| Abstract: | The team acknowledges with sincere gratitude several officials in the Maldives who assisted and
provided valuable information for this study. The Minister of Education, the State Minister of
Education, the Deputy Ministers of Education, the Permanent Secretary of the Ministry of
Education; the Director-General of the Department of Higher Education and the Director-
General of the Department of Planning in the Ministry of Education; and the senior staff of the
Ministry of Education; the Minister and senior staff of the Ministry of Finance and Treasury; the
Department of National Planning; the Chancellor, Rector and staff of the Maldives National
University (MNU); the UN agencies such as UNICEF and UNESCO; private higher education
and training providers, including from Clique College, Cyryx College, Focus Education Center,
Mandhu College, Modern Academy for Professional Studies, and Villa College; education
officials from the Jalaaluddeen School, Afeefuddeen School and Atoll Education Centre in the
Haa Dhaalu Atoll; employers from the public and private sectors; participants at consultation
workshops in Male’ and the Addu Atoll; and education officials from: the Ameeniya School,
Center for Higher Secondary Education, the Hiriyaa School, in Male’; the Meedho School,
Maduvvaree School, Atoll Education Centre and Teacher Resource Centre in Raa Atoll; and the
Shariffudin School, Feydhoo School, Hithadhoo School, Maradhoo Feydhoo School, the Atoll
Education Centre and the Teacher Resource Centre in the Seenu Atoll.
The team also acknowledges the assistance of several World Bank colleagues in the preparation
of this report: in particular, Diaretou Gaye (Country Director for Sri Lanka and the Maldives),
and Amit Dar (Education Sector Manager) for their encouragement, advice and guidance. Deepa
Sankar (Senior Economist) provided valuable comments and feedback. The team also thanks
Anita Fernando (Team Assistant) and Mohammad Khalid Khan (Program Assistant) of the
World Bank for providing administrative and editorial assistance for the production and
dissemination of this paper.
The financial assistance of the World Bank and the Education Program Development Fund
(Global and Regional Activities Program) of the Global Partnership for Education for this study
is acknowledged with gratitude. |
