Publication: Human Capital for a Modern Society: General Education in the Maldives
Loading...
Date
2012
ISSN
Published
2012
Author(s)
Editor(s)
Abstract
The Republic of Maldives, a multi-island nation of spectacular natural beauty, is one of the most advanced economies in South Asia. The Maldives consists of an archipelago of nearly 1,200 islands and a population of about 374,000 inhabitants: 300,000 Maldivians and 74,000 expatriate workers. The Maldives had attained a gross national income (GNI) per capita of US$5,790 in 2010. The country ranked 109'th in the human development index (HDI) for 2011, which is the second highest HDI rank in South Asia after Sri Lanka. The Maldives is seeking to accelerate human development and promote economic prosperity. The development of human capital is central to the country's strategy to achieve this goal. The present study analyzes the main challenges facing the general education sector and presents, for the consideration of policy makers in the country, a set of strategic options for the future development of general education.
Link to Data Set
Citation
“World Bank. 2012. Human Capital for a Modern Society: General Education in the Maldives. © World Bank. http://hdl.handle.net/10986/27422 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Findings from the 2010-11 Basic Education Service Delivery Survey(Washington, DC, 2012-04)Enrollment in basic education in the Republic of the Sudan has risen continuously since 2005. However, service delivery in basic schools and student learning outcomes are generally weak The papers included in this book use survey data to describe how basic schools function in four states of the Republic of the Sudan. The main objective is to provide representative data on basic school resources and student learning levels to allow targeting of resources to priority areas and increase the efficiency of resource use in order to promote student learning. The source of data is the second Basic Education Service Delivery Survey (SDS2) that covered 253 schools in the 2010-11 academic year across the states of Blue Nile, North Darfur, Red Sea and South Kordofan in Sudan. Basic education is the fundamental cycle of education in Sudan, combining primary and lower secondary education into one eight-year cycle. Enrollments in basic schools have surged in recent years, from 3.3 million students in 2000-01 to 4.9 million in 2008-09, with particularly rapid enrollment growth in post-conflict states, including the four states examined in this paper. This paper complements the education sector status report published in 2012.5. It contributes to the knowledge of basic education in the four states by providing a systematic account of service delivery and student achievement in basic schools. These two reports, along with other analytical work, are being used to inform the preparation of a new national education sector plan for 2012-16. Key contributions of this paper include the measurement of learning outcomes, comparisons between urban and rural schools, information on the role of the education councils in school financing and specific data on schools for internally displaced persons (IDPs) in North Darfur.Publication Skills, Not Just Diplomas : Managing Education for Results in Eastern Europe and Central Asia(World Bank, 2012)The countries of Europe and Central Asia (ECA) are currently emerging from the deepest recession suffered by any developing region. Post-crisis conditions are very different from those of preceding years. Financial resources are more limited and more expensive, and export growth is restrained by potentially slower growth in destination countries. Restoring and sustaining growth in this context require reforms that boost competitiveness and increase labor productivity. Such reforms are all the more important given the shrinking of the working-age population in many countries of the region. This book uses a range of different data sources to argue that the skills problem in the ECA region relates more to the quality and relevance of the education provided in ECA countries than to problems of access. A central argument of the book is that ministries of education are constrained in a number of ways from effectively managing their education and training sectors. The three most important and interrelated impediments to improving quality and relevance are the lack of systematic data on key skills-related performance issues (i.e., how much students are learning and whether they are finding jobs after they graduate), the legacy of central planning, and inefficient use of resources. Lack of data on student learning and employment outcomes makes it difficult for education ministries to address the legacy of central planning, which emphasizes centralized