CURRICULUM INQUIRY: Analysis of Maldivian Curriculum, 2019 Semester 2

This essay provides a comprehensive analysis of the Maldivian curriculum, evaluating its effectiveness in shaping students' knowledge, values, attitudes, and skills after ten years of schooling. The introduction highlights the curriculum's role in providing a coherent learning experience and its importance in the Maldivian education system. The essay delves into the historical context of education in the Maldives, referencing the Educational Development Project of 1976 and the unification of the education system in 1978. It examines the challenges faced, such as the reliance on expatriate teachers and gender disparities in education, and the contributions of UNICEF and NGOs in addressing these issues. The literature review explores the responsibilities of the curriculum framework, the importance of setting aims and goals, and the integration of social skills, reading, and writing skills. It also discusses the significance of deductive skills, analytical techniques, and incorporating knowledge of society, tradition, and history. The essay then discusses Piaget's Theory of Cognitive Development, including its stages and the relevance of curriculum frameworks in shaping the children's mental development. Finally, the essay presents the student's personal philosophy of education and learning, commenting on the current Maldivian school curriculum and providing an analysis from their perspective.

Running head: EVALUATION OF THE MALDIVIAN CURRICULUM
EVALUATION OF THE MALDIVIAN CURRICULUM
Name of the student
Name of the university
Author note

1EVALUATION OF THE MALDIVIAN CURRICULUM
Table of Contents
1. Introduction..................................................................................................................................1
2. Evaluation of the Maldivian situation..........................................................................................1
3. Literature review..........................................................................................................................3
4. Personal philosophy of education and learning...........................................................................8
5. Comment on the Maldivian curriculum.....................................................................................11
5.1 Comment on the aim of the curriculum...............................................................................11
5.2 Comment on the principles of the curriculum.....................................................................11
5.3 Subjects emphasized through the curriculum......................................................................12
6. Conclusion.................................................................................................................................13
References......................................................................................................................................14

2EVALUATION OF THE MALDIVIAN CURRICULUM
1. Introduction
The educational curriculum helps the teachers and the different authorities in amending
the students with an integrated and coherent learning experience. The developments in the
learning experience of the children will contribute to the enhancements in the academic and
professional learning attributes. Moe.gov.mv, (2018) portrayed that the curriculum works as an
efficient tool in devising the procedures and the lessons that are to be taught to the student. The
development of The National Curriculum Framework (NCF) has helped in supporting and
facilitating the quality education for Maldives (Moe.gov.mv, 2018). The policy enumerates the
learning experiences of students aged 4 – 18 in the Maldivian schools. The framework
demonstrates the different stages of learning in the Maldivian schools and the manner in which it
contributes to the development of personal and professional skills in the pupils.
The discussion will be developing an insight on the Maldivian situation of primary
education and the general outcomes of the same. The evaluation of the educational situation in
Maldives and the analysis of the curriculum will be assisting to identify the values, attitudes and
skills that are induced in the children leaving school after 10 years. On the other hand, the
identification of the Maldivian situation will be helping to identify the efficiency of the
curriculum that is being followed by the learning and education control boards in the islands.
2. Evaluation of the Maldivian situation
As per a report forwarded by educational advisors from UNESCO, the Government of
Maldives implemented an Educational Development Project in the year 1976 (Unicef.org, 2019).
The project undertook developments in the fields of Expansion of Primary Education, Teacher

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Training, Curriculum Development, Educational Radio, Community Education Program for
Adult Education and Textbook Development. The project facilitated the growth of educational
activities in the secluded islands. As per the UNICEF report, Maldives unified the education
system in the year 1978, which helped in boosting the rate of universal primary education rate to
98% (Unicef.org, 2019). However, the rate of illiterate women were greater than men as the
research portrayed that there are 92 boys for every 100 girls in primary education and 112 boys
for every 100 girls in secondary education (Unicef.org, 2019).
The education system in Maldives is dependent on the expatriate teachers, which resulted
to the uneven education for 70% of the people (Morpeth & Creed, 2012). On the other hand, it
has been reported that two thirds of the teachers are untrained which has affected the educational
practices that are aimed by the organizations. However, the research undertaken by UNICEF
portrayed that there are no such gender disparities in the primary school setting. Waheed and
Pillay (2012) stated that the curriculum materials followed by the educational institutions in
Maldives are gender biased which has affected the rate of education that is being provided to the
girls. It has also being reported that children (0 -17 years of age) of the Maldives represent
almost 40% of the population (Unicef.org, 2019). However, the secondary education provisions
are made available only in the capital of Maldives, which has created inconvenience for most of
the children to attend school after the primary education. On the other hand, the economic
inequalities in the different regions have affected the rate of education in the nation. In this
relation, UNICEF has contributed to the United Nations Development Assistance
Framework (UNDAF) which aimed at boosting the government of Maldives in achieving equal
rights for all the children (Asim & Kumar, 2018).

