Education - ތަޢުލީމު
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Item Addu coral mining/ beach erosion study(Ministry of Fisheries and Infrastructure, 1990) Ministry of fisheries and infrastructureItem Best practice guidelines for teaching environmental studies in Maldivian primary schools(Live & Learn Environmental Education, 2008) ފާތިމަތު ޝަފީގާ; މަޢުސޫމާ ޖަލީލް; މަރިޔަމް ޝަޒްނާ; Shafeeqa, Fathimath; Jaleel, Musooma; Shazna, MariyamItem Building back equal girls back to school guide(UNICEF, 2019) UNICEF; ޔުނިސެފްItem Climate Change and Community Resilience(Open Access, 2022) Haque, A.K. Enamul; އޭ. ކޭ. އިނަމުލް ހަކް; Mukhopadhyay, Pranab; ޕްރަނަބް މުޚޮޕަދްޔާ; Nepal, Mani; މަނި ނޭޕާލް; Shammin, Rumi; ރޫމީ ޝަމްމިންItem Continuing professional development(School of Nursing, The Maldives National University, 2018-05-02) Mala, Aishath; އައިޝަތު މަލާItem Development of education : project findings and recommendations(United Nations Development Programme, 1985) United Nations Educational, Scientific and Cultural OrganizationItem Disability-inclusive education practices in Maldives(United Nations Children’s Fund, 2021-08) ޔުނައިޓެޑް ނޭޝަންސް ޗިލްޑްރަންސް ފަންޑް; United Nations Children’s FundItem Education for all, the quality imperative and the problem of pedagogy(Institute of Education, University of London, 2008-04) Alexander, Robin; ރޮބިން އެލެގްޒޭންޑަރItem Education sector analysis of the Maldives(Policy Planning and Research Division, Ministry of Education, 2019-02) Policy Planning and Research Division, Ministry of Education; ޕޮލިސީ ޕްލޭނިންގ އެންޑް ރިސާރޗް ޑިވިޝަން، މިނިސްޓްރީ އޮފް އެޑިއުކޭޝަންItem Environmental and social management framework : atoll education development project(Ministry of Education, 2023-05) Ministry of Education ; މިނިސްޓްރީ އޮފް އެޑިއުކޭޝަންItem Half year progress report 2023(United Nations Children's Fund, Maldives Country Office, 2023-07) UNICEF; ޔުނިސެފްItem How many children and young people have internet access at home? : estimating digital connectivity during the COVID-19 pandemic(UNICEF, 2020) UNICEF; ޔުނިސެފް; International Telecommunication Union; އިންޓަނޭޝަނަލް ޓެލެކޮމިއުނިކޭޝަން ޔޫނިއަންItem ICT in education : Master plan 2 : 2021-2024(Ministry of Education, 2021-09) Ministry of Education; މިނިސްޓްރީ އޮފް އެޑިއުކޭޝަންThe conceptualisation and development of the ICT in Education Master Plan 2 was carried out under the strong leadership of the Minister of Education, Dr. Aishath Ali, and Minister of State for Education, Dr. Abdulla Rasheed Ahmed. The project was completed with remarkable commitments of the working groups and the task force team members; namely, Education Development Officer Coordinator Ms. Shuhudha Rizwan, Director General Mr. Ibrahim Asif, Senior Computer Technician Ms. Usama Ali, Senior Statistical Officer Ms. Aishath Neena, Education Development Officer Coordinator Ms. Aishath Shibana, and Education Development Officer Mr. Mohamed Aleem. It is with their perseverance and dedication that the ICT in Education Master Plan 2 was completed efficiently and effectively. The development of the ICT in Education Master Plan 2 drew liberally on the inputs from UNESCO and various officials from the organization. Comments and suggestions, with a focus on diverse inputs and insights, made by the UNESCO team greatly added richness to the ICT Master Plan 2.Item Improving education in the Maldives : stakeholder perspectives on the Maldives education(International Journal of Small Economies, 2013-01-01) Shiuna, Mariyam; Sodiq, AbdullaOver the past two decades the Maldives has seen significant improvements in access to education; however, there are still many challenges impeding quality education in the Maldives. This paper provides insight into the issues within the education system in the Maldives and identifies the key challenges which hinder the quality of education in the Maldives. In order to gain stakeholder perspectives on the Maldivian education system, a nation-wide education forum was organised with teachers, parents, students, Ministry of Education officials and representatives from key businesses in the Maldives. This paper addresses issues related the national curriculum, governance and management of schools, language in education, quality control in education and on the relationship between education and industry.Item Inclusive education guidelines and adaptations to support the implementation of the national curriculum [Working