Education - ތަޢުލީމް
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Item Improving education quality in South Asia (i): a review of Unicef’s efforts(United Nations Children‘s Fund, Regional Office for South Asia, 2018) Suzana BrinkmannItem Simulating the Potential Impacts of the COVID-19 School Closures on Schooling and Learning Outcomes: A set of Global Estimates(World Bank Group, 2020-06-18) World Bank Group; ވޯރލްޑް ބޭންކް ގްރޫޕްItem 10 Policy Actions for School Reopening and Learning Recovery(World Bank Group, 2021-05-05) World Bank Group; ވޯރލްޑް ބޭންކް ގްރޫޕްItem Maldives Development Update: Unprecedented Crisis Presents ‘Green Growth’ Opportunities(World Bank Group, 2020-06-18) World Bank Group; ވޯރލްޑް ބޭންކް ގްރޫޕްItem 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 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 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.