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Madrasah Curriculum
 

Madrasah Curriculum

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    Madrasah Curriculum Madrasah Curriculum Presentation Transcript

    • Madrasah Curriculum Presented by: Janice C. Jansol CTP / Educ 3
    •  It is an Arabic term for school What is Madrasah?  In English the word normally specifically means an Islamic institution  It functions as a privately-owned school where a religious teacher instills his pupils with the basic tenets of Islam and the Arabic language
    •  The Qur’an (the holy book) The main subjects of Muslim education  Hadith (sayings of the prophet Mohammed), and  Fiqh (jurisprudence)
    • Madrasah in the Philippines In the Spanish period of colonization, Madrasah was the only form of education available to the Bangsa Moro.
    • During the American period, the Western system of secular education was introduced in Mindanao, Sulu, and Palawan. However, the Moro Muslims rejected the Western concept of education, thinking that it would “Christianize” their children.
    • During the period of Moro resistance against the colonizers (Spain and U.S.A.), Madrasah Education was the single institution that made the survival of Islam possible in the Philippines.
    • The acceptance by the Moro Muslims of secular system of education in the public (government) schools was slow and gradual. The evolution in Madrasah education began in the 1950’s, when Moro Muslims were sent to study to the Muslim countries. When these scholars returned in the Philippines, they established formal Madrasah institutions offering the same Islamic sectarian curriculum that they learned from universities abroad.
    • Official Definition of Madrasah in the Philippines Madrasah (pl. madaris)  generally refers to Muslim private schools with core emphasis on Islamic studies and Arabic literacy.  It is a privately-operated school which relies on the support of the local community or foreign donors, particularly from Islamic or Muslim countries.  The madaris are the oldest educational institution in Mindanao and are recognized to be the single most important factor in the preservation of the Islamic faith and culture in the Philippines.
    • Madrasah Curriculum The three general descriptive types of Madrasah in the Philippines: 1. Traditional or Weekend Madrasah Instruction is basically religious. It is considered as non-formal education due to its characteristics:  classes are held on Saturdays and Sundays only or days agreed upon by the teacher and the students/pupils;  it does not have a formal curriculum;  it is non-graded and may have multi-age grouping; and it only requires its teachers to be graduates of a madrasah or to be an imam (Muslim religious leader); The students are also likely enrolled in public schools.
    • This type is not recognized and accredited by the Department of Education. Offers hierarchically-structured education and sequential learning generally adjusted with the formal education system. Kindergarten, primary, and secondary education are offered. Madrasah Curriculum The three general descriptive types of Madrasah in the Philippines: 2. Developmental or Formal Madrasah The teachings concentrate on Islamic religious and cultural subjects and include some mathematics and sciences courses, with Arabic as the medium of instruction.
    • Madrasah Curriculum The three general descriptive types of Madrasah in the Philippines: 3. Standard Private or Integrated Madrasah This type of madrasah has been harmonized, upgraded and modified to become a component of the Philippine education system through the issuance of DepED Order No. 51, s. 2004, prescribing the Standard Curriculum for Elementary Public Schools and Private Madaris. Henceforth, all madrasah institutions in the country shall be required to adopt and implement said standard curriculum to obtain government recognition and accreditation. In the public schools, the Enriched Curriculum is likewise prescribed mandating the offering of Arabic language and Islamic values for Muslim students throughout the country in areas where there is a Muslim population.
    • Madrasah Curriculum The Curriculum 1. The Enriched Curriculum for Public Elementary Schools There are two types of curriculum prescribed in Madrasah or Muslim educational institutions: Uses the Arabic Language and Islamic Values Education (ALIVE) taught by qualified asatidz (Muslim teachers) who were trained by DepEd.
    • Madrasah Curriculum The Curriculum 2. The Standard Curriculum for Private Madaris Public Schools Private Madaris English Qur'an Math Seerah Science Hadith Filipino Aqueedah and Fiqh Makabayan Arabic Language Add: Add: RBEC subjects Arabic Language English Islamic Values Math Science Filipino Makabayan Teaches subjects such as Qur'an, Seerah (Life Story of the Prophet), Hadith (Sayings of the Prophet), Aqueedah (conduct), Fiqh (jurisprudence) and Arabic language alongside Science, Math, English, Filipino and Makabayan (Social Studies, Livelihood Education and Values).
