Headteachers’ understanding on STEAM‑based integrated curriculum practice in Nepal

This study aimed to determine the present status of integrated curriculum (grades 1–3) with experience to support transformative learning practice at the school level. The national and locally prepared curriculum to teach the integrated curriculum with transformative learning theory was reviewed in different contexts. This study followed a critical case study design under a qualitative, transformative, and participatory methodology. This study was conducted in the Gorkha district, selecting the three schools and head teachers. Themes were determined based on observation and interview data. The finding indicates that the revised STEAM-based integrated curriculum tried to provide holistic, transformative learning practice by enhancing students’ knowledge, skills and entrepreneurship capacity to culturally diverse students. However, head teachers and other teachers could not successfully develop an enthusiasm for its perfect implication in the school education system. Concrete professional training could support the implication of a newly revised STEAM-based integrated curriculum.


Introduction
The nationally or locally prepared curriculum is implemented at schools throughout the globe.The main implementer of the school curriculum is head teachers.Thus, the head teachers could have professional and pedagogical knowledge to better implement the school curriculum [13].In the twenty-first century, he should have technological, pedagogical, and content knowledge [TPACK] to be a successful school leader [13].Considering the 21 st century learning skills, the school education system has tried to reform worldwide.Nepal cannot be detached from these international issues.It has tried to change the curriculum structure and periodically implemented the newly revised curriculum.The effective implication of school curriculum depends on the motive and enthusiasm of school head teachers.
In Nepal, the school-level curriculum changes periodically, considering national and international needs and changing contexts.The national-level policy is formulated after the political change.The national curriculum policy started after 2007BS, establishing the different types of Education Commission in 2011 BS, 2018BS, 2028BS, 2048BS and 2058 BS [20].The National Education Policy was established in 2076BS after developing the constitution of Nepal in 2072BS based on federal democracy [20].Most of the events happened after the people's movement and the change in the political condition of Nepal. 1 3 After the constitution of federal democracy, the government of Nepal established the National Education Policy [NEP] in 2076BS.The NEP recommended changing the overall structure of the school education system and the curricular structure of school education to enhance the quality of school and university levels.Based on the NEP, the National Curriculum Framework [NCF] was prepared for structuring and recommending the school curriculum.The NCF recommended that school education is at the basic and secondary levels.The basic level is also divided into three systems, basic level (grades 1-3), basic level (grades 4-5) and basic level (grades [6][7][8].The secondary level is also divided into two systems, secondary level (grades 9-10) and secondary level (grades [11][12].With the change of school structure, the whole school curriculum of Nepal has been revised considering the suggestion of the NCF, 2076 [20].The newly revised curriculum has been implemented in Nepal since 2077 BS at the basic and secondary levels in a different phase and will be completed within 2080 BS over all classes. There are four approaches to curriculum design.Out of the four approaches, our basic level (grade 1-3) curriculum was prepared thematic approach [9].The newly revised curriculum at the basic level (grades 1-3) is entirely based on a STEAM-based integrated curriculum with a complete formative assessment system that includes 19 themes altogether, and four subject curricula were established by the Curriculum Development Centre [CDC], i.e.Mathematics, Nepali, English, and Our surrounding subject.One subject's local curriculum/language has been recommended to prepare for the local government considering their socio-cultural, economic, geographical, cultural and linguistic conditions.
The nationally prepared four-subject curriculum is based on the recommendation of NCF 2076 BS.These four subject curricula were prepared science, technology, engineering, arts and mathematics [STEAM] approach based on an integrated or multidisciplinary curriculum framework principle without saying STEAM curriculum.All subject curriculum was prepared based on the 19 themes and tried to establish their interrelationship.According to the basic level curriculum 2076 [21], it was prepared to achieve the five major skills/competencies, consisting of 5-7 sub-skills prescribed in the curriculum.It also mentioned four dimensions of learning based on the twelve learning skills that could be provided to the school education system [25].A thematic-based integrated curriculum provides a rich platform for analysis, problem-solving, and utilising reading, writing, mathematics, science, and social science skills.So it is the same as the STEAM-based approach [9].
The skills/competencies that students should get in each theme of each subject are presented in the curriculum, which supports achieving the learning objectives of each subject that are connected with students' holistic learning.In the integrated curriculum, students' learning skills/competencies should be measured using formative assessment tools.The formative assessment tools are established in each theme and learning outcome.Within the formative assessment, a theme-wise assessment system is developed and implemented.The students should achieve each learning skill/competency in each subject theme.
The assessment system of the newly revised curriculum is divided into four grades numbers 1, 2, 3, and 4. If a student completely answers any learning outcome without any mistakes, he gets full four marks; if he answers with a minor mistake, he gets three marks, makes more mistakes, he gets two marks and if he cannot answer, he gets one mark in the first assessment.In this system, the students who cannot get full marks in the first assessment practice are provided feedback, used remedial teaching if required, and tried make to achieve a full four marks in each learning outcome for each student.The student's achievement/competency is kept in the portfolio, which supports the development of holistic knowledge and skill they achieve in different learning themes [25].This type of assessment is used for the development of learning competencies of students to see a change in their behaviour and support for the transformation of the learning environment, called assessment as learning, not for assigning or grading the students or evaluation of learning outcomes.
The whole teaching-learning activities are assigned based on transformative learning pedagogy, critical pedagogy and reflective pedagogy.However, its implication could not be seen as indicated in the curriculum.It also indicated that teaching-learning activities could be used by applying child-centred methodologies, activity-based learning, positive discipline and psychosocial support, among others [25].So, in this study, our focus is mainly on the head teachers' perceptions and practices for applying of integrated teaching and its support for students' transformative learning.

