systems with a focus on looking at how the education systems contribute the process of building healthy relationships with themselves and their community,
to holistic growth of the learners. They found that the examples of implementation while developing resilience and team spirit. 20, 21, 22
of holistic education in K-12 education is limited to a few institutions and that there
are no studies of systematic research on students’ learning over time to achieve The following characteristics are important to create enabling environments for
holistic learning outcomes. 10 the holistic growth of learners:

The lack of research could be attributed to the fact that performance of students • Promote development of wholesome relationships with self, peer, family,
in examinations are looked at as an important indicator of education. Unless we community and nature. This should make them open to ideas, with
reimagine the purpose of education, the body of literature on holistic education is the willingness to change and become trustworthy members of a community.
not going to be enriched. • Help learners develop skills and processes to discover, explore
and continuously actualise their potential
Across various educational systems, there seems to be over emphasis on the aca- • Learning should be contextualised to the learner and their communities.
demic domain. This forces the teachers to teach to the test, while other aspects of • Assessment should allow the learner to view their capabilities from an internal
holistic development of the learners are left to chance. 11, 12, 13, 14, 15, 16, 17, 18 and external perspective, to recognise their internal resources and areas for
improvement, helping learners see and understand their journey over time.
Standardised testing also impacts the learners’ ability to develop holistically, hinder-
ing their learning in the long term. 19 The over-emphasis on learning academic con- It is important to understand that holistic growth of learners can take place,
tent and standardised testing does not allow individual learners to showcase their not necessarily confined to the spaces of a school.
abilities beyond academics. In the current education systems, learners are made to
feel that everything beyond academics is not very important for their growth. As
the content becomes obsolete, the learners are not able to cope with an ever-evolv-
ing world. Unless we bring social, emotional, physical, and spiritual development into
the curriculum and place equal emphasis as cerebral development, it will be difficult
to inculcate holistic growth of learners through the education system.

The role of education to help learners beyond career readiness and standardised
tests needs to be debated consistently by not only policy makers, but all stakehold-
ers in education to promote holistic development of learners.

14 HUNDRED.ORG
HUNDRED.ORG 15
 Collection
of Voices

This section is a collection of opinion from different stakeholders such as policy

makers, leaders, principals, teachers, and students from diverse contexts to TWO
questions:

QUESTION #1

What would be at the top of your list to change education so that

holistic education is cultivated effectively in schools? Why?

QUESTION #2

What do you see as the biggest barrier to this change

and how can we best overcome this?

16 HUNDRED.ORG
HUNDRED.ORG 17
 Educators

1 2
K YLE KING / Indonesia PEMA CHODEN / Bhutan
Head of The Green School Senior Teacher,
Dechencholing Higher Secondary School
Q1 More topics on sustainability, in particular
around climate justice. This is a topic that was Q1 To have an effective and holistic education,
very under represented in the innovations school must focus more on emotional develop-
6 2 4
I reviewed and has globalized widespread ment of our own and then others (connection
effect that is unavoidable. between two worlds, world inside and world 7 8
outside). knowing our own emotions, becoming
Q2 Sluggish or nonresponsive action from
our own best friend, the better we understand
those that have big influence over the big 3
ourselves, the better we can use our strength
systems. There needs to be a proactive
to understand other people. Such support
mindshift to attack mode that aligns education
can trigger the dormant empathy within us.
and the real world.
Empathetic communication can awaken a deep 5
feel which can enhance our potential and make
1
the journey beautiful.

3
Q2 The support from the management
and the mindset of the people around.
There must be firm and routine follow up
if not it gets erased as a fairy tale story.

NAM NGO TANH / Vietnam

Principal

Q1 I’m really impressed with the nonprofit

innovations that focus on helping develop Education should focus on
STEM skills for children in disadvantaged areas.
We all know the STEM field is essential all aspects of a child’s growth
for children to survive in the future world.
Fortunately, children still have the opportunity including Social, Emotional,
to access STEM through these innovations.

Q2 The biggest barrier is the thinking of school

and Physical growth.
leaders and teachers about the importance of
STEM in education. We need to create more
activities, more interest to change the minds
of those people.

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Leaders Students

4 5 7 8
TA SHI LHAMO / Bhutan MICHAEL KLEMM / Singapore NENDR A NAMG YEL WANGCHUK / Bhutan KINLE Y Z AM / Bhutan
Chief Programme Officer, Ministry of Education CEO

Q1 It must start from a formal school Q1 Holistic education needs to be more open Q1 Education should focus on all aspects of Q1 Every learner must be provided with
setting where the government is involved to technological changes and use more (but not a child’s growth including Social, Emotional, the opportunity to explore their fields of
in the change process. When the creativity overly rely on it) technology tools to improve and Physical growth. All of these should be built interests and formulate their own schedules
comes from NGOs, there is no sustainability teaching, accessibility and impact assessment. on through the help of technology because and way of learning. Helping them with
of the innovation. Tests and examinations in the current stage technology is already integrated into our lives. the access to resources will also make them
are not supporting children’s curiosity and motivated to move forward and learn many
Q2 When any innovation is proposed for Q2 The biggest barrier to this change is
the ability to “think outside the box”, new things. Through the process of exploration
the greater benefit of the society, all the stake- the mindset and the effort of the collective
a key ingredient to improve creativity and reflection skills and watermarks such
­holders involved in education must think group. If we can shift the mindset from purely
and innovation in general. as self-recognition, actualizing potentials,
alike and support each other to implement academics to include all aspects of learning.
comprehension, analysis, accountability,
the proposed idea. Otherwise, new ideas will Q2 It is easy to start with the government And then put in the work and effort to bring
adaptation, leadership, curiosity and problem
never be invented and we will not see the light or teachers. But I believe that School Leaders, about real change, it would be great.
solving skills are being inculcated in the learn-
at the end of the tunnel. principals, educators need to “walk the talk”
ers from a very young age.
and push for greater flexibility in school
curriculum and incentivise creativity and Q2 The biggest barrier to this change could
innovation in the classroom. We don’t need be in instilling the mindset of self-learning

6
to centralize or streamline everything thus and understanding what the learners are
we can move forward with a flexible pace. actually interested in. Finding out the interest
in the college years is simpler as by then
the learners are pretty exposed to various
fields. Now the question that pops out is
how can we know what the learners of young
R ABIA SAQIB / Pakistan age are interested in. It would be pretty
CEO, The Brighton Schools challenging. Moreover, we have always been
Q1 Holistic Education is the need of the hour. adapted to others spoon feeding us, so learn-
Not only Minds on and Hands on but Hearts ing in our own ways and following our own
on approach towards education is the way schedules will be challenging and suffocating.
forward. So, to overcome these barriers, we could start
this way of educating from a very young age
Q2 Changing mindsets of educators and and discipline them to learn on their own.
parents.Proper professional development
is required to be designed for meeting
teachers needs and then parental involvement
to guide them better to foster their kids
with the holistic approach.

