THE CONTRIBUTION OF IGNATIAN PEDAGOGICAL PARADIGM TO HOLISTIC EDUCATION IN PRIVATE SECONDARY SCHOOLS IN KIGALI CITY, RWANDA

Abstract

This study examined the contribution of Ignatian Pedagogical Paradigm (IPP) to the holistic education in Private Secondary School in Kigali City, Rwanda. The main thrust of this study was to reinvigorate the role of private partnership in education in ensuring quality living by the provision of holistic education. The research sought to find out (a) ways in which teachers‘ consideration of students‘ context influence holistic education; (b) how teaching and learning experiences influence holistic education; (c) how students‘ reflection on experiences stimulate holistic education; (d) the extent to which students‘ actions motivate holistic education; (e) the effect of students‘ evaluation on holistic education; (f) challenges encountered in implementing IPP in schools for holistic education; and (g) possible strategies that can be put in place to enhance the implementation of IPP for holistic development. The study was guided by holistic theory of knowledge and learning. It used a mixed method approach combing quantitative and qualitative approaches. It combined cross-sectional survey for quantitative approach and a collective case study for qualitative approach. Purposive, stratified and simple random sampling techniques were used to select schools, head teachers, teachers, and students as participants. Data was collected using document analysis guide, questionnaire, interview guide, and observation checklist. The instruments were validated through triangulation and pilot study and a strong Cronbach‘s alpha reliability index was found. Quantitative data were coded, entered into Statistical Package for Social Sciences (SPSS) analysed statistically and presented in tables and figures. Independent samples t-test was used to compare a school that has adopted IPP and that which has not adopted it with regard to holistic education. Qualitative data were summarized, analysed descriptively and presented in narrative form. The findings revealed there was a significant difference in respondents‘ ratings between a school run on IPP and a school that has not adopted IPP with regard to the level of holistic education and various ways used to provide holistic education. Thus, the study concluded, a school that has adopted IPP offered more opportunities for holistic growth of students than a school which has not. A cycle of context, experience, reflection, action, and evaluation plays an important role in holistic education enterprise. The IPP provides more opportunities for holistic growth by emphasizing on collaboration and partnership, personalized learning, academic and human excellence. It was recommended that the government, schools, teachers, and parents adopt IPP and its principles in the interest of holistic growth of students.