Research questions
The following were the research questions of our study.
1. What is the perception and practice of head teachers about the implication of a newly revised STEAM-based integrated curriculum? 2. How can a newly revised STEAM-based curriculum support the transformation of knowledge?
2 Literature review 2.1 STEAM approach as the means of providing integrated knowledge NEF 2076BS of Nepal has mentioned that the government would establish specialised Science, Music, Sports, Ayurveda and Ethnomedicine teaching secondary schools [20].The National Education Policy 9.33, 10.55 has emphasised Science, Technology, Engineering and Mathematics Education (STEM-Education) at all levels of a teaching institution.It would have integrated other subjects such as language, art, culture, history, and geography in an integrated form.It indicates that it attempted to link the education system with life-related knowledge, skills and competency [20].The model proposed also indicated the ultimate teaching of STEAM education aims to develop lifelong holistic knowledge, skills and attitude for students, which our basic level curriculum (grades1-3) named integrated curriculum [17].
In the Nepalese context, it is argued that STEAM education is a transformative curricular and pedagogical approach to teaching at the school level [3].The STEAM approach aims to provide 21st-century skills, including creativity, problemsolving, critical thinking, communication, self-direction, initiative, environmental and technological literacy and collaboration in teaching [4,8].Both integrated and STEAM approaches are based on the theory of socio-constructivism, inquiry learning and context-based pedagogy [26].In the context of Nepal, an integrated approach was applied in our surrounding (grades 1-3) subject in 2050BS, but there was lacking the integrated pedagogical as well as evaluation (assessment) practice [25] and it was not implemented for a long time.
National curriculum framework 2007 BS attempted to reflect STEAM education at the primary level from Grade one to three by integrating language, mathematics, creative arts, social studies, and local need-based education to some extent, although it has not labelled it as STEM or STEAM education in Nepal [4].However, it has also not been fully implemented in the Nepalese context of education in the absence of teaching-learning facilities in the schools [7].NCF, 2076BS has recommended the application of integrated knowledge at the basic level and the curriculum of the basic level (grade 1-3) is completely prepared to integrate both contents, learning competencies, learning pedagogies and assessment systems to make the learning more life-related, cultural-oriented, eastern knowledge-based and interest-based.For that, multidisciplinary and interdisciplinary integration can be seen in the curriculum design.Interdisciplinary integration is seen in " our surrounding" subjects.In which science, social, physical, health, creative arts and environment-related subject matter are integrated.Under the multidisciplinary, Math, Our surrounding, Nepali and English subjects are integrated based on the prescribed 19 themes, and learning competencies and outcomes are determined based on the effective pedagogical practice, which can be called the STEAM approach.

