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The traditional system of education that has evolved for centuries composed of three types of institution: Kiyavaage, Makthab, and Madharsaa. Madharsaa usually expanded the curriculum to include more subjects such as literacy skills. This system deserves credit for the high (93% in 1986) literacy rate of The Maldives. Most of the Makthabs teach the young to read and write Dhivehi and Arabic as well as simple arithmetic. Continuous research in upgrading the curriculum goes on. A new national curriculum for primary and middle schools was designed and introduced in 1984. This curriculum incorporate environmental studies, science, Dhivehi language, mathematics, English language, fine arts, physical education and calligraphy.
Due to shortage of qualified teachers there is an on-going teacher training programme conducted under government auspices. President Gayoom has made improving the educational system a priority. He is dedicated to improving education standards, especially at primary and secondary levels to meet the increased manpower needs of the country, and to improve teacher training. New schools continue to be constructed and education expands into the health and sanitation fields as well as in most areas of social development.
A number of English medium schools prepare older students as London GCE '0' level candidates. The Science Education Centre, a government based educational centre, readies students to sit for the London GCE 'A' level examinations. Maintaining an affiliation to a reputed external examination system at secondary level, the Government has most appropriately innovated and introduced a Fisheries Science Programme into the secondary school, the subject having been offered at GCE '0' level since 1987. As is common in other developing nations, students must travel abroad for a higher education in college or university. In their continuing efforts to upgrade the educational standards, the Maldives' government maintains education as a priority.
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