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Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
Madrasah Education
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Madrasah Education

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  • 1. Madrasah Curriculum<br />
  • 2. What is Madrasah Education?<br /><ul><li> An Arabic word for school.
  • 3. Is not used in its literal Arabic meaning but as a system of education with core emphasis on Arabic literacy, Islamic values, and Islamic reliigion.
  • 4. “Islamic values” is the universal moral values based on Islam.</li></li></ul><li>Historical Background<br />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.<br />In the Spanish period of colonization, Madrasah was the only form of education available to the Bangsa Moro.<br />
  • 5. 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.<br />The acceptance by the Moro Muslims of secular system of education in the public (government) schools was slow and gradual.<br />
  • 6. After Philippine independence, and amidst the massive migration of Christian settlers in Mindanao, the participation rate of Moro Muslims in the public schools increased rapidly.<br />The current rate is above 90%<br />The evolution in Madrasah education began in the 1950’s, when Moro Muslims were sent to study to the Muslim countries.<br />
  • 7. When these scholars returned to the Philippines, they established a formal Madrasah institutions offering the same Islamic sectarian curriculum that they learned from unoversities abroad.<br />
  • 8. The Three Types of Madrasah<br />Traditional or Weekend Madrasah – classes are held on weekends only or on days agreed upon by the teachers and students.<br />- There is no formal curriculum, hence it is not graded and may have multi-age groupings.<br />- The hiring of teacher require simple qualification like graduates of a Madrasah or an Imam.<br />
  • 9. 2. Developmental or Formal Madrasah – offers hierarchically structured education and sequential learning generally attuned with the formal education system.<br />- Offers kindergarten, primary and secondary education .<br />3. Integrated Madrasah<br />- offers the public school curriculum and Arabic literacy, as well as Islamic religious subjects.<br />
  • 10. Government Intervention: Road Map for Upgrading Muslim Basic Education<br />
  • 11. The importance of Madrasah education for the Filipino Muslims and the problem of mainstreaming it to the larger national system of education was first noted during the martial law years.Perhaps, the Moro rebellion in the early 1970’s might have forced the government’s attention on the importance of Madrasah education.<br />
  • 12. During the term of President Marcos, several Letters of Instruction (LOI) were issued mandating integration of the Madrasah into the Philippine system of education, and authorized the use of Arabic Language as a medium of instruction. The efforts to mainstream Madrasah Education were not extremely successful.<br />
  • 13. President Gloria Macapagal-Arroyo has made a different approach, a low-key approach. Her Excellency had appointed three (3) Muslim leaders one after another. First was Madam Sandra Sema, second was Atty. MacapantonAbbas, Jr., and third, this writer, as a Special Asisstant to the DepEd secretary, with the rank of Undersecretary. Their mandate was to simply upgrade the quality of Muslim basic education, including the mainstreaming of Madrasah education as component of the national system of education.<br />
  • 14. The Road Map for Upgrading Muslim Basic Education: A Comprehensive Program for the Educational Development of Filipino Muslims was drafted in CY 20004 by this writer, with the assistance of SEAMEO, INNOTECH, and was approved by the then Secretary Edilberto C. de Jesus of DepEd.<br />
  • 15. Program Component of the Road Maps:<br />Development and Institutionalization of Madrasah Education;<br />Upgrading Quality Secular Education in the formal elementary and secondary schools serving Muslim children;<br />Developing and Implementing an Alternative Learning System for Filipino Muslims’ Out-of-School Youth (OSY).<br />
  • 16. Developing and Implementing appropriate livelihood skills education and training for present day students of private Madaris, and Out-of-School Youth (OSY);<br />Supporting government efforts to provide quality Early Childhood Care and development (ECCD) programs for Filipino Muslims’ pre-school children;<br />Creation of a special fund for Asisstance to Muslim Education (FAME) by an Act of Congress and<br />Improvement of the health and nutritional status of Filipino Muslim learners particularly in public schools.<br />
  • 17. Madrasah education: Philippine Model<br /><ul><li>The dichotomy in the education of Filipino Muslims has put them at a great disadvantage.
