Tag: education ministry

Nasheed announces former university chancellor Musthafa Luthfy as running mate

Former President Mohamed Nasheed has announced Dr Musthafa Luthfy as his running mate in the September 2013 elections.

Maldivian Democratic Party (MDP) Spokesperson Hamid Abdul Ghafoor confirmed the announcement, made at a meeting of the party’s national executive committee this morning.

One of the conditions Dr Luthfy had agreed to, Ghafoor said, was that if Nasheed was elected President and later “killed or incapacitated”, Luthfy would declare an election.

“Nasheed discussed the choice with the national council, but it believed the choice should be left to Nasheed,” Ghafoor said. “The general opinion was that the person should be faithful, a party member, totally in support of the party’s manifesto, and not necessarily an expression of who the next president would be.”

He noted that Nasheed during a previous committee meeting had narrowed the choice to what he described as a “religious person, a military person, and a development person. In our context, these are very relevant [themes].”

Development person

Dr Luthfy served as Education Minister during Nasheed’s administration, initially appointed to the post under a coalition agreement with then-Vice President Dr Mohamed Waheed’s Gaumee Ithihaad Party (GIP), alongside Economic Development Minister Mohamed Rasheed.

One of the founding members of incumbent President Dr Mohamed Waheed’s GIP, Dr Luthfy joined the Maldivian Democratic Party (MDP) following its acrimonious split with GIP in 2010.

The MDP severed the coalition agreement after GIP leader and then-Vice President Mohamed Waheed’s publicly criticised the government on an opposition-aligned media outlet.

Rasheed was ejected from the government following the split, while Luthfy remained in the post of Education Minister until the mass dismissal of Nasheed’s cabinet by parliament in late 2010. He was subsequently appointed as the first Chancellor of the Maldives National University, resigning from the post in protest against Dr Waheed’s controversial ascension to the presidency in February 2012.

Education reformist

As Education Minister, Dr Luthfy was among the first to flag the country’s low O-level pass rate as the source of many social challenges facing young people, such as high levels of unemployment and lack of both tertiary and vocational education opportunities.

“When students finish Grade 10, and when they do not have many other avenues to go to for education, they remain in society and have two years before they become adults at 18 years. So they have two years of not being able to get a job, and this is also a crucial period in their physical development,” Dr Luthfy told Minivan News, in an extensive 2010 interview.

“During this time they are not in a school and due to this I think there will be negative impact on their behaviour and also on society. We are trying to keep students in the system until they are 18. We can do that by diversifying our curriculum – some can do A-Level, some can go for other programmes such as foundation and certificate level courses, and through that proceed to higher education,” he said.

Luthfy and his successor, Shifa Mohamed, presided over “mega reform” of an education sector which had last been revised in 1984, overseeing an increase in the O-level pass rate from 27 percent in 2009 to 32 percent in 2010, and 37 percent in 2011. In 2012, the pass rate leapt to 46 percent.

Some proposed reform attracted controversy, and was quickly exploited for political leverage by the government’s opponents.

One of these was the proposal to make Islam and Dhivehi optional subjects at A-level, which became a wedge issue with the MDP’s remaining coalition partner, the religious conservative and nationalistic Adhaalath Party (AP).

A-Level students typically study between four to five subjects. Some university prerequisites demand as many as three or four subjects, particularly for university-level science courses. Luthfy had suggested that making the subjects optional would give A-level students greater ability to pursue careers of their choosing, and become “world citizens”.

Speaking to Minivan News in 2010, he justified the Education Ministry steering committee’s recommendation as opening many more doors for students to seek tertiary education, stating that it would “give students many different subject options, so they are not forced to take some subjects – rather they have the freedom to choose whatever they want.”

Religious groups and the Adhaalath Party seized the issue as an assault on national identity and evidence of the government’s supposed irreligiousness, a point of view disputed by Dr Luthfy.

“I think there is a certain group of people who actually think that it is their responsibility and their duty to safeguard Maldivian culture and Maldivian religion, and that others are not treating this fairly,” he told Minivan News at the time.

“But in fact we, as the educationalists, we are also taking care of our culture and religion and trying to train our students to become world citizens, rather than narrowing their perspective. That may be one of the reasons why they have suspicions that we are not trying to do justice to the religion or language [of the Maldives], and that is obviously untrue. Whether the subjects will be optional or not, we will revise them, and the curriculum, and we will train our teachers to teach these subjects in a better manner.”

