Education - ތަޢުލީމް
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Item 1 - ވާހަކައިގެ ދުނިޔެއިން(ދިވެހި ބަހާއި ތާރީޚަށް ޚިދުމަތް ކުރާ ޤައުމީ މަރުކަޒު, 1987-01) މުޙައްމަދު ޖަމީލު; Jameel, MohamedItem 10 Policy Actions for School Reopening and Learning Recovery(World Bank Group, 2021-05-05) World Bank Group; ވޯރލްޑް ބޭންކް ގްރޫޕްItem 12 academic staff completed the teaching and learning training program!(Center for Educational Technology and Excellence, 2023-08) Center for Educational Technology and ExcellenceItem 1417ހ. ވަނައަހަރުގެޤައުމީދުވަސް(Dhivehibahaai Thareekhah Khidhumaikuraa Qaumee Marukaz, 1996-08-01) Shathir, Mohamed; މުޙައްމަދު ޝާޠިރުItem 1999 ވަނަ އަހަރާއި 2000 ވަނަ އަހަރު ފިޝަރީޒް ސައިންސް އިން ޑިސްޓިންކްޝަން ހޯދި ދަރިވަރުންނަށް ހަނދާނީ ލިޔުން ދެއްވުން(މިނިސްޓްރީ އޮފް ފިޝަރީސް, 2000-12-10)Item 2 - ޝާފިޔާގެ އެދުރު އަށި: ސްޓްރަކްޗަރޑް ޑިސްކަޝަން ކިޔަވައިދިނުމުގައި ބޭނުންކުރުން(އާފަތިސް, 2021-05-10) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem 2020 ވަނަ އަހަރު މިނިސްޓްރީ އޮފް އެޑިޔުކޭޝަނާއި، ދަށުން ހިންގި އޮފީސްތައް ހިގައި ދިޔަ ގޮތުގެ ރިޕޯޓް(މިނިސްޓްރީ އޮފް އެޑިޔުކޭޝަން, 2021) މިނިސްޓްރީ އޮފް އެޑިޔުކޭޝަން; Ministry of EducationItem 2020 ވަނަ އަހަރުގެ ދިރާސީ އައު އަހަރު ފެށުމުގެ މުނާސަބަތުގައި މިނިސްޓަރ އޮފް އެޑިޔުކޭޝަން ޑރ. ޢާއިޝަތު ޢަލީ ދެއްވި ޚިޠާބު(ނޭޝަނަލް އިންސްޓިޓިއުޓް އޮފް އެޑިއުކޭޝަން, 2020-01)Item 21st centurSkills(ްނޭޝަނަލް އިންސްޓިޓިއުޓް އޮފް އެޑިއުކޭޝަނ, 2001-01-01) ްނޭޝަނަލް އިންސްޓިޓިއުޓް އޮފް އެޑިއުކޭޝަނ; National Institute of EducationItem Adapting culturally based curriculum for use in classrooms of other cultures : a case example from Nenana, Alaska, USA(2006-02) Adams, Barbara L.; ބާރބަރާ ލ. އެޑަމްސް; Adam, A. Shehenaz; އ. ޝެހެނާޒް އާދަމް; Opbroek, Michelle; މައިކަލް އޮޕްބްރޫކްItem Assessment of the legal education curriculum in the Maldives : final report(2020-02-05) ޖުލިއަން ވެބް; Julian WebbItem Assessment of the situation of students who migrate to Malé for education : Abridged report(UNICEF, 2015-08) UNICEF; ޔުނިސެފްIn 2015, UNICEF and the Ministry of Education conducted a study on children who migrate to Malé for school. The results of this study can be accessed here, along with recommendations for improving these students’ academic performance, support structures and well-being.Item Assessment of the situation of students who migrate to Male' for education and strategies to address vulnerabilities : abridged report(Ministry of Education, Maldives, 2015-08) Ministry of Education; UNICEF Maldives; މިނިސްޓްރީ އޮފް އެޑިއުކޭޝަން; ޔުނިސެފް މޯލްޑިވްސްDispite improvements in educational services in the Atolls, children continue to migrate to Malé in large numbers - with or without their parents - to seek better educational and other services. Because there was no information available about how these children perform at school or function within their host family or new community, the Ministry of Education requested assistance from UNICEF to assess the situation of students who migrate to Malé to education. Based on the results of this research, a series of recommendations and interventions are proposed to enable the Government of Maldives, UNICEF and other development partners to provide appropriate support services for these children. This study was carried out in June 2015 by an international consultant who worked closely with the Educational Supervision and Quality Improvement Division (ESQID) of the Ministry of Education (MOE). The research process involved a literature review and focus group meetings with principals, counsellors, Lead Teachers, parents, students, government and NGO workers. Three surveys were also conducted; one with principals and school counsellors (22 respondents); one with students (265 respondents) and one with senior education officials and UNICEF staff on intervention options (10 respondents).Item Balancing technology and teaching in the classroom - how do we do it(National Institute of Education, 2017-12) Krishan, Nihal; ނިހާލް ކްރިޝަންItem The challenges related to offering of online teacher education programmes : a study in a Maldivian university(DEANZ 2016 conference proceeding, 2016-01-01) Adam, Aminath ShafiyaThe Maldives with its geographical uniqueness (a chain of islands spread out and far from each other), could place e-learning in a central position to offer higher education opportunities for teachers. This paper explains challenges associated with offering of online teacher education programmes in a Maldivian university context. The study adopted an ethnographic approach, gathered data from eleven teacher educators through interviews, focus group conversations and hanging out approaches. The findings highlight a number of challenges related to geographical, infrastructural and cultural. These challenges were analysed via Bourdieu’s (1986) three forms of capital (economic, social and cultural) attempting to understand the aspects involved in the practicality of offering e-learning programmes in this specific context. The paper contributes to understanding the limitations related to online programmes in small island communities and specific cultures. While using three forms of capital to examine these factors, this study provides a new theoretical understanding for designing e-learning in various contextsItem Children's learning must never stop! : Online and televised learning during the COVID-19 pandemic(UNICEF Maldives, 2021-02-08) Saleem, Mohamed Junaid AbdullaItem Citizenship education(National Institute of Education, 2014-07-01) National Institute of Education; ނޭޝަނަލް އިންސްޓިޓިއުޓް އޮފް އެޑިއުކޭޝަންItem Completion in higher education : limited prospective students effecting the quality ?