    • Madrasah Curriculum Training and Professionalization of Muslim Teachers (Asatidz)  Teachers in Arabic Language and Islamic Values (ALIVE) in the public schools, and teachers in Islamic Studies for Private Madaris.  Teachers in Secular Subjects (RBEC) in Private Madaris. Teacher Education Institutions (TEIs) in the Philippines do not produce yet the first type. For the second type, there is no problem as the supply is available.
    • Madrasah Curriculum Three Levels of Training and Professional development for Muslim Teachers are being designed and implemented: Level I. Pre-service: a 25-day live-in seminar-workshop on Language Enhancement and Pedagogy (LEaP) Entry Qualification: Competence in Arabic Language and Islamic Studies Training Modules consist of the following:  Listening and Speaking English  Reading and Writing English  Teaching Methods and Lesson Plan Preparation  Immersion to the Public School System
    • Madrasah Curriculum Three Levels of Training and Professional development for Muslim Teachers are being designed and implemented: Level 2. Professionalizing the Asatidz in the Public Schools through the Accelerated Education Program  An intensive 12-month program for ALIVE teachers in public schools Entry qualification: Completed the LEaP Training Program Mode of Delivery: Mixed-Mode schooling while in-service/teaching
    • Madrasah Curriculum Three Levels of Training and Professional development for Muslim Teachers are being designed and implemented: Level 3. Inclusion of Arabic Language and Islamic Studies as two additional major specializations in the curriculum  A steady and reliable source of professionally trained teachers with specialization in Arabic Language and Islamic Studies shall be ensured.  A curriculum for these two additional specializations shall be designed and developed for approval of CHED.
    • Madrasah Curriculum Road Map for Upgrading Muslim Basic Education The Philippine government through the DepEd has developed the Road Map for Upgrading Muslim Basic Education, a comprehensive program for the educational development of Filipino Muslims.
    • Madrasah Curriculum Road Map Principles That Muslims, like all other Filipino citizens, shall have intellectual and educational capacity to participate actively in the social, economic and political endeavors of the country. A progressive Muslim will be a peace-loving and patriotic Filipino citizen who is able to compete in the job market locally and globally to upgrade his/her quality of life.
    • Madrasah Curriculum Road Map Principles That Muslims as Filipino citizens shall advance their educational status, from which the Philippine nation shall obtain political and economic gains and benefits that will ensure a steady flow of investment, not only in Mindanao but in the whole country.
    • Madrasah Curriculum Road Map Principles That Muslims as Filipino citizens shall ensure sustained and permanent peace through access to Islamic-friendly educational curriculum and quality basic education comparable to the rest of the Filipino people.
    • Madrasah Curriculum Road Map Principles That there shall be a strengthening of the present Madrasah educational system as vital component of the national education system.
    • Madrasah Curriculum Road Map Principles That the peace process shall be enhanced when Filipino Muslims are educated in Islamic-friendly quality basic education which will contribute to the eradication of separatist sentiments in the minds of present and future generations of Filipino Muslims.
    • Madrasah Curriculum Issues and Concerns 1. Limited financial support from the community and charitable institutions,
    • Madrasah Curriculum Issues and Concerns 2. Insufficient textbooks and other reading materials,
    • Madrasah Curriculum Issues and Concerns 3. Lack of school facilities,
    • Madrasah Curriculum Issues and Concerns 4. Unqualified teachers,
    • Madrasah Curriculum Issues and Concerns 5. Unequal opportunity of being employed as their counterparts who graduated in sectarian and non- sectarian schools.
    • Madrasah Curriculum Recommendations 1. Increase DepEd subsidy to support the implementation of the national curriculum, teacher training and improvement of school infrastructure.
    • Madrasah Curriculum Recommendations 2. Hire qualified Muslim Filipinos who have strong knowledge in Islamic education as faculty to teach in schools and universities where there are considerable number of Muslim students.
    • Madrasah Curriculum Recommendations 3. Develop and enhance Madrasah Curriculum that aims to integrate Muslim students into mainstream society and prepare them for an equal opportunity of being employed in our country.
    • Madrasah key to Peace, Unity
    • Thank you!