Education in the Maldives: School Stages, SSC, A Levels, Skills and University Pathways

Education in the Maldives combines a national school curriculum with national and international examination awards, occupational training and several routes into higher education. The key is to identify the actual qualification and the requirements of the next step.

Reviewed: 17 October 2026. This guide uses current official and institutional sources available on 17 October 2026. Dated assessment and curriculum announcements are distinguished from verified programme rules; school and university examples apply to the named provider.

Maldives education system at a glance

Question	Quick answer
School sequence	LKG/UKG; primary Grades 1–6; lower secondary Grades 7–10; higher secondary Grades 11–12.
Compulsory ages	The Education Act specifies ages 4–16 for children living in the Maldives; funding provisions have separate citizenship/residence conditions.
Languages	Dhivehi, English and specialist Arabic provision have different roles; check the subject and school.
Secondary awards	National SSC/HSC subjects can sit alongside Cambridge or Pearson international qualifications.
Skills routes	Maldives National Skills Development Authority competency awards and public/private training programmes have their own entry and completion rules.
Higher-education checks	Use Maldives Qualifications Authority programme records, then the institution’s current admission and award requirements.

1. The school ladder and who runs it

The national framework groups primary Grades 1–3 and 4–6 as Key Stages 1 and 2. Lower-secondary Grades 7–8 and 9–10 are Key Stages 3 and 4; higher-secondary Grades 11–12 are Key Stage 5. Its indicative ages run from four at kindergarten entry to eighteen at school completion. National framework, stage map

The current national ministry is the Ministry of Education, Higher Education and Skills Development. Its responsibilities span policy and educational administration. The National Institute of Education (NIE) supplies curriculum resources, while the Department of Public Examinations (DPE) handles national and international examination arrangements. These roles explain why a school’s curriculum, an examination entry and a tertiary programme’s accreditation require different checks. mandate and organisation

2. Compulsory education, free provision and citizenship

The Education Act 24/2020 makes education compulsory for children aged 4–16 living in the Maldives, except those completing recognised secondary education early. Exemptions preserve a right to an educational programme. ministry’s English functional translation

Free preschool through secondary is guaranteed for resident Maldivians, with further higher-secondary or two-year school opportunities for interested, qualified resident Maldivians. Foreign children have equal access; free provision depends on state policy. The broader education-or-skills duty to eighteen does not mean universal compulsory Grade 12 attendance. ministry’s English functional translation

For a family arriving from overseas, the practical questions are therefore separate: which placement is available, which curriculum and language support are suitable, and which fees or assistance apply to that child’s status? Ask for a written explanation from the school or ministry. Neither an international passport nor a national compulsory-age statement settles every funding or placement question.

3. Kindergarten and the move into Grade 1

LKG and UKG mean Lower and Upper Kindergarten. The framework describes integrated, play-based foundation learning, recorded through observation and portfolios, followed by Grade 1 around six. Check the intake’s actual admission cutoff. Foundation-stage guidance

There can also be younger nursery provision. Hira School, for example, advertises Baby Nursery through UKG before primary school. That institution’s wider early-years offer should not be used to move the national compulsory starting age below four. curriculum and stages

Registration and the first day of teaching are different events. The ministry’s 2026 calendar lists an LKG/Grade 1 application period in July–August, illustrating why families should check admission notices well before the next school year rather than wait for January. School calendar and admission period

4. Languages and what children study

The national framework recommends Dhivehi foundation instruction, then English from primary or Arabic in specialist settings, with gradual transition and continued Dhivehi support, particularly in Key Stage 1. Language-of-instruction guidance

NIE’s subject resources cover Dhivehi, English, Islam, Quran, mathematics, science, social studies, creative arts, health and physical education, and other stage-specific subjects. Its lower-secondary resources include combined business studies and information-related learning. Families should consult the syllabus for the actual grade, because a subject’s early-primary learning activities differ substantially from its examination syllabus later on. national curriculum subject resources

Hira’s current school description provides a concrete example: it uses English for the general curriculum while Dhivehi, Islam, Arabic and Quran are taught in their respective languages. This is a named provider’s explanation, not a promise about every private or specialist school. curriculum and stages

When a learner moves schools, distinguish understanding from language production. A child may understand a science process but need support explaining it in English. Ask which language the teacher uses for instructions, textbooks and assessment, and whether the child’s stronger language can support the transition.