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UNICEF undertook collaborations with different NGOs in the region in order to bring
forth significant changes in the curriculum. Therefore, the different developments in the nation
aimed at bringing forth significant changes in the educational policies of the nation for
facilitating the wider scopes of being educated and skilled. The frameworks will assist the
government in securing the most vulnerable rights for the children in order to facilitate shared
learning attributes.
3. Literature review
It can be argued that there are huge responsibilities and functions of the curriculum
framework for the development of the students. According to Martin (2017) the educational
curriculum framework is considered to be one of the major aspect for the success of the
education and also for the development of the students. In other words, Starmer et al. (2014)
advocated that the curriculum framework is a tool to evaluate the success of the students and
finds out the gaps within the education process so that the entire practice of education can be
developed for the benefit of the students entirely. As a matter of fact, it was argued by Van
Vendeloo, Brand and Verheyen (2014) that the educational curriculum sets aims and goals for
the teachers or the educational institutions so that they can measure the progress of the students
effectively. Amidst of all those debates it can be asserted that curriculum plays a significant role
in order to make better skills and reflecting a purpose of the education so that the students can be
encouraged and get a clear perception of the motive of education. From that point of view, it can
be stated that the driving factor that makes an education effective and successful is bestowed in
the curriculum framework sets by either the institutions or the government. Therefore, it is highly
pertinent to get all the purpose and motives of the education before setting up the curriculum
framework. As Martimianakis et al. (2015) mentioned that having in-depth knowledge on the

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related field helps anyone to set the targets strategically. However, in most of the cases lack of
understanding and indecisions in education can cost fatal and as a result of that the future of the
students will be doomed. Henceforth, understanding the efficacy and purpose are really
important to figure out at first.
Based on this understanding, it can be articulated that the basic purpose of education
should be identified in the first place. For an instance, Sáez-López, Román-González and
Vázquez-Cano (2016) opined that building up the social skills are the main facets on which the
educational curriculums primarily focus. Social skills can be identified in terms of identifying the
cultural values, norms and the basic interaction with family and friends. As per the research of de
Zeeuw, de Geus and Boomsma (2015) it can be advocated that having enough awareness
regarding the clothing, music and socializing with friends are considered to be one of the major
part in preliminary education. It will help the children to make friends and contacts with others
irrespective of their class, creed, gender, ethnicity or religion. An egalitarian principle is playing
immensely in course of making the curriculum effective enough. On the other hand, Atenas,
Havemann and Priego (2014) asserted in more of a traditional fashion by stating that the role of
the curriculums are linked with developing the reading and writing skills of the students. As a
matter of fact, from the initial years of schooling students are encouraged to practice the read and
write techniques so that in future they can pursue higher and advance studies. In response to this,
focusing on the quality and standard of human resource is highly relevant. It can be seen in case
of the government agenda and policies. According to Starmer et al. (2014) children of today
become the asset of future of the country by following a good and skillful human resource.
Therefore, it is always a primary concern for the government both in the developed and