HUNDRED.ORG 19
 Methodology

The Selection
Process

Inspired from Everett M. Rogers book Diffusion of Innovations (2003), we use

the following definition for innovation in education:

“Innovation in education can be defined as meaningful improvements considered

within the place of implementation with a new or modified practice and/or tech-
nology that supports any part of the educational ecosystem (for example: skills,
teachers, assessment, environment and/or systems, and leadership).”

20 HUNDRED.ORG
 PHASE 1: DISCOVERY

The HundrED Community recommended innovations, HundrED and Druk Gyalpo's

Institute of Bhutan announced a global call, and the HundrED research team
conducted its own search to create a broad list.

PHASE 2: SHORTLIST

HundrED's Research Team and Druk Gyalpo's Institute of Bhutan thoroughly

reviewed each submitted innovation. A shortlist was then created in
collaboration with both teams that strictly adhered to the selection criteria.

PHASE 3: ADVISORY BOARD REVIEW

A selected Advisory Board of 30 experts in education around

the world including academics, educators and leaders in
education reviewed the shortlist of innovations.

PHASE 4: SELECTION WORKSHOPS

The reviews were evaluated and final

selections made via structured
workshops, balancing
contexts and themes.

SELECTIONS
MADE

Figure 1. How we find

and select innovations.

HUNDRED.ORG 21
 PHA SE 1 – DISCOVERY PHA SE 2 – SHORTLIST

The first phase involved discovering leading innovations by our research team with Is where HundrED’s Research Team and Druk Gyalpo’s Institute thoroughly re-
support of HundrED’s Global Community, which include methods of: surveys, in- viewed each innovation. To be selected for the shortlist, each innovation must have
terviews, and in-depth searches online. The main areas of activity for HundrED’s shown evidence for impact and scalability using the following definitions:
Research Team are outlined in the Figure on the right.
• Impact: Evaluated as a valuable improvement within the innovation’s context.
All innovations must have at-least 1-year of being implemented with its
intended users.

i. • Scalability: Either the innovation is actively expanding to other contexts or

Conducting has a high degree of transferability for others to adopt its practice/technology.
targeted outreach

ii.
Consulting our
PHASE 1 rapidly growing
iv. Discovery Activities global education
Non-formal community of
by the HundrED
discovery channels 850+ Ambassadors
Research Team and Academy
Members from
over 100 countries

iii.
Formal discovery
channels

We believe that a diversity

i. Personalised applicant support to potential submissions of experienced perspectives
from a wide range of contexts
ii. The HundrED Community are essential to be our local
eyes and ears on the ground where they recommend
and report about the best practices and solutions
– especially in locations that are difficult to get access
to (e.g. rural schools and regions with limited internet).
is fundamentally important
iii. & iv. Activities include but are not limited to:
a) attending major education events and conferences to our selection process.
b) monitoring high profile innovation competitions
from around the world
c) speaking with experts in and out of education
d) studying academic and non-academic texts such Figure 2. Phase 1: Discovery activities
as peer reviewed journals and blogs by the HundrEd Research Team.

22 HUNDRED.ORG
 PHA SE 3 – ADVISORY BOARD RE VIE W PHA SE 4 – SELEC TION WORK SHOPS

We believe that a diversity of experienced perspectives from a wide range of con- All shortlisted innovations reviewed by the Advisory Board and were ranked from
texts is fundamentally important to our selection process. The Advisory Board for most favourable responses to the least. Any critical comments were seriously con-
this Spotlight consisted of 30 experts in education from around the world including sidered first as to whether the innovation should be excluded from the selection
current: academics, innovators, teachers, students and leaders in education (see process (e.g. the innovation materials may promote ineffective pedagogy). In Phase
Appendix A). They reviewed the shortlist of innovations over a two week period in 4, the HundrED Research Team and Druk Gyalpo’s Institute participated in work-
June 2020. The selection process of the Advisory Board was conducted carefully by shops where they selected the innovations to be highlighted in this Spotlight.
both HundrED and Druk Gyalpo’s Institute. We ensured they supported HundrED’s
mission to help every child flourish in life and a careful balance for a range of experi-
enced stakeholders in education that can offer a valuable perspective on promoting
Holistic Education.

Step 1: The factors of impact and scalability were plotted on a graph by each Ad-
visory Board Member using HundrED’s evaluation tool, which is divided into four
quadrants. We were looking for innovations that the majority of Advisory Board
members considered to be highly impactful and scalable in the top right quadrant.
The plots on the graphs below represent a review for one of the shortlisted inno-
vations in this Spotlight.

Step 2: Each reviewer also provided specific comments about each innovation that
explained their evaluation on our mapping tool.

Step 3: Finally, they recommended if each shortlisted innovation should be select-

ed by selecting Yes, No, or Maybe.

High Impact High Impact Figure 4. The 555 reviews

Low Scalability High Scalability of the 30 Advisory Board Members
IMPAC T

Low Impact Low Impact

Low Scalability High Scalability

SC AL ABILIT Y

Figure 3. The Advisory Board 3-step review tool.

HUNDRED.ORG 23
 Selected
Innovations

Findings

OVERVIE W OF SUBMIT TED INNOVATIONS

183 innovations from different regions in South and Southeast Asia were submitted
for this spotlight. The following framework for holistic education was used to ana-
lyse and shortlist innovations for this spotlight:

Holistic education should help learners become dynamic, responsive, and open to
new ideas and change by:

• Helping learners develop the process of learning and the acquisition of skills
and abilities in order to interpret and critically analyse pre-existing and new
knowledge and its application in real-life.
• Focusing on the emotional well-being of learners, offering opportunities
to help build the learners ability to recognise their own emotions, understand
the external and internal factors that influence them and regulate emotions
positively.
• Creating a nurturing environment and the essential skills for all learners
to discover, explore and continuously develop their potential.
• Focusing on the health, hygiene, and physical well being of all learners.
Learners will be provided with experiences to enhance their interactions
with the community and environment. The experiences should help learners
value the spirit of collaboration, leadership, and communication.