Education as the means of transformation of knowledge
In Nepalese, community knowledge is only applied at the policy level.As mentioned earlier, the National Education Framework somehow tried to value it, and an integrated curriculum is developed in basic levels 1-3 based on limited learning themes [20].However, the implication part of the STEAM-based integrated curriculum is seen as very poor.Many learning competencies are found related to Our Surroundings (previously called science), Nepali, Math and English common, but head teachers as well as teachers are not found oriented and got the opportunity to train how to implement them in the classroom practice.The first author's frequent school visits did not see the applicable knowledge in head teachers, the school management team and other teachers about implementing STEAM-based integrated knowledge in classroom teaching by connecting the students' previous knowledge, as said by [10].There is a lack of professional and pedagogical training for applying the newly revised curriculum for head teachers and teachers [13].It has been seen that no one has got the opportunity to be trained about the newly revised STEAM-based integrated curriculum.I observed the same basic-level (grade1-3) teaching scenario.The teaching-learning of the revised integrated curriculum is prepared based on the formative assessment prescribed in the curriculum, but its implication cannot be seen in school practices as it should be. 1 3

Role of head/teachers for application of integrated and transformative curriculum
In Nepal, Head teachers (school principal) who are leading as the administrative role at school can play a crucial role in the implication and knowledge transformation process.The curriculum should be prepared based on the transformative and social action approach rather than the contributive and adaptive approach [2,18].It should be implied in classroom teaching effectively for personal and social transformation.Teachers and head teachers should creatively apply the newly revised present curriculum.However, because of the gap in the proper instruction, pedagogical and self-esteem knowledge, most head teachers show reluctance to implement it.This is proved by the head teachers who participated in a one-day workshop conducted by Gorkha Municipality.No head teacher understands the Integrated STEAM approach.Most of them show ignorance about the implication of the newly prescribed curriculum.Whenever head teachers do not try to understand the integrated/ multidisciplinary approach of the revised curriculum, the effective implication of the prescribed curriculum could be paralysed.The above literature review found that the STEAM approach is based on the integrated curriculum.However, its implication part in the school education system of Nepal seems poor.So in this study, we want to explore the school head teachers' perceptions and practices of its implication in the school context for transformative learning.

Theoretical review
Under the theoretical review, transformative learning theory was applied to this study.

Transformative learning theory
Transformative learning theory was developed by Mezirow which is based on the change in the pedagogical practice of teachers as well as the learning culture of students [5].Mazirow focused on the indigenous community's views, experiences, beliefs and perspectives [5] in learning and accepting their activities which support achieving the bookish knowledge/prescribed curricular contents.
Transformative pedagogy as the cultural empowerment and the process of educational reform where students, head teachers, teachers, parents, and scholars can play as free agents of social change through critical inquiry, dialogue and debate for the emancipation of students [17].Also, transformative pedagogy encourages students to examine their assumptions critically, grapple with social issues, and engage in social action as reflective thinkers [19].For active participation of students in learning activities that supported transformative pedagogy.Furthermore, transformative pedagogy also supports the development of problem-solving capacity, discussion abilities, roleplaying, project work, experimental work and engagement of the students in humanistic learning rather than the mere act of teaching how to read and write [24].
In transformative learning, students feel free in classroom learning and teachers engage all students equally in the classroom discourses, listen to the marginalised students' voices, and create explorative learning connecting sociocultural knowledge, skills and practices during classroom teaching.So transformative pedagogy can act like a reformative paradigm enabling students from non-dominant groups to get their voice and empowering them through interdisciplinary activities and knowledge [11,19,22].It views transformative learning as the dialectical epistemology of knowledge construction of community students from their culture [11].The STEAM-based integrated curriculum could play a crucial role in transforming the learners' knowledge, skills and competencies as well as teachers and school administrators; however, the lack of adequate practice of integrated curriculum in the present context could not support the transformation of learners.
The newly revised curriculum of Nepal focuses on formative assessment systems at the basic level (grades 1-3).However, head teachers (principal) are not able to manage it in most of the public and private schools, considering the difficulty of maintaining the portfolio.So in our classroom context, most classroom assessment practices prescribed in integrated curriculum are still based on formal teachers-made standardized paper pencil tests.Still, if students could not appear in the paper pencil test or formal examination system, they could not pass the grade.Therefore, applying the formative assessment mentioned in the integrated curriculum will support the students in evaluating their assigned work recognizing the learning context, and improving their learning situation considering their sociocultural context.For that, transformative theory can work as reformative action in our classroom context.

