Education Report: Education, Skills, Knowledge, and Values

This report examines the critical role of education in fostering sustainable social and economic development. It emphasizes the importance of practical experiences, skills, and knowledge acquired by students, particularly in the context of John Dewey's educational philosophy. The report delves into the knowledge, values, attitudes, and skills students possess after ten years of schooling, followed by an analysis of the current Maldivian school curriculum. It highlights the significance of hands-on learning, problem-based learning, and the balance between knowledge dissemination and student experience. Furthermore, the report discusses the National Curriculum Framework (NCF) in the Maldives, outlining its principles, values, and the comprehensive approach to education it promotes, including the development of knowledge, understanding, skills, and attitudes. The report underscores the need for students to develop an intrinsic interest in learning, and the role of educators in cultivating these attributes, aligning with the goal of preparing students for future success.

Running head: EDUCATION
Education
Name of the Student
Name of the University
Author Note

EDUCATION 1
Executive Summary
Education is the key to sustainable social and economic development. Learning is
important in every stage of a person's life, for social and personal development. Children in
their preliminary schooling days learn the basic structure of education; it is like a baby step
towards their upcoming life. Many people believe that the purpose of schooling is all about
achieving and learning the major goals of life. This report highlighted the importance of
practical experiences, skills and knowledge learned by students after school and importance
of in-hand experienced learning in the context of the theory of famous American philosopher
John Dewey.

EDUCATION 2
Table of Contents
Introduction................................................................................................................................3
Discussion..................................................................................................................................3
The Knowledge, Values, Attitudes and Skills of Students Leaving School after 10 Years of
Schooling:...............................................................................................................................3
The Current Maldivian School Curriculum and a Basic Analysis of the Curriculum:..........6
Conclusion................................................................................................................................13
References................................................................................................................................15

EDUCATION 3
Introduction
Better education is extraordinarily fundamental for all to continue in the life and get
accomplishment. It makes conviction and helps building personality of a man. School
direction accepts a phenomenal part in everyone's life. Fitting learning influences heaps of
ways to deal with to continue later on. It makes an individual strong judiciously, socially and
rationally by extending the learning level and concentrated aptitudes. Rule acknowledges a
head part in the front line mechanical world (Naseer, 2017). It builds up the general open's
brains to an incredible level and colleagues in clearing every last one of the capabilities in the
general populace. It makes an individual arranged to twist up distinguishably a not all that
terrible understudy and see each bit of life. It offers capacity to see all the human rights,
social rights, responsibilities and commitments towards nation. Students can't in any capacity,
shape or frame get everything of noteworthy worth when they leave school yet; the
inclination to keep addressing for the duration of their lives ought to dependably consume
brilliant.
Discussion
The Knowledge, Values, Attitudes and Skills of Students Leaving School after 10 Years
of Schooling:
In the education procedure, understudies ought to be offered a wide assortment of
approaches to learn, among which they could pick or with which they could analyze. They
don't need to learn diverse things a similar way. They ought to learn at a beginning time of
"tutoring" that figuring out how to learn is to a great extent their obligation — with the
assistance they look for however that isn't forced on them. The target of training is learning,
not instructing. The point of school training isn't to take out obliviousness (Yamada,

