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This programme provides content knowledge, pedagogical knowledge and pedagogical content knowledge to teach various topics in economics and business studies in secondary and higher secondary schools; this will include the discussion of concepts, appropriate learning theories, the use of approaches and strategies, and the use of appropriate media for teaching, such as the use of manipulative techniques, teaching aids, information technology and games. Techniques to develop higher order thinking and communication skills are embedded in the programme. Additionally, this programme promotes a reflective model of teaching that pays attention to student diversity.

: General Entry Criteria
2 passes in A Level/HSC (At GCE A/L, a pass is considered E and above. HSC pass is considered C and above.) OR
Attainment of a Level 4 qualification in a related field OR
Attainment of a Level 4 Foundation Study Programme approved for the specific Diploma programme.
Alternative Entry Criteria
Completion of a Level 4 qualification (unrelated), and successful completion of an MQA-approved University Preparation Programme. OR
20 years old, completion of secondary school, 2 years of relevant work experience, and successful completion of an MQA-approved University Preparation Programme
: Core Modules
Year 1
Understanding learners and learning context
Curriculum, assessment, and innovative practices
English language for teachers
Introduction to business management
Microeconomics
Principles of Accounting
Introductory econometrics
Principles of finance
Year 2
Maldivian language and culture in time
ICT skills for teaching & learning
Teaching and learning business I
Teaching and learning economics I
Macroeconomics
Principles of Marketing
Managerial economics
Teaching practicum I
: Course fee: MVR 3,750 per month x 24 months
(MVR 2,308 per month under the government free first degree scheme)
: Upon successful completion of this programme participants will be able to:
Demonstrate the essential content knowledge and practical classroom skills to perform competently as a critically reflective teacher;
Comprehend the intellectual, social and psychological aspects of their work with learners and synthesise theory and practice;
Understand the key concepts of curriculum policy formation and curriculum development;
Be able to evaluate and use constructive criticism of their own work and of the institutions in which they will teach;
Develop theoretical understandings of schooling and education, and implement an ongoing programme of self-education appropriate to their personal and professional needs;
Understand child cognitive development, higher order thinking skills, economics and business studies learning, and possess teaching skills with regards to the application of this content knowledge in today鈥檚 changing context.