Methodology
This study is a qualitative case study based on the transformative and participatory research approach (Held, 2019) and conducted at three public schools (run up to class 5, 10 and 12) in Gorkha Municipality, selecting purposively [2].A qualitative case study [6] allows us to explore in-depth how head teachers' perceptions and practices support the application of an integrated curriculum and their actions support the learning transformation.Qualitative case study supports as the tools for researchers to study complex phenomena within their contexts and explore the study phenomenon's holistic condition [2].As suggested by Baxter and Jack [2], we explored the experience of head teachers to support applying a STEAM-based integrated curriculum in the class.Based on the suggestion of Yin [28], we used the participatory case study research to find out how to answer questions related to the integrated curriculum's application to transform the learning environment.Moreover, this study considered the case to find out the real context of teaching, transforming and assessing school practices from the head teachers' view.
The purpose of selecting those schools is to see the application of STEAM-based integrated teaching in a diversified school context and some of the teachers.In Nepal, most public schools' classroom context is mainly dominated by the marginalised Dalit community.
The main objective was to document how headteachers understand and support the implication of STEAM-based integrated curriculum with students' assignments/ project work, feedback, and how integrated teaching helped teachers and students transform, achieving holistic knowledge for transformative learning in the classroom.

Context of the schools and participant selection procedure
Three community schools with a district headquarter at Gorkha Municipality were taken purposively for this study.The schools were culturally diverse.School head teachers were selected as the participants of this study.The selected first school was conducted up to class five and the school was administrated by temporary Dalit community head teachers with a low number of teachers as well as students.The second school was run to class ten and led by primary permanent head teachers.The school has a low number of teaching staff with poor economic status.The third school was renounced the old school of Gorkha district.It was run by a secondary level permanent second class head teacher, run up to class 12 with a sufficient number of the school staff.The First primary school was Dalit-dominated, but the second and third schools were dominated by marginalised and janajati students from remote areas for their study.

Data collection procedure
When I (the first author, observed the classroom and took the interview with the participants) first met them in the school, I discussed the application of the prescribed STEAM-based integrated curriculum.I learned their support for the implication of the newly applied curriculum for its effective application in classroom teaching.Moreover, I asked them if they got any professional as well as refresher training.I entered the school frequently, met the basic level teachers, and frequently discussed about the implication of a STEAM-based integrated curriculum.Based on the reaction of different school teachers, I found different contexts for the implication of an integrated curriculum in the classroom.So I tried to understand the administrative understanding and support for the implication of the prescribed curriculum at the school level.
First, I asked them about their experience using integrated curriculum by their teachers, its implementation practices, the obstacles they faced in the process of its implication and their vision for solving them.Then, I informally asked some teachers and observed some classes at a basic level to find out the reality of their implications in the classroom.I observed the application practice of portfolio and record-keeping systems for formative assessment.Then in the final phase, I discussed with head teachers about the application practice of an integrated curriculum, how teachers transformed and how their teaching-learning practices were changed or not by applying the STEAM-based integrated curriculum to change students' behaviour.

Methods and tools of data collection
The following tools and methods are used to collect of data for this study.