24 HUNDRED.ORG
HUNDRED.ORG 25
 • Helping learners develop wholesome relationships with peers, adults,
community, and the environment. This makes them open to ideas,
with the willingness to change and become a trustworthy member
of a community, always conducting themselves with integrity.
• Helping learners develop mindfulness and interconnectedness;
with themselves, their communities and nature. Finding joy in every
experience and understanding the essence of compassion and empathy
will guide the experiences and learning.

OVERVIE W OF SELEC TED INNOVATIONS

The final selection of innovations have:

• Been established from 2008 to 2021

• Spread from 1 to 16 countries
• A range from 100 to 1200000 users

1. Chili Padi Academy, Singapore

2. Colors of Kindness, Bangladesh
3. Cung hoc project, Vietnam
4. Magical U, Thailand
5. Project Rangeet, India 2
5 6 7
6. Reap Benefit, India
7. Ritinjali’s Second Chance School / 8 9
Pallavanjali Institute for Actualisation of Individual Potential, India 4
3
8. Saturday Art Class, India
9. Slam Out Loud, India

183 innovations founded in different

regions of South and Southeast Asia
were submitted for this spotlight.

26 HUNDRED.ORG
 Figure 5. Selected innovations
by countries of origin.

INDIA

VIE TNAM

THAIL AND

SING APORE

BANGL ADESH

0 1 2 3 4 5

Figure 6. Selected innovations Figure 7. Selected innovations

by organization type. grouped by income level according to
The World Bank’s Income Classification.

HIGH
INCOME
11.1%
UPPER
FOR PROFIT MIDDLE
22. 2% INCOME
11.1%

LOWER
NON-PROFIT MIDDLE
7 7.8% INCOME
7 7.8%

HUNDRED.ORG 27
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Community building to enable individuals

to solve complex environmental
and social problems of today

Chili Padi Academy

Indonesia

Increasingly, there is an urgent need to build transboundary collaboration to solve

complex environmental and social challenges. Chili Padi Academy aims to facilitate
this via an environmental leadership and accelerator programme for senior high
school students in Southeast Asia that nurtures a community of environmental
leaders invested in collaboration and the healthy development of the region.

Students 100 4
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WHY DID YOU CRE ATE THIS INNOVATION?
RESE ARCH
The current approach to the climate crisis is one that is focused strongly on coming
up with “solutions”– neglecting the social and emotional aspect of change, such as Academy review sample scalability
changing people and the way that we relate to each other. Presently lacking in the This innovation gives practical hands-on practices to understand
conversation is a focus on how to build up collective capacity for mutual care and and be part of the community in identifying the problems and solving
support, which then enables individuals to make meaningful change. the issues which would work well in any context.

HOW DOES YOUR INNOVATION WORK IN PR AC TICE?

Academy review sample impact
Their experiential approach focusing on the head-heart-hand of
We use the head-heart-hand methodology, via a month-long accelerator where the participants to build collective capacity is very appealing and is defi­-
participants acquire practical skills like theories and critical thinking (head). We em- nitely the missing link in effecting change in behavior for climate action.
phasise the need to pair knowledge with Social Emotional Learning (heart), which is
worked into every part of the process. This manifests in our uniquely curated cur- HundrED & RAB Review
riculum where we facilitate challenging conversations relating to personal identity,
environmental justice and privilege. We intentionally hold space for vulnerability, This innovation brings the role of community at the centre of the learning
enabling participants to build relationships with each other, and come to a deeper for the students through the head-heart -hand approach. It allows
ontological understanding. Finally, this culminates in an action-oriented approach the learners to get a holistic view of the concept and the process could
(hand) as participants kickstart a self-designed environmental project in their local be replicated in any other settings without being resource intensive.
communities. This allows them to take ownership of their learning, and embark on
transformative personal journeys. The continuity of projects post-CPA and alumni
returning as organisers reflects the value that CPA has given to its participants.

HOW HA S IT BEEN SPRE ADING?

As a Southeast-Asia community, we evolved from initially 3 to now 4 countries.

Over 5 cycles, we have reached out to more than 100 youths, with around 10–16
senior high school participants and 7–12 youth organisers each cycle. Although our
numbers remain modest, we strongly believe in the intimacy of a small communi-
ty. Additionally, we believe our impact scales outwards-participants educate their
local communities on environmental issues, and many former participants and or-
ganisers continue to work on environmental and social issues even after CPA. Our
goals for the next 2–3 years is to improve our organisational structure and plan
for longer-term sustainability. We will continually improve on the accelerator pro-
gramme, and consider adding more SEA countries to the mix.

Contact
chilipadiacademy@gmail.com, ethelpang@gmail.com
http://chilipadiacademy.weebly.com/

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Holistic Social Emotional Learning (SEL)

Hybrid Program

Colors of Kindness
Bangladesh

Colors of Kindness is an education-in-emergencies adaptation for the Rainbow of

Education. Using social and emotional learning materials delivered via podcast, this
EdTech solution seeks to address the disruption of education due to global crises.
The program aims to enhance the wellbeing of teachers and children, social inclu-
sion, and equitable access to holistic education for all children.

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COVID-19 disrupted the lives of children around the world, interrupting optimal
child development. Given the uncertainty of the world due to these disruptions in RESE ARCH
education, Colors of Kindness empowers children in low-resource settings through
holistic SEL. Our programming provides access to a healthy, stable environment Academy review sample scalability
that improves a child’s ability to stay engaged and process information. This innovation could be adopted and adapted in contexts I am familiar
with to a high standard and sustained for the foreseeable future. Is suitable
for all age levels.
HOW DOES YOUR INNOVATION WORK IN PR AC TICE?

Aiming to improve children’s 1) social and emotional skills, 2) wellbeing, and 3) aca-
Academy review sample impact
demic outputs, teachers are trained on SEL fundamentals and implementation of The program breaks down CASEL competencies over 10 weeks, and uses
this hybrid model. The program provides SEL curriculum via audio podcasts that a variety of techniques such as group work, stretching and creativity making
are embedded within an interactive digital workbook with visual aids that feature it an effective SEL program after COVID.
our culturally sensitive, gender neutral blobs. Within the 10-weeks, the 5 CASEL SEL
skills are broken down into two-week segments. The intersection of these themes HundrED & RAB Review
and activities reflects the growing need for childhood pedagogies to include hu-
man-centered approaches integrating social, emotional, cognitive, and physical The focus on Social and Emotional skills through a use of a variety of
aspects of learning. Each week, activities include an opening exercise, breathwork, approaches makes this innovation highly scalable as well as impactful
a main activity (i.e., Emotions Charades or Dream Mapping), a yoga pose, a check- for the learners who have access to the programme.
in using our emotions thermometer, and a closing gratitude practice. Children are
also prompted to complete a challenge, which aims to give them a task to focus on
throughout the week.