EDUCATION 4
Fujikawa & Pangeni, 2015). It is a delusion to believe that each and everything in life can be
learned from ten years of schooling. John Dewey, an American philosopher and founder of
the philosophical movement propagated the belief that a democratic society of informed and
enquired enquiries was the best means of the promotion of human interest. In his educational
theories, “My Pedagogic Creed” (1897), “The school and society” (1990) and “Experience
and Education” (1938) Dewey claimed that learning and education both are social and
interactive procedures, thus a school itself is a social institution where social reforms should
take place. Additionally, he believed that students thrive in an environment where they are
only allowed to interact with the curriculum and experience it. It is thus important for the
students to get an opportunity to take active part in their own learning. According to his
theories, the importance of education is not only for the purpose of gaining content
knowledge but for a scope to learn to live (Yamada, Fujikawa & Pangeni, 2015). He
proposed that the concept of education should not concentrate only on gaining pre-
determined set of skills but on the realization of utilizing those set of skills with one’s
capability and potential. In his work “The Child and the Curriculum” Dewey pointed out the
practice of preset curriculum that focuses only on the subject matter to be taught in school
which let the child to remain immature (Ladd & Sorensen, 2017). According to him,
education system in school should practice an effective way of implementing the curriculum.
Students in the school should get experience of relating studies and information to prior
experiences so that they can deepen the connection with the new subject matter taught to
them and gets a thorough understanding of the context. In his other works on education and
school, Dewey suggested that school should experience a balance between distribution of
knowledge and consideration of the students experience and interest. Dewey became the
famous proponents of the hands-on learning education and experience (Wiggins, 1989).
Problem based learning (PBL) or experimental learning models were initially proposed by the

EDUCATION 5
philosopher for the school learning methodology to pertain learning and experience through
active enquiry.
In his works, Dewey not only suggested the possible measures and learning ways the
school should opt for the better future and understanding of the students but also the role of
the teacher in school. Throughout the decade, education system has been all about providing
students in school with limited set of skills for acquiring a particular job. Works of Dewey
provided some of the noteworthy examples of the attempt to train students with both
contemporary education system and also teacher training skills to produce efficient and
demand specific workforce.
Dewey in his works. "The School and Society" and "Popular government of
Education" asserted that as opposed to getting ready nationals for moral interest in the public
arena, schools develop uninvolved understudies by means of emphasis on authority of
certainties and teaching of bodies (Grossman, 2015). As opposed to getting ready
understudies to be intelligent, self-sufficient and moral creatures equipped for touching base
at social realities through basic and tyrant work and political structures, debilitate the quest
for individual and public enquiry and see higher learning as a restraining infrastructure of the
foundation of training.
Education stifles individual autonomy where learners are taught about knowledge
transmission in one direction from the expert to learner. In his work, the philosopher re-
imagined the way the learning procedure should take place and the particular role the teacher
should play in that process (Mondal, Saha & Baidya, 2015).
Students in their school should be in hand of responsible teachers who can
successfully cultivate the attributes addressed in the school curriculum. Many people think
that education’s sole purpose is to train students for work by providing them with a limited

EDUCATION 6
set of skills and information for a particular job. According to the various philosophical
theories in education of schooling, it is the responsibility of both the school and a teacher as a
workforce and provider of social services to propagate social and psychological goods which
can lead to present and upcoming social progress. Education serves as an immediate purpose
and the present society lacks the sufficient production of skills, intelligence and character.
According to Dewey, it is the sole responsibility of the teacher in the school to ignite them in
the students so that they can efficiently join whatever industrial or economical civilization
awaits them after they leave schooling (Gathmann, Jürges & Reinhold, 2015). The profession
of the classroom educator is o deliver the insight, aptitude and character inside every
understudy with the goal that the law based group is made out of residents, who can thin, do
and act shrewdly and ethically.
A student must have an energy for information and a scholarly interest in the
materials and techniques they are being instructed for being fruitful in their life. This affinity
is an intrinsic interest and love for discovering that varies from one's capacity to get, recount
and repeat course book knowledge. It is trusted that the instructors of school assume a
compelling part in molding mental, good and profound existences of the kids amid their most
developmental years, they involve a crucial energy for advancement of the scholarly
development of youthful youngsters.
The Current Maldivian School Curriculum and a Basic Analysis of the Curriculum:
The National Curriculum Framework (NCF) is the most fundamental game plan laid
out to help and energize quality preparing for the Maldives. It reflects the contemporary
thinking capacities required for the understudies to win for the duration of regular daily
existence, and how schools can feasibly help the understudies achieving this pined for
objective (Islam, Beer & Slack, 2015). It illuminates the vision that leaves to achieve; the
tenets that assistants its blueprint; the basic regards that Maldivian culture respects basic; and

