View on Progress of Fisheries Science in the Maldives

Fisheries Science was introduced to the curriculum around 1985 and very qualified and skilled teachers from Sri Lanka and and United Kingdom were active in Maldives initially to provide education in this subject. However, initially the subject was taught in Aminiya school and Majeediyya  School which are well established government schools. I had the lovely experience of being part of Fisheries Science class for two years. The way classes were carried out were truly interesting. However, very few realised the importance of learning Fisheries Science.

Maldivian fishing industry needs innovations. Photo: IBSUN

Today Marine Research Centre being the core unit for research related to fisheries some work is always in progress. It would be clear if you  click the link to their website given in this blog . Moreover, the subject Fisheries Science has been part of the Maldivian Secondary Curriculum as an optional subject for more than 25 years. However, it is sad to know that no significant scientists in the field has been created.

Besides that, the way the subject is being taught has adopted very few changes . Currently there is a project work compulsory for 10th grade students which they do to fulfill the necessary requirement for them to pass. It is also known  to everyone that some students have got very good grades in the subject in ordinary level examination. Yet their is no further scope in the subject in the Maldives yet. Moreover, Maldivians are yet not very much into the habit of conducting own studies and the habit is rarely cultivated among students of Fisheries Science. As far as we can understand this is not the kind of progress we should have achieved  in the field  in 25 years or more.

Do we know enough about every fish we catch or eat? Photo IBSUN

Though we have not been able to bring any significant change in the way the subject is being taught it is better late than never, to start bringing some changes. Some of my suggestions are given below. Hope the suggestions would enhance improvement in the teaching being carried out in the field,  in  Maldives.

Make the lessons more practical

Make the lessons more student oriented and reduce teachers' role 

Teacher should work as a facilitator, guide and motivator.

Motivate students to go into own research work

Provide students hints to carry out their own studies

Motivate students to make own documentary videos based on their own studies.

Make evaluation less exam oriented and focus on evaluating students based on the kind of study they do and the way they present

Make ICT part of learning in the field. Tell students to create own blogs to present their own work. Tell students to present their findings using PowerPoint. This can also be made part of the evaluation.

Work towards formulating a curriculum more applicable and practical for Maldivian context rather than forcing the students to do some other country's examination.

Instead of forcing students to do a particular work in the subject find the students' interest  in the field and motivate them and guide them to do that work.

Tell the students that the scope in the field is there as vast as the sea out there.

Share works of famous scientists in the field and motivate students to be scientists in the field in future.

Think of ways to follow-up students involvement in the field after they complete each level of education of after they leave school. 


Keep a record of students work done and make arrangement for new students to view them easily. (This could be done by creating a school blog of science. School Magazine of Science , Website etc)


Provide   opportunity for former students  to contribute to school blogs, magazines or website.

These suggestions I have given above would certainly align with modern and successful  methods of teaching and though a lot of teachers and educational authorities are aware of the procedures , there isn't an adequate input given to establish this method of teaching and there is even less emphasis given to adopt own curriculum to serve the Maldivian dining table.

Science is to Wonder and Ponder

Coconut palms in an island. Photo IBSUN

Maldives had abundance of coconut palms though the palms are less today. Maldivians had depended on the coconut palms for their livelihood since the time of our first ancestors. Fishing had been considered the lifeline of Maldivians ignoring the extensive use of coconut palms as people did not have to hunt for the palms. Maldivians would have certainly found it extremely difficult to come to this era without its support.

Today people are more involved in political activities and talks rather than finding and sustaining food resources as people are ignorant about the critical state of survival they would enter once the inflow of foreign food is hindered. A recent US news title read “The Era of Cheap Food has Ended”. This gives a hint of threat to food resources of the world. Moreover price of some of the common daily used food items such as onions have been increasing.  Thus it is time to think about sustaining whatever food resources we have in the Maldives. 

Coconuts have always been a main part of all common food prepared by Maldivians. Moreover, the only thing mainly eaten with fish during early days was coconuts. However, coconuts are not the only thing beneficial for the Maldivians from the coconut palms. The trunk, leaves, husks, coconuts at different stages of growth, the inner shoot, the covering outside the flower pods, etc were all used skillfully by the Maldivians, though the use of some of its parts have become less due to introduction of some foreign products.