HOW HA S IT BEEN SPRE ADING?

Colors of Kindness was born from UNHCR’s HEA COVID 19 Challenge, and was pi-
loted in Bangladesh in Bangla & Rohingya with 10 virtually trained teachers and
137 children, including a high percentage of girls and Rohingya refugees. Our find-
ings indicated that there was a 16.5% increase in SEL competency, and 99% in-
crease in mood and positive outlook amongst the children. The 0 infection rate
amongst participants and families, showed in-person instruction can be safe. It is
being translated into Spanish, French, and Arabic, and adapted for early childhood
[specifically 3–6 year olds]. It has also being adapted into a Learning Workbook with
Education Above All for 50,000 offline learners in India, Kenya, Palestine, etc. In the
fall, a CoK program will begin in the Nakivale Camp in Uganda.

Contact
danielle@amalalliance.org
https://www.amalalliance.org/

HUNDRED.ORG 31
 VISIT THE WEBSITE

Study together, change forever

Cung Hoc Project

Vietnam

“Cung hoc” is the nucleus of a community of 1.2 million Vietnamese passionate,

dynamic and creative teachers. This project aims to improve education in Vietnam
through capacity building for Vietnamese teachers across the country. We focus on
3 main values: Enthusiastic, Dynamic and Creative.

WHY DID YOU CRE ATE THIS INNOVATION?

Teachers play a crucial role and are the foundation of the economic and educational
revolution in the new era. A group of teachers can have a lasting positive impact on
future generations. However, the educational curriculum is changing, making it dif-
ficult for teachers to keep up with that change. “Cung hoc” is meant to accompany
teachers to solve these difficulties.

Teachers 1 200 000 1

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HOW DOES YOUR INNOVATION WORK IN PR AC TICE?
RESE ARCH
Step 1: We create an online learning platform that contains at least 150 video les-
sons (Massive open online courses) under 3 pillars: How to teach? How to learn? Academy review sample scalability
How to design? This project is accessible, interesting and effective. It uplifts their daily
learning habits. Holding hands with one can bring smiles, joining hands
Step 2: The project recruited 84 ambassadors who are teachers from all over together with the world could leave a milestone.
Vietnam to participate in the trial of the courses and provide feedback to improve
the quality of the courses.
Academy review sample impact
Step 3: We build “Cong dong Nha giao doi moi” – a closed group on Facebook to This innovation provides avenues for the teacher’s autonomy to accept
exchange knowledge and information. dynamics and to become creative through online courses and social
networks. This innovation could motivate the teachers and help develop
Step 4: Launching Cunghoc.edu.vn portal with free courses for teachers nation- their confidence.
wide.
HundrED & RAB Review
Teachers were able to access scientific knowledge all over the world translated into
Vietnamese. At any time, teachers can study with just one electronic device such This innovation brings together teachers using technology to learn from
as a laptop, tablet, or smartphone. Since then, forming daily learning habits for each other so that they can always be in a growing mindset. Growth of
teachers. We aim to eliminate all limitations on time, geography, and costs for the teachers is crucial for the growth of the students. Technology also makes
teachers in Vietnam and accompany them on the path of developing a sustainable it easier to scale and increase its impact.
education.

HOW HA S IT BEEN SPRE ADING?

So far, we have:
• Produced 15 e-learning courses on a wide variety of skills for teachers;
• Completed construction of the online platform https://cunghoc.edu.vn/;
• Established a team of 84 K-12 education ambassadors from 34 provinces
and cities of Vietnam;
• Built a community of 1300 teachers on Facebook in 2 weeks with
a very high article – engagement volume, the number of members
continues to increase over time;

In the next 2 to 3 years, “Cung hoc” project wants to spread core values through
our courses and become a reliable companion of the community of 1.2 million Viet-
namese teachers.
Contact
cunghoc@edlabasia.org
https://cunghoc.edu.vn/

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Emotional intelligence is a key factory

to build a happy, health and wealth life

Magical U: Emotional
Intelligence game
to develop 21st
Century Skills
Thailand

Magical U is a simple yet powerful system that allows a child to release negative
emotions and memories from their subconscious. It enables them to connect with
their feelings through pictures, express themselves through play and choose how
they want to feel. In a world full of challenges and problems, nothing more important
than EQ, empowerment and inspiration based on subconscious reprogramming.

All 1 000 16
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WHY DID YOU CRE ATE THIS INNOVATION?
RESE ARCH
Our subconscious reprogramming is pretty well formed before the age of 7 and
our way of being stems from the perception of those early years. Children take in Academy review sample scalability
messages either literal or perceived and if painful, they then see the world this way. The innovation could work in any context and therefore measuring
As they grow up they relate to the world based on these painful experiences. What the impact and benefit seems to be easier.
Magical U does is to help children release these negative experiences.

Academy review sample impact

HOW DOES YOUR INNOVATION WORK IN PR AC TICE? The concept is simple and easy to implement. Pupils are able to practice
their emotional understanding and develop the skills needed to be aware
Magical U addresses holistic education by creating a safe time and place where kids and conscious about how their emotions can be harnessed.
can share their emotions. The online course gives parents, teachers, and profes-
sionals a tool kit to understand the interconnection of feelings and events at the HundrED & RAB Review
same time it gives the opportunity to heal and choose how to feel.
This innovation combines understanding of emotions with games, which
We see and remember in pictures, emotions become attached to those pictures is more appealing to the learners of different age groups. The process is
and many of those pictures are then remembered subconsciously as traumas. also easy to replicate in any other context.

Playing Magical U allows kids to understand their feelings and empower them to
choose how to feel. They can now choose what to do with this feeling, release it and
replace it with how they prefer to feel. A Magical U game takes only 20 minutes and
changes the emotion of the child instantly.

Magical U is based on several different tried and tested modalities. We combine

NLP, Meridien Therapy, Visualization, EFT, and more, taking the best of each and
creating a unique game that is powerful, effective, simple, easy, and fun.

HOW HA S IT BEEN SPRE ADING?

Currently we are working with self-reported change that is part of the Magical U
process. We have worked with hundreds of children, individually and in groups,
ages 2–16. Individual responses vary from very dramatic positive changes in the
child’s feelings and behaviour to smaller changes, with 95% of children experiencing
feeling better, more relaxed, open and happy.