5. Primary assessment: classroom evidence and national measures

NIE’s Pedagogy and Assessment Guide treats assessment for learning as part of teaching: teachers use evidence to decide what to teach next and how to support individual learners. Assessment of learning summarises achievement, while assessment as learning involves pupils reflecting on their own progress. These functions can operate together. Pedagogy and Assessment Guide

A bounded subject example is NIE’s published May 2023 Grade 3 science syllabus. It emphasises feedback against learning outcomes and self-assessment, and says foundation and Key Stage 1 should not have term examinations or tests. It nevertheless allows evidence of attainment to be gathered and used to improve learning. This older classroom guidance must be read alongside the newer national assessment developments described next. Grade 3 science syllabus, May 2023 final draft

For a parent, an informative report answers three questions: what can the child do independently, what remains difficult, and what support comes next? In a science activity, a correct label, an oral explanation and a practical demonstration may reveal different strengths. Ask the teacher to show the evidence behind the judgement.

6. What the 2026 assessment and curriculum announcements mean

The President’s Office’s February 2026 address reports a specialised Grade 6 National Curriculum Exam and a 2025 pilot of the Assessment of Minimum Proficiency Level (AMPL) at the ends of Key Stages 1 and 2. It announces nationwide AMPL administration for 2026. The same address describes work on a curriculum integration model and thematic Key Stage 1 materials. 2026 address, English translation

These statements establish a reported examination, a completed pilot and an announced expansion; they do not by themselves document every school’s later administration or prove that every textbook has already been replaced. A family should obtain the school’s current assessment notice and book list rather than infer a uniform rollout from the speech alone.

7. Grades 7–10 and choosing a secondary route

The early secondary years broaden the foundation before examination-subject choices become more specialised. In practical terms, the choice concerns the subjects available at the school and the combinations needed for a later course, not just a label such as science or business.

Dhaal Atoll Education Centre describes national-curriculum learning through Grade 8, national Islam and Dhivehi through the later school years, Cambridge O Level/IGCSE syllabuses in Grades 9–10, and Edexcel provision in Grades 11–12. It also identifies science, business and technical/vocational streams. Its published model shows how national and international elements coexist within one school. Confirm its current intake offer before assuming every listed subject is available in every year. school pathways

A student interested in engineering should trace mathematics and science requirements forward before choosing a package. A student considering hospitality should compare academic and skills-based routes, including their progression conditions. Keep the actual syllabus codes, because similar subject titles can have different assessment components or count differently for a receiving programme.

8. Grade 10 awards: SSC, O Level and IGCSE

DPE explains that students completing Grade 10 under the national framework take the Secondary School Certificate (SSC) examinations alongside IGCSE/GCE O Level examinations. Its SSC subject list includes Islamic Tharubiyyathu, Dhivehi, Arabic and Quran. The candidate’s actual registered subjects determine which papers are taken. SSC

Cambridge’s International General Certificate of Secondary Education (IGCSE) is awarded by subject. Its standard scale is A*–G, with 9–1 versions in certain syllabuses and administrative zones. Some subjects have core and extended assessment tiers with different available grade ranges. A student must therefore identify both the syllabus and the tier rather than assume every entry allows the same highest grade. awarding standards

Grade completion, subject awards and admission eligibility are different outcomes. No single “five passes” rule explains every certificate and progression route.

Keep national and international statements of results together. An application may ask for Dhivehi and Islam as well as particular international subjects. If a result is missing, pending or disputed, ask the examination centre about the relevant board’s process before an admission deadline passes.