Adhaalath-aligned MP Ibrahim Muttalib – who had previously sought the total elimination of alcohol from the tourism dependent economy – levelled a no-confidence motion against Luthfy over the issue in June 2010.

The day before the vote was due to be held Nasheed’s entire cabinet resigned in protest over what they termed the “scorched earth politics” of the opposition-majority parliament.

Nasheed subsequently re-appointed the ministers, however the constitutional requirement for newly appointed ministers to receive parliamentary approval ultimately led to the mass dismissal of all but five members of Nasheed’s cabinet later that same year. Luthfy was among the seven ministers dismissed, but was soon after appointed the first Chancellor of the newly-opened Maldives National University.

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President Waheed requests reshuffle of educational institutions

President Mohamed Waheed has requested parliament approve structural changes that would reshuffle educational institutions, reports local media.

The government proposal would move the National Institute of Education (NIE) under the Ministry of Education as well as transfer the Education and Vocational Training Center for Children (ETCC) to the Ministry of Gender, Family and Human Rights.

Waheed’s cabinet established the NIE on December 24, 2012, however it did not begin to function until May 20, according to local media.

The Education Development Centre and the Centre for Continuing Education, previously under the Education Ministry, were abolished and their mandates transferred to the NIE in 2012.

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O’Level pass rate improves 10 percent on 2011

The Education Ministry has announced a 10 percent improvement in Cambridge O’Level examination pass rates for 2012.

President Mohamed Waheed claimed the results were due to education sector improvements, while former Education Minister Musthafa Luthfy claimed that these policies were enacted under the previous government.

The Education Ministry announced 2012’s Cambridge O’Level (grade 10) examination results on Saturday (May 25), noting that 31 students achieved global top 10 rankings, with five of these students having the “highest results worldwide” in various subject areas, according to local media.

The five students who achieved O’Level scores categorised as some of the “highest in the world” were presented with a prize and newly created presidential medal by President Waheed.

Additionally, 426 students achieved local top 10 rankings, meaning they achieved high scores in various subjects compared to other test takers in the Maldives.

“The number of students who passed five subjects was at 46 percent last year, whilst in 2011 it was at 37 percent,” said Education Minister Dr Asim Ahmed.

Receiving a ‘C’ or above in five subjects is considered a pass.

The the number of students who passed eight subjects increased two percent, from 17 in 2011 to 19 percent in 2012.

Overall 8,456 students in the Maldives participated in the 2012 exams, an increase from 6,100 in 2011.

Announcement of marks delayed

Preliminary results for the 2012’s Cambridge O’Level examination were not released sooner due to “difficulties” in analysis, the Ministry of Education said earlier this year, despite claiming “one of the highest pass rates to date”.

O’Level exams began in early October and concluded in late November 2012, the Education Ministry’s Department of Examinations (DPE) Director General Ibrahim Shakeeb told Minvian News.

“This is just how the process is; 90 days after the final exam session the preliminary results are available. Candidates can then ask to have their marks rechecked, which takes about a month,” Shakeeb explained.

“Students have a week or two to apply for rechecking, once the [preliminary] results are issued,” he continued. “Then the exams are sent to Cambridge.”

Preliminary O’Level exam results were issued to students at the end of January 2013.

“There were quite a large number of requests for rechecking, so it took Cambridge over a month to respond,” said Shakeeb.

“Final results are only issued after the recheck is complete. Cambridge does not release results country by country, rather [marks] are released online, globally,” he noted.

“Three to four months for the process to be completed is the norm,” he added.

Shakeeb told Minivan News earlier this year that the recheck process was ongoing and estimated it would be completed around late March.

Students are currently “in the middle” of the A’Level exam period, which began May 7 and will conclude June 24, according to Shakeeb.

Former Education Minister Shifa Mohamed previously claimed it was a change in Ministry of Education practice for preliminary O’Level results not to be publicly disclosed prior to the final results.

Preliminary Cambridge exam results arrive in January or February, with little difference between these and the final results, she explained.

“Analysis of these findings should only require three days,” Shifa said at the time.

Previous education policies

“The current government would not have been able to do anything in the period of time between coming to power [Febuary 2012] and when students sat for the exams [October 2012],” former Education Minister Dr Musthafa Luthfy told Minivan News today.

“The high exam pass percentage rate is due to what we did when we were in government,” he claimed. “Before us, there was no target set.”

