Challenges to education from the Covid-19 pandemic: A SIDS perspective with special reference to the situation in the Maldives

In the wake of the COVID-19 pandemic, which emerged in 2019 in China, countries worldwide have been grappling with the numerous challenges required of them to protect their citizens and respond to the consequences of multiple lockdowns on the global economy and their education systems. The devastating socio-economic impact is apparent worldwide, but Small Island Developing States (SIDS) have been identified as some of the most vulnerable contexts. In this paper, we build on the international literature and discourse on SIDS, giving special consideration to the context of the Maldives. We highlight the challenges to providing education in this Indian Ocean nation and the disproportionately negative impact of lockdown conditions on students’ learning. In the light of original field research carried out with school principals, teachers, students, and parents, we identify and discuss how learners and schools coped with a rapid change to online schooling. In doing so, we highlight what has been achieved and how the pandemic has contributed to the widening disparity between urban and rural schools. Our findings point to the importance of SIDS governments having contingency plans in place to manage education in socially just and equitable ways during emergencies

Becoming and being academic women: Perspectives from the Maldives

Abstract: This exploratory study aimed at understanding the role of women teaching in a university in the Maldives is a first of its kind. The many studies of academic women in Western countries guided the 20 semi-structured interviews. The data were thematically analysed with the assistance of NVivo. Becoming an academic appeared to be an independent decision for the majority of women. There was little parental influence. A common theme was the women perceived that, in general, they worked harder than men. They perceived little or no work differences, despite the observation that men filled senior positions at the university. Although work/ life balance was difficult to maintain, a striking finding was that the majority of the women were quite satisfied. From the point of view of most of the women interviewed, gender was little or not an issue, in that there was no indication of frustration or anger amongst the women interviewed. Several issues are identified for future research. Mizna Mohamed's research focuses on evaluation of coral reefs. Mizna currently teaches natural resource management and has an interest in traditional ecological knowledge and role of women in management of natural environments. Naashia Mohamed teaches courses in applied linguistics and research methods and was originally a teacher. Her research interests include teacher cognition, language education and bilingualism. Badhoora Naseer teaches courses in education and research methods. Her research interests include special education and inclusive education. Aminath Zahir serves as the head of the Dhivehi Department and teaches history, grammar and research methods. Her fields of research include linguistics and grammar. Aminath Nasheeda teaches English and study skills. Her research interest lies in the field of English, language specifically for second-language learners. PUBLIC INTEREST STATEMENT Higher education is relatively new in the Maldives. There is one university. This is the first study of the role of academic women in the Maldives and previous studies guided the research. The 20 interviews of 10 senior and 10 junior females were carried out in Dhivehi or English by five young female researchers, translated by them and then analysed with the assistance of NVivo to find the main themes. Becoming an academic appeared to be an independent decision for the majority of women with little parental influence. The women perceived that they worked harder than men. They perceived little or no work differences though men filled senior positions. Work/life balance was difficult to maintain, but the majority of the women were quite satisfied. Amongst these women, gender was not an issue, in that there was no indication of frustration or anger amongst the women interviewed

Moving towards inclusion: A case study of one urban school in the Maldives

This case study explores and documents the development of inclusive education in one urban school in the Maldives. It focuses on the steps taken to move the school towards inclusion, the practices and experiences of different stakeholders involved in the process, and the factors that influenced inclusive education in the school. Qualitative data was collected through interviews with some of the key members of the school community and through classroom observations and documents. Findings have revealed that the development of inclusive education in the school came about through a school leader rather than policies. In spite of recognized efforts towards inclusion, a range of exclusionary practices was still observed. Various impediments constrained the development of inclusive education, including, lack of collaboration between the SEN (Special Educational Needs) and the general staff, limited knowledge, awareness and positive understanding about inclusion, scarcity of resources and support services. Factors such as large classes, undifferentiated curriculum, and rigid time tables also negatively affected the developmental process. Findings indicate the complexity of developing inclusive education. The findings also suggest that changes on the societal level, in the education ministry and, in the school and classroom level could help sustain the development of inclusive education. The factors that could contribute to the development of inclusive education at these levels are discussed, as are the implications for the successful development of inclusive education in schools

Becoming and being academic women: Perspectives from the Maldives

This exploratory study aimed at understanding the role of women teaching in a university in the Maldives is a first of its kind. The many studies of academic women in Western countries guided the 20 semi-structured interviews. The data were thematically analysed with the assistance of NVivo. Becoming an academic appeared to be an independent decision for the majority of women. There was little parental influence. A common theme was the women perceived that, in general, they worked harder than men. They perceived little or no work differences, despite the observation that men filled senior positions at the university. Although work/life balance was difficult to maintain, a striking finding was that the majority of the women were quite satisfied. From the point of view of most of the women interviewed, gender was little or not an issue, in that there was no indication of frustration or anger amongst the women interviewed. Several issues are identified for future research