To date we have trained over 250 Magical U Practitioners in several countries

around the world. This includes teachers, counsellors, psychologists, kindergarten Contact
owners and teachers, Health Care Professionals, Medical Doctors as well as busi- jaz@magical-u.com
ness owners and parents. https://journey.institute/product/partner-detail/P2025/view

HUNDRED.ORG 35
 VISIT THE WEBSITE

Supporting Educators To Connect

The Brain With The Heart

Project Rangeet
India

Mobile app for facilitators to deliver Social Emotional & Ecological Knowledge
(SEEK) to children aged 7–16, developed around the UN SDGs. Core element of ed-
ucation. Multiple intelligence & play-based methods ensure every child benefits.
Develops the whole child & builds strong communities. Includes tools to measure
impact. Works in any geographic or socioeconomic context, school or community.

WHY DID YOU CRE ATE THIS INNOVATION?

Many government/low fee schools are overburdened & lack resources, teaching by
rote, ignoring individual needs/the future/creativity, not teaching vital skills. Ineq-
uity exists due to differences in income/gender/race/religion/geography. Research

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shows play & socioemotional skills bridge such issues. SEL programs must be holistic,
scalable, sustainable, adaptable, educationally sound & measurable. RESE ARCH

Academy review sample scalability

HOW DOES YOUR INNOVATION WORK IN PR AC TICE? The idea of an app for facilitators only makes this viable for scale as
providing digital technologies for fewer people is easier in low resource
We equip facilitators (teachers/parents/community) with an app to deliver proprietary or remote settings.
content adaptable to any language/culture, taught anywhere by anyone. Only facilita-
tors require the app to teach in person/remotely. In app videos address last mile issues.
Via a breadth of skills approach every child shines & socio-emotional skills are devel-
Academy review sample impact
oped. Activities or full lessons can be taught from Self, Society or Ecology Umbrellas Project Randeet is clearly impacting schools, educators & students in a wide
or Pandemic Recovery Activities. Classes are active, experiential, engaging, iterative & context of settings. Students speak of their understandings with passion
play-based. Kids feel included, schools & educators win, society strengthens. & the lessons aim for social impact within communities. The app is content
rich, real world issues.
• Research basis: https://bit.ly/3vOSLON
• Impact: https://bit.ly/3yvzyDY HundrED & RAB Review
• Theory of Change: https://bit.ly/3usXBQy
The use of apps to reach educators and students to share their views on
Facilitators measure impact, collect participant feedback, are rewarded with tokens diverse topics makes it easily accessible and impactful. The focus on social
for positive action via the app; they’re pedagogically upskilled across subjects, im- and emotional areas are important aspects of development that need to
prove their social emotional competencies whilst teaching, achieve greater job satis- be discussed more often.
faction & are less likely to burnout.

HOW HA S IT BEEN SPRE ADING?

• Completed 75x50 minute lessons, teacher resources,

Pandemic Recovery Activities
• Reached 800 teachers, 18k+ kids
• Tested in many settings
• Documented framework to close digital divides on the lines of income,
race, gender, geography to include the most disconnected communities.
Report submitted to WEF Davos Labs 2021 to enable replication globally:
https://bit.ly/3e4HcNS
• Cited by Brookings Institution as playful learning model: https://bit.ly/3nWsLxd
• Featured as UN Best Practice in SDG 4&5: https://bit.ly/3hk77AI
• Winner: 2021 Jacobs Foundation/MIT Solve Most Promising Innovation,
Equitable Classrooms Challenge: https://bit.ly/3us69YP
• Member of Global Happiness Council Working Group, Columbia University Contact
• Articles: https://bit.ly/3fClRul renisha@projectrangeet.com, simran@projectrangeet.com
• Goals: Implement globally; influence policy & curricula. https://projectrangeet.com/

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Activating young citizens to solve local civic

and environmental problems

Reap Benefit
India

Reap Benefit is building a tribe of problem-solving citizens who drive change in

their local communities by solving everyday issues using local data, local solutions
and local campaigns. The experiential learning is amplified by hands-on activities,
Do-It-Yourself Solution kits, civic games and Reap Benefit’s technology platforms,
which includes a Web App, a WhatsApp Chatbot, and a Civic Forum.

10–18 45 000 1
AGE GROUP CHILDREN/USER S COUNTRY

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Reap Benefit has activated 45000+ young people who have taken 94,821 civic ac-
tions in their communities that include reporting issues to local governance, initi- RESE ARCH
ating community campaigns and have built 500+ civic innovations that solve local
problems in waste, water, sanitation and pollution. Academy review sample scalability
The scalability for the Reap Benefit innovation to be implemented in
Reap Benefit strives to be a platform that inspires and nurtures young people to other parts of the world is possible anywhere in any context. The essence
flex their civic muscle by taking civic actions. The vision of the platform is to meas- of the cause is about stewardship and action! An excellent model for any
urably increase the civic muscle of 10 million youth and create a network of 10,000 organisation, school or community.
young civic leaders across India.

Reap Benefit works with youth through grassroots mentorship in schools and civic
Academy review sample impact
technology platforms that follow a simple 4-step experiential process: Involving and empowering the youths in solving the local civic problems
from a very young age is a wise approach. This innovation could provide
a Discover – Identifying local civic and environmental problems immediate and evident solutions to the change-makers in any locality.
b Investigate – Collect quantitative and qualitative data
to understand the problem better HundrED & RAB Review
c Solve – Ideate, innovate and prototype solutions and campaigns
d Share – Communicate data and solutions with local stakeholders This innovation allows the learners to engage in real world challenges and
and governance opportunities in their own communities which helps them understand
their role in the community. The use of technology enriches its impact
Reap Benefit’s work has been acknowledged by Barack Obama and has received and scalability.
national recognition and awards by the Ministry of Drinking Water and Sanitation,
MIT GSW, Forbes, Times of India, CNN IBN and Unilever.

Contact
kuldeep@reapbenefit.org
https://reapbenefit.org/

HUNDRED.ORG 39
 VISIT THE WEBSITE

Providing a second chance in life

for youth to actualise their potential

Ritinjali’s Second
Chance School
India

The Second Chance School is a transformational programme that nurtures young

minds in an environment that is unbiased and helps them identify their individual
potential. We empower the youth to integrate socially and excel professionally by
offering them wide spectrum of high quality training for work-readiness (Soft-skills,
life skills, computer skills & Industry based apprenticeships).