9. Understanding subject- and session-specific grades

SSC grade boundaries are published for a specified subject and session. DPE’s February 2026 table, for example, places the C boundary at 36 out of 100 in Islamic Tharubiyyathu, 40 in Dhivehi and 35 in Arabic. These are that session’s thresholds; they are not permanent national percentages for every examination. SSC grade thresholds, February 2026

This makes a common comparison unreliable: a school’s classroom percentage cannot simply be relabelled as an SSC or Cambridge grade using a remembered conversion chart. Different papers, components and grading arrangements have to be considered.

A receiving institution may require a higher grade than the examination board’s lowest award. Read the required subjects, grades and equivalences, then identify unmet requirements rather than simply count certificates.

10. Entering higher secondary and selecting subjects

Higher secondary normally means Grades 11–12. Admission and subject allocation are provider-specific. Villa International High School (VIHS), for example, publishes June 2026 intake policies with admission categories based on eight, five or three subjects at C or above, and a special-circumstances interview route. It considers examination results from the previous two years. Its A-Level mathematics option requires an IGCSE mathematics pass. current school policies and June 2026 intake

The same school lists science and business subjects, Cambridge options such as computer science and psychology, and Pearson BTEC Level 3 diplomas in hospitality, business, applied science and engineering. BTEC is the Business and Technology Education Council qualification brand. A foreign awarding body’s “Level 3” must not be automatically equated with Level 3 of the Maldivian framework. VIHS subject and vocational options

Use this as an example of differentiated entry, not as the national admission policy for every school. Ask the intended provider which combination is actually offered, what happens if a class is oversubscribed, and which subjects the proposed university course needs.

11. HSC, AS Level and full A Level are separate qualifications

DPE’s Higher Secondary School Certificate (HSC) covers national subjects alongside international A Levels. Its published list includes Islamic Tharubiyyathu, Dhivehi Language and Adhabiyyaathu, or literature. HSC should not be treated as another name for a complete set of international A Levels. HSC

Cambridge International AS Level is typically a one-year qualification, while full A Level is typically two years. Where the syllabus permits, learners may take AS first and carry it forward within the board’s permitted period, or take all A-Level papers together. A standalone AS award is not the completed full A Level. AS and A Level assessment options

Pearson Edexcel International AS/A Levels use unit results that are combined through a cash-in request for the overall qualification. Completing units without the required certification entry can leave a learner with unit results rather than the expected complete award. International AS/A Levels

Pearson’s results guide distinguishes unit codes beginning W from International AS cash-ins beginning X and full International A-Level cash-ins beginning Y. Ask the examinations officer to confirm the intended award and candidate identifier when entering or retaking units. International A Level results explained

For university applications, list the actual completed qualification and subjects. Do not present an expected A-Level result, a standalone AS or a collection of unit marks as if each were the same final award.

12. The 2026 school calendar and examination sessions

The ministry calendar places the start of the 2026 academic year on 27 January, with the second term running from 2 August to 17 December. It separately records the 2026 A-Level batch beginning on 7 June. School-year and examination-cohort dates therefore need separate attention. academic calendar 2026

DPE’s revised 2026 important-dates sheet lists combined Cambridge IGCSE/SSC and Cambridge AS/A Level/HSC examination windows of 20 September–12 November, and Edexcel AS/A Level/HSC of 27 September–30 October. These are overall windows; a candidate follows the timetable for the papers actually entered. important examination dates 2026, revised 12 May

A February ministry notice also resumed the Edexcel May/June series in the Maldives for private candidates from 2026, while retaining October/November for school candidates. An old statement that the May/June option is unavailable would therefore be misleading. private-candidate Edexcel series, 2 February 2026

Before arranging travel, distinguish a school’s internal final examination from an external board examination. Check practical, oral and other components as well as written papers. The application deadline, statement-of-entry correction period and examination date are separate entries on DPE’s timetable.