The Maldivian Democratic Party (MDP) had aimed to raise O’Level pass rates from 27 to 60 percent in five years by implementing a holisitc educational policy involving multiple strategies, Luthfee explained.

The quality of Maldives school education and exam pass rates will continue to improve if the current administration abides by the policy guidelines put in place by the MDP government, he emphasised.

“There are several strategies which should be included in all aspects of education. Working on one aspect will not improve exam scores or educational quality,” said Luthfee.

“We rapidly established single session schooling for 55 percent of institutions to provide children the opportunity to engage in opportunities outside of the classroom and develop their character through extracurricular activities,” he explained. “This enabled improved student discipline and motivation.”

“Educational standards were also improved, by developing ‘smart school’ indicators to assess teachers, school authorities, and the Education Ministry,” he continued. “Previously there were no assessment standards.”

“Educational management – classroom and school – was enhanced, which included institutionalising mandatory inservice teacher training each term,” he added. “The education system was also decentralised, and school boards were developed to bring parents into the decision making process, which improved teacher and parent motivation.”

“We also supported private higher education and established the Maldives National University (MNU),” said Luthfy.

He claimed these policies have not been maintained under Waheed’s administration.

“This year there was no money to continue the single session schooling,” Luthfy said.

“If they continue to dismantle the strategies we’ve set, exam results will not continue to improve,” he noted. “However, if they abide by these strategies then quality of education and motivation will continue to increase.”

“The vigour of the policy program made the public aware of the importance of education and the importance of exam pass rates, as well as other educational aspects,” he declared.

The Education Ministry was not responding to enquiries at time of press.

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Student protest shuts down school over teacher shortage

Students prevented teachers from entering Rathafandhoo Island School in Gaafu Dhaalu Atoll on Monday, shutting the school for the day in protest over a three month teacher shortage.

Tenth grade students have been without an accounting teacher since January, despite the school sending a request to the Ministry of Education immediately after the position became available.

“Half the tenth grade students created problems by preventing teachers from entering the school. They were demanding an accounting teacher to be provided,” Rathafandhoo School In-Charge and teacher Thasneema Shakir told Minivan News.

“We have been without an accounting teacher since the second week in January. The [education] ministry was informed in January; the documents requesting a new teacher were sent,” said Thasneema.

“They said the request was being processed. I think it’s a big process they have to undertake,” she added.

Thasneema explained that policy guidelines dictate each subject has to have a specific teacher, and so while the school has been waiting for an accountancy teacher, the class has been taught by commerce and economics teachers.

“They are doing their best, but are not qualified and are facing difficulties. Students have been complaining they cannot teach accounting well,” she stated.

According to Thasneema, the Education Ministry informed the school today (March 18) that a replacement accounting teacher would be sent tomorrow.

Systemic education shortcomings

Teacher shortages, lack of qualifications and training are some of the systemic education system problems former Education Minister Shifa Mohamed and former Education Minister Dr Musthafa Luthfee previously discussed with Minivan News.

“Even for basic education we are still struggling with the teachers at the middle school and secondary level,” Shifa stated.

“There are not enough local [Maldivian] teachers. Close to 70 percent of teachers from middle school onwards are Indian expatriates. The ministry spends a huge amount of money on these foreign teachers,” she added.

Shifa explained how the lack of training opportunities for local teachers negatively affects how the curriculum is taught and that it prevents students from developing critical thinking skills.

“Critical thinking skills are lacking generally. Creative thinking is very minimum within classrooms, because there is a very rigid form of teaching going on.

“Teachers are not very familiar with curriculum. The main thing is that there is no proper assistance given for teachers and opportunities for teachers to develop themselves,” Shifa said.

She also explained how these shortcomings are compounded by poor management and lack of community involvement.

“School middle management has a lot of influence and what they’re doing within the schools is something that has to be changed. They exert very strong control over what teachers are really teaching students from the curriculum during ‘coordination’ meetings.

“Instead of really looking at things at a broader angle and trying to help the kids, they simply talk about what going to do on which date, etc. They don’t concentrate on literacy, creative writing, and the things that need to be really focused on.

“The teachers blindly follow what middle management and leading teachers say. I don’t blame them because they don’t have required amount of training on some of the islands,” Shifa said.

The lack of parent involvement in school boards and parent teacher associations compounds these issues. School board guidelines were issued under Nasheed’s government as a broad way for parents to be involved in all aspects of their children’s education, however this opened the schools up to public criticism, according to Shifa.