Maldivian coconuts ready for sale. Photo IBSUN

Though I have mentioned above some of the parts which can be used, the importance and usage of the parts of the coconut palms is more than that.

Listed below are some major uses of the coconut palm for the Maldivians.

Uses of root: Uses of coconut palm root is not commonly known. Yet there is a possibility that it might be used for medicinal purposes. More over the roots and its strength helps to sustain the sand around the islands of Maldives which are constantly hit by tidal changes and strong waves. Thus though we had been ignorant to think about it the coconut palm roots have kept our islands safe for us since the time of our ancestors.

The trunk: The coconut palm trunks were very useful for Maldivians. Some of the uses were:

1. Boat building: The trunk is a part commonly used by Maldivians for boat building. The trunks were cut into logs and cut to form boat building timber. In the early days people used axes to cut the log into different shapes though it consumed lot of time. Later people used big hand saws for the purpose. The main timber used to build boats before in the Maldives was made from coconut palm trunks.

2. Building Houses: The same timber used for boat building was used for building houses by the Maldivians. Even very recently the main framework for roofs was made by using this timber. The timber is commonly used even today for making resting places at beachside in islands called “Holhu Ashi” in local language.

3. Medicinal use: It was a common practice of early Maldivians to tap the raw trunk of coconut palms to get a colorless and odorless fluid which was used instantly for sore eyes and eye injury. They used to apply the fluid outside the eyelids. 

The stem of palm leaves: The stem of coconut palm leaves were used to make small fences as and as fire wood when dried. The tip of the stem along with the leaves were used to make a garbage carrying container commonly used for carrying garbage after sweeping the ground. Sweeping the compounds daily was a common practice for Maldivians. The stem with leaves was also used to make special objects for festivals such as “ Maali” a monster or “Bodu Mas” a big fish. The dust like brown substance at the bottom of the stem can be used as a quick remedy to heal small cuts instantly.

Coconut palm products used in a festival . Photo IBSUN

Strong net-like covering at the bottom of leaves: This material commonly called “ilaa” in local language, was used as a sieve by early Maldivians.

Palm leaves: Palm leaves were used by early Maldivians as a writing material as paper. Moreover, the leaves were used in treatments with magical charms to tie round the forehead. Palm leaves were also used to make a ball by weaving. They called this ball “Bashi”. Many things like food cover, toys for children and thatch for roofing and making shelters were skillfully made by the early Maldivians. Thatch is commonly woven even today mainly for commercial purposes as the material is needed for tourists resorts.

Eakles: Eakles from the coconut palm leaves are used to make eakle brooms which are commonly used by Maldivians to sweep. Eakles were used even as toothpicks. 

The flowers: The flowers, before the pod is open are used to tap toddy. Toddy is the sweet nectar extracted by using a special technique by toddy tappers. The toddy is used to make a kind of sweetener which was used by early Maldivians to sweeten food and tea.

The coconut: Coconut is used for different purposes during the different stages of its growth. Unlike in most languages “Dhivehi” the Maldivian language has a separate name given for coconuts during its growth. The coconut is commonly used as a food to eat with fish.
It is also used to prepare different food. Moreover, its milk is used in preparing curry and other food. The scraped coconut was used by Maldivians to prepare oil for cooking and for applying on hair and body. Now only very few people prepare oil from coconuts. Coconut juice is a common energizer for Maldivians and this juice is commonly found as refreshment in parties.

Tender coconut juice as refreshment(left in white colour)Photo IBSUN

Coconut husk: coconut husk is the main raw material for preparing rope which is prepared rarely even today. Maldivian coir rope was famous among travelers in the Indian Ocean in the past.

Coconut shell: coconut shells were used by Maldivians in making weighing devices for sticky liquids such as the sweetener 

Coconut husk used for make an ornament. Photo IBSUN

prepared from toddy. The shells were also used to make vessels to carry toddy which is called “Raa badhi” in Dhivehi. The coconut shells are also used make handicrafts.

Coconut palms are certainly of great importance to the Maldivians as it is the main object even in the national emblem. Coconut palms have served a lot in different ways for the Maldivians throughout the history.