13. Technical training, apprenticeships and competency awards

The Maldives National Skills Development Authority (MNSDA) regulates skills development and vocational education. It develops national competency standards and offers routes including institutional training, workplace apprenticeship and trade testing for people who can demonstrate existing occupational competence. Maldives National Skills Development Authority

MNSDA’s training guidance distinguishes institution-, employer- and school-based provision. It links national certification to passing all required competencies and describes internal and external moderation or verification. Time spent attending a workshop is therefore not, by itself, proof of completion of an occupational award. registered training and assessment

A concrete public-provider example is Maldives Polytechnic’s Certificate III in Electrician: six months at Maldives National Qualifications Framework (MNQF) Level 3, with electrical science, regulations/practice and industry practice. Normal entry is completion of basic education or a Level 2 qualification; its alternative route requires age eighteen and the ability to communicate in the instructional language. Certificate III in Electrician

Ask which national standard the training follows, which organisation assesses competence, and what happens if one unit is not yet achieved. For a worker seeking recognition of experience, the useful evidence is actual competence supported by records, rather than a claim that years of employment automatically equal a certificate. Professional or trade licensing may require a further check beyond the training award.

14. The Maldives National Qualifications Framework

The Maldives Qualifications Authority (MQA) maintains the Maldives National Qualifications Framework (MNQF). Its published version 2.2, effective January 2017, places Certificates I–IV at Levels 1–4, diplomas at Level 5, advanced diplomas/associate degrees at Level 6, bachelor’s and honours bachelor’s degrees at Level 7, postgraduate certificates/diplomas at Level 8, master’s at Level 9 and doctorates at Level 10. Maldives National Qualifications Framework, version 2.2

The framework uses one credit for ten notional learning hours. Listed minima include 120 credits for a diploma, 240 for an advanced diploma/associate degree, 360 for a bachelor’s and 480 for an honours bachelor’s; a master’s minimum is 120 and a doctorate 360. These are qualification-volume baselines, not a promise that every programme lasts exactly the same number of calendar years. MNQF credit table

Level describes the complexity of learning; credits describe its volume. A short professional award can sit at an advanced level without becoming an entire degree. Similarly, a course called “diploma” by an overseas awarding body needs its own recognition assessment. Check the recorded award title and level before comparing it with a local programme.

15. Foundation courses and alternatives to direct degree entry

MNU’s Centre for Foundation Studies offers Level 4 foundation routes in business, humanities and science. Its current course catalogue lists two-semester Certificate 4 programmes, including targeted science pathways for engineering, natural sciences and computing. The humanities overview describes entry for students with three IGCSE/O Level/SSC passes. Centre for Foundation Studies

A targeted foundation course can provide an alternative route to an undergraduate application when direct school-leaving entry is not met. The important word is “targeted”: preparation suitable for one field may not satisfy another field’s mathematics, science or language prerequisites.

Foundation study also differs from advanced standing. It may establish readiness to begin a degree without shortening the degree itself. Any claim that credits will transfer should identify the modules recognised and the remaining study, rather than imply that all preparation automatically counts toward graduation.

16. Bachelor’s admission: an actual MNU computing example

MNU’s Bachelor of Information Technology is advertised as three years/six semesters and 360 credits. Its direct route requires two GCE A-Level passes and three O-Level passes including mathematics. Alternatives include the relevant Level 4 foundation target programme or a related Level 4 qualification. Certified English proficiency is also required. Bachelor of Information Technology

For this course, the published notes interpret O Level/SSC/HSC passes as C or above and A-Level passes as E or above. The structure includes programming, databases, networking and an applied computer-science project extending across the last two semesters. These are programme-specific details, not a universal admissions formula for every Maldivian degree. Computing entry and course structure

MNU’s 2026 admission announcements state that all course selection has been merit-based since 2024. An applicant can satisfy minimum eligibility yet fail to receive a place. 2026 admission announcements

Compare the current intake’s location and study mode as carefully as its title. The computing page lists Malé, Kulhudhuffushi and Hithadhoo for its previous August 2026 intake, but a past campus listing should not be read as a guaranteed future class. Named intake and campuses

17. Passing university subjects and completing a degree

MNU’s grading policy approved in December 2025 assigns a pass grade to 50–64, credit to 65–74, distinction to 75–84 and high distinction to 85–100. A percentage alone does not explain every assessment condition. grading policy, approved December 2025

Its assessment practice procedures require controlled/unaided work to account for at least half of the assessment total and require at least half of the designated marks in that component to pass. They also provide for explicitly communicated mandatory components, including those justified by safe practice, professional competence or accreditation. Programme-approved variations and the actual subject brief must be checked. assessment practice procedures, approved December 2025

For example, a student might achieve strong assignment marks yet still need to satisfy the controlled-assessment requirement. Another course may include a teaching practicum, internship or clinical component that cannot simply be offset by an essay mark. Ask for the written assessment brief at the beginning of the term.

