EARLY CHILDHOOD EDUCATION

IN THE MALDIVES

OUTLINE

Importance of early childhood education - Fazna Yoosuf Fariq

History of Early Childhood Education In Maldives – Aishath Farhath

Policies of early Childhood Education in Maldives – Ali Mufeed

Early childhood Education in Maldives at Present – Aishath Raufiyya

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IMPORTANCE OF EARLY

CHILDHOOD EDUCATION

There are five developmental domains of children

which all relate to each other. They are easily

referred to as the SPICE of life.

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hysical- development of Fine (small) and Gross(large) motor skills.

ntellectual – the process of making sense of the world around them.

reative – the development of special abilities creating talents, music, art, writing, reading and singing are all ways for creative development.

motional – development of self-awareness, self-confidence, and

coping with feelings as well as understanding them.

ocial- Refers mostly to form attachments, play with others, co-operating, sharing with others and being able to create lasting relationships wit h others.

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Psychological According to Jean Piaget, there are four major stages of cognitive development

1. Sensorimotor Stage – this stage occurs between the ages of birth and 2 years of age.

intelligence is demonstrated through motor

activity with limited use of symbols

the infants knowledge of the world is primarily

based on physical interactions and experiences

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2. Pre – operational Stage- the second stage occurs between the ages of birth and 2 – 7 years.

intelligence is increasingly demonstrated through

motor activity with limited use of symbols

Memory and imagination are developed as

language use matures

Thinking is non-logical, non reversible, and

egocentric (Bruner, 1969)

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3. Concrete operational Stage- occurs between the ages of birth and 7 – 12 years.

conservation of numbers, length, weight, area,

volume..

Intelligence is easily demonstrated through logical

and systematic manipulation of symbols relating to

concrete objects.

Thinking is operational, reversible, and less

egocentric ( Neufeld, 1976)

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4. Formal operational Stage- the final stage of cognitive development ( from age 12 and beyond )

intelligence is demonstrated through the logical

use of symbols related to abstract concept.

Thinking is abstract , hypothetical, and early on,

quite egocentric; it is commonly held that the

majority of people never complete this stage.

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The pre-kindergarten ( 0-5 or 6) are integral

to the success of early childhood education.

This is the time children’s brains are

developing at a rapid rate, and they are

learning language skills and patterns that

will stay with them throughout their lives.

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Children will learn to see themselves in a

particular way, as well as begin to learn how

others see them and act around them.

Enter the school with better reading,

language, and math skills than children who

do not .

Children acquire immense gains in

socialization.

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Gain independence, are able to interact with

their peers, and learn how to respect and

compromise.

History of Early Childhood Education In Maldives

41672

43539

Malé 103693

31202

Central 13442

Upper South 20483

South Central 19275

Dhekunu 25662

Upper North

North

North Central

The Republic of Maldives is an archipelago of approximately 1,190 coral islands located south-west of the Indian sub-continent. The islands form 26 natural atolls, which are grouped into 20 for administrative purposes. The total population of the Maldives is around 300,000. The population is dispersed among 200 inhabited islands, with 90% of them having a population of less than 1,000. Around 25% of the population is concentrated in the capital, Malé.

The traditional system of education that has evolved for centuries composed of three types of institution:

Kiyavaage, Makthab, and Madharsaa.

Traditionally, education was the responsibility of religious leaders and institutions. Most learning catered on

individual tutorials in religious teachings.

Kiyavaage/Edhurugelearning centers based in the house of a learned

personKiyavaage or Edhuruge (neighbourhood Quranic School) which was a gathering of children in a private home with the objective of making the pupils learn to read and write Dhivehi (The local language) and provide some rudiments of arithmetic

.

MakthabThe makthab which was more formal and offered almost the same curriculum but was housed in a separate building

The basic primary school on the islands in the 1990s is the makthab, dating from the 1940s. These private schools still exist, but western-style schooling is becoming more pervasive.

students of Maktabul Islamee (Old Fedu School) are preparing for a root march, 1974.

MadharusaaMadharusaa offered a wider curriculum to include more subjects such as literacy skills. and number of teachers. these schools privately owned or run by the island committees were self financing. The overall level of educational attainment in traditional schools was low. But they have contributed towards achieving many educational objectives including a relatively high rate of literacy and the preservation of natural culture and tradition.

History……May beIn 1927 the first government provided formal school was established in the capital male’ but later in 1944 a section was opened for girls and the young women.

Significant development in education took place in the 1940s and 1950s. For the first time in the country's history education came to be regarded as an agent for national development.

It was a period during which the government promoted and encouraged island communities atoll administrators and ward committees in Male to provide educational facilities for their children.

Many islands built and administered schools using their own resources. By 1945 text books and teachers guides have been developed for all the basic education grades 1-7

The formal pre-schooling began in 10th May 1961 as Hameediya Montessori School, preparing students for primary grades, who then went on to Aminiya and Majeediyya Schools.