“In a democratic country people should be more engaged and one method is through community involvement in schools.

“While some principals did a great job working cooperatively, others really violated whole thing and didn’t even nominate people.

“Some principals are really scared of opening up schools, because for them its their own secure territory. They can easily manipulate the community,” Shifa stated.

Shifa stated the education system reforms undertaken during former President Mohamed Nasheed’s government, as well as by her predecessor Dr Musthafa Luthfee, would be taking effect now if President Waheed Hassan Manik’s government had continued them.

She explained that in 2008 – following former President Maumoon Abdul Gayoom’s 30-year autocratic rule – the government took responsibility for 323 schools.

“It was a good decision, but was a huge budgetary strain. The education system was decentralised, the province units were very effective, a huge amount of money was invested in infrastructure renovations to provide healthy water and toilets, and teachers were more closely observed.

“Unfortunately, Waheed’s government has doubled down and re-centralised,” Shifa claimed.

Luthfee echoed these sentiments in previous discussions with Minivan News.

“Maldives school education will continue to improve if the current administration goes along with the policy guidelines put in place by the Maldivian Democratic Party (MDP) government.

“When we were in the government we did several things to improve education. They included establishing single session schooling, providing service training for teachers, enhancing educational management, decentralization of education supporting private higher education and establishing Maldives National University (MNU),” said Luthfee.

Shifa further detailed how education problems were not discussed among the public, therefore they “don’t really grasp the huge implications this has on society”.

“For a long time during Gayoom’s 30 years everything was very quiet, because you cannot simply express yourself. When you don’t have the opportunity to express yourself, who cares to think about something you should not be thinking about.” Shifa said.

“Over the years political figures go to schools and promise certain resources. This has become both a means of getting something for the schools and a campaign tool. Prize giving day [for students] should not become a political thing.

“Under Gayoom and in the past governments have used this very well to manipulate and get the votes for each election,” she added.

Shifa emphasised that politicising education is an ongoing problem and the sweeping reforms put in place under the previous government would have addressed many of the systemic problems preventing students from receiving a quality education. However, she has not seen any of these programs continued.

Additional shortcomings

Shifa highlighted a number of other training and policy programs previously implemented to ensure that school quality standards were met, teacher training opportunities are provided as well as vocational and higher education opportunities existed for students.

The initiatives include a teacher licensing program through the College of Open Learning, the Excellent ‘Baraabaru’ Schools Program, and the Skills ‘Hunaru’ Training Program.

“These programs would have taken the budgetary strain off government and ensured local teachers are adequately trained to administer a diverse education,” stated Shifa.

“Under the Baraabaru Program, seven principles for evaluation must be met, so schools and teachers understand that their job is not only teaching, it is building good well-rounded, model people, of quality character.

“We gave 150 million for the Hunaru Program, which was the most huge amount of money we allocated for any program in the nation in many years. This talent program was totally for youth development, not infrastructure,” Shifa said.

She further explained the program would have provided higher educational and vocational training for youth in any sector, thereby minimizing the need for foreign workers, both skilled and semi-skilled.

Shifa emphasised she was “very concerned” with the assessment efforts made by teachers, primarily because their current focus is on exams.

“We need to change teachers’ perceptions to let them know assessments and exams are for the sake of learning, not a separate thing,” Shifa said.

She explained that the methodologies teachers are using – or lack thereof – are problematic because the curriculum is not being used as a tool for teachers to “change and teach”.

Shifa detailed how curriculum revisions – for preschool, primary and secondary school – were already occurring in 2008 and that one of Luthfee’s “highest priorities” was to continue this process. He commented on these issues as well.

“Current school curriculum is in two parts, namely local curriculum and up to grade 7 and Cambridge curriculum in secondary. Both curricula lacks the ability to provide critical thinking and civic skills,” said Luthfee.

“However we are hopeful that the local curriculum which is being developed would fill the gap unless undue influences are exerted by people with extremist views,” he added.

Shifa explained how some small schools will have only five or so children in a class, but still have to provide seven or eight teachers – one per subject – for the students to continue on to secondary school.

According to Shifa, one of the most important ways these problems can be solved is through multi-grade teaching, which would improve the quality of teaching on the islands and bring down expenses.

