The traditional system of education that has
evolved for centuries composed of three types of
institution: Kiyavaage, Makthab, and Madharsaa.
Madharsaa usually expanded the curriculum to
include more subjects such as literacy skills.
This system deserves credit for the high (93% in
1986) literacy rate of The Maldives. Most of the
Makthabs teach the young to read and write
Dhivehi and Arabic as well as simple arithmetic.
Continuous research in upgrading the curriculum
goes on. A new national curriculum for primary
and middle schools was designed and introduced
in 1984. This curriculum incorporate
environmental studies, science, Dhivehi
language, mathematics, English language, fine
arts, physical education and calligraphy.
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Students delving into textbooks |
Due to shortage of qualified teachers there is
an on-going teacher training programme conducted
under government auspices. President Gayoom has
made improving the educational system a
priority. He is dedicated to improving education
standards, especially at primary and secondary
levels to meet the increased manpower needs of
the country, and to improve teacher training.
New schools continue to be constructed and
education expands into the health and sanitation
fields as well as in most areas of social
development.
A number of English medium schools prepare older
students as London GCE '0' level candidates. The
Science Education Centre, a government based
educational centre, readies students to sit for
the London GCE 'A' level examinations.
Maintaining an affiliation to a reputed external
examination system at secondary level, the
Government has most appropriately innovated and
introduced a Fisheries Science Programme into
the secondary school, the subject having been
offered at GCE '0' level since 1987.
As is common in other developing nations,
students must travel abroad for a higher
education in college or university. In their
continuing efforts to upgrade the educational
standards, the Maldives' government maintains
education as a priority.
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