This programme provides content and pedagogical knowledge to teach various topics in accounting and business studies in secondary and higher secondary schools; this will include 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. HSSC 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 Program approved for the specific Diploma program.
Alternative Entry Criteria
20 years old, completion of a Level 4 qualification (unrelated), and successful completion of an MQA approved University Preparation Program OR
20 years old, completion of secondary school, 2 years of relevant work experience, and successful completion of an MQA approved University Preparation Program
: 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
Introduction to Management Accounting
Principles of Finance
Year 2
Maldivian Language and Culture in Time
ICT Skills for Teaching & Learning
Teaching and Learning Business 1
Teaching and Learning Accounting 1
Macroeconomics
Principles of Marketing
Financial Accounting
Teaching Practicum 1
: Course Fee: MVR 3750 per month x 24 months
(MVR 2,309 per month under the government free 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 on- going programme of self-education appropriate to their personal and professional needs;
Understand child cognitive development, higher order thinking skills, accounting and business studies learning, and possess teaching skills with regard to the application of this content knowledge in today’s changing context.