Maldives
was a caste society well into the 1920s. Modernization
efforts however, have helped to make Maldives more
homogeneous in the early 1990s.
Traditionally, a significant gap has existed between
the elite living on Male
and the remainder of the population inhabiting
the outer islands--those
atolls
distant from Male. President Gayoom's development
philosophy has centered on decreasing this gap by
raising the standard of living among the 75 percent
of Maldivians who live in the outer atolls
as well as making Maldives
more self-sufficient.
Fortunately, social tensions that might have affected
these two distinct societies were lessened by the
isolation of the outer islands.
The geographical advantage of having many islands,
for example, has enabled Maldives to limit the impact
of tourism to special resorts.
Male,
the traditional seat of the sultans and of the nobility,
remains an elite society wielding political and economic
power. Members of the several traditionally privileged
ruling families; government, business, religious leaders;
professionals; and scholars are found there. Male
differs from other island communities also because
as many as 40 percent of its residents are migrants.
The
island
communities outside Male are in most cases selfcontained
economic units, drawing meager sustenance from the
sea around them. Islanders are in many instances interrelated
by marriage and form a small, tightly knit group whose
main economic pursuit is fishing. Apart from the heads
of individual households, local influence is exerted
by the government appointed island khatib, or chief.
Regional control over each atoll is administered by
the atolu verin, or atoll chief, and by the gazi,
or community religious leader.
Boat
owners, as employers, also dominate the local economy
and, in many cases, provide an informal, but effective,
link to Male's power structure. The family is the
basic unit of society. Roughly 80 percent of Maldivian
households consist of a single nuclear family composed
of a married couple and their children rather than
an extended family. Typically, unmarried adults remain
with relatives instead of living alone or with strangers.
The man is usually the head of the family household,
and descent is patrilineal. Women do not accept their
husbands' names after marriage but maintain their
maiden names. Inheritance of property is through both
males and females.
As
Muslims, men may have as many as four wives, but there
is little evidence to suggest that many have more
than one. Islamic law, as practiced in Maldives, makes
divorce easy for men and women. Divorce rates are
among the highest in the world. According to the 1977
census, nearly half the women over the age of thirty
had been married four times or more. Half of all women
marry by the age of fifteen. About 60 percent of men
marry at age twenty or later. The status of women
has traditionally been fairly high, as attested to
in part by the existence of four sultanas. Women do
not veil, nor are they strictly secluded, but special
sections are reserved for women in public places,
such as stadiums and mosques.
Health
Care
In
Maldives
the Ministry of Health is responsible for the delivery
of health services. Despite government efforts, a
major constraint facing the health sector in the early
1990s
is a shortage of skilled personnel and health facilities.
The WHO reported in 1989 that the population per physician
was 7,723. However, when the ratio for Male
was separated from that for the atolls,
the acute shortage of physicians for the majority
of Maldivians became even more obvious. Whereas the
population per doctor in Male
in 1989 was 2,673, in the atolls it was 35,498. These
ratios were derived from a 1989 total of sixteen physicians:
twelve in Male and four in the atolls. Also, in 1989
only one dentist was located in Male.
Maldives'
medical establishment in the early 1990s consisted
of the Male Central Hospital, four regional hospitals,
two in the north and two in the south, and twenty-one
primary health care centers. The Central Hospital
maintains ninety-five beds, and the four regional
hospitals have a combined total of sixty-one beds.
In 1992 thirty physicians and seventeen medical specialists
worked in the Central Hospital. Furthermore, the government
opened the Institute for Health Sciences in 1992,
and the 200-bed Indira Gandhi Memorial Hospital was
scheduled to open in 1994.
Each
administrative atoll has at least one health center
staffed by community health workers. Most of the inhabited
islands
also have traditional medical practitioners. However,
it was reported in the early 1990s
that the atoll hospitals and health centers could
only treat minor illnesses. Routine operations could
be performed only in Male
Central Hospital, which had Russian physicians.
To
provide better health facilities in the outer islands,
the United Nations Children's Fund (UNICEF), in collaboration
with the Maldives government, outfitted two boats
to be used by mobile health teams. In 1985 two mobile
health teams were dispatched from Male, one to the
north and one to the south. Each team included a primary
health care worker, a nurse, a family health worker,
a malaria fieldworker, three community health workers,
and a government official.