Students 270 1
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WHY DID YOU CRE ATE THIS INNOVATION?
RESE ARCH
Youth in India often drop out of the formal education system due to do the lack of
resources or life circumstances, leaving them with no skills or educational qualifi- Academy review sample scalability
cation. The Programme addresses to bridge this gap and provide these disadvan- The world is bleeding in this Pandemic situation. The right healing hand
taged youth with skills & education through internships in their areas of choice, to is taking an initiative to change someone’s life to pursue their dreams.
help them actualize their potential and have access to a better life. This innovation can reach out to the world.

HOW DOES YOUR INNOVATION WORK IN PR AC TICE?

Academy review sample impact
The impact is very high as students get a chance to completely change
The Second Chance School provides a secure and stimulating environment to the their career path and obtain a certification/ vocational training after starting
boys through a range of learning experiences designed and implemented by Palla- to work full-time. A potential to substantially increase their income and
vanjali Institute of Actualisation of Individual Potential, an inclusive school providing support their family.
education and life/vocational training to young adults from diverse backgrounds
and different abilities. The two-year programme runs on a rolling admission basis, HundrED & RAB Review
wherein 15–20 students enrol every year.
This innovation has the potential to change the way education systems
Year One of the programme at Pallvanjali Institute of Actualisation of Individual look at the purpose of education. The focus on helping learners pursue
Potential – includes Orientation, Assessment, Individual Career Action plan, Soft- their passion and learn about choices and consequences would have
skills training, English language training and Computer Education. Year Two focuses a positive impact on the learners.
on an Internship, Technical education and Work placement. At the end of the pro-
gramme the students are skilled to negotiate key life decisions and gain meaningful
employment. Students move on to Independent Living once employed and finan-
cially independent.

HOW HA S IT BEEN SPRE ADING?

Our alumni are key stakeholders connecting us with disadvantaged youth from
their hometowns and villages. This has helped scale the program, students trust
the program based on the success of our alumni. Despite the challenges of the pan-
demic, we have been able to pivot, adapt and continue our curriculum through our
virtual classroom. Our curriculum is now tailored for efficiency implemented via our
‘virtual classroom’ initiative. We have worked hard to continually diversify employ-
ment opportunities for our students in new industries – Finance, Healthcare, Mo-
bile Technology, Culinary Arts, IT. Energized by our success over the past few years
we are working to expand the program for a larger audience. We are also working
towards opening up the program to include young women. Contact
karishmahanda@ritinjali.org
https://www.ritinjali.org/

HUNDRED.ORG 41
 VISIT THE WEBSITE

We deliver Social & Emotional Learning

to children from low income communities
in India, through the process of Art

Saturday Art Classes

Mumbai, India

Saturday Art Class is a not-for-profit social organization operating in the education

sector. It is a school-based intervention, working towards socially and emotional-
ly empowering children from low-income communities; by taking them through
a process of creative exploration and expression as a means to facilitate Social and
Emotional Learning (SEL) integrated with Art.

115 million of 380 million children around the world live in extreme poverty, 30%
of them live in India. These children are ‘at risk’ due to the intersectional effects of
poverty that act as a deterrent in the child’s ability to thrive.

All 121 150 6

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Schools that cater to these communities teach basic academic knowledge, but
do not address their creative, social and emotional learning needs. These children RESE ARCH
struggle for access to basic necessities including an education that prepares them
for a life beyond basic survival. There exists a lack of emphasis on building critical, Academy review sample scalability
Social Emotional skills in the formative years of schooling. The idea has already been widely received. It can be scaled to even more
regions across south and south-east Asia. Many schools will welcome this
This is where Saturday Art Class steps in, fostering a growth mindset and related initiative with an open mindset as this can add a lot of value and contribute
skills that can equip children to help lift their families and communities out of this to holistic development.
vicious cycle and contribute towards the progress of the nation.

Academy review sample impact

OUR SOLUTION This innovation could allow for the students to develop greater socio-
emotional health in their learning environment. Making the learner more
We provide spaces to these children to nurture their childhood, their dreams, their secure and confident which in turn boosts academic learning and physical
expressions and build critical life long skills. development as well.

• We provide vulnerable children with Social Emotional skills that can help them HundrED & RAB Review
understand and manage their emotions and stressors.
• We create safe spaces for creative exploration and expression through The role of art and aesthetics in the learning is very important and this
the medium of art. innovation allows the learners to engage with real world issues through art.
• We embed Social Emotional Learning within the school system The process of implementation is also easy to replicate in other contexts.

HOW DO WE ENSURE SATURDAY ART CL A SS STUDENTS

RECEIVE HOLISTIC EDUC ATION?

Saturday Art Class aims to fill this void by providing safe-spaces to children to nur-
ture their childhood, their dreams, their expressions and build critical lifelong skills
while they learn about global artists and art forms. This can help them understand
and manage their emotions and stressors. We embed Social Emotional learning
within the low-income school systems in India with help of arts integration.

Contact
info@saturdayartclass.com
https://www.saturdayartclass.com/

HUNDRED.ORG 43
 VISIT THE WEBSITE

We leverage the power of visual and performing arts

to build Creative Confidence (SEL, 21st century skills)
in disadvantaged children

Slam Out Loud

New Delhi, India

Slam Out Loud is a for-mission, non-profit that places professional artists in class-
rooms for a 5-year program and through lived experience create scalable, contex-
tualised learning products. SOL enables children from the most vulnerable commu-
nities to find their voice through creative expression, build socio-emotional learning
and 21st-century skills to dream bigger and create their future.

6–17 79 988 16
AGE GROUP CHILDREN/USER S COUNTRIES

44 HUNDRED.ORG
CHANGING LIVES THROUGH THE ARTS
RESE ARCH

“I imagine a future where there will be no boundaries, Academy review sample scalability
no borders but one land, one religion, humanity, This model is proven and successful internationally. The fellowship aspect
and love. It’ll be a world where everyone understands of the program is substantiating and makes it sustainable with the potential
the real meaning of arts and education.” for further growth.

– SUPRIYA, A SLAM OUT LOUD STUDENT Academy review sample impact

Everybody has a story to tell, stories of tears, rejection… let the child
Children from disadvantaged backgrounds face a lack of engaging opportunities to hold the story of victory through their creativity. Art is a gateway to
build creative confidence and are thereby dis-empowered to harness their voices to paint smiles on innocent souls, which leads to color the whole world and
break the cycle of negative outcomes. the impact is lifelong.