Document](National Institute of Education, 2021-01-18) Moore, Fiona; ފިއޮނާ މޫރް; Athif, Ahmed; އަޙްމަދު އާތިފް; Zaeema, Aishath; އައިޝަތު ޒައީމާ; Hussain, Ziuna; ޒިއުނާ ޙުސައިންItem Maldives education sector plan 2019-2023(Ministry of Education, Maldives, 2019-04) Ministry of Education, Maldives; Ministry of Higher Education, Maldives; މިނިސްޓްރީ އޮފް އެޑިއުކޭޝަން، ދިވެހިރާއްޖެ; މިނިސްޓްރީ އޮފް ހަޔަރ އެޑިއުކޭޝަން، ދިވެހިރާއްޖެItem Maldives education sector plan 2019-2023(Ministry of Education, 2019-04) Ministry of Education; މިނިސްޓްރީ އޮފް އެޑިޔުކޭޝަން; Ministry of Higher Education; މިނިސްޓްރީ އޮފް ހަޔަރ އެޑިޔުކޭޝަންThe Ministry of Education (MoE) and the Ministry of Higher Education (MoHE) are committed to upholding the following core principles in the effort to provide high-quality educational services to all Maldivians: • Equal opportunity for free and compulsory education from Pre-school to grade 10. • Equal opportunity for free, quality education to all, from K to 12, as well as, for the first-degree level, irrespective of sex or locality, while considering education to be a basic right for all children and youth, including those with special education needs (SEN).• All students acquire knowledge, skills and values required for successful completion of each stage of education, including the foundational skills of literacy and numeracy, as well as the curriculum competencies contained within the National Curriculum Framework (NCF) and 21st century skills for a decent life in an interconnected world, characterized by globalization and economic integration. • Every Maldivian student is inculcated in Maldivian and Islamic values, through education programmes offered to them in schools. • Each school has skilled teachers and an adequate level of state-of-the-art equipment, is learner-friendly, and has the capacity to provide holistic education, and cater to learners with SEN. • Every student has the opportunity to access Higher Education (HE) in the country, by as per the guidelines set by the Maldives Qualifications Authority (MQA) that would enhance his/her career opportunities. • The provision of higher education and (Technical and Vocation Education and Training (TVET) enhances the capacity to contribute to social well-being, poverty reduction, and shared economic growth and prosperity, while also responding to the needs of the 21st century economy.Item Maldives national professional standards for teachers(National Institute of Education, 2023) Rizwan، Shuhudha; ޝުހުދާ ރިޟްވާންThe Maldives National Professional Standards for Teachers (MNPST) define teacher quality in the Maldives by explicitly fostering knowledge, skills and attributes required to achieve high levels of professional competence. These standards describe the expectations of teachers’ knowledge, skills, attributes and required levels of performance at various stages of their professional career. MNPST promotes reflective practices among teachers through self-assessment as they aspire for sustained professional growth. The standards will lead teacher professional development and continuous improvement of teacher quality, contributing positively to the public standing of the teaching profession. MNPST envisages to be the foundation for developing and retaining a highly motivated quality teacher force, who will ensure high quality, contemporary education to the needs of 21st century students. The MNPST articulates teacher quality within a framework of seven standards, based on 3 different domains of teaching; Professional Knowledge and Understanding, Professional Practice and Professional Engagement and Attributes. The standards will ensure both quality pre-service teacher education and systematic professional development of in-service teachers. Each of the 7 standards are divided into focus areas, which are separated into 4 competency level descriptors of career stages; Graduate Teacher, Proficient Teacher, Accomplished Teacher and Distinguished Teacher. The competency level descriptors across the career stages are designed to stand as a continuum with gradual progression in professional development, classroom practices and professional engagement. For the purpose of easy assessment of teacher progress from one career stage to the other, a recommended list of performance indicators and sources of evidence to look for is included under each competency level descriptor.Item Meeting the educational needs of children with disabilities in