(Economic review, 2021-09) Najeeb, FazeelItem COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings(World Bank Group, 2020-06-18) World Bank Group; ވޯރލްޑް ބޭންކް ގްރޫޕްItem The ‘critical friend’ role in fostering reflective practices and developing staff cohesion: a case study in a new secondary school, New Zealand(Routledge, 2015-08-20) Wright, Noeline; Adam, AminaThis exploratory case study, arising from a longitudinal project into the establishment of a new secondary school in New Zealand, examines reflective practice through critical friend roles among staff. The paper describes, through the lens of Bourdieu’s logic of practice, the implementation of a critical friendship approach linked to the school leaders’ vision and aim regarding learning within open classroom spaces as part of a modern learning environment. Reflective practice involves critiquing, rethinking and reframing existing professional practices, often through a critical friendship approach among school staff within a fostered collaborative and open culture. The researchers interviewed six participants (four leaders and two teachers), observed how the teaching and learning took place in the new open classroom spaces, and reviewed blog posts and the school’s website. Findings reveal that critical friendship, as a way to develop staff cohesion, is fostered and supported by the school leaders’ vision and actions, while the physical geography of the new classroom spaces, and the redesign of learning, also make this easier to enact. Staff cohesion, trust and openness to peer scrutiny are hallmark of this emerging school culture. These emerging findings provide some insights into how one new school culture develops cohesion with its stated vision and missionItem Cultural impact on teacher-educators’ use of technologies in their pedagogical practices : a study in the Maldives(Joint AARE-NZARE 2014 Conference, 2014-01-01) Adam, Aminath ShafiyaA substantial body of literature discusses the complexity of integrating technology into teachers’ pedagogical practices. However, the literature provides limited understanding about the impact of teachers’ culture on their use of technologies. I argue that technological and pedagogical practices of teachers cannot be fully understood without considering the social and cultural norms of their specific cultures. This paper aims to explain the impact of Maldivian culture on teacher-educators’ technological and pedagogical practices. My research used an ethnographic methodology linked with Bourdieu’s (1977) habitus as a lens. The data were gathered from eleven teacher-educators who work in a Maldivian university context. The process of ethnography took place during two visits to the research site. In the first visit, I spent six weeks “hanging out”1 with the participants, interviewed them individually, and observed six participants’ classroom teaching. In the second visit, I spent five weeks hanging out and organised focus groups with ten participants. Accordingly, follow-up interviews were carried out with five participants to clarify the main understanding of teacher educators’ habitus. The finding was generated through various strategies adhering to grounded theory. Key findings demonstrated that teacher-educators’ technological and pedagogical habitus was influenced by the cultural practice related to their learning norms and some aspects of their institutional context. The study revealed that teacher-educators adopted specific technologies available in their workplace relying on benefits gained for their pedagogical purposes. However, these pedagogical purposes were much influenced by the social cultural norms of the Maldives. As a result, the participants formed technological (PowerPoint-assisted) and pedagogical (content-oriented) habitus. This study offers valuable insights for understanding the impact of culture and habitus on teachers’ practices and their use of technologies both in schools and university contextsItem Data updates on sustainable development goals 2018(National Bureau of Statistics, 2018-01) National Bureau of Statistics; ނެޝަނަލް ބިޔުރޯ އޮފް ސްޓެޓިސްޓިކްސްThe Sustainable Development Goals are set of ambitions for countries around the world. The Maldives is working to achieve these goals, which build on the Millennium Development Goals while adding new areas including climate change, economic inequality, innovation, peace and justice, among others. The National