In 1961 the school had 185 students with a staff of 6 teachers including the Principal.

In 1970 the name of the school was changed from Hameediya to Naasiriyya Montessori school.

By 1978, with the completion of the extension to the original building, the school had 18 classes with about 588 students

In 1990 Iskandhar School became a full-fledged primary school with grades 1 to 5.

One of the most significant historical developments in education was in 1978 with the decision to unify the national education system. Under this system, schooling in the Maldives was structured on a

5-2-3-2 Muhsin & Azra (Undated)

Meedhoo has been claimed as the oldest inhibited island in Addu Atoll with an age of above 3000 years (meedhoo.com).

Meedhoo is famed for its learned men at not only national level, but at international level too. It has a long list of great academics Meedhoo produced over years and they succeeded in achievements which made the nation proud of them

Mohamed Majeed who was a strong figure in the Education of Meedhoo is the 80s. Mr Majeed played a key role in establishing a modern Education system in Meedhoo. He is the father of the Pre-School system as it is today. Source: meedhoo.com

POLICIES IN EARLY CHILDHOOD EDUCATION IN MALDIVES

THE CONSTITUTION OF MALDIVES

EDUCATION

Article 19

Persons shall be free to acquire knowledge and to impart knowledge provided that such acquisition and imparting

of knowledge does not contravene law.

There is NOT a specific Act on Early Childhood

Education in Maldives. But there is draft Educational Act under which provision is given for ECCE.

EDUCATION FOR ALL ( EFA)

EFA Action Plan includes objectives and strategies formulated in light of findings from the national conference on Vision 2020 and the Sixth National Development Plan (2001 – 2005) of the Maldives.

The Plan of Action is entirely similar with the national development priorities because of the inputs incorporated into it from the public consultation on Vision 2020 and the Sixth National Development Plan process

“Ten years of formal schooling will be the minimum standard throughout the Maldives … A system for the provision of technical skills needed for achieving and sustaining social economic development will also be established.” (Maumoon Abdul Gayoom 1999. Former President of Maldives)

EDUCATION FOR ALL (EFA) ACTION PLAN

There are main FOUR goals in this Action Plan

1. Expanding and improving comprehensive early childhood care and development, especially for the most vulnerable and disadvantaged children.

2. Ensuring that all children, irrespective of gender, ability and location have access to good quality basic education

EARLY CHILDHOOD CARE ANDDEVELOPMENT (ECCD) IN EFA

A project funded by UNICEF to develop model community based Early Child Care and Development (ECCD) Centers in Maldives is a part of the Maldives National Early Childhood Care and Development (ECCD) Strategy, which is comprised of the following inter-related components:

-- National policy to create and enhance access to opportunities and improve the quality of early childhood care and development in the country.

– Formation of community-based ECCD centres.

– Capacity building for parent and teacher education.

– A multi-media national campaign, entitled “First Steps…Maldives,”

to mobilize public commitment and interest while providing simple and doable culturally appropriate interactions that can improve the life of infants and young children.

The Maldives National ECCD Strategy is built on the principle that the healthy foundation of psychosocial, emotional and cognitive development must be laid in the early years of life.

Within the framework of the Maldives National ECCD Strategy, the goal of the proposed Project to Develop Model Community-Based ECCD Centres in Maldives is:

– To develop 5 model community-based ECCD centres for improving the quality of early childhood care and development, psychosocial experiences and teaching/learning practices.

The objective of this project is: to establish demonstration centres of good practice in early childhood care and development. These centres will be based on the principles of developmentally appropriate play-based learning.

STRATEGIESPLANNED TO ACHIEVE THE EFA GOAL ON ECCD.

In light of the current situation described, included below are the specific strategies planned to achieve the EFA goal on ECCD. Provide seed funding for community organizations and private parties to initiate ECCD programmes, while encouraging alternative forms of early childhood care and development centres. Identity and target assistance to communities that are least served by ECCD programmes. (Timeline: 2002 – 2007; estimated cost is US $ 0.3 million)

STRATEGIESPLANNED TO ACHIEVE THE EFA GOAL ON ECCD.

In light of the current situation described, included below are the specific strategies planned to achieve the EFA goal on ECCD. Provide seed funding for community organizations and private parties to initiate ECCD programmes, while encouraging alternative forms of early childhood care and development centres. Identity and target assistance to communities that are least served by ECCD programmes. (Timeline: 2002 – 2007; estimated cost is US $ 0.3 million)

Raise parental (i.e. caregiver) awareness and understanding of early childhood care and development needs, and including ways of stimulating the healthy development of infants and toddlers. A three year national ECCD campaign launched 2001. (Timeline: 2001 – 2003; estimated cost is US $ 0.3 million)

Develop curricular guidelines and resources, including audio-visual materials, and provide them free to pre-schools and childcare centres. (Timeline: 2002 – 2004; estimated cost is US $ 0.1 million)

Upgrade and continue to offer teacher-training courses on ECCD. Based on demand, fifty teachers could be trained each year, for five years. (Timeline: 2002 – 2007; estimated cost is US $ 0.3 million)

FINALLY The increasing enrolment in pre-school education

is the result of a planned effort to expand and strengthen the provision of early childhood care and development (ECCD) activities.