South Asia : a gap analysis covering Bhutan and the Maldives(ޔުނިސެފް, 2014-10-15) ޔުނިސެފް; UNICEFItem The national curriculum framework(National Institute of Education, 2016-01-01) National Institute of EducationItem Pedagogy and assessment guide(National Institute of Education, 2014-01-01) Adam, Ali; Ismail, Aminath; Rafiu, Ahmed; Mohamed, Aminath; Shafeeu, Gulfishan; Ashir, Mohamed; ކިލާސްރޫމްގައި ވަޒަންކުރުންItem Phase 2 implementation plan : solar resources mapping in the Maldives(World Bank, 2015-10) World BankExecutive Summary Within the past decade Maldives has moved from low- to middle-income status, introduced democracy, and been hailed as a Millennium Development Goal Plus country. Unlike in much of South Asia, women face little discrimination in basic aspects of life such as education, health, and survival; however, gender inequality exists. Specifically, Maldives exhibits a classic case of a relatively prosperous country where gender inequalities in basic well-being are largely diminished but where other social and cultural gendered restrictions, especially on women’s roles within and outside the home, persist and may be expanding. An insufficiently inclusive model of economic development forms the backdrop for gender dynamics in Maldives. Additionally, despite several gender- egalitarian laws, persistent deficiencies in law and governance hamper improve- ments in gender equality. Improvements are also hampered by a conservative shift in family structure and religious life toward rigid, inegalitarian roles for men and women. Finally, youth are growing increasingly disconnected from family and society and traditional identities that defined their transition to adult- hood, a situation that poses particular risks for young men. Gender differentials are nuanced in work and schooling. Women’s labor force participation is high but limited to lower echelons of the economy. Women are slightly more likely than men to be unemployed. There is no gender bias in pri- mary and secondary schooling, but girls’ access to tertiary and professional educa- tion is curbed by beliefs about girls’ and women’s mobility and primacy of household roles over others. Within the home, women face challenges that men do not, such as high risks of domestic violence and little control over household assets. Finally, women have limited presence in local and national politics and governance. Men face different gendered consequences. Shifts in notions of masculinity from gender egalitarian to increasingly conservative preferences for the separa- tion of gender roles inside and outside the home place the onus of earning on young men. At the same time, young men are dissatisfied with current economic options, and youth unemployment is high. This disaffection, combined with a lack of strong alternative social structures to replace the breakdown of traditional family structures that has accompanied Maldives’ development trajectory, appear to be propelling young men toward greater social conservatism, participation in gangs, drug use, and violence. xiii Understanding Gender in Maldives • http://dx.doi.org/10.1596/978-1-4648-0868-5 xiv Executive Summary Overall, women are more disadvantaged in more realms of life than are men. Moreover, public support for gender equality and women’s rights on various aspects of life appears to be declining, particularly as regards work and family interactions. These developments are worrying for the future of gender equality in Maldives, as well as for a more inclusive development model that would offer opportunities to both men and women, in youth and adulthood.Item Policy guidance on AI for children(UNICEF, 2020-09) United Nations Children’s Fund; ޔުނައިޓެޑް ނޭޝަންސް ޗިލްޑްރަންން ފަންޑުItem Progress of library & information services sector of the Maldives : commemorating the 25th anniversary of the Maldives Library Association, 1987 to 2012(Maldives Library Association, 2012) Maldives Library AssociationThe purpose of bringing this book together is to document the progress the library and information sector has made over the last few decades. It is also an effort to gather support from policy makers, the public, and from prospective candidates to join this important sector where people with the right aptitude for emerging technologies can contribute to a large extent. The book could be useful for information policy makers, for LIS students and educators, and also as a historical timeline