Current Issues

Number of coconut palms has become less throughout the country as a result of clearing land for buildings and though Maldives never imported coconuts in the past it has become necessary to do so as the price of coconuts have increased alarmingly due to lack of supply.

Trees are cut down here for building.Photo IBSUN

Though climbing coconut palms was a common practice for Maldivians in the past people who can climb coconut palms are a handful of people in each island now. Thus a lot of coconuts are not utilized in the proper way. 

Several coconut palms are constantly being damaged due to lack of attending to them. Beetles and other pests damage them the coconut palms become only a log. This mainly happens due to lack of people who can climb coconut palms.

The production of materials from coconut palms have become extremely less. Some people have cut down on using coconut milk for preparing food for various reasons including health concerns and lack of availability. Some have adapted the practice of using imported coconut milk powder to prepare curry and other food.

Number of toddy tappers has also become less along with number of people who can climb coconut palms and very few toddy tappers are left in the country.

Making use of coconut palm products have become less and the practice is slowly dying.

Production of coconut oil and use of coconut oil has become extremely less.

Questions to wonder and ponder

If the rate of cutting down coconut palms remain constant will the current rate of planting of coconut palms be sufficient to sustain them for the next hundred years?

Is it better to find an alternative for the coconuts to reduce health issues?

Are any of the common medical problems among Maldivians caused due to constant use of coconuts?

Can a new and easy device be prepared to climb the tall coconut palms?

Can Maldivian toddy tapping and preparing the sweetener from toddy be made a productive industry?

If the rate usage of coconuts has become less due to several reasons, will the Maldivians have to mostly have to depend on imported items instead or will they have to depend on imported coconuts?

What are the steps which can be taken to sustain coconut palms in the Maldives?

Can handicraft industry of coconut palm products be developed?

Can coconut oil production in Maldives become a successful income generator?

We can still think of more questions and find answers too.

A Change is Needed

There is lot to learn in our environment

Science has always been a subject taught in classrooms in the Maldives , though students were given rare opportunities to go outdoors to explore.There is certainly a lot to learn from the environment in the Maldives. Yet all that is ignored even in the lower grades. Teachers have to take the responsibility for this practice to some extent but it is not right to solely blame teachers. At policy level some change is required to improve the way science is taught in the Maldives.

One of the drawbacks of the system is that the country has been following a foreign curriculum for secondary and higher secondary level in the Maldives. Moreover,other than training teachers to teach certain subjects in the field of science, the Maldives College of Higher Education which will soon be part of the National University of the Maldives is not able to offer courses in science.A large number of Maldivian students seek the aid of universities abroad to pursue degrees in Botany, Zoology,Bio-technology, Chemical Engineering, Medicine etc.

However, with the new development we have to hope for better opportunities in the field of science for Maldivian students.

 

Do we know enough about the creatures in our seas?

Thus while the university takes real good shape and while they plan and organize to offer new courses in science for higher education, let us try our best to modify our style of teaching.Moreover, let us try to skillfully utilize the space we have to alter the curriculum to make the science lessons for lower grades more productive and practical.

We still may not be having a great say in policy making but let us motivate our teachers to prepare scientists for future through the foreign curriculum we follow. The Maldivian community is less concerned about the method of teaching and practical outcome of teaching such as creating a new scientist in our country. They are more concerned about the grades students show in the secondary and higher secondary foreign exam students sit for.

However, those who are in the education sector should be aware for the type of  outcomes we truly need, in the 21st century. Lessons in science , though we may call it environmental studies for some levels need to be taught in environments which provide students with ample examples and students' practical involvement is vital to help them learn what they aught to learn. Learning from only books within four walls of the classroom is primitive for the current era.

Thus let try our best to motivate teachers and others in the education sector in the Maldives to adopt this urgently required change to mold the future generation to foster development of the field of science in the Maldives.

A Hope for Progress

It is interesting to know that a science society is active currently in the Maldives with the aim of promoting the field of science . I congratulate the founders of  The Science Society of Maldives for completing two years in the process. However, the activities of the society and the collaboration of the education sector of Maldives and The Science Society still needs to be improved.

Certainly it is difficult today to reach out to people even with all the progress as time is a critical factor. People do not have time even for a good cause. The efforts made so far by The Science Society is great. However, all Maldivians need to understand that progress in the field of science in the Maldives does not benefit only The Science Society but to the nations existence and future.