Interview
My interviewing purpose for the head teachers is to understand the their understanding and practice of STEAM-based integrated curriculum in classroom practice and to find out the causes of its deficiency in application in our school education system [23].The interview questions that I asked them were open-ended.I conducted interviews with three head teachers three times, about 45 min to one hour, in the Nepali language.During the interviews, I asked them questions such as: have you taught before?How did you feel about the implication of a STEAM-based integrated curriculum?Have you gotten professional development training about the implication of integrated curriculum for culturally diverse/Dalit-dominated classroom teaching?Have you got any support from the local government for applying a STEAM-based integrated curriculum?What obstacle did you face with the implication of an integrated curriculum?Have you facilitated the application of an integrated curriculum for your teachers?Have you sent your teachers to an in-service teachers training program for the application of integrated curriculum?Have you provided the portfolio for record-keeping for formative assessment?Have you implicated the complete formative assessment in your school as instructed by the curriculum?What do you think about the effectiveness of an integrated curriculum that supports their social transformation?I recorded all their answers in a mobile voice recorder, some of which were noted in the diary.

Classroom observation
After each interview with head teachers, I randomly observed the classroom teaching of basic level (grades 1-3) teachers to cross-check whether what the head teachers said matched the classroom teaching of the newly revised curriculum application.I observed the three classrooms teaching our surrounding subject and three teaching mathematics classes.All the classroom observation was noted in the diary.

Analysis procedure
We analysed the data to find the application of STEAM-based integrated curriculum and discussions with its support for the knowledge transformation practice of teachers in the classroom.We transcribed the interview data into Nepali and then translated it into English.Then we generated the codes from both interview and observation data.We grouped the codes and generated themes that capture the view of applying a STEAM-based integrated curriculum at the basic level based on transformative and formative assessment practices.

Findings
We developed three themes from the collected data.Our finding shows the school head teacher's perceptions and practices towards applying STEAM-based integrated curriculum and its transformative practice within the school system.The themes derived by us from the data are:-(a) valuing the implication of STEAM-based curriculum (b) curriculum revision and professional development practice, and (c) transformative learning: change in teacher behaviour.

Valuing the implication of STEAM-based curriculum
The curriculum development centre [CDC] has prepared the curriculum completely based on the principle of a multidisciplinary and integrated curriculum approach and implemented it all over the country.However, whenever we observed some classroom teaching in Gorkha Municipality about the implication of teaching and assessment as the continuous learning process, we found that no head teachers were serious about using an integrated curriculum with formative assessment in the classroom teaching that followed the guideline of the CDC.They were still based on the subject-based approach using summative assessments.They seem to be going outside the norms of the CDC.
School head teachers knew the newly implemented curriculum, but they did not study it properly.They evaluated the revised curriculum as usual.Teachers were teaching based on the prepared textbook without seeing the curriculum.About the use of curriculum, Roshan (pseudonym) said: I know about the revised curriculum.The Municipality provides one curriculum to us, but I still have not observed and studied it properly.I ordered my teachers to study and implement it in classroom teaching, but I did not monitor its implementation in classroom practice.We used the usual practice in the evaluation system.Terminal and final examination systems are conducted for students' upgrading.
The view provided by the head teacher indicates that sufficient information was not provided to school head teachers about the newly revised curriculum from the authentic governing body like Municipality.Moreover, head teachers were not conscious about the implication of the newly revised curriculum.They could not have supported their teaching staff for its better implementation.
Similarly, another head teacher Ramesh (pseudonym) said: If there are some revisions in the teaching and assessment practice in the curriculum, the Municipality why not provide training for our teachers.How can they implement without training?I sent teachers to a teacher training program also.But he cannot teach others about the objective of an integrated curriculum.
This discourse shows that there is a high-level knowledge gap about the implementation of a prescribed integrated curriculum at the school level.The teachers teaching at the basic level (1-3) required professional training based on real praxis.Another head teacher, Rakesh (pseudonym), said, "I had taken training about an integrated curriculum but could not provide the teachers with the real knowledge of the integrated curriculum."In an informal discussion, one head teacher said, "Our trainers themselves do not have the proper knowledge of integrated curriculum and its formative assessment practice." And added, "Our teachers were familiar with the previously implemented continuous assessment system (CAS), but they are not found familiar with the newly implemented formative assessment." There are prescribed 19 themes in the basic level (grade 1-3) curriculum as a STEAM-based interdisciplinary and multidisciplinary approach.In the holistic form, there are prescribed five main learning skills that the students should achieve for holistic development connecting their school knowledge with the community knowledge, for that governmentprescribed grade teaching up to classes three.However, most teachers and head teachers could not be seen to study its value seriously.In this context, Ramesh expressed: We have used grade teaching in class one and multigrade teaching by another teacher in classes two and three.We can apply a continuous evaluation system in our school whenever teachers should teach two classes at a time, either mixing them or separate classes considering the nature of the subject matter.
However, another head teacher, Roshan, said: We had implemented grade teaching in class one.But class two and three is conducted by the subject teaching.Rakesh said we had implemented the grade teaching in classes one and two but not three.
Both (Roshan and Rakesh) said that they had managed subject experts for teaching grades two and three so that subject-wise in-depth concept can provide more easily than multisubject teaching.Their argument indicates that head teachers are influenced by the subject-wise content knowledge rather than the holistic STEAM-based integrated knowledge prescribed in the curriculum.