18. Advanced diplomas and mature applicants

The current MNU Advanced Diploma in English Language and Communication illustrates another route. It is a two-year/four-semester Level 6 programme. Entry alternatives include two A-Level/HSC passes with English proficiency, a related Level 4 award, or an appropriate foundation qualification. A separate mature route requires age twenty, secondary completion, two years of relevant work experience and successful completion of an MQA-approved University Preparation Programme. Advanced Diploma in English Language and Communication

This is useful because “mature entry” does not mean age alone replaces academic preparation. The applicant must meet the stated combination of age, prior education, experience and preparation. Other programmes may set different conditions.

Working applicants should gather evidence of relevant employment and compare the timetable with work and travel commitments. An advanced diploma does not automatically guarantee final-year bachelor’s entry.

19. Master’s study: entry, mode and project requirements

MNU’s Master of Education in Educational Management and Leadership is a one-year/two-semester Level 9 programme, offered in a full-time blended mode in the cited August 2026 intake. It requires a related bachelor’s degree; applicants whose Level 7 qualification was not English-medium need IELTS 6.0 or equivalent. Its curriculum combines educational leadership, research methods, policy, administration and a master’s project. Master of Education in Educational Management and Leadership

The example shows why duration and assessment need to be read together. A one-year taught programme containing a project is not automatically the same preparation as a research-intensive master’s. A prospective doctoral student should check how much research the intended doctorate expects and what evidence of research capacity it requires.

Blended delivery also needs practical clarification. Ask which sessions are online, which require attendance, where assessment occurs and how project supervision operates. Do not infer that “blended” removes all travel or permits study entirely around a full-time job.

20. Doctoral entry and completion under current rules

MNU’s Doctor of Philosophy rules were revised on 15 September 2026. They normally require a master’s with demonstrated research potential, a research proposal and evidence of doctoral capacity. The rules specify a minimum three-year research period, with six–eight years for part-time candidates. They require progress reporting and a proposal defence for confirmation, followed by an original thesis and oral defence. Examiners can require amendments before award. Doctor of Philosophy Rules, revised 15 September 2026

Research dissemination is encouraged; programme-specific requirements may also apply. Applicants should read the current rules rather than infer a universal publication quota from another institution’s handbook. The research topic, supervision and facilities must be suitable before an offer can be treated as a workable study plan. Current doctoral rules

The Islamic University of Maldives (IUM) provides a distinct example. Its three-year English-medium PhD in Education specifies an education master’s with at least sixty research credits and two years’ education experience, or a relevant-field master’s with the same research-credit threshold and five years’ education experience. PhD in Education

For a prospective researcher, a concise proposal should explain the question, why it matters, how evidence could be gathered and why the department is suitable. A doctoral degree is awarded for successfully examined research, not simply for spending three years enrolled.

21. Checking institutions, programmes and foreign awards

MQA’s Qualifications Register is the reference for accredited programmes. Its records are designed to identify the institution, approved campus, awarding body, qualification title, level, credits, study mode, delivery arrangement and accreditation validity. A provider name alone is therefore an incomplete recognition check. qualifications register guide

The current MNU register illustrates variation within the same institution: it lists three- and four-year bachelor’s programmes, as well as diplomas with different durations. Do not overwrite the programme’s actual record with a general “all diplomas take one year” assumption. MNU accredited-programme register

For a cross-border award, identify both the local teaching provider and the institution issuing the certificate. Then check MQA’s applicable recognition process and the requirements of the receiving university, employer or professional licensing body. These decisions serve different purposes and should not be assumed to be identical.