This blog will collaborate and support The Science Society of Maldives in its pursuit.

Early Establishments of Science in the Maldives

Science was taught in the Maldives, in some form as early as 1978 as far as I know and more interestingly it was taught to primary grades or smaller students. I can still remember the days I used to make my own text books with illustrations of my own to teach children of almost my age. It was as early as 1981 when I was in grade 5. My actions indicated the good quality of teaching science during those days or my talents in relations to teaching and learning at that tender age. I believe that science must have been taught in Majeediyya and Aminiya School since introduction of English medium of education in those two schools which were the first schools in Maldives to introduce English Medium Education.

The modern system of English medium education was introduced in 1961 and the curriculum reorganized to accommodate the General Certificate of Education, London. Under this system pre-school, primary and secondary education were made available to a large part of the population. (MyMaldives.com, 2009) Thus the subjects of science such as Biology,Chemistry and Physics were made part of the curriculum in the secondary grades and at the same time a good knowledge of science was provided for lower grades. My unusual behavior to teach science to my cousins when I was in grade 5 is a clear sign of this.

The Maldives.com confirms that the curriculum included more subjects and continuous research in upgrading the curriculum goes on. A new national curriculum for primary and middle schools was designed and introduced in 1984. It is certain that curriculum incorporate environmental studies, science, Dhivehi language, mathematics, English language, fine arts, physical education and calligraphy.(THEMALDIVES.COM, 2010) Thus Science has been part of the knowledge and information disseminated among Maldivian students who studied in schools of Capital Male’ at least.

As a result of the increase in the  number of students completing London GCE Ordinary Level exam successfully from schools in Male’ the need to establish a higher secondary education centre arose. Thus, the first 'A' level school, The Science Education Center was established in 1987.(MyMaldives.com, 2009) The Center For Higher Secondary Education, as the centre is called now, 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.(THEMALDIVES.COM, 2010) This again is a sign of improvement in the field of science education.

Today, however, primary and secondary education is available throughout the country and primary education is compulsory. As the modern English-medium school system expands, the traditional system is gradually being upgraded(MyMaldives.com, 2009) . An Arabic Islamic Education center was established in 1981 in the Name Mauhadh A-Dhiraasaathul Islaamiyya.(MyMaldives.com, 2009) This centre also taught the main subjects of science Chemistry ,Physics and Biology since the beginning. Moreover, the students who completed this institute successfully were offered chances of further education at Al-Azhar University of Cairo,Egypt. They were offered higher studies in the field of science and medicine as well.

Even at the early stage of Introduction of Science Education Aminiya and Majeediyya School the most prominent schools were well equipped to teach science fruitfully with laboratories with all facilities and expert teachers to teach science who were brought from Sri Lanka and India. Further unlike today Science Laboratory was accessible to students of grades six and seven as well to open their eyes for experimenting techniques and science.

The Marine Research Centre (MRC) was founded in 1984 as a small section of the Ministry of Fisheries which is now a semi-autonomous Government institution mandated to undertake research on living marine resources and to provide scientific advice to the government and industry on rational utilization and management.(Centre, 2010) The establishment of the centre is a result of the good quality of students of science produced by the schools during the period of early introduction of science to the education system.

As a sign of the development of science in the Maldives in 1973, Allied Health Services Training Centre the forerunner to the current Faculty of Health Sciences which now functions under Maldives College of higher Education was  established by the Ministry of Health.(Education, 2006)

The early establishment of science and progress which was made by the Maldives is clear to us now. However, it is yet to discover whether we are improving in the field of science in the rate required or anticipated in contrast with the early establishments.

References

Centre, M. R. (2010). About MRC. Retrieved 12/15/2010: http://www.mrc.gov.mv/index.php/about/

Education, M. C. o. H. (2006). A Brief History of MCHE. Retrieved 12/15/2010: http://www.mche.edu.mv/index.php?id=33

MyMaldives.com. (2009). Maldives Directory - Education. Retrieved 12/15/2010: http://www.maldivesdir.com/education/

THEMALDIVES.COM. (2010). Education in Maldives. Retrieved 12/13/2010: http://www.themaldives.com/maldives/education.html