management based on inputs. Ministries of education in the region continue to micromanage the sector using detailed norms and regulations. This input-oriented style of management leads to the inefficient use of resources and results in a rigid education sector not the type of flexible sector needed by ECA to create modern, skilled workforces. This book highlights how these constraints manifest themselves and then presents ways of overcoming them, relying on the experience of ECA countries that have successfully addressed them, together with international experience. Recommendations are presented in separate chapters for pre-university, tertiary, and adult education.Publication Transforming Indonesia's Teaching Force : From Pre-service Training to Retirement - Producing and Maintaining a High-quality, Efficient, and Motivated Workforce(World Bank, 2010-04-01)The report on the transforming Indonesia's teaching force is divided in two volumes. The executive summary is the first volume of a two-volume comprehensive report on teacher management in Indonesia. This volume summarizes the key findings of the detailed technical analysis in volume two, but with much greater focus on the key areas where policy reforms will likely generate a large impact in Indonesia. While volume two is aimed at public policy researchers and technical staff of the Government of Indonesia, this shorter volume provides policy makers and the general public a condensed version of the larger report's analysis, results, and recommended policy reforms for developing a better teaching force in Indonesia. This report not only can assist the government in setting up a future reform agenda, but also add value to ongoing educational reform in Indonesia, in terms of improving the effectiveness of reform and ensuring its institutional and fiscal sustainability.Publication Education in Sierra Leone : Present Challenges, Future Opportunities(Washington, DC: World Bank, 2007)The purpose of this report is to provide an analysis of the education sector that enables a shared understanding among stakeholders, and thus lays a foundation for the preparation of an Education Sector Plan. With this objective in mind, the study outlines the current status of the education sector and highlights issues that policy makers need to address to move the sector forward. It also simulates a few policy scenarios and their financial implications to facilitate discussions about future feasible, affordable, and sustainable policy options. The coverage of this report -- a stock-taking exercise based on data, studies, reports, and documents available up to the 2004/05 school year -- is limited to key factors, including access, quality, equity, management, and finance, and has an emphasis on basic education.Publication School and Work in the Eastern Caribbean : Does the Education System Adequately Prepare Youth for the Global Economy?(Washington, DC : World Bank, 2008)This report comprises the first phase of analytical activities and focuses on the relevance of the education and training systems in the Organization of Eastern Caribbean States (OECS). Its findings confirm the importance of strengthening the link between OECS education and training systems and employers' needs. Analytical findings have also informed the design of a project in St. Lucia to pilot a new market-driven training model requiring close partnership between the public and private sectors. The second phase has already been discussed with the OECS governments and is in the preparation stage. It will develop innovative approaches to expand, diversify and finance nurse training programs to efficiently reduce local shortages within the context of a growing global demand and migration of trained nurses from the Caribbean. The third phase is expected to investigate the factors contributing to learning outcomes, particularly at the primary and secondary levels. The study will inform policies and actions that could lead to improved education quality, which Caribbean stakeholders have identified as fundamental to ensuring a more competitive regional workforce in the longer run. This report's analyses and conclusions confirm many views expressed by government officials, educators, youth, students, teachers, labor union members, private sector representatives, and development partners who participated in two events: (i) the St. Lucia Industry Roundtable for Skills for the Tourism Industry, in November 2005, and (ii) the Caribbean Lifelong Learning Forum in May 2006.1 The report also was reviewed both internally at the World Bank by leading experts in education and training, and externally by OECS stakeholders, including government officials, the Caribbean Examinations Council(CXC), and University of the West Indies.
