EDUCATIONAL POLICY AND PLANNINGEDU5810

Lecturer : Dr. Ramli Bin Basri

POLICY PROPOSAL

Group MembersJulina Shanti Subramaniyan GS 37776Hussain Musawwir GS37833Aishath Shazla GS37832Abdurahmon Norinboyev GS38301

Title

To address the issues of outnumbered expatriate teachers at Secondary Level

in Maldives Education System.

Maldives

Introduction

The Maldives

The Maldives is an island nation situated in the Indian Ocean consisting of about 1,190 islands out of which only 200 are inhabited; about 90 islands are used as tourist resort hotels and a handful of islands used as industrial islands

The main economic sectors in the Maldives are tourism, fisheries, manufacturing, transport, and other related services, out of which tourism and fisheries constitute the main industries bringing in foreign exchange earnings.

Main economic sectors

Education in the Maldives

In the Maldives, formal education starts when children are at the age of 3 (Figure 1) and primary school education starts from the age of 6.

Pupils spend 5 years at secondary level, finishing school education at 17 years of age.

Student Population and schools and teachers

state-run schools, state subsidized;community schools; public-private partnership schools (PPPs) and

private schools.Altogether, 375 schools provide education for

just under 88,000 students, a quarter of the national population

There total of 7830 teachers

Policy scope

7

Our Policy Scope/

Environment

National/Government Aspiration

Teacher/Professiona

lismHigher Education

Finance & Budget

Teaching &

Learning

School/College/

University/Institution

Background of the issue.

Since from the inception of English medium schools in 1960s,Maldives has been relying on expatriate teachers.

“Human rights commission of Maldives note that from the very beginning of English medium schools

in Maldives has continued to depend on foreign teachers. “

From the very beginning, education policy makers have been trying to bring more local teachers into the system however until today the number of expatriate teachers at secondary level remains more than locals.

Existing statistical data about the Issue

The number of expatriate teachers at secondary level remains more than locals.

(59% teachers are from foreign countries and only 41% contributes from local in the secondary level as of 2012)

Bar graph to compare locals and expatriates at different level

Source: MOE

Percentage of number of local and expatriates teachers at secondary level

locals41%

expatriates59%

Local and expatriates at secondary level

1486

2102

Demographic data on the issue

Current policies related to the issue

• Expatriate teachers are given more incentives than local teachers. (Service allowance, food allowance, living allowance and return ticket to their country.)

• Each year the graduates among in Maldives national University (MNU) outnumber teachers than any other single field, however the number of graduates still not enough to meet national requirements, especially the need for secondary level. After completion of graduation some of them choose fields unrelated to teaching and some of them choose to serve as teachers but in institutes other then schools.

Other factors related to the issue

Geographical setting of the country

aerial view

Other factors related to the issue

Geographical setting of the country is another factor that affects the number of local teachers in the field; islands are scattered to wide area. The fact that islands are isolated and the facilities in many islands other than capital Male’ are not developed to fulfill basic needs of modern man.

Other factors related to the issue

Professional development and PromotionAccording to CSC guideline, civil servants

should get promotion in every four years of service, based on their performance. But CSC does not give much concern on this, may be because of budget constrain.

Well-planned and systematic in-service training is not provided to teachers.

Teacher service bond not monitoredTeaching profession is not seen as an

attractive career among school leavers.

Main reasons for addressing the issue

Expatriate teachers risks Maldives educational philosophy.

(The Maldivian education system is based on Islamic values. One of the main national development goal is to develop within an education system based on Islamic principles, the awareness among all citizens that,as members of the nation, they are also part of muslim ummah)

Disciplinary problems in schools. (Many schools report that these

disciplinary problems are comparatively high in expatriates teacher’s class hours. Expatriate Teachers have difficulty in controlling the class room due to the communication gap)

Commitment of teachers. (Expatriates are not as committed to teaching, as

locals. They do not have the sense of belongings to the local community and expatriates take the job in Maldives only with the motivation of improving their financial status)

continue…..

Hasty increase in expatriates has got a lot of problems in Maldives including social, economic

Many local teachers are leaving the profession due to demoralization and de-professionalization

Data Analysis and Forecasting

Teachers trend locals and expatriates in lower secondary level

Data Analysis and Forecasting

Teachers trend locals and expatriates in lower secondary level

Data Analysis and Forecasting

Our forecastTrain 400 new teachers every year starting

from 2014 JanuaryIn 5 years 2000 new trained teachers enter to

teaching professionTotal of Rf 2.0 billion (81 million US$) should

be spend from state budget to achieve the target result.

DESIGNING PLANS TO REDUCE EXPATRIATE TEACHERS BY 80%

IN 5 YEARS

Conceptual framework

Teaching service commission

Policy options to reduce the number of expatriate teachers’ in Maldives

1. Teacher development(pre-service training)2. Making teaching as attractive career 3. Retaining existing teachers in the system.4. Additional incentives to teachers who work

in remote islands.5. Establish Teaching Service Commission.

1. Teacher development(pre-service training)

Actions

To build 3 extra branches of Maldives National University (MNU) in island .

To Offer subsidies to the private colleges (Mandhu college and Villa college) .

Budget allocation to build the necessary infra structure.

Award financial support, such as financial loan to those who seek training abroad in the teaching field.

