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Where we do it > Maldives - Gill Howeson

After many years spent teaching in the UK, Gill Howeson arranged a 12-month sabbatical from her school in Essex and boarded a plane bound for the Maldives. In a country where 33% of teachers are untrained, she’s now building teachers’ skills and confidence in her role as a Teacher Resource Centre Adviser on the island of Thimarafushi.

What motivated you to apply for a sabbatical from your school?

I’d been very keen to do VSO for a long time, but the thought of two years away had been daunting. Then I read about the possibility of one-year placements and of taking a sabbatical for that time. Financially, a year away was a much more feasible option and did not entail having to pack up my house, as my children were happy to look after it. Since I was happy with my job, I’ve found it reassuring to know that I have a secure job to go back to.

Can you tell me about the work you’re doing in the Maldives?

I’m working with the Atoll Education Centre on Thimarafushi, Thaa Atoll. The post is funded by UNICEF and supports their Child Friendly Schools initiative. I’ve been mentoring and advising the teachers on planning and teaching, developing resources, running workshops and taking demonstration lessons. I’ve also been supporting colleagues in planning and running workshops for the other primary teachers of the atoll.

What are the biggest challenges you’re facing?

The isolation can be very challenging at times. The island I’m on is at least 14 hours by boat from Male’ the capital, and boats do not travel at any set times so planning a journey is difficult. There are no resorts on this atoll, nor other airports, so a flight involves an expensive speed launch journey to the next atoll where there is an airport. If no boats from the capital have arrived for a while, the diet can be very limited and boring with little fresh fruit and vegetables available. Language hasn’t been such a problem since the medium of teaching is English for many subjects and most people speak at least some English, (although I still wish I had a better understanding of the local language, Dhivehi!)

And what about your biggest achievements?

The successful completion of a series of workshops here and on a neighbouring atoll is probably my biggest achievement. I enabled my Maldivian counterpart to run many of these workshops by explaining the prepared material and rewriting sessions for her in a format with which she was comfortable. She commented that she felt confident in delivering these workshops because I had helped her to prepare for them. The changes that I see in the primary classes and the way in which the teachers are teaching their lessons using a more child-centered approach are also very rewarding to see.

How far is your career break enhancing your professional skills?

I’ve been given a lot of autonomy over my work, so I can set my own priorities and organise my time in the most effective way. Rather than being just involved with one class I have had an overview of many and the chance to observe a lot of teaching. This has helped me to pinpoint successful (and unsuccessful!) ways of teaching. I have also organized and led quite a few workshops with teachers, which is something I have only done occasionally with my own staff in the UK. I feel more confident in being able to train other adults and plan workshops to meet their needs.

How do you think your career break will impact your work when you return to the UK?

I envisage that my teaching and my perspective on life will have a more global view. I’ll be more appreciative of the advantages that exist in the education system in the UK and I hope to make children aware of them too. I’d like to be able to set up a link between the Atoll Education Centre and my school and possibly a local secondary school with the older students. I’m also keen to continue links with VSO and with the many friends I have made whilst here. Bangladesh
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