22. Island access, transfers and inclusive support

The Education Act provides for state arrangements when the necessary education is unavailable on a child’s island, including education elsewhere under the applicable rules. Island-access provisions

Actual provision still needs a local check. Dhaal Atoll Education Centre describes a kindergarten-to-higher-secondary offer, while university programmes identify particular campuses and modes. These examples should not be expanded into a claim that every island provides every stage or specialist subject. school pathways

The February 2026 official education announcement reported that training for special educational needs teachers had begun and announced further inclusive-education resources and specialised learning materials. These are important commitments, but they do not establish that every school already has every promised facility. education measures, 5 February 2026

For a learner needing support, ask who coordinates the plan, how lessons and assessment will be adapted, and which services are actually available. Discuss transport, communication needs and continuity between teachers. For a transfer, bring reports, syllabus codes, completed coursework and details of support already used.

An older student’s transfer needs particular care: the receiving school may teach a different board, subject combination or examination sequence. Ask both schools to confirm how the move affects registered entries and unfinished practical or project work before finalising arrangements.

23. Tuition support and the real cost of studying

MNU states that eligible Maldivian students can study a first undergraduate degree without tuition fees for courses covered by the Government First Degree Scheme. The eligibility and course-coverage wording matters: it is not a statement that every student, nationality, qualification or expense is automatically funded. course fees and Government First Degree Scheme

Build a budget around the actual route. Ask separately about tuition, registration, examination entries, repeat assessments, books, equipment, connectivity, travel and accommodation. A course offered away from home can have substantial practical costs even where tuition support is available.

24. Three worked pathway examples

A Grade 10 learner interested in computing. The learner compares a higher-secondary combination with a targeted Level 4 foundation route. They work backwards from the intended degree’s mathematics, English and qualification requirements, recording which are already met and which still need to be achieved. They also ask whether the foundation establishes entry only or carries any degree credit.

A working adult seeking an occupational award. An experienced maintenance worker asks MNSDA about the relevant competency standard and the evidence needed for trade testing. A beginner instead compares a structured Polytechnic course, its entry route and practical training. The two people may seek a related award through different preparation and assessment routes; neither assumes that employment duration itself is certification.

A teacher planning a doctorate. The teacher compares a taught master’s project with the research preparation required by the intended doctoral department. They request clarification of research credits, relevant experience and language requirements, then develop a feasible proposal. They also check the part-time rules before planning to finish on a full-time timetable.

These are illustrative planning scenarios, not admission decisions. Their value is in revealing the requirement at each transition while there is time to choose subjects, improve results, prepare evidence or change the intended route.

25. Frequently asked questions

Does compulsory education start only at Grade 1? No. The Act’s age-based duty starts at four and includes preschool. Chapter 2 explains its scope and exceptions.

Are SSC and IGCSE the same certificate? No. National SSC subjects and international examination subjects can be taken alongside each other. Keep both sets of results for applications.

Is a C grade always 40 per cent? No. DPE publishes subject- and session-specific SSC thresholds, while international boards use their own grading arrangements.

Does passing AS mean I have a complete A Level? No. AS can be a standalone qualification or part of a permitted route to full A Level. For Pearson modular awards, check that the appropriate cash-in has been made.

Can a foundation course lead to university? It can provide an accepted entry route where the receiving programme recognises that specific award and subject preparation. It does not automatically shorten the degree.

Can adults enter without the usual school results? Some programmes publish alternative or mature-entry routes, often combining age, experience and a preparation course. Use the named programme’s conditions.

Are all degrees available on every island? No such assumption is safe. Check the actual campus, intake, mode and practical attendance requirements.

How should I use a dated reform announcement? Separate what was already implemented from what was piloted or announced for later expansion. Obtain the school’s current instructions for the actual cohort.

Official sources and scope

The national framework supplies the stage map; the ministry’s English functional translation explains the Education Act. Examination-board and DPE sources explain separate awards. University examples use current programme pages and, for MNU doctoral study, the September 2026 rules. Consult the current intake or school notice where local arrangements or future rollout remain variable.

