Thesis by other Maldivians - އެމް.އެން.ޔޫގެ ދަސްވެނީން ފިޔަވައި އެހެނިހެން ދިވެހީންގެ ތީސީސްތައް
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Item School Improvement: The route taken by an urban primary school in the Republic of Maldives.(Massey University, Palmerston North, New Zealand, 2007-12-01) Didi, Ahmed AliThe primary and secondary schools in the Maldives serve over one third of the total population. Having achieved universalization of primary education, one of the challenges of the education system now is to improve the quality of primary education. Studies done in the past, to explore quality in primary education, have been quantitative in nature, telling only part of the story when it comes to describing improvement efforts. Thus, the purpose of this study was to explore in detail how a primary school in an urban setting of the Maldives deals with school improvement efforts. A qualitative case study, informed by the interpretivist research paradigm, was used to explore this issue. One of the primary schools in Male' was purposefully selected for this study and 48 participants took part, of whom thirteen were students. Data were collected through in-depth interviews, participant observations, document reviews and administering of questionnaires. The findings of this study suggest that there were three major dimensions or three interrelated, key concepts that together undergirded the improvement efforts in the school. They are change, leadership and culture. In action-oriented terms, these dimensions or concepts translated into managing change, attending to specific leader actions and influencing the school's culture, respectively, reflecting six themes of school improvement. They are: a focus on change, a focus on students, a teaching learning focus, investing in staff, strong leadership by the head and school culture. In addition to these, it was noted that these themes emerged as having significance to the school's improvement efforts against the backdrop of many stakeholder influences and contextual factors. In essence, the findings of this study portray the micro-level realities of the working of a school that is consciously and continuously striving for improving educational practice. In conclusion to the study, research implications and areas for further research have been identified that would inform educational policy and practice in the Republic of Maldives.Item Moving towards inclusion : a case study of one urban school in the Maldives(University of Canterbury, 2012-01-01) Naseer, BadhooraThe importance of developing inclusive education has been emphasized in previous research and various international documents. Inclusive education is not only promoted on the basis of human rights, but also as a means to improve and achieve quality education for all. This case study explores and documents the development of inclusive education in one urban school in the Maldives. It focuses on the steps taken to move the school towards inclusion, the practices and experiences of different stakeholders involved in the process, and the factors that influenced inclusive education in the school.Qualitative data was collected through interviews with some of the key members of the school community and through classroom observations and documents. Findings have revealed that the development of inclusive education in the school came about through a school leader rather than policies. In spite of recognized efforts towards inclusion, a range of exclusionary practices was still observed. Various impediments constrained the development of inclusive education, including, lack of collaboration between the SEN (Special Educational Needs) and the general staff, limited knowledge, awareness and positive understanding about inclusion, scarcity of resources and support services. Factors such as large classes, undifferentiated curriculum, and rigid time tables also negatively affected the developmental process. Findings indicate the complexity of developing inclusive education. The findings also suggest that changes on the societal level, in the education ministry and, in the school and classroom level could help sustain the development of inclusive education. The factors that could contribute to the development of inclusive education at these levels are discussed, as are the implications for the successful development of inclusive education in schools.