Curriculum revision and professional development practices
Curriculum development and revision are continuous practices.Launching the integrated curriculum in the twenty-first century is to enhance collaborative skills, communication information and digital literacy, leadership skill, and produce civilised citizens required for the nation [25].In the context of Nepal, considering the national and international demands, the curriculum has been revised periodically, but the principle and theory of the revised curriculum were not provided to school teachers.In the context of Nepal, the complete curriculum framework is revised based on the National Curriculum Framework, and books are written based on the principle of STEAM-based integrated curriculum.However, teachers teaching each subject could not get professional refresher training.Our higher training institutions, such as the Faculty of Education, cannot modify their pedagogical and practicum program to address such issues.The local governing institution still cannot awaken themselves to provide pre-service teacher training, and the teachers association could not intervene appropriately to train school teachers.
Teachers training Education branch of Gorkha Municipality reported providing two days of training to the basic level teachers.But school teachers are dissatisfied with that type of formal teachers training program.In an informal discussion, one teacher said that type of training is on the formality of the Municipality (talim gareko bhanera dekhauna gareko matrai ho).We learned nothing related to the new curriculum and formative assessment (Jhara tarne kam matra gareko ho hamile kehi sikna payanau).In this context, two head teachers, Ramesh and Roshan, argued that they sent their teachers two days of training to implement an integrated curriculum.We sent our basic level teachers (who are teaching in grades 1-3) but they could not satisfied after the training program.The nearly same view was provided by another head teacher Rakesh also.He argued: I was a trainer in this program.I also did not properly understand the main theme of the integrated approach of the revised curriculum and its newly revised practice of formative evaluation.We taught them what we (trainers) understand about the newly revised curriculum, but we tried to open their eyes to thinking new ways.
The main authentic institution for supporting the school to implement the revised curriculum is the Municipality Education branch.The constitution of Nepal 2072BS provided the full authenticity for implementing the basic level curriculum and teacher training program.At the Municipality's request, I (the first author) conducted one day workshop for the head teachers about the main purpose of a STEAM-based integrated curriculum last year.In that workshop, most head teachers listened to the STEAM word for the first time.They listened somehow to the word integrated curriculum but did not properly understand its implementation practice.They realised that STEAM-based integrated curriculum is based on learning by doing, and we can support our teachers for its implementation at their school.But whenever I asked about the condition of its implementation, selecting the three head teachers, only the basic level head teacher (class 1-5) showed his enthusiasm toward its application and tried to motivate to teach his teachers to apply the formative assessment.It was seen in classroom practice in my observation.However, Roshan and Rakesh, the headteacher of the secondary level, show their reluctance to apply the revised curriculum as they said the curriculum thoroughly.They order to download the curriculum but not properly supported, and they monitor its application with formative assessment practice.Ramesh prepared the result as instructed in the curriculum, but Roshan and Rakesh did not apply it.The final result sheet is also prepared based on summative and numeric systems.The given scenario indicates that our professional teacher training system is fragile.The authentic body did not support the implication of the newly revised curriculum, and most teachers were curious to learn about the newly revised integrated curriculum.However, they did not get the opportunity to learn them properly.Most of the teachers did not apply it in classroom teaching.There is a gap between Municipality and school head teachers in implementing the newly revised curriculum.