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developing countries to set the educational curriculums in such a manner so that in future it will
deliver better opportunities for the country to make progress successfully.
On the other hand, Van Vendeloo, Brand and Verheyen (2014) claimed that the deductive
skills and the analytical techniques must be incorporated under the scrutiny of the educational
curriculums activities. As per the research of Martin (2017) it can be stated that the mathematical
deductions and calculative skills are entitled to mature the brains effective enough so that the
individual can analyze and evaluate any problem quickly. The research of Starmer et al. (2014)
also puts emphasis on the significance of math and calculative part in the educational
curriculums since the early stage of education. As a result of that the students will enough time to
accompany and develop those skills for their future benefits. In addition to this, Sáez-López,
Román-González and Vázquez-Cano (2016) stated that adequate knowledge about the society,
tradition, cultural practices and history should be incorporated into the educational curriculums
in order to develop the social understanding of the students. As a result of that procuring a social
science study from the schooling age is also important and proper curriculum framework is also
required in terms of selecting the topics essential for the specific ages. As per the research of
Atenas, Havemann and Priego (2014) it can be seen that the social study will develop not only
understanding the culture and history of an individual one but also show respect to the other
cultures.
In course of this understanding, two relevant theories can be discussed that can identify
the moral and analytical learning which students can get in their schooling age. In this regard, the
first theory comes up with discussing the Theory of Cognitive Development propounded by Jean
Piaget. In his theory Piaget stated that the learning must be based on the mental and
psychological model and should have enormous emphasis on the development of cognitive

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learning. According to Piaget, learning is not based on the idea of shaping intelligence rather it
emphasizes on the fixed trait and cognitive development that are resembled with biological
maturation and interaction with the environment.
In this context, the Theory of Cognitive Development has four stages of mental
development in terms of the sensorimotor stage, Preoperational stage, concrete operational
stage and the formal operational stage. In the sensorimotor stage the age limit of the children
will be associated with the birth to 2 years (Barrouillet 2015). As a result of that it is important to
make the education on the basic things. For an example, in the infant age children learn about the
basic movements and shapes. Moreover, during this time the identification between human and
object is also considered to be one of the major aspect on which the learning puts focus. In other
words, it can be ascribed that the learning framework is resembled with the process of basic
reflex, senses and motor response. On the other hand, the Preoperational stage is associated with
the purpose to develop the characteristics of the children (Osherson 2017). In respect to this,
symbolic learning process with pictures and words are considered to be one of the major prop to
use in the p Preoperational stage. In addition to this, developing the language and the thinking
process are also identified as important aspects for this stage. The idea of constancy plays a
pivotal role in setting up a better understanding of the curriculum framework. The age limit is
fixed in this stage is from 2 to 7 years.
Besides this, Siegler (2016) identified that the role of the concrete operational stage is to
develop the logical understanding among the children. The age is limited between 7 to 11 years.
Therefore, the major feature of this stage is associated with the perception of making enough
conversation with the children so that they can be socialize with the rest of the world.
Furthermore, the formal operational stage puts focus on the children with 12 years of age

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(Ekinci 2014). It can be argued that the purpose of this stage is to deal with the adolescent and
young adults to think abstractly and hypothetically. As a matter of fact, the philosophical, ethical
and social considerations are also contributed greatly in order to establish make an effective
educational framework.
On the contrary, Howard Gardner tried to illustrate the important of multiple intelligence
in setting up the educational framework for school goers. In the book “Frames of Mind” Gardner
advocated that the state of intelligence is highly unique and create differences among students.
Based on the intellectual capacity, abilities and talents the learning process would also be
different for providing a better learning process for the students. In this regard, Baş and Beyhab
(2017) articulated that an individual can be strong enough in a specific ability that differs from
the others. Therefore, it is important to nourish his ability accordingly through specific learning
outcome. In this regard, Gardner proposed a broad range of intelligences among the children and
adults. For an instance, the linguistic intelligence helps to develop the verbal communication
skills whereas the logical mathematical intelligence helps the student to develop a better
deduction and reasoning skill. On the other hand, spatial intelligence assists to identify images
and the bodily kinesthetic intelligence fosters a better physic attitude in terms of body language
(Hernández-Torrano et al., 2014). Furthermore, the musical intelligence is associated with
facilitating a better understanding regarding the musical skills whereas the interpersonal
intelligence will put focus on the communicational abilities of the students. Besides this, there
are intrapersonal intelligence can reflect the self-smartness and the naturalist intelligence will
develop an environmental intelligence among the students.