She discussed how Nasheed’s government was trying to introduce multi-grade teaching nationally “in a pattern whereby the public will accept it through smart school projects”. To this end, a pilot-program training center was being established on Kudafari island in Noonu atoll in June 2011.

“There was a lot of enthusiasm within the school to continue this. Therefore, we made the infrastructure for the school to go single session – and along with the help with the continuing center for education – and start off the multigrade teaching program,” Shifa said.

The lack of quality education and resources then puts students at a disadvantage to continue their education – A-level, higher education, and vocational training opportunities.

“So many students are getting good marks and completing grade 10 but are unable to take A- levels because the Maldives is lacking well-functioning centers. Except for Male’ and a few regional centers, options are few and far between,” stated Shifa.

Education Ministry

Education Minister Asim Ahmed spoke to Minivan News about some of these ongoing educational issues.

“The challenges of teacher training and development are addressed by this government in a very systematic way.

“Teacher shortages is not a systemic problem. This year there are more teachers in schools than during the past three years combined.

“The evidence of this is the record level O’Level pass rate this year. Students will not pass if there are no teachers.

Ahmed also highlighted that the government will conduct teacher development programmes, continue MNU training, and increase overseas training for teachers.

O’level results still withheld

Preliminary results for the 2012’s Cambridge O’Level examination have not been released due to “difficulties” in analysis, the Ministry of Education has said, despite claiming “one of the highest pass rates to date”.

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“STEP” program launched for training youth

The Education Ministry in collaboration with the Tourism Ministry, Human Resource Ministry, and partner resorts have launched a training and education program for ‘O’ level graduates, reports local media.

The first three months of training will include an orientation of all resort fields, followed by six months of training in the field of their choice, Deputy Human Resource Minister Abdulla Rifau explained to Haveeru.

An internationally recognised certificate will be granted to students who complete the training program.

Food, accommodations and an allowance will be provided to participants, Education Minister Dr Asim Ahmed said.

Fifteen resorts have signed up for the “STEP” program thus far, he added.

The government plans to expand the program to include construction, agriculture and fisheries sectors, according to local media.

Yesterday, Minivan News spoke with representatives from the Dhivehi Rayyithunge Party (DRP) and the Maldivian Democratic Party (MDP), who both agree income inequalities are being fueled by vested interests, faulty government policies and a lack of educational training opportunities for youth.

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Bill proposed to block privatisation of pre-schools

Galolhu South MP Ahmed Mahloof of the government-aligned Progressive Party of Maldives (PPM) submitted a bill to parliament last week to transfer responsibility for providing pre-school service in Male’ from the city council to the Education Ministry.

Mahloof proposed amending the pre-school law to prevent the privatisation of ward schools and pre-schools in Male’ and ensure that the existing establishments are not run for profit and that education is provided as a government service.

The amendment bill was proposed after Male’ City Council (MCC) privatised the Ameer Ahmed School in the capital. However, plans to privatise the Maafanu School were scrapped following complaints from parents over high fees.

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Cabinet advises formation of ‘National Institute of Education’

Cabinet ministers advised the President yesterday to create a ‘National Institute of Education’ following deliberations on a proposal by the Ministry of Education.

According to the President’s Office, during discussions on a paper submitted by the Education Ministry to the weekly cabinet meeting on Tuesday, ministers noted “the importance of shifting governmental focus to strengthening state efforts, provided the recent expansion of the education sector.”

Ministers also stressed the need for human resource development and providing more opportunities for higher education.

“Some members drew on the stark parallels between the chief functions of Educational Development Centre (EDC) and Centre for Continuing Education (CCE), being run under the supervision of Ministry of Education. Hence, it was strongly favored that the integration of these two separate institutions to form ‘National Institute for Education’, would ultimately lead to greater progress being achieved in the education sector,” reads a press briefing by the President’s Office.

According to the President’s office, the recommendation followed intense discussion over a paper submitted by the Education Minister.

Ministers in the cabinet meeting stated that it was important that more focus be drawn towards the education sector over its expansion over the last few years. Cabinet members also highlighted that more training and higher education was required for human resource development within the education sector.

The President’s Office claimed that the merging of two institutions would mean the facilities used by both institutions and be now utilised more effectively, and would enhance the quality of training offered to teachers and the national curriculum development process.

Commenting on  cabinet’s advice, former Education Minister Musthafa Luthfee raised doubts over cabinet minister’s statement that some of the works carried out by the EDC and CCED were similar.

