Education Minister Calls to Stop Awarding Top 10 Based on O’Level and A’Level Results
Photo: Ministry of Education
Minister of Education Dr Ismail Shafeeu has suggested that the practice of selecting the top 10 students nationally based on O’Level and A’Level examination results should be discontinued.
In an interview with Mihaaru Media, the newly appointed education minister highlighted that the initiation of the top 10 selection process dates back to the tenure of former President Maumoon Abdul Gayoom’s government, aimed at emphasising the importance of education in society.
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Dr Shafeeu acknowledged the changes in the education sector over the years, citing the significant expansion of schools across the country and the extension of the Cambridge examination to the islands.
He argued that the initial rationale behind the top 10 selection, addressing issues such as a lack of schools in islands and low female attendance, is no longer applicable in the current educational landscape.
Dr Shafeeu, drawing from his experience as a parent and former teacher, argued that the current system exerts undue pressure on students, adversely affecting their mental health.
Moreover, he pointed out the existence of unfair competition between schools, which may sideline students in need of additional care and assistance.
Advocating for a reevaluation of the education system, the minister urged for a shift in mindset. He proposed working with policymakers to convey that the significance of being in the top 10 should be reconsidered.
Recognising the potential resistance to such changes, he emphasised the need to address norms that, while established over time, may not necessarily be the most desirable.
Dr Shafeeu acknowledged previous attempts by governments to abolish the top 10 selection but noted parental resistance as a significant hurdle.
As discussions around the potential discontinuation of this practice continue, the minister highlighted the importance of engaging with stakeholders to foster understanding and acceptance of a new perspective on academic achievement.