Bureau of Statistics wrote this report to assess the Maldives' progress on these goals as of 2018.Item Developing skills in youth to succeed in the evolving south Asian economy(Maldives country report, 2019-12)Item Dhivehi digital library creation : a milestone(2011-06) Riyaz, Aminath; Nashfa, FathimathThe MNU Library in affiliation with the Maldives Greenstone support Network (MGN), trialled the creation of a digital library of the Faithoora using Greenstone open source software. With this project, the MGN, in cooperation with University of Waikato, has also introduced Dhivehi language interface for Greenstone software.Item The dialectic of the international and the national : secondary school examinations in Maldives(International Journal of Educational Development, 2001) Bray, Mark; Adam, KhadheejaThis article is framed within the context of literatures on small states, examination systems, and international dependence and independence. It focuses on a country with a population of just 260,000, and analyses tensions concerning the nature and operations of external examinations for secondary school students. Maldives has long had links with a UK-based examination board. Although in the past these links have served Maldives well, they came under increasing scrutiny during the 1990s. The article analyses issues and tensions with particular reference to the potentially competing desires for international recognition of qualifications and national control of curriculum.Item Dispatching of equipment to upgrade the e-facilitation rooms at campuses(Center for Educational Technology and Excellence, 2023-08) Center for Educational Technology and ExcellenceItem Education Master Plan (1996-2005) Part 1 of 3: Goal and Methodology(Ministry of Education, 1995-11-25) މިނިސްޓްރީ އޮފް އެޑިއުކޭޝަން; Ministry of EducationItem Education resilience research training in South Asia : a transformative and capacity building agenda(World Bank Group, 2013-11) ވޯރލްޑް ބޭންކް ގްރޫޕް; World Bank GroupItem Educational and Human Resources Development Plan. 1985 - 1995(Ministry of Education, 1985-01-01) މިނިސްޓްރީ އޮފް އެޑިއުކޭޝަން; Ministry of EducationItem The effect of transformational leadership on school culture in Male’ primary schools Maldives(Universiti Sains, Malaysia, School of Educational Studies, 2011) Ngang, Tang KeowItem Effective contemporary leadership in the tertiary education : global stakeholders viewpoint(Human Resource Management Academic Research Society, 2024-01-08) Chowdhury, Tariqul Islam; Al Saeedi, Ahmed Salim; Karim, Asif Mahbub; Ahmed, Abdulla Rasheed; Karim, Ajwaad Mahbub; ތާރިޤު އިސްލާމް ޗައުދުރީ; އަހުމަދު ސަލީމް އަލް ސައީދީ; އާސިފް މަހުބޫބު ކަރީމް; އަބުދުﷲ ރަޝީދު އަހުމަދު; އަޖުވަދު މަހުބޫބު ކަރީމްEffective contemporary leadership in tertiary education is crucial for navigating the complex challenges that institutions face in the globalized world. This abstract explores the global stakeholders' viewpoint on leadership in tertiary education, emphasizing the need for adaptability, inclusivity, and innovation. In the rapidly evolving landscape of higher education, leaders must demonstrate adaptability to meet the diverse needs of students, faculty, and the broader community. This requires a nuanced understanding of cultural, technological, and pedagogical shifts. Inclusivity becomes paramount as leaders strive to create environments that celebrate diversity and foster equitable opportunities for all stakeholders. Global perspectives underscore the importance of cultivating a collaborative and culturally sensitive leadership approach, acknowledging the interconnectedness of education across borders. Furthermore, effective contemporary leaders in tertiary education must embrace innovation to address emerging challenges and capitalize on opportunities. This involves leveraging technology, incorporating interdisciplinary approaches, and fostering a culture of continuous improvement. Stakeholders worldwide emphasize the significance of visionary leadership that goes beyond traditional paradigms, encouraging creative problem-solving and forwardthinking strategies. Global stakeholders advocate for leadership that goes beyond administrative roles, emphasizing the cultivation of a shared vision that aligns with the evolving needs of society. Leaders should engage in strategic planning, leverage data-driven decision-making, and prioritize sustainability to ensure the long-term success and relevance of tertiary education institutions. Effective contemporary leadership in tertiary education, as viewed by global stakeholders, requires adaptability, inclusivity, and innovation. Leaders must navigate the complexities of a globalized world, embracing diversity, fostering collaborationItem Emerging stronger: policy directions for COVID-19 and beyond for public schools in the Maldives(އެމަރަލްޑް ޕަބްލިޝިންގ, 2021) Nishan, Fathmath; Mohamed, Ahmed; ފާޠިމަތު ނިޝާން; އަޙްމަދު މުޙައްމަދުItem Enhancing the quality of education in the Maldives : challenges and Prospects(South Asia Human Development Sector, 2012-02) Aturupane, Harsha; Shojo, MariThe 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; 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 Northern Province, including from the Jalaaluddeen School, Afeefuddeen School and Atoll Education Centre; education officials from the Southern Province, including from the MNU Campus and the Polytechnic in Hethadoo, the Mohibudeen School and the Seenu Atoll Education Centre; 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, and the Hiriyaa School, in Male‟. 