“How can one say that it is doing similar work? One institution is responsible for development of the national curriculum, doing necessary research and providing resources for teachers, while the other is responsible for providing non-formal education and providing educational opportunities to those adults who have not had the opportunity to study. How can they be considered similar?” Luthfee questioned.

He further stated that forming a bigger institution was not a problem, but said that his fear was that the formation of a larger institute would disrupt the focus and attention needed for curriculum development.

“The biggest challenge to the Maldivian education system is that our curriculum is not as up to date as it should be. It has a lot of problems. A national curriculum is very important for the development of the country,” he said.

Luthfee stated that he was of the view that there should be a separate institution for curriculum development because it required a lot of attention and focus. He also raised doubts over whether the government had the capacity to run such an institution without losing focus on key areas.

“There may be the ease of resource sharing when the two institutions are merged, but if proper focus is not given to certain area, it could have a very negative impact on the country.”

CCED in its website describes itself as a pivotal professional institute under the Ministry of Education, which essentially carries the responsibility for improving the quality of teaching and learning in the Maldives. It promotes community education, enhances life-long learning and conducts adult literacy programs across the nation.

The role of CCED has expanded to include many professional development activities within the education sector.

Strategic changes were embraced within CCED due to the change in government educational policy in 2009. As a result, professional development programs were embedded in its mandate, which restructured the institution to facilitate the new demands of the education sector. The restructure of the centre led to the formation of units, sections and divisions with specific responsibilities for each.

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The Maldives skill “gap” belying television reality

As a concept, it is a formula that has proved popular on television screens around the globe: take a high profile businesses or entrepreneur and allow people to compete in business challenges to earn a shot at the corporate big time as a fabled apprentice.

While reality shows like “The Apprentice” have proved hits with audiences in the UK and the US for the last decade, the Maldives this month concluded its first attempt at producing a business-focused reality TV – under the local guise of “The Interns”.

In a live final broadcast on Television Maldives (TVM) on July 15, a team of students from the Centre for Higher Secondary Education (CHSE) – coincidentally the show’s youngest participants – took the top prize of apprenticeships with some of the country’s largest private-sector employers.

But beyond the practical opportunities and job offers seemingly afforded through participation in reality TV contests, what real world opportunities does the Maldives’ private sector presently hold for the country’s next generation of graduates and school leavers?

Speaking to Minivan News this week, Deputy Minister for Education Anthu Ali said that for many school leavers in the country, regardless of their “academic merits”, a miss-match presently existed between the skills they were being given and those required by employers.

“When we consider the skills an employee needs in the country, say if they are applying for a secretarial role, the candidate may have the language knowledge of English and Dhivehi, but they are not taking short hand or these type of skills,” she said.

According to Anthu, the Education Ministry remained particularly concerned over the prospects available for pupils leaving school at 16, who did not going on to pursue further studies.

“A main challenge is for the 16 year-old pupils who are not going on past their O-levels,” she said. “For those students without the capacity to go into higher education or to do their A-levels, we need to be providing foundation studies.”

Anthu claimed that the government, over the last three years, had been working to try and develop a “platform” that served as a pathway for young people leaving school to help them into the job market.

“This is what we have tried during the last three years – even this year. What I mean by a pathway is not higher academic education, but vocational education,” she said.

According to Anthu, meetings have been taking place ass recently as this month with the tourism sector – as one of the country’s most significant employers – to increasingly tie the lucrative resort industry into this pathway.

She claimed that when looking at human resources nationally, there was a significant number of skilled jobs in the tourist sector being fulfilled by a mostly expatriate workforce.

Anthu said that local employees often “don’t have these skills”, adding that opportunities were required for training to open up these areas to local employees.

Social responsibility

Allied Insurance Company of the Maldives, one of the key sponsors behind “The Interns” show, said that beyond trying to boost its own Corporate Social Responsibility (CSR) initiatives, the television programme was devised from the company’s own concerns about finding suitable employees.

Company Managing Director Abdul Wahid Thowfeeq said the company had opted for a reality show format that would grant students the chance to gain experience in national marketing as well as showcasing their respective skills.

“The basic idea for the show came from the fact that Allied Insurance needed marketing personnel and we generally found there to be a lack of good candidates,” he claimed. “This is a problem faced by many companies here in the Maldives.”

Thowfeeq added that the company opted to back sponsoring a reality show as it hoped to encourage “real students” to experience marketing in a real world environment.