Transformative learning: change in teacher behaviour
In Nepal, it is said that teachers are not transformed after the training program.Teachers are blamed; they take training but never apply it in classroom teaching.The teacher training program is pouring the water into the sand.However, when I (the first author) supported some teachers informally for the implication of STEAM-based integrated curriculum with a formative assessment system, they taught their class considering the learning skills and competencies provided in the curriculum and assessed students learning outcomes by measuring continuously preparing portfolios of them for further information.They have consulted the students' results with their parents, discussed the students' achievement with school head teachers and staff, provided support for weak students for their better achievement and used to measure students' achievement holistically based on the thematic approach.In an informal discussion, one teacher said: In the beginning, I felt difficulty controlling the class.Students were talkative (halla matrai garne), but when I applied the formative tools, students actively engaged in the project work, group work, discussion and interaction.Now I feel it is easier to keep the students learning portfolios which supports me in evaluating the student's work and upgrading their class by seeing the portfolio.
These arguments show that teachers can transform themselves in their teaching-learning process and try to change the learning environment at school by partnering with their students.Roshan proved, "When you (first author) support applying the newly revised curriculum and its assessment practice, our teaching staff heartily implied in the classroom teaching and applied in our assessment practice." In classroom observation, Ramesh's staff tried to implement it in their classroom teaching and assessment practice.In this context, Ramesh said: When we take some support from you, I download the required curriculum and provide all the teachers (who are teaching grades 1-3).They deeply studied it and used it to teach students as instructed in the curriculum.Our teachers prepared the students' achievement sheets theme-wise.Our teachers consulted with parents about their theme-wise results.They used to do remedial teaching for poor students.We prepared our final result based on the theme-wise formative assessment system.You can see the result sheet that we prepared last.
The above argument of Ramesh and classroom observation indicated that enthusiastic teachers and head teachers could apply the newly revised curriculum.They can transform themselves and others also.Roshan was a committed head teacher.In last year's training program, he did commit to applying the newly revised curriculum and made frequent contact with the first author to support the application of the newly revised curriculum.So he used it properly.But the other two secondary head teachers did not show interest in applying it in their schools.His teaching staff could not see applying it in their classroom teaching and assessment practice.They wait for only the authentic order of their monitoring institution.So they did not use it in teaching-learning practice at their school, and the final examination was conducted traditionally.However, teachers are seen as curious and waiting for support for application in their teaching and assessment system.
The above context indicates that some head teachers and teachers with critical and reflective thinking and enthusiasm to change themselves are seen to be changed both in teaching-learning scenarios and show personal transformation, as said by Banks [1].But most of the head teachers and teachers who are reductionist, based on authentic knowledge systems and guided by the readymade format, cannot change themselves.They cannot transform the present learning context.However, there has been a structural change in the curriculum system.

