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Dhon Hiyala and Ali Fulhu : by Abdullah Sadiq
(2004) Abdullah, Fareesha (translator); ފަރީޝާ އަބްދުﷲ (ތަރުޖަމާކުރީ); O'Shea, Michael (translator); މައިކަލް އޮޝީއާ (ތަރުޖަމާކުރީ)
އީމާންކަމުގެ އަޞްލުތަކުގެ ޝަރަޙަ
(Minstry of Islamic Affairs، Male’ Maldives, 2017-05) ޢަލީ ރިޟާ (ތަރުޖަމާކުރީ); Ali Riza (Translator)
Economic update : October 2024 : volume 6, issue 10.
(Maldives Monetary Authority, 2024) Maldives Monetary Authority; މޯލްޑިވްސް މަނިޓަރީ އޮތޯރިޓީ
Annual report : 2017
(Maldives Monetary Authority, 2018) Maldives Monetary Authority; މޯލްޑިވްސް މަނިޓަރީ އޮތޯރިޓީ
Maldives
(-, [2023]) -
The challenges to digitalization of schools in the Maldives
(Villa College, 2021-12) Azlifa, Mariyam; މަރިޔަމް އަޒްލިފާ; Saeed, Fathimath; ފާތިމަތް ސައީދު
Digitalization of schools has the potential to make learning cost-effective and equitable for all children of the Maldives. It can overcome barriers to education due to resource shortages in the remote small island schools of the Maldives (Ministry of Education, 2019a). This study evaluates the effectiveness, and explores the challenges of the school digitalization program initiated by the Maldives Ministry of Education, in 1986 and expanded on ever since. A qualitative research process using document analysis and one-to-one semistructured interviews was used. The data showed that teachers were willing to integrate ICT into their teaching since they believed that integration of ICT promotes children’s interest, participation and engagement in learning. However, the slow internet speeds and exorbitant costs of internet connectivity
prevented even the most competent teachers from using ICT effectively in their classrooms. Other major factors at organizational level which hinder the effort of digitalization of schools of the Maldives was found to be the lack of a digital education policy and strategy, lack of teacher training in ICT education,
and limited awareness from school management regarding the process and the\ concept of digitalization. Limited internet access, unfamiliarity with classroom management of devices, cost of replacing damaged or old equipment; and unreliable technical support prevented teachers from relying on ICT as a teaching
tool. Additionally, lack of exposure of students and parents to the use of ICT for learning contribute to the challenges of digitalization. It is recommended that awareness programs for key stakeholders including teachers, students, parents, school IT technicians, businesses, internet providers, university lecturers and
public are conducted to overcome the existing challenges of digitalization, so that digitalization of schools can become a collaborative, transformative process, involving all of the stakeholders at multiple levels.
ލިޢާނުގެ މައްސަލައިގައި ޑީއެންއޭގެ ޙުއްޖިޔަތު
(Islamic Organization for Culture and Civilization (IOCC), Maldives', 2022) މުޙައްމަދު ޝަހީމް އަލީ ސަޢީދު; Saeed, Mohamed Shaheem Ali
Therapeutic protocols : occupational therapy
(Ministry of Health, 2025-01-14) Adley, Thooha; ތޫހާ އެޑްލީ; Zahir, Aminath Shimana; އާމިނަތް ޝިމާނާ ޒާހިރު; Minha, Aminath; އާމިނަތް މިންހާ