“We conceptualised the show so that even people at home could see there were opportunities here. There are the prospective jobs here, but the youth do not always appreciate the opportunities that are available,” he said, “They are also not aware of the expectations of their employers and the differences between education and workplace challenges.”

According to Thowfeeq, the objective of “The Interns” , at least from the company’s perspective, was fulfilled.

“Once the programme began, many of the participants featured got job offers – not just from Allied, but many other large-scale private employers in the country,” he said.

Inspiration

Discussing the inspiration for the programme, Thowfeeq said that while there were some similarities to “The Apprentice” in terms of content and design, the show was very much geared to local tastes and marketing challenges, such as having participants promoting the popular roadside beverage vendors around the capital.

He added that these challenges focused specifically on playing up the importance of key workplace skills such as customer service.

Thowfeeq contended that such challenges were of particular importance in the Maldives to provide skills in areas not presently covered in the national education curriculum for many students.

“Generally there is a gap between education and the job sector. When students complete their education, they tend to have high expectations of the job sector, but they do not have the orientation or skills to meet these needs,” he said. “A common feature of the job market is that employees do not understand about working in organisations or as part of a team.”

Thowfeeq said that besides better orientating graduates and school leavers to ensure they are prepared for work, employment should also have a positive factor in the country’s development.

“There are lots of influences on peoples lives right now, both societally and politically, we need to give a sense of hope to young people, hope that there is a promising career out there for them,” he said.

Thowfeeq contended that some of the challenges regarding training young people were n addressing that the skills required from workers in the country had drastically shifted over the last ten years.

“The skills needed for jobs in the Maldives are very different right now, especially in marketing. People need to be more specialised in their roles, more professional,” he claimed. “More training in this regard is needed for employers, but they are not getting opportunities. However, the youth themselves have to be willing to undergo this training, as well as be patient. The basic purpose of this programme was to educate the youth about prospective jobs. Such a show helps ourselves and other companies.”

Finalists

In terms of sourcing contestants for the show, the programme makers are said to have invited colleges from across the country to nominate certain students for inclusion . The eight teams chosen represented institutions including Maps College, Clique College, Cyryx College and the Maldives National University.

The eventual winners were Jayyida Badhry (19), Mariyam Hana (18), Ali Aslam (18), Mohamed Sameer (18) and Ahmed Nashiu Naeem (19), all representing the CHSE.

Speaking to Minivan News, Badhry, who before the show had been enrolled as part of a business studies course at CHSE, said ‘The Interns’ had provided a unique opportunity to develop practical skills currently not provided within the education syllabus.

“The show was a really good opportunity as we got to have many different experiences such as in understanding TV advertising,” she said.

Despite the group’s relatively young age compared to rival teams, Badhry claimed that the team’s success had been a result of team work and trusting each other to use their individual strengths.

“We are still quite young as a group and we didn’t have much experience, so we tried to make up for this through team work,” she added.

Of the five finalists, four are expected to commence a special internship with Allied Insurance after Ramazan, while one of the team will be taking a role at a prominent national marketing group.

According to Badhry, the experience on the show was proving to have an impact on her life ahead of taking up the new role – a job she was excited to begin.

“For anyone who is interested, I would recommend them looking for opportunities like this to gain practical experience of work life, It has been really great,” she claimed.

However, Badhry’s fellow team mates stressed concern that while there were opportunities out there for young people in the job market, there appeared to be some reluctance within the wider business community to entrust students with such responsibilities.

Nonetheless, back in the world of local reality television Allied MD Thowfeeq claimed that plans were already under way for a similar – though perhaps not identical – business-targeted show for next year.

“We are thinking about continuing the focus with a similar show next year, though we would like to select another professions relevant to the local community where the skills of young people need to be improved,” he claimed.

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Education Ministry orders textbook revision to state Waheed’s presidency legitimate

The Ministry of Education has ordered schools to revise grade 7 Social Studies textbook, and add the following statement:

“President Nasheed resigned on 7 February 2012 after three years and two months in office. Hence, according to the constitution, vice-president Dr Mohamed Waheed Hassan Manik was sworn in as president.”

The opposition Maldivian Democratic Party condemned the move citing the party’s continued concerns over Waheed’s legitimacy. President Mohamed Nasheed claimed the February 7 transfer of power was a coup d’état.

International bodies, including the EU and the Commonwealth, have called for a speedy investigation into the transfer of power. The statement can be found here.

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