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4. Personal philosophy of education and learning
I believe that the enumeration of the needs of the students helps the educational
organization and the learning boards in creating curriculums for meeting the expectations of the
people. NCF aims at segregating the different stages and devising mechanisms for the
development of personal and professional skills among the students in the Maldivian context.
The foundation phase that is being created in the curriculum aimed at developing different skills
relating to coordination, psychomotor and the student’s aptitudes (Mohamed, 2013). The stage
catered to children between 4-6 years of age. The different activities that are undertaken during
the phase facilitated holistic and play-based learning experiences to the students.
The evaluation of Erikson’s psychosocial needs theory helped me in understanding the
different stages that are faced by the students. I believe that the curriculum is well divided in the
phases, which has helped ion identifying the needs of the students in the different stages. The key
changes that are undertaken by the NCF are dependent on inducing the values of Islam for
supporting the spiritual growth needs of the students. The curriculum involved different subjects
in order to develop the personal and professional skills of the children along with the induction
of spiritual values through religion studies. The courses that are offered by the framework aimed
at imparting vital knowledge on communication and entrepreneurial skills that will be helping
the children in developing different insights for corporate professions. The development of the
communication skills will be helping the students in identifying the manner in which the same
might undertake effective communication (Amadio, 2013). On the other hand, the courses on
the environmental science and technology has helped the curriculum in imparting knowledge to
the students based on the applicability of the new innovations in the different processes and their
impacts on the environments. I believe that the curriculum enumerated a application based

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coursework which will be helping the students in the long run while securing employment
opportunities, Therefore, it might be stated that the curriculum not only focused on the
development of the spiritual aspects but also aimed at inducing the personal and professional
training to the students.
The curriculum also provides subjects like social sciences and health- wellbeing, which
will be making the students aware of the social structure and different codes of sanitation (Adam,
2015). I believe making the students aware of the different social structures and norms will be
helping the curriculum in inducing the values of shared knowledge and collaboration. On the
other hands, I also believe that the induction of the health and hygiene norms will be helping the
curriculum in making the students aware of the different issues that might be faced by the same
without adherence to specific health standards. The curriculum also aims at providing a positive
learning environment to the students. The positive learning environment will be helping the
students in grasping the education that is being offered to them.
I believe that the different subjects that are being offered by the curriculum will be
helping in the development process of cognitive and motor skills among the students. The
development of the cognitive skills in the students will help in securing the future opportunities
relating to employment. On the other hand, the development of the cognitive and motor skills in
the foundation phase will be helping to support the overall improvements in the personal and
professional personality scaling. I believe that the lessons on communication will help the
students in identifying the values of collaboration and cooperation and thereby contribute to the
later developments of the nation. Communication will also help the students in improving their
interpersonal skills relating to interactions, which will be helping the same in securing positions

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in their later life. I believe that the curriculum aims at securing the long term objectives of
education relating to the enhanced employability.
The curriculum has also adhered to the creative development needs of the individuals in
the foundation phase by availing courses on creative arts. The provision has helped the
curriculum makers in establishing the completeness of the framework as per the skill
development of the students is concerned. I believe that the curriculum has followed the
significant steps in order to maintain the efficacy of the framework. The induction of creative art
as a subject has helped the curriculum in adhering to the diverse interests of the pupils.
The curriculum has adhered to the different requirements of the students while
developing the respective skills related to critical thinking and problem solving. The induction of
mathematics as a subject has helped the curriculum in developing the critical thinking and
problem solving skills of the students (Skutnabb- Kangas & Heugh, 2013). The critical thinking
skills will be helping the students in undertaking the suitable development of the same as per the
requirements of the society. On the other hand, the lessons on communication and social sciences
will be helping the students in undertaking collaborative practices across different networks
through a thorough understanding of the needs of the social structure and norms. On the other
hand, the development of agility and adaptability in the students is dependent on the enriched
courses that are facilitated by the framework. The framework devised the courses with the aim of
creating curiosity and imagination among the students relating to the knowledge and its creation.