The policy on ECCD encourages community initiative and participation in early childhood care and development activities.

In this regard, the Ministry of Education (MOE) provides assistance for community initiatives in the provision of ECCD activities.

MOE also promotes alternative, non-formal, type of early childhood care and development (ECCD) programmes.

EARLY CHILDHOOD EDUCATION IN MALDIVES-AT PRESENT

PXGM 6102 PGD100058 AISHATH RAUFIYYA HASSAN

Pre - Primary Primary Lower

Secondary Higher

Secondary

Nsry LKG UKG 1 2 3 4 5 6 7 8 9 10 11 12

STRUCTURE AND ORGANIZATION OF THE EDUCATION SYSTEM

Cambridge O’Level/IGCS

E & SSC Exam

Instructions in English at all levels

Edexcel A’Level & HSC Exam

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

www.moe.gov.mv

FORMAL PRE-SCHOOL EDUCATION CATERS TO CHILDREN AGED 3-5.

2 ½ -Baby Nursery

3yrs- Nursery

4yrs- Lower Kindergarten

5yrs- Upper Kindergarten

EARLY CHILDHOOD DEVELOPMENT UNIT (ECDU)

The Early childhood development unit(ECDU) was established at Education Development Center (EDC) in January 2004, when all educational development programmes were streamlined and located within one umbrella.

THE MAIN RESPONSIBILITIES OF E.C.D.U

Strengthen preschool education in Maldives Advocate and promote ECD best practices

and key messages to parents and care givers and general public

Develop appropriate reading/learning materials

Build the capacity of preschool teachers/managers

Promote community based ECD activities

STUDENT ENROLMENT IN PRE SCHOOL

01' 02' 03' 04' 05' 06' 07' 08'0

2000

4000

6000

8000

10000

12000

14000

16000

12809

1288611206

1307513505

1433014851

15536No.of Student

TOTAL NUMBER OF TEACHERS IN PRE SCHOOL 2008

M F M F

Teachers 5 244 249 18 477 495 744

Teachers

Trained

Trai

ned

Tota

l

Untrained

Unt

rain

ed T

otal

Tota

l

NUMBER OF PRE SCHOOL IN MALDIVES 2008

ProvinceTotal Number of

SchoolUpper North Province 42North Province 40North Central 20Central 18Upper South 25South Central 20South 15Male 8Total 188

THEN NOW

Edhuruge Preschool

Home based School-based

Respected Members teach Trained or partially trained teachers

Untrained teachers Trained teachers

Free Education Fee is charged

Limited Space Open space(outdoor)

Lack of stationery &leaning materials

Modern equipments

Attendance is flexible Scheduled time

No curriculum Set curriculum

Emphasize on rote learning Play based method

In Male', primary education is preceded by a two years of pre-primary education (LKG& UKG) In the other atolls this form of pre-primary

education is now becoming common, especially in highly populated islands.

INTERNATIONAL PRE-SCHOOL INTRODUCED

Kangaroo Kids Pre-school revolve around action-based learning using innovative teaching methods.

CONCLUSION

The major issue in the Maldives is the imbalance between Male’ and the Atolls. The existing provision for the training of teachers and supply of materials should be expanded.

The expansion of the concept should include wider concerns such as health and nutrition of the mothers and children, development of children from birth of entry into nursery.

Studies should be done to examine the feasibility of developing a system of early childhood care and development.

THANK YOU

•Muhsin A.M, Azra M, (Undated). Maldives: Educational Policies, curriculum design and implementation of the level of upper primary and general secondary education. Retrieved September 30, 2010, from www.ibe.unesco.org/curriculum/Asia%20Networkpdf/ndreomv.pdf: http://www.ibe.unesco.org

Guptha A. Luthfee M, (2007). Schooling In Maldives. The Global School Room/Going To School In South Asia (pp. 112-125). USA: Greenwood Publishing Group, Inc.

Siddiqui M.H,(2004). Early Childhood Education . New Delhi: A.P.H. Publishing Cooperation

MOE, (2001). EFA Plan OF Action Maldives: Follow-up to Dakar Framework For Action. Male

UNESCO. (2007). Country profile prepared for the Education for All Global Monitoring Report 2007 :Maldives Early Childhood Care and Education (ECCE) programmers. Geneva, (Switzerland).

Evelyn M. Neufeld. (1976). The Philosophy of Jean Piaget and Its Educational Implications. Canada, Silver Burde

Jerome S. Burner.( 1969). The purpose of Education, London, Oxford University Press.

REFERENCE