The
services, they provided included immunization, communicable
disease control, family health, nutrition, and health
education. In the late 1980s, a third team was added.
Education
Only
primary and secondary education, neither of which
is compulsory, is offered in Maldives.
Students seeking higher education must go abroad to
a university. Maldives has three types of schools:
1: Quranic schools
2: Dhivehi-language primary schools
3: English-language primary and secondary schools
Schools in the last category are the only ones equipped
to teach the standard curriculum. In 1992 approximately
20 percent of government revenues went to finance
education, a significant increase over the 1982 expenditure
of 8.5 percent. Part of the reason for this large
expenditure results from recent increases in the construction
of modern school facilities on many of the islands.
In the late 1970s, faced with a great disparity between
the quality of schooling offered in the islands and
in Male,
the government undertook an ambitious project to build
one modern primary school in each of the nineteen
administrative atolls.
The government in Male directly controls the administration
of these primary schools. Literacy is reportedly high;
the claimed 1991 adult literacy rate of 98.2 percent
would make Maldives
the highest in South Asia and the Indian Ocean region.
In
Maldives primary education comprises classes one through
five, enrolling students in the corresponding ages
six through ten. Secondary education is divided between
classes six through ten, which represent overall secondary
education, and classes eleven and twelve, which constitute
higher secondary education. In 1992 Maldives
had a total of 73,642 pupils in school: 32,475 in
government schools and 41,167 in private schools.
Traditionally,
education was the responsibility of religious leaders
and institutions. Most learning centered on individual
tutorials in religious teachings. In 1924 the first
formal schools opened in Male.
These schools were call edhuruge,
and served as Quranic schools. Edhuruge were only
established on two other islands at this time. The
basic primary school on the islands
in the 1990s is the makthab, dating
from the 1940s. Primary schools of a slightly larger
scale in terms of curriculum, enrollment, and number
of teachers, are called madhrasaa.
During
the 1940s, a widespread government campaign was organized
to bring formal schooling to as many of the inhabited
islands as possible. Enthusiastically supported by
the islanders, who contributed a daily allotment of
the fish catch to support the schools, many one-room
structures of coral and lime with thatched roofs were
constructed.
The makthab assumed the functions of the traditional
edhuruge while also providing a basic curriculum in
reading, writing, and arithmetic. But with the death
of reformist president Didi and the restoration of
the sultanate in the early 1950s, official interest
in the development of education in the atolls
waned.
Throughout
the 1960s, attention to education focused mainly on
the two government schools in Male. In 1960 the medium
of instruction changed from Dhivehi to English, and
the curriculum was reorganized according to the imported
London General Certificate of Education. In the early
1990s,
secondary education was available only in Male's
English-medium schools, which had also preschool and
primary-level offerings. Dhivehi-medium schools existed,
but most were located in Male. These schools were
private and charged a fee.
As
of the early 1990s, education for the majority of
Maldivian children continues to be provided by the
makthab. In 1989 there were 211 community and private
schools, and only fifty government schools. The results
of a UN study of school enrollment in 1983 showed
that the total number in the new government primary
schools on the atolls
was only 7,916, compared with 23,449 in private schools.
In Male
the number of students attending government schools
was 5,892, with 5,341 in private schools. Throughout
the 1980s, enrollment continued to rise as more government-sponsored
schools were constructed in the atolls. In 1992 the
first secondary school outside Male opened on Addu
Atoll.
In
1975 the government, with international assistance,
started vocational training at the Vocational Training
Center in Male.
The training covered electricity, engine repair and
maintenance, machinery, welding, and refrigeration.
Trainees were chosen from among fourth- and fifth-grade
students. In the atolls,
the Rural Youth Vocational Training Program provided
training designed to meet local needs in engine repair
and maintenance, tailoring, carpentry, and boat building.
On the island of Mafuri on Male Atoll, a large juvenile
reformatory also offered vocational training. Established
by the Ministry of Home Affairs in 1979, the reformatory
provided training courses in electrical and mechanical
engineering, carpentry, welding, and tailoring, as
well as a limited primary school academic curriculum.
International
organizations enabled the creation of the Science
Education Center in 1979 and an Arabic Islamic Education
Center opened in 1989. Japanese aid enabled the founding
of the Maldives Center for Social Education in 1991.
In the latter half of 1993 work began on the Maldives
Institute of Technical Education to help eliminate
the shortage of skilled labor.