Art education has globally proved to build in children skills that help them be more HundrED & RAB Review
employable and have better life outcomes, yet the average Art teacher: student
ratio in India is 1:1400 (according to an RTI filed by Slam Out Loud), giving children The platform for learners to share their stories has a positive impact on
less than 20 hours of art education every year. the social, emotional, spiritual areas of the growth of a learner. This also
allows the learners to develop connections among the different aspects
Slam Out Loud uses the transformative power of performance and visual arts to of their growth. The programme seems to be showing impact in the lives
help build creative confidence (SEL, 21st-century skills) skills like communication, of the learners.
critical thinking and empathy in children from disadvantaged communities. We
work with professional artists and e-learning resources to help children build the
skills needed for them to dream bigger and create their future.

With some 826 million (82.6 crore) students kept out of the classroom by the Cov-
id-19 pandemic without access to a household computer, the past few weeks have
made our privilege so visual and for us as educators, highlighted the divide of ac-
cess in digital engagements and learning. At Slam Out Loud, our shifted reality has
strengthened our commitment to making children’s voices heard everywhere.

We’ve adapted our interventions to prioritize children’s well being, leveraging the
power of art and low tech platforms. All resources keep children’s well being and
socio-emotional learning at the centre because this is what children need at this
time. The idea is to enable children to form deeper connections with themselves
while engaging with their families too during these uncertain times and use art as
a medium for a creative outlet.
Contact
jigyasa@slamoutloud.com
https://slamoutloud.com/

HUNDRED.ORG 45
 Concluding
Remarks

The spotlight on Holistic Education aimed at identifying and celebrating innova-

tions that caters to all round development of individuals and the communities.
There are a lot of individuals and organisations who focus on the development of
the learners’ social, emotional, spiritual, physical, and cerebral development, but
most of these works do not find space in the mainstream curriculum in the schools.
There is a need to reimagine the way we define the purpose of education so that
the education systems are able to create a conducive environment for the learners
to actualise their potential.

We hope that the success stories of the selected innovations for this spotlight can
be examples to inspire the educational policy makers, thought leaders, principals,
teachers, parents, and students to enrich the discourse on education.

46 HUNDRED.ORG
1 2
SOCIAL , EMOTIONAL , PHYSIC AL AND SPIRITUAL GROW TH COMMUNIT Y PL AYS AN INTEGR AL ROLE
IS A S IMPORTANT A S CEREBR AL GROW TH IN THE HOLISTIC GROW TH OF LE ARNER S

The process of learning, curriculum, and assessment must have space for the learn- Working with and learning from the community that the learners are part of helps
ers to develop and showcase their social, emotional, physical, and spiritual strengths them understand their role in the society. The gap between the education sys-
as much as they have the space for cerebral strengths. tems and the home from which the learners come is widening. The responsibility of
the development of the child should be shared between the community and the
Selected innovations that exemplify the recommendation education system, each drawing upon the strengths of the other.

• Magical U Selected innovations that exemplify the recommendation

• Colors of Kindness
• Slam Out Loud • Cung Hoc Project
• Saturday Art Classes • Chili Padi Academy
• Project Rangeet • Project Rangeet
• Reap Benefit
• Ritinjali’s Second Chance School / Pallavanjali Institute
for Actualisation of Individual Potential

HUNDRED.ORG 47
 3 4
TE ACHER S MUST BE CONSTANTLY LE ARNING AND GROWING LE ARNER S MUST BE INVOLVED IN THE DESIGN
TO INSPIRE STUDENTS TO LE ARN AND IMPLEMENTATION OF HOLISTIC EDUC ATION

Teachers must lead their own growth to inspire the students to take ownership The success stories of most of the innovations for this spotlight is attributed to the
of their growth. Institutions must create opportunities for the teachers to be on role of individuals in their learning journey. Individuals must play an integral role in
a learning journey. designing their learning journey and assessing their growth. This would require the
adults to give up control of the learning journey of the children and allow them to
Selected innovations that exemplify the recommendation take ownership and responsibility for the learning process.

• Cung Hoc Project Selected innovations that exemplify the recommendation

• Reap Benefit
• Project Rangeet • Ritinjali’s Second Chance School / Pallavanjali Institute
for Actualisation of Individual Potential
• Magical U
• Slam Out Loud
• Cun Hoc Project

48 HUNDRED.ORG
 What happens
next?

This spotlight is not about just identifying and reporting innovations that focus on
holistic education. The findings from this spotlight will be used to promote holistic
education in the following ways:

CONNEC T

5
Through platforms such as HundrED connect and the social media platforms of
Druk Gyalpo’s Institute, we will be connecting the innovators who share a common
passion for holistic education to learn from each other. This would help enrich the
discussions on the impact of holistic education on the development of learners.

A SSESSMENT MUST C APTURE AND CELEBR ATE

HOLISTIC GROW TH OF LE ARNER S E VOLVE THE LE ARNING PROCESS
OF THE BHUTAN BACC AL AURE ATE
Assessment must be used to celebrate the growth in Social, Emotional, Physical,
Spiritual, and Cerebral areas. Shifting focus of assessment will also help shift the Druk Gyalpo’s Institute hopes to learn from the selected innovations and the others
mindset of all stakeholders in education towards holistic growth of learners. who have applied for the spotlight to enrich the Learning Process in the Five Areas
of Development. We would like to get in touch with individuals and organisations
Selected innovations that exemplify the recommendation who are also promoting holistic education to work towards creating enabling envi-
ronments for the learners to actualise their potential.
• Ritinjali’s Second Chance School / Pallavanjali Institute
for Actualisation of Individual Potential
• Colors of kindness SHARE
• Chili Padi Academy
• Project Rangeet We want to keep the momentum of dialogue going across borders between gov-
ernments, leaders, and teachers to share learnings and inspiring successes through
the HundrED community on fostering holistic education resulting from releasing
this project. We implore everyone to tune in to this dialogue and participate from
anywhere around the globe: please visit https://hundred.org/en/community to find
out more. Moreover, following this report, we will be publishing a variety of articles
Icons: The Noun Project / 1 IconMark,
about the selected innovators on their successes and learnings. Stay up to date
2 Maxim Kulikov, 3 Fauzan Adiima, with our media by subscribing to our newsletter and following us on social media:
4 Milinda Courey, 5 Justin Blake https://hundred.org/en/media.