• Education ministry: mandate and organisation — Current Ministry of Education, Higher Education and Skills Development.
• Education Act 24/2020: ministry’s English functional translation — Compulsory ages, access, citizenship-specific funding and island provision.
• National Institute of Education: National Curriculum Framework — School phases, key stages, foundation learning and instructional languages.
• National Curriculum Framework: Haa Alif Atoll Education Centre copy — School-hosted copy of the original framework.
• NIE: national curriculum subject resources — Subject syllabuses and learning materials.
• Hira School: curriculum and stages — A named school example of language and stage provision.
• NIE: Pedagogy and Assessment Guide — Formative assessment and learning evidence.
• NIE: Grade 3 science syllabus, May 2023 final draft — Published early-primary assessment guidance, read with newer national assessment notices.
• President’s Office: 2026 address, English translation — Dated account of curriculum assessment and proposed expansion.
• President’s Office: education measures, 5 February 2026 — Inclusive-education training and announced resource measures.
• Dhaal Atoll Education Centre: school pathways — National subjects alongside Cambridge and Edexcel provision.
• Department of Public Examinations: SSC — National Grade 10 examination subjects.
• DPE: SSC grade thresholds, February 2026 — Session- and subject-specific raw-mark boundaries.
• Cambridge International: awarding standards — IGCSE grading and tier distinctions.
• Villa International High School: current school policies and June 2026 intake — Admission categories, subject prerequisites and academic/vocational choices.
• DPE: HSC — National higher-secondary subjects alongside international qualifications.
• Cambridge International: AS and A Level assessment options — Standalone AS, staged and full-course assessment.
• Pearson: International AS/A Levels — Modular awards and cash-in certification.
• Pearson: International A Level results explained — Unit results, overall grades and candidate identifiers.
• Ministry: academic calendar 2026 — School terms, A-Level batch start and transfer periods.
• DPE: important examination dates 2026, revised 12 May — Combined examination windows and separate candidate-entry deadlines.
• Ministry: private-candidate Edexcel series, 2 February 2026 — Resumption of May/June entries, separate from school-candidate timing.
• Maldives National Skills Development Authority — National competency standards, apprenticeship and trade testing.
• MNSDA: registered training and assessment — Institution-, employer- and school-based routes; competency completion.
• Maldives Polytechnic: Certificate III in Electrician — Current six-month programme, entry alternatives and practical modules.
• Maldives National Qualifications Framework, version 2.2 — Qualification levels and minimum credits; effective January 2017.
• MNU: Centre for Foundation Studies — Current Level 4 foundation pathways and two-semester courses.
• MNU: Bachelor of Information Technology — Three-year degree, subject entry requirements and 360-credit structure.
• MNU: 2026 admission announcements — Merit-based selection and programme-specific calls.
• MNU: grading policy, approved December 2025 — Subject grade bands.
• MNU: assessment practice procedures, approved December 2025 — Controlled assessment, mandatory components and placement assessment.
• MNU: Advanced Diploma in English Language and Communication — Two-year programme with qualification and mature-entry alternatives.
• MNU: Master of Education in Educational Management and Leadership — One-year blended route, entry and master’s project.
• MNU: Doctor of Philosophy Rules, revised 15 September 2026 — Research entry, study modes, proposal defence, thesis and oral examination.
• Islamic University of Maldives: PhD in Education — Programme-specific research-credit and experience requirements.
• Maldives Qualifications Authority: qualifications register guide — Programme, campus, awarding body, mode and validity checks.
• MQA: MNU accredited-programme register — Current examples of differing degree and diploma durations.
• MNU: course fees and Government First Degree Scheme — Tuition support for eligible Maldivian first-degree students.

Continue exploring education

Use the eduKateSG Education Hub to connect this country guide with wider questions about learning, school transitions and family support. Compare actual programme requirements and qualifications before translating a school year or award into another education system.

This guide belongs to eduKate’s planned 195-country education-system series. Compare the Bhutan education-system guide for a different school and qualification structure, or browse the country guides in the Education Hub.

Country context and further reading: Read How Maldives Works to connect schools and qualifications with government, geography, public services and everyday life. Browse How Countries Work | A–Z Guide to 195 Countries and Everyday Life for more country and education-system guides.