Users also downloaded
Showing related downloaded files
Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.Publication Europe and Central Asia Economic Update, Fall 2024: Better Education for Stronger Growth(Washington, DC: World Bank, 2024-10-17)Economic growth in Europe and Central Asia (ECA) is likely to moderate from 3.5 percent in 2023 to 3.3 percent this year. This is significantly weaker than the 4.1 percent average growth in 2000-19. Growth this year is driven by expansionary fiscal policies and strong private consumption. External demand is less favorable because of weak economic expansion in major trading partners, like the European Union. Growth is likely to slow further in 2025, mostly because of the easing of expansion in the Russian Federation and Turkiye. This Europe and Central Asia Economic Update calls for a major overhaul of education systems across the region, particularly higher education, to unleash the talent needed to reinvigorate growth and boost convergence with high-income countries. Universities in the region suffer from poor management, outdated curricula, and inadequate funding and infrastructure. A mismatch between graduates' skills and the skills employers are seeking leads to wasted potential and contributes to the region's brain drain. Reversing the decline in the quality of education will require prioritizing improvements in teacher training, updated curricula, and investment in educational infrastructure. In higher education, reforms are needed to consolidate university systems, integrate them with research centers, and provide reskilling opportunities for adult workers.Publication World Development Report 2011(World Bank, 2011)The 2011 World development report looks across disciplines and experiences drawn from around the world to offer some ideas and practical recommendations on how to move beyond conflict and fragility and secure development. The key messages are important for all countries-low, middle, and high income-as well as for regional and global institutions: first, institutional legitimacy is the key to stability. When state institutions do not adequately protect citizens, guard against corruption, or provide access to justice; when markets do not provide job opportunities; or when communities have lost social cohesion-the likelihood of violent conflict increases. Second, investing in citizen security, justice, and jobs is essential to reducing violence. But there are major structural gaps in our collective capabilities to support these areas. Third, confronting this challenge effectively means that institutions need to change. International agencies and partners from other countries must adapt procedures so they can respond with agility and speed, a longer-term perspective, and greater staying power. Fourth, need to adopt a layered approach. Some problems can be addressed at the country level, but others need to be addressed at a regional level, such as developing markets that integrate insecure areas and pooling resources for building capacity Fifth, in adopting these approaches, need to be aware that the global landscape is changing. Regional institutions and middle income countries are playing a larger role. This means should pay more attention to south-south and south-north exchanges, and to the recent transition experiences of middle income countries.Publication The Journey Ahead(Washington, DC: World Bank, 2024-10-31)The Journey Ahead: Supporting Successful Migration in Europe and Central Asia provides an in-depth analysis of international migration in Europe and Central Asia (ECA) and the implications for policy making. By identifying challenges and opportunities associated with migration in the region, it aims to inform a more nuanced, evidencebased debate on the costs and benefits of cross-border mobility. Using data-driven insights and new analysis, the report shows that migration has been an engine of prosperity and has helped address some of ECA’s demographic and socioeconomic disparities. Yet, migration’s full economic potential remains untapped. The report identifies multiple barriers keeping migration from achieving its full potential. Crucially, it argues that policies in both origin and destination countries can help maximize the development impacts of migration and effectively manage the economic, social, and political costs. Drawing from a wide range of literature, country experiences, and novel analysis, The Journey Ahead presents actionable policy options to enhance the benefits of migration for destination and origin countries and migrants themselves. Some measures can be taken unilaterally by countries, whereas others require close bilateral or regional coordination. The recommendations are tailored to different types of migration— forced displacement as well as high-skilled and low-skilled economic migration—and from the perspectives of both sending and receiving countries. This report serves as a comprehensive resource for governments, development partners, and other stakeholders throughout Europe and Central Asia, where the richness and diversity of migration experiences provide valuable insights for policy makers in other regions of the world.Publication World Development Report 2006(Washington, DC, 2005)This year’s Word Development Report (WDR), the twenty-eighth, looks at the role of equity in the development process. It defines equity in terms of two basic principles. The first is equal opportunities: that a person’s chances in life should be determined by his or her talents and efforts, rather than by pre-determined circumstances such as race, gender, social or family background. The second principle is the avoidance of extreme deprivation in outcomes, particularly in health, education and consumption levels. This principle thus includes the objective of poverty reduction. The report’s main message is that, in the long run, the pursuit of equity and the pursuit of economic prosperity are complementary. In addition to detailed chapters exploring these and related issues, the Report contains selected data from the World Development Indicators 2005‹an appendix of economic and social data for over 200 countries. This Report offers practical insights for policymakers, executives, scholars, and all those with an interest in economic development.