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IMSB Khanna Nai Abadi is a rural school in Islamabad in Pakistan. It is a boys High School with approximately 1050 students. The school is located in a very underprivileged community with scarce resources. Beyond traditional academic education, our students need to foster non-cognitive skills such as leadership, teamwork, and problem-solving. This year saw the commencement of our Community Partnership Project (CPP) ‘’Beyond the Books: A Journey to Non-Academic Skills’’, designed with a singular focus to empower our students through comprehensive skill-building initiatives. These skills enable students to manage emotions, build relationships and handle complex and challenging situations effectively.
Overall impact
The Universal Framework provided a clear and structured method to develop essential skills systematically. Skills Builder's supported us to navigate the complexities of integrating non-cognitive skill development into the school curriculum effectively. Their expertise and resources were invaluable in training students and ensuring the activities were engaging and impactful. Through this collaboration, students, who were the part of students’ society and clubs, were trained, and later they organised successful sports competitions and dedicated specific hours in the timetable to develop these essential skills. This has led to increased enrolments and trust from the community in the value of our school to young people. Parents reported positive changes at home, with students exhibiting better problem-solving abilities and more effective communication skills. This holistic development underscored the importance of non-cognitive skills in shaping well-rounded individuals.
Keep it simple
Definitions of the Skill and Step are displayed on the classroom walls and interactive whiteboards. The common language of essential skills is used in the classroom.
Start early, keep going
We introduced essential skills introduced to Grade 7 students in the classroom and a wide range of students in extra curricular programmes.
Measure it
We completed a baseline group assessment for the selected essential skills using the offline template in the Handbook for Educators. This was reviewed throughout the year with discussions and reflections to measure progress.
Focus tightly
We used short lessons from the Universal Framework online to focus on the chosen skill steps for Teamwork, Problem Solving, Leadership, Speaking. A key aspect was our Reflection Circles and arrangement periods that were used to explicitly teach skills from the Handbook or the Universal Framework online resources.
Keep practising
As the subject teacher for Maths and Science for grade 7 I was able to provide opportunities for students to practise and apply their essential skills in these lessons.
Bring it to life
The essential skills were applied in clubs and societies in the school. Our students began to actively participate in school affairs, taking on leadership roles and confidently presenting their ideas. These were students who previously shied away from such responsibilities, now stepping forward with a renewed sense of self-belief and motivation. The introduction of sports and arts clubs provided them with platforms to showcase their talents, fostering a sense of accomplishment and pride.
One significant example is the creation of a student council, which allowed students to voice their opinions and take part in decision-making processes. This not only developed their leadership and teamwork skills but also instilled a sense of ownership and responsibility towards their school community.
What's next
In conclusion, this project has shown that with determination, collaboration, and the right resources, it is possible to overcome significant challenges. By focusing on non-cognitive skill development, we are not just preparing students for academic success; we are empowering them to become resilient, capable, and compassionate individuals ready to face the world.
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