of LIS development of the Maldives. The idea about this book was generated over a year ago, and every effort has been made to attract as many people in the information sector to contribute to this edition in article submission. It is with appreciation that we put together this volume with contributions from almost everyone who has undergone an extended education in this field of study and currently working in the Maldives library sector. The articles in this book can be divided into two main sections. The first one mostly reporting on the progress of the Maldives Library Association in terms of its management and administration and milestones achieved during this short period, taking into consideration the myriad challenges which can be mainly attributed to shortage of funds and qualified human resources. 4 The second part of the book presents papers of scholarly nature, focussing on the area of information provision in the Maldivian context. The papers explore the areas of Library and Information Services education and its progress, the complexity of the attempts at creating a library consortia, the challenges in securing academic journal databases, the need for adhering to a common publishing standard, and the initiatives of creating and introducing local digital libraries as well as embracing library automation. I conclude these introductory words with gratitude to all the contributors and well-wishers who helped in this process. The compilation of this book has itself been a learning journey.Item Progress on drinking water, sanitation and hygiene in school : special focus on COVID-19(UNICEF, 2020) UNICEF; ޔުނިސެފް; World Health Organization; ވޯރލްޑް ހެލްތު އޯގަނައިޒޭޝަންItem Rapid assessment of perceptions into environmental education in Maldivian schools(Live & Learn Environmental Education, 2007-01) Shafeeqa, Fathimath; Ahmed, Zameela; Smith, Jady; Jauhary, Ahmed Riyaz; Glen, Elaine; Nielsen, Christian; ފާޠިމަތު ޝަފީގާ; ޒަމީލާ އަޙްމަދު; ޖާޑީ ސްމިތު; އަޙްމަދު ރިޔާޒް ޖައުހަރީ; އެލެއިން ގްލެން; ކްރިސްޓިއަން ނީލްސަންItem Review of the life skills education programe(UNICEF, 2016-02) United Nations Children's FundItem School level intervention plan for vulnerable students(Safety, Health and Student Support Division, Ministry of Education, 2024) Safety, Health and Student Support Division, Ministry of Education; ސޭފްޓީ، ހެލްތް އެންޑް ސްޓޫޑެންޓް ސަޕޯޓް ޑިވިޝަން، މިނިސްޓްރީ އޮފް އެޑިއުކޭޝަންVulnerability refers to the susceptibility of individuals, systems, or communities to harm or exploitation due to inherent weaknesses or exposed conditions. In a school context, identifying vulnerabilities involves assessing areas where students, staff, or the school might be at risk. This can include physical safety concerns, such as inadequate security measures or unsafe facilities; emotional and psychological vulnerabilities, such as students facing bullying or mental health challenges; and academic vulnerabilities, such as gaps in student learning or resources. By systematically evaluating these aspects, schools can implement targeted interventions to mitigate risks and create a safer, more supportive environment. This document is a guideline for developing the intervention plan to support education for vulnerable students. These students often face challenges in engaging with the learning process due to various factors. To ensure a smooth continuation of their education, schools must first identify the root cause of these problems. It is crucial to create a plan, designed to the specific needs of each student. Therefore, engaging in constructive discussions with both the student and their parents is essential to identify the underlying issues and develop a realistic and practical plan to address them effectively.Item School statistics 2021/2022(Ministry of Education, 2022) Ministry of Education; މިނިސްޓްރީ އޮފް އެޑިޔުކޭޝަންItem Schools for a healthy environment : module 2 : earth(UNICEF, 2008-03-01) Fien, John; White, Clayton; Bergmann, Iris; Griffiths, Michelle; Parker, Meg; Sayers, JaneItem Schools for a healthy environment : module 6 : science and technology(UNICEF, 2008-03-01) Fien, John; Bergmann, Iris; Griffiths, Michelle; Parker, Meg; Sayers, JaneItem Secondary Education guidance : multiple and flexible pathways(UNICEF, 2020-10) United Nations Children's Fund; ޔުނައިޓެޑް ނޭޝަންސް ޗިލްޑްރަންން ފަންޑުItem A self reflection- critiquing a qualitative research article using Gibbs model of reflective