Discussion and implication
The observation found that only one basic school (conducted in grades 1-5) had prepared students' portfolios and filled them with students' different activities and their written documents in theme based.The regular assessment process did not measure the other two secondary-level students' daily progress.The record-keeping of students was in mark lesser with a numbering system.No one teacher properly understands how to calculate the students' daily progress and determine the final grade of the students.The criteria of students' grading were exam-based which was converted into a grading system without considering the norms and values.All the teachers are reluctant to use the formative evaluation due to lacking professional training after revising the school-level curriculum.Most teachers' believed they did not get the opportunity to manage it as instructed by the revised curriculum.Head teachers were not seriously supported them in managing the portfolio for their formative assessment.In discussion, they have only committed/ assured to implement it.
The above discussion found that most of the school learning context was not supportive of formative assessment practice and was conducive for application for teachers in their classroom teaching.There is not found support from their head teachers.Head teachers have seen the authentic order waiting to implement the revised assessment practice in their school.They could not be self-reflective or critical or empower themselves to transform.
This paper has tried to find out the perceptions and practices of head teachers to support the application of STEAMbased integrated curriculum at the basic level as prescribed by National Curriculum Framework 2076BS.But the school scenario has seen that only basic level head teachers and teachers are trying to transform themselves by applying the newly revised curriculum with formative assessment practice.The other two secondary-level head teachers and teachers could not see a change in their learning and assessment practice.Both observed secondary-level head teachers are reluctant to apply the newly revised curriculum and assessment practice.Discussion with Ramesh found that if we provided workshops and professional support for school teachers, they would get the opportunity for discussion, interaction, and free learning situations in their classroom [14] through applying the continuous assessment practice, which can support transformation in both teaching and learning and can reduce the gap seen between theory and practice in students achievement [12].Providing traditional bookish knowledge and paper-pencil text makes the school teachers classroom teaching challenging.If applied, the curriculum provides the learning opportunity for students using the formative assessment system by applying portfolios.It supports interactive classroom teaching, considering the sociocultural background of the students and connects their knowledge with school teaching and supports the transformation of our learning situation.

3
As said in transformative learning theory, if school head teachers and teachers change their mindset to do change in students, obviously they can bring change in the school's learning success of students, which Ramesh and his teaching staffs prove through applying the formative assessment in her class.Ramesh's students were socially and culturally dominated but what his teachers applied in their teaching and assessment system, was supported for holistic transformation of Dalit and culturally dominated students equally involved in teaching-learning activities, extra activities, classwork and project work as well as socio-political and cultural issues [26] which supported to increase learning achievement of them.
Changing behaviour of Ramesh and his teaching staff indicate that if we apply STEAM-based integrated teaching, it moves toward success for both teachers and students, which is proved through Ramesh's staff activities; students changed behaviour and result in a portfolio record file.For that head teachers should provide the learning opportunity for teachers to work in the community, project work, experimental work, and problem solving and provide regular feedback for the improvement of their learning condition through the dialogical process, as said by [24], which supports teachers as well as students for the empowerment of their learning connecting with community knowledge.For that, formative assessment is seen as the main transforming tool in our context that Ramesh applies.Guenther et al. [10] said that bringing change in the learning and assessment process could provide strong in-service professional training to the head teachers as well as teachers considering the socio-cultural context and viewing the objective of the prescribed STEAM-based curriculum.
The above scenario of Ramesh indicates that head teachers can transform themselves and support their teaching staff's transformation.Students can change themselves if provided with the learning situation by connecting their cultural context with regular feedback.Applying the STEAM-based thematic and integrated curricula can bridge school-and work-based learning experiences [9,15].
We can apply this type of study in school and university-level teacher training programs to support head teachers and teachers, enhancing their teaching as practical application, and connecting STEAM-based integrated contents with community students' needs and day-to-day events.This study can support understanding the present school curriculum, teaching-learning activities and assessment in the real praxis of the classroom.It implies that the central and local level government develop the culturally relevant [26] curriculum, which supports providing real equity by transforming society.

Conclusion
Applying a STEAM-based integrated curriculum can open a new door for teaching learning concerning twenty-first century learning skills mentioned by the United Nation.It could provide integrated, holistic knowledge to diverse cultural students.Proper in-service teacher training after revising the curriculum is considered a prerequisite for the better implication of a STEAM-based integrated curriculum.Central and local bodies could not see being serious about the implication of the newly revised curriculum.The authentic body could do better by regularly monitoring the implication of the revised curriculum and its assessment practice in the classroom.Teachers are waiting for support to enhance themselves.Head teachers are the authentic person of the school for supporting implication of the newly revised curriculum.However, teachers could not get support for its application at the school level.