HUNDRED.ORG 49
 References

50 HUNDRED.ORG
1. Nakagawa, Y. (2000). Education for awakening: 13. Deb, S., Strodl, E. & Sun, H. (2015). Academic stress,
An Eastern approach to holistic education. parental pressure, anxiety and mental health among
Brandon, VT: Foundation for Educational Renewal. Indian high school students. International Journal
of Psychology and Behavioral Science, 5 (1), 26–34.
2. Nakagawa, Y. (2015). Buddhism and Holistic
Education. Journal of International Buddhist 14. Keyes, C. L. M. (2006). Mental health
Studies, 6(1), 45–55. in the CDS youth: Is America’s youth flourishing?
American Journal of Orthopsychiatry, 76(3), 395–402.
3. Krishnamurti, J. (1953). Education
and the significance of life. New York: Harper. 15. Miller, R. (1990). What are schools for?
Holistic education in American culture.
4. Krishnamurti, J. (1974). On education. Brandon, VT: Holistic Education Press.
New Delhi: Orient Longman.
16. Ngammuk, P. (2016). A comparison of the twelve
5. Lee, D. H. L., Hong, H. and Niemi, H. (2014). core values of Thai people defined by the head
A contextualized account of holistic education of the National Council for Peace and Order (NCPO)
in Finland and Singapore: Implications on Singapore found in Thai private and public university students.
educational context. The Asia-Pacific Education Thailand Hawaii International Conference on Education
Researcher, 23(4), 871–884. 14th Annual Conference January 3–6.
6. Education Research Centre at The Royal Academy 17. Senad, R. R. (2017). A study of emotional
(2020). The Bhutan Baccalaureate: Philosophy intelligence on CBSE and ICSE adolescents. The Inter-
and Operationalisation. Unpublished manuscript, national Journal of Indian Psychology, 15(2), 16–30.
The Royal Academy, Paro, Bhutan.
18. Linn, R. L. (2001). A Century of Standardized
7. The Royal Kasho on education reform Testing: Controversies and Pendulum Swings.
(December 2020) https://kuenselonline.com/ Educational Assessment, 7(1), 29–38.
royal-kashos-on-civil-service-and-education/
19. Rapposelli, Marissa, “The Impact of Standardized
8. Education Research Centre at The Royal Academy Testing” (2021). English Department: Research
(2020). The Bhutan Baccalaureate: Philosophy for Change – Wicked Problems in Our World. 42.
and Operationalisation. Unpublished manuscript, https://research.library.kutztown.edu/
The Royal Academy, Paro, Bhutan. wickedproblems/42
9. Mahmoudi, S., Jafari, E., Nasrabadi, H. A., 20. Sarkar, D. (2020). Holistic development
& Liaghatdar, M. J. (2012, May 9). Holistic Education: for Students: Meaning & Importance.
An Approach for 21 Century. International Education https://doi.org/https://idreamcareer.com/
Studies. https://files.eric.ed.gov/fulltext/
EJ1066819.pdf. 21. Education Research Centre at The Royal Academy
(2020). The Bhutan Baccalaureate: Philosophy
10. Davison, K., Childs, A., & Thompson, I. (2020). and Operationalisation. Unpublished manuscript,
Contextualising the Bhutan Baccalaureate The Royal Academy, Paro, Bhutan.
within the international research literature.
22. Mahmoudi, S., Jafari, E., Nasrabadi, H. A.,
11. Bhattacharji, P. & Kingdon, G. (2013). & Liaghatdar, M. J. (2012, May 9). Holistic Education:
The great Indian exam debacle. Observer An Approach for 21 Century. International Education
Research Foundation, ORF Issue Brief 191. Studies. https://files.eric.ed.gov/fulltext/
12. Cam, P. (2001) The French Baccalauréat since EJ1066819.pdf.
1985: Level of qualification or type of diploma?
Assessment in Education: Principles, Policy
& Practice, 8(3), 291–314.

HUNDRED.ORG 51
 Appendix

Appendix A:
List of AB members

52 HUNDRED.ORG
 Full Name Country Job Title Organization

Hafsa Alvi Pakistan Consultant Education Global Practice World Bank

Kathija Yasmin Shaik India Founder Skill Theatre

Rabia Saqib Pakistan Chief Executive Officer The Brighton Schools

Nam Ngo Thanh Vietnam Principal Inspire Schools

Kyle King Indonesia Head of High School Green School

Alex Battison UK Senior Deputy Head at a secondary school Lord Wandsworth College

Aly Trezise Hong Kong Leader for Making & Innovation, Canadian International School Global Innovative Schools Network
of Hong Kong, Founder of Makerspaces for Innovation Ltd.,
Founding Director of Global Innovative Schools Network,
Director of Creativity & Innovation, Bloom Academy, Hong Kong

John Hullock Germany Primary School Headteacher St. George's the British International School Duisburg-Dusseldorf

James MacDiarmid Australia Educator, Developer EcoCentric.Space

Terry White UK Chair of the Association for Learning Environments, Europe Association for Learning Environments.Europe

Dr. Vrajesh Parikh India Founder EASE-Environment And Sustainable Ecosystems

Shwetabh S Verma India Founder & CEO ADISYAM

Michael Klemm Singapore Founder – Singapore Education Network Singapore Education Network

Ugyen Thinley Bhutan Vice Principal Wangbama Central School

Amrita Bahl, Ed. D India Researcher Druk Gyalpo’s Institute

Ram Dahal Bhutan Head of Life Science Druk Gyalpo’s Institute

Nagwang Delma Bhutan student Druk Gyalpo’s Institute

Thupten Tsewang India Researcher Pallavan Learning Systems

Saroj Thapa India Researcher Pallavan Learning Systems

Sonam Palden Bhutan Emotional Coordinator Druk Gyalpo’s Institute

Deki Pem Bhutan Physical Coordinator Druk Gyalpo’s Institute

Tsheltrim Lhendup Bhutan Educator Druk Gyalpo’s Institute

Pema Choden Bhutan Teacher Dechencholing HSS

Tashi Lhamo Bhutan Chief of Teacher Professional Support Division Ministry of Education

Richa Agnihotri India Principal Sanskriti School

Monash Monger Bhutan Druk Gyalpo’s Institute, Bhutan

Nendra N Bhutan Student Student at Druk Gyalpo’s Institute

HUNDRED.ORG 53
 Contact information

HUNDRED HE ADQUARTER S

Pursimiehenkatu 26 C
Helsinki 00150
Finland

info@hundred.org
hundred.org
facebook.com/hundredorg
twitter.com/hundredorg

54 HUNDRED.ORG
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that discovers and shares inspiring
innovations in K12 education.
HundrED.org’s goal is to improve
education through pedagogically
sound education innovations.
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