EDUCATION 7
the key capacities that all adolescents and youths are depended upon to secure through
mentoring, whereupon all learning is created. The NCF moreover depicts how learning is
sorted out finished each period of mentoring and grouped into different key learning zones. It
also recognizes practical instructional technique and the evaluation to be gotten in teaching
and learning while in the meantime influencing positive figuring out how to condition in
schools. The parts and obligations of the accomplices are clung to ensure the smooth
execution of the NCF.
The NCF is introduced with informative measures which are believed to be the
explanation behind essential initiative on the instructive projects change and its transport
(Rasheed, 2015). Among the eight standards set out in the NCF, the main rule tends to the
key worries that are one of a kind to the Maldivian setting. The followings are the standards.
Islam: Islam: The NCF is supported by Islamic esteems, standards and practices. It sees the
place of Islam in the Maldivian social order and sponsorships the change of individuals who
understand and sharpen the Muslim certainty.
Personality and Culture: The NCF supports giving an inside and out comprehension of the
special Maldivian culture, and the energy about its legacy. It advances the national character
with the convention acclimated among the Maldivians alongside its history, present and its
future (Sharp, Green & Lewis, 2017).
Human Rights, Democracy and Justice: The NCF maintains human rights, vote based system
and equity. It endeavors to give chances to understudies to investigate related esteems,
comprehend their substance, and experience these ideas through their learning encounters
(Naseer, 2017).

EDUCATION 8
All-encompassing Development: The NCF progresses the far-reaching change of the youth. It
focuses on overhauling understudies' significant, moral, social, social, physical and mental
change, and along these lines the general flourishing of the individual.
Individual Excellence: The NCF empowers all students to accomplish their most
extraordinary potential and achieve singular splendor. It ensures that students or children are
outfitted with testing learning experiences fitting to them with dynamic speculation bolster
their motivation in learning.
Inclusivity: The NCF is non-one-sided and it ensures that all understudies can learn and
achieve. It ensures that the adjusting needs of all understudies are met and the individual
needs related to aptitudes and endowments are tended to.
Planning for Life: The NCF cultivates the advancement of abilities in readiness forever. It
urges students to act normally needy, careful and free who regard work and drive forward in
their undertakings to succeed (“European Journals of Education Studies", 2018).
Significance: The NCF offers finding that is purposeful, and it urges understudies to see the
estimation of what they are figuring it out. It ensures that learning is appropriate to their
present and future lives, by exploring important contemporary and creating issues, for
instance, advancement, sensibility, try and citizenship.
The NCF elevates comprehensive way to deal with instruction, putting parallel
accentuation on the advancement of information, understanding, aptitudes, qualities and
states of mind. The accentuation is laid on building strong establishments of information and
abilities in the early years of tutoring, acquainting with understudies a basic comprehension
of key ideas and procedures over a broadness of key learning zones.

EDUCATION 9
Values- The NCF places awesome accentuation on empowering youngsters and youngsters to
receive profoundly held esteems shared inside our general public. It distinguishes four
fundamental classifications of shared esteems. Joining these into the arrangements, practices
and ethos of the learning condition turns into a duty of the school. (“European Journals of
Education Studies", 2018). A high need ought to likewise be given to empower uplifting
states of mind towards all key learning territories.
Abilities - In a quickly evolving world, it is hard to survey what new learning will be
required for what's to come. Thus, it is significant that schools concentrate on creating
abilities in kids and youngsters; aptitudes that would basically enable them to pick up, sort
out and utilize data properly (Sharp, Green & Lewis, 2017). The NCF stresses the
significance of the procedures of learning; of building up the abilities of examination and
critical thinking; of applying perusing aptitudes that are suitable to the normal errand; of the
utilization of thinking in composing; and creating aptitudes fundamental for viable learning.
Information and Understanding - Students learn best when they are locked in effectively in
rich undertakings. They accomplish a profound level of understanding when associations are
made to things that they can relate in their everyday life (Gan, Menkhoff & Smith, 2015).
Thoughts and ideas get disguised all the more successfully when relations are appeared
amongst standards and practices; when actualities are connected between the past and the
present; and when they have to effectively draw in with the learning region through reasoning
and application.
The NCF indicates eight key abilities which are essential for individuals to live, learn and
contribute as unique people from the nation and the world. These key abilities give the start
to durable learning and employability in a dynamic and testing world.
o Practicing Islam