Implication of Plan

To divert the population to another island.

To build university campuss in other islands.

Budget allocation to build the necessary infra structure.

To develop private institutions along with government higher education institution.

To provide financial loan to students who seek training in teaching field

• Policy objective: To add more teachers into the teaching work-force.

Shortage of trained teachers is one of the main reasons for recruiting expatriate teachers; hence it is necessary to train more local teachers to meet the national requirements.

2. Making teaching as attractive career

Policy objective: Attract school leavers and potential candidates in other fields into teaching profession.

At present situation in Maldives, teaching is not perceived as an attractive profession. According to OECD report 2005, major concerns related to attractiveness in teaching career are: about half the countries report serious concerns about maintaining an adequate supply of good quality teachers, especially in high-demand subject areas.

Actions

To increase salary for teachers

To provide additional incentives to attract subject specialist teachers

Give salary bonuses in recognition of work experience for qualified teachers

Provide flexible working conditions for teachers .

Maintain teachers’ self-image of their work and their importance as role models for students

To enhance status of teaching build strong link between school and community.

Use media as important campaign tool to enhance image of teaching

Allow career change

Promote positive teacher role model from under representive groups

Implication of Plan

Will cause other civil servants pressure on government and political parties.

Scholarships to specialized subjects will motivate people to choose teaching profession as the scholarship award itself has positive image in public.

NGOs’ are not very active and often they

are being influenced by politicians.

3. Retaining existing teachers in the system

Policy objective: To stop teachers leaving from teaching profession.

Maldives experience high rates of teacher attrition, especially among new teachers; one obvious reason for this is unavailability of in-service training and professional development.

Actions

Provide school based in-service training to the existing teachers.

Establish school based, state based and national based mechanism to evaluate and reward effective teaching.

Strengthening leadership and school climate.

To improving working conditions in schools, build better infrastructure and provide up to dated facilities.

Providing more support to new teachers who enter to the school system.

Implication of Plan

Improve teachers’ professionalism and their willingness to retain in the teaching field.

Helps to support new teachers and upgrade teachers’ knowledge and professional development.

Teachers leaving the profession is reduced good image about teaching profession can be created.

Government has to spend huge amount.

School condition, teachers’ effectiveness,

students’ performance can be improved.

4. Additional incentives to teachers who work in remote islands.

Policy objective: To motivate teachers to teach in remote islands.

Actions

To expand incentives with substantial salary allowances.

Reduce class sizes.

To provide with necessary facilities which accommodate their family.

Recognition.

Additional points should be given to these teachers when they apply for scholarships and promotions.

Implication of Plan More teachers will be willing to

work in the remote islands.

Reduce the number of expatriate teachers.

Social and economic status of teachers will be improved.

Improves public image of teachers

Problem of population congestion in capital Male’ will be declined.

Government has to spend to build flats or housing units in remote islands this enhance development of islands.

Establish Teaching Service Commission.

standards set by the Ministry for entry into teaching to assure the quality and status of the teaching force and the quality of the delivery of education; and

all regulations governing the conditions of service of teachers with respect to employment, appointment, transfer, discipline and termination of teachers in government

Implication

New jobs will be createdFinancial expenses from state budget

increasesTeachers related issues can be minimized

Budget allocation

Budget Allocation for 5 years

# details Amount(Rf) millions

1 Build extra four campuss in islands 30.00

2 student loan for teaching profession 100.00

3 subsidize tuition fees in other training institutes 50.00

4 salary increase 750.00

5 teachers bonus 250.00

6 teachers accomodation blocks 150.00

7 media campaign 2.50

8 professional development and in-service training 75.00

9 leadership training 50.00

10 teacher rewards 10.00

11 incentives for teachers who works in other islands 40.00

12 infrastructure and facilities of schools 500.00

13 teaching service commission 25.00

Total 2,032.50

Note:

Maldives state Budget 5 years 92000

Budget % spend on the programs in 5 years 2.21%

Financial Implication

Government has to spent huge amount in improving infrastructures and building new campus.

Other civil servants will pressure government for pay raise.

Allocation for loan amount can be questioned by other sectors.

Job Position Implication

Teacher Profession will have new image among the society.

More locals will want to become a teacher due to the benefits and facilities.

Reduce in the number of expatriate teachers.

Social Implication

Identity of the locals can be more strong.

Teachers are more appreciated.

Teachers will have more confident.

Summary

When the numbers of expatriate teachers are high, the community faces many problems knowingly and unknowingly. This also has a negative effect of the objective of recruiting expatriates to the Maldivian educational system. Today we face the risk of losing our identity, faith to Islam, the rich, unique culture and a treat to economy, and a root cause for many disciplinary problems in schools.

Therefore we proposed a policy to reduce the expatriate teachers and to increase the number of qualified, quality locals. They include: Teacher development (pre-service training); Making teaching as attractive career; retaining existing teachers in the system; revise the tuition guideline and establish a mechanism to monitor the tuition guideline for expatriate teachers; additional incentives to teachers who work in remote islands.

Because of the geographical setting of Maldives and small islands there are many draw backs which might arise. Building universities, building flats, improving medical facilities of remote islands will have a financial implication, but in the long run benefits are more due to urbanization of the area. . Political issues, financial issues, educated trainers to train teachers in the islands will be a challenge