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), Amit Dar (Education Sector Manager) and Deepa Sankar (Senior Economist). 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.Item Ethnomathematical ideas in the curriculum(Mathematics Education Research Journal, 2004) Adam, Shehenaz; ޝެހެނާޒް އާދަމްA study was undertaken to investigate the implementation of an ethnomathematical unit in a mathematics classroom in the Maldives2. The research was conducted during the first four months of 2002 at two primary schools and involved teaching grade 5 students an ethnomathematical unit of work on measurement. The unit was designed in conjunction with the teachers. In this article ethnomathematical curriculum models are discussed and the approach used in the study is described. Data are presented indicating teachers’ and students’ reactions to using such a curriculum unit. The data showed that despite the very traditional education of the Maldives, the ethnomathematical approach was appreciated and understood by teachers and students.Item Expanding access and enhancing the economic benefits of education in the Maldives : Challenges and Prospects(South Asia Human Development Sector, 2012-05) Aturupane, Harsha; Shojo, MariThe 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.Item Exploring ethnomathematics in Maldives : counting(2020) Adam, Aishath ShehenazItem Factors that influence writing in english language classrooms : a case study of a secondary school in the Maldives(Waheed, M. (1988). E badhaluge sirrakee...?. Faiythoora 110. 10(2), 19-22., 2018-08) Ibna, FathimathThe research presented in this paper focused on studying the factors that influence writing in English among a group of secondary school students in Male’, Maldives. Face-to-face interviews and a self-administered questionnaire were employed for data collection. The findings revealed that motivational factors such as self-efficacy, interest, and attitude of students affected students’ performance in writing. Also, subject knowledge, composition skills, and the context of writing such as time allocation, classroom setting, and examination oriented teaching were primary factors which hindered students’ writing. These factors which hinder students to write are blended with research on self-efficacy to discuss strategies to develop competence and confidence in writing among adolescents struggling with writing in a second language.Item Five ways we can support viable but vulnerable businesses during COVID-19 recovery(World Bank Group, 2021-04-14) Freund, Caroline; Pesme, JeanItem Four instructional leadership skills principles need(ނޭޝަނަލް އިންސްޓިޓިއުޓް އޮފު އެޑިއުކޭޝަން, 2018-01) ނޭޝަނަލް އިންސްޓިޓިއުޓް އޮފު އެޑިއުކޭޝަން; National Institute of EducationItem A framework for seeking the connections between technology, pedagogy and culture : a study in the Maldives(DEANZ 2016 conference proceeding, 2016-01-01) Adam, Aminath ShafiyaEducational technology researchers often overlooked the impact of culture on teachers’ use of digital technologies in their pedagogical practices. This also includes a number of technology integration models (e.g. TAM and TPACK) that have failed to explain the connections between technology, pedagogy, and culture. This paper argues that teachers’ pedagogical and technological practices cannot be fully understood without considering the social and cultural norms of their specific cultures. This study adopted an ethnographic methodology, linked with Bourdieu’s (1977) habitus as a lens for exploring teacher educators’ practices in the Maldives. Data were gathered from eleven teacher educators who work in a Maldivian university context: using interviews, observations, focus groups and the hanging out approach. Key findings demonstrated that teacher educators’ pedagogical and technological practices were influenced by their own culture, early learning experiences in the Maldives, and their workplace (institutional context). Through this finding, this research proposes a framework, namely, Pedagogical and Technological Cultural Habitus (PATCH) for understanding teachers’ pedagogical and technological habitus in various contexts. The PATCH framework is, theoretically useful for designing technology-oriented professional development for professionals in various pedagogical contexts including virtual and blended pedagogical spaces. It also contributes to TPACK framework by adding an outer layer to its current theorisation to represent teachers’ backgrounds and habitus when examining their practices