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5. Comment on the Maldivian curriculum
5.1 Comment on the aim of the curriculum
The curriculum that is being followed by the school and other educational aimed at
creating successful individuals who are motivated to explore and create knowledge. On the other
hand, the curriculum also induces a strong sense of self and establishes Islamic spirituality in the
individual students. Moreover, the framework facilitates proper induction of professional
knowledge, which helps the individuals in developing insights of the different values and
responsibilities for being productive contributors to the family and the economy (Hammond &
Shameem, 2012). The curriculum facilitates a wholesome review of the different personal and
professional skills that might be inculcated by the students for the future growth. The primary
phase of the curriculum focused on the identification of different concerns that are faced by the
students. The identification of the issues helped the developers in inducing the areas where the
habits of love for learning and thereby provide a foundation for developing the lifelong skills
related to learning. El-Horr and Pande (2016) stated that the However, Di Biase (2015) argued
that the curriculum followed a teaching style, which is based on old-style rote memorization. The
curriculum materials that are provided to the students are often reported to be gender biased
which has affected the efficacy of the curriculum as per the standards (Mason, 2016). However,
the curriculum aimed at devising strategies for the development of knowledge, cognitive
abilities, personal and professional skills, values and attitudes among the pupils (Shafiya Adam
& Wright, 2014).
5.2 Comment on the principles of the curriculum
Different principles guided the smooth functioning of the curriculum as per the needs of
education of Maldivian students (Burns & Cerna, 2016). The principles governed the activities

13EVALUATION OF THE MALDIVIAN CURRICULUM
that are planned by the organization while resolving different education and knowledge
management issues that are faced by the Maldivian pupils (Gupta, 2018). The principles refer to
the different shared values that are aimed by the curriculum for induction. The induction of the
shared values, ideas and beliefs helps in maintaining the harmony of the communities in
Maldives. Naseer (2013) stated that the NCF holds the role of introducing the students to the
vital values and responsibilities which will be helping the same in strengthening the foundation
of personal and professional skill development. On the other hand, Manik, Qasim and Shareef
(2014) argued that the gender biases that are being enumerated as a part of the curriculum has
restricted the capabilities of providing education to huge student base. However, the enumeration
of the principles in the curriculum has helped in perfecting the educational needs of the students
through an assessment of the different concerns that are faced by the primary school students
(Thaufeega, 2016).
5.3 Subjects emphasized through the curriculum
The curriculum emphasizes on a huge range of subjects in the different fields in order to
support the aims and objectives of the same. On the other hand, the curriculum, aimed at
developing love for knowledge among the students, which has helped the same in perfecting the
role of elicitation. Shiuna and Sodiq (2013) stated that the curriculum included the different
subjects in order to boost the personal and professional needs of the students. The curriculum
created four main phases of schooling and thereby divided the courses as per the capabilities of
the targeted groups (Adam, 2017). The pedagogy and learning experience that are offered by the
curriculum differed in every phase, which helped in fostering positive learning outcomes. The
specification of the learning outcome in the different phases has helped in enhancing the learning
experience of the students as per the concerns. Kinaanath (2013) stated that the curriculum

14EVALUATION OF THE MALDIVIAN CURRICULUM
created different phases like foundation, primary, lower secondary and higher secondary. It has
helped the school authorities and educational ministry in planning the different subjects on which
education might be provided to the students (Erçetin, Bisaso & Saeed, 2015).
6. Conclusion
Therefore, from the above analysis it can be stated that the Maldivian curriculum aims at
strengthening the foundation of the students in the context. The enumeration of the different
subjects and the design of the curriculum have helped in enhancing the educational systems in
Maldives. However, according to some of the authors the curriculum held gender discrimination,
which might affect the quality of education. The research clearly evidenced the situation of
educational facilities that are amended to the students in Maldives. It aims at identifying the
current position of education in the nation and the issues that are faced by the same. On the other
hand, then research also focused on the development of the relevant literature and theoretical
perspectives in order to identify the efficacy of the framework. The report also reflected on the
potential development of the personal and professional skills in the students. It has helped in
identifying the efficiency of the framework as per the needs of education in the Maldivian
perspective. The report followed a clear commentary on the efficiency of the framework and
thereby evaluated the different courses that are offered by the same for the identification of the
learning outcome of a student leaving school after 10 years. The enumeration of the different
values aptitudes and the like is being enumerated in the sections for the better identification of
the learning outcome that is presented by the framework. Therefore, the report aims at evaluating
the efficiency of the NCF for the better understanding of the values and implications that are
developed in an individual.

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