EDUCATION 10
o Understanding and Managing Self
o Thinking Critically and Creatively
o Relating to People
o Making Meaning
o Living a Healthy Life
o A Using Sustainable Practices
o Using Technology and the Media
The NCF distinguishes four principle periods of tutoring: establishment, essential, bring
down auxiliary and higher optional. Each stage concentrates on a specific age gathering and
thusly developmental level. The convergence of taking in and its showing technique
differentiate from stage to organize, and each one ensures making positive learning
experiences as to energize their comprehensive change and propel perfect learning. At each
stage, the learning comes about that understudies are required to achieve are shown (Islam,
Beer & Slack, 2015). At basic, cut down assistant and higher discretionary levels the learning
comes about are furthermore disengaged into key stages.
The National Curriculum recognizes eight key learning zones which characterize the
information, understanding, aptitudes, states of mind and qualities that all youngsters need to
get with a specific end goal to be effective, sure, equipped, capable and profitable people.
Every one of the eight key learning regions are basic for a wide and adjusted training that
advances student’s all-encompassing improvement.
Islam and Spirituality- This key learning territory includes the fundamental principles of
'Confidence' (Eman) and 'Routine with regards to Eman' (Islam) important to lead an
existence as a Muslim. It additionally incorporates the information, mentalities, traits,
aptitudes and good esteems important to support and hold fast immovably to the Islamic

EDUCATION 11
conviction. Islam and Spirituality fortifies the understudy's conviction and empower them to
lead life securely upon that conviction and enables the understudies to work as humanized
individuals decorated with Islamic qualities progressing in the direction of accomplishing the
present (“European Journals of Education Studies", 2018). According to the proposed
structure, In the Pre-school arrange accentuation will be laid for the most part on building the
establishment for a genuine Islamic conviction and making an affection for the religion in the
brains and hearts of the students. The learning territory is sorted out in six strands: Quranic
Knowledge, Hadith (adages) of the Prophet Muhammad (SAW), Articles of Iman, Islamic
Jurisprudence, Islamic History, Culture and Civilization, Islamic train.
Language and Communication- Dialect and correspondence is the learning region of the
educational modules which furnishes understudies with the chance to learn dialects find out
about dialect and learn through various dialects so as to convey adequately for both scholastic
and practical purposes. This learning territory put forward an extraordinary accentuation on
building up student’s capability to utilize their first dialect, Dhivehi from the establishment
organize. The reason for showing Dhivehi dialect at school is to unite and grow understudies'
education aptitudes, to empower them to express their considerations and emotions, to settle
on educated choices about individual and social issues, teach an adoration for the dialect and
writing and to ingrain a soul of keeping up their legacy (Mondal, Saha & Baidya, 2015).
Dialect and Communication contains oral, perusing, and composing aptitudes and is
organized as: Communicative Purpose, Skills and Strategies, Language Structures and
Features.
Mathematics- The ideas and standards educated in Mathematics additionally urge
understudies to investigate and take sensible choices in day by day life exercises. It would
likewise welcome the style of Allah's creation (Naseer, 2017). Along these lines, it is critical
to guarantee that understudies have a strong comprehension of science. Arithmetic is