cycle(School of Nursing, The Maldives National University, 2020-05) Rinzy, Aminath; އާމިނަތު ރިންޒީItem A snapshot of the Maldivian school system : analytical report of issues and challenges from external school reviews of 2016 & 2017(Ministry of Education. (2018). A snapshot of the Maldivian school system : analytical report of issues and challenges from external school reviews of 2016 & 2017. Male': Ministry of Education., 2018-03) Ministry of Education; Quality Assurance DepartmentItem Item Towards an equal future : reimagining girls’ education through STEM(UNICEF, 2020-10) UNICEF; ޔުނިސެފް; International Telecommunication Union; އިންޓަނޭޝަނަލް ޓެލެކޮމިއުނިކޭޝަން ޔޫނިއަންItem Tsunami : impact and recovery : joint needs assessment(World Bank, 2005-02-15) World Bank; Asian Development; UN SystemThe tsunami which hit Maldives on 26 December, 2004 was a nation-wide disaster which caused severe damage to the physical infrastructure of many islands. The tsunami has set back the high levels of social progress and prosperity achieved in recent years. Total damages are estimated to be US$470 million, 62% of Gross Domestic Product (GDP). Of these losses, direct losses are $298 million, or about 8% of the replacement cost of the national capital stock. Severe damage was caused to houses, tourist resorts, boats and other fishing equipment, schools, health facilities, transport and communication equipment, water and sanitation, and electricity infrastructure. There has also been substantial damage to agricultural crops and perennial trees. Farms, homestead plots, and aquifers have been salinized. The physical damage has led to severe human suffering inasmuch as large segments of the population have lost their dwellings, lifetime assets, savings, and sources of livelihood. About 7% of the population is now living in temporary shelters or with relatives. The total damage estimate of US$470 million does not, however, include a very real and critical cost that would demand additional financing, namely the cost of environmental damage and substantial soil erosion on many affected islands that to a great extent rely for their livelihoods on agriculture and home based market gardening; these costs could not yet be quantified as detailed surveys are still under way. The transmission of the physical damage into an economic shock occurred to a large extent via contraction of the tourism and fisheries sectors, which sustained the largest losses. Lost tourism and fisheries income will cause GDP growth, employment, and government revenues to contract this year. The revival of the Maldivian economy depends critically on how fast the two leading sectors, tourism and fisheries, recover. Public financing for the reconstruction of lost or damaged assets and infrastructure, and for providing temporary income support to the affected, will be critical. In terms of impacts on the Government's long-term development strategy, the tsunami has reinforced the established policy of encouraging voluntary population movements to less vulnerable islands, which has now assumed even greater urgency than in the past. This policy aims to mitigate the risks of future tsunamis and rising sea levels, help realize economies of scale in the provision of public and private services in the atolls, strengthen service quality in the atolls, improve welfare, and help retain the population in the atolls. The government has made a commendable effort to provide swift relief to the affected and is now engaged in planning and executing a reconstruction program. Reconstruction of public assets and restoring lost government revenue will require financing of $364 million, most of which will need to come from external sources in grants and highly concessional loans. This document spells out in some detail the physical damage and human suffering caused by the tsunami, the recovery strategy, and financing needs. A set of accompanying annexes discuss impacts of the tsunami on individual sectors in greater detail.Item Turning the key competencies into reality : a practical guide for teachers(National Institute of Education, 2015-01-01) Shaheema, Fathimath; Ahmed, Shirumeen; Laiza, Mariyam; Riza, Ali; Hussain, Yaugoob; Zubair, AbdullaItem ހިސާބުގެ ތަވާލު(2002-04-12) މުޙައްނަދު ޔޫސުފު; Yoosuf, MohamedItem ރިހިފޮތް : ފަންސަވީސް އަހަރުގެ މުދައްރިސްކަމުގެ ތަޢުލީމު(ފެކަލްޓީ އޮފް އެޑިޔުކޭޝަން، މޯލްޑިވްސް ކޮލެޖް އޮފް ހަޔަރ އެޑިޔުކޭޝަން, 2001-07-01) ފެކަލްޓީ އޮފް އެޑިޔުކޭޝަން