  • 18. The sectarian Madaris institutions teach the religion of Islam with Arabic as the medium of instruction, and exclude English, Filipino, Philippine History, and Social Life in their curriculum.</li></li></ul><li><ul><li>Graduates there are virtual foreigners in their own country.
  • 19. They are unemployable in government services and private enterprises.
  • 20. The public schools do not offer Arabic Language and Islamic Values, thereby depriving Filipino Muslims of knowledge and skills in the language of Islam and the universal values of Islam.</li></li></ul><li>1. Rationale<br /> The rationale for the Philippine model of Madrasah education is to eliminate this dichotomy and unify the curriculum of basic education in the public schools and private Madaris, allowint students to shift or transfer from one to the other.<br />
  • 21. The Standard Curriculum for Madrasah Education:<br />- The Filipino Muslim Ulama Scholar had agreed on five learning areas as the Islamic Sectarian Core subjects of the Madrasah Curriculum in the Philippines<br />
  • 22. Learning Areas:<br /><ul><li>For Public Schools
  • 23. Arabic Language - 60 min. daily
  • 24. Islamic Values - 40 min. daily
  • 25. For Private Madrasah
  • 26. Qur’an
  • 27. Aqeeda and Fisqh
  • 28. Seerah and Hadith</li></li></ul><li>New Curriculum<br />- DepEd Order No.51, s. 2004 Standard Curriculum for Elementary Public Schools and Private Madaris<br /> - The DepEd Order No.51, s.2004 was signed by the then Secretary of Education Dr. Edilberto C. de Jesus on August 30, 2004, one day before the effectivity of his resignation from the Cabinet.<br />
  • 29.
  • 30. Development of the Standard Curriculum for Madrasah Education<br /><ul><li>The design and development started in early CY 2002 at the initiative of DepEd ARMM Regional Secretary, Dr. Mahid M . Mutilan
  • 31. Began with the conduct of consultative conference on the design of the curriculum for Madrasah Education</li></li></ul><li><ul><li> Dr. Mutilan issued DepEd ARMM Order No. 1, s. 2002, creating the Project Madrasah Education (PME) with the mandate to design/develop the Madrasah Curriculum.
  • 32. In August 2004, former DepEd secretary de Jesus authorized a conduct of seminar/workshop on the preparation and unification of Madaris Curriculum.
  • 33. The participants were representatives of different organizations that have started to work on the design of the curriculum.</li></li></ul><li><ul><li>The final output of the workshop was the basis of DepEd Order No. 51, s. 2004, prescribing the Standard Curriculum for Madrasah Education in the Philippines.</li></ul>Development of Instructional Materials<br /><ul><li>DepEd engaged the services of SEAMEO INNOTECH, as service provider, to manage the development of the instructional materials for the five learning areas, consisting of textbook, teacher’s guide, and student skills book form grades 1 to 6.</li></li></ul><li><ul><li>Content writers were Filipino Muslim scholars who obtained university education from Muslim countries in the Middle East.
  • 34. The intent of employing Filipino Muslim content writers to develop instructional materials was to encourage scholarships among Filipino Muslims.
  • 35. There are about ten million Filipino Muslims, a large population comparable with some of the Muslim countries around the world.</li></li></ul><li>Training and Professionalization of Muslim Teachers (Asatidz)<br /><ul><li> Teachers in Arabic Language and Islamic Values (ALIVE) in the public schools, and teachers in Islamic Studies for Private Madaris.
  • 36. Teachers in Secular Subjects (RBEC) in Private Madaris.</li></li></ul><li>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.<br />Three Levels of Training and Professional development for Muslim Teachers are being designed and implemented:<br />Level I. Pre-service: a 23-day live-in seminar-workshop on Language Enhancement and Pedagogy (LEaP)<br />
  • 37. Entry Qualification: Competence in Arabic Language and Islamic Studies<br />Training Modules consist of the following:<br /><ul><li>Listening and Speaking English
  • 38. Reading and Writing English
  • 39. Teaching Methods and Lesson Plan Preparation
  • 40. Immersion to the Public School System</li></li></ul><li>Level 2.Professionalizing the Asatidz in the Public Schools through the Accelerated Education Program<br /><ul><li>An intensive 12-month program for ALIVE teachers in public schools</li></ul>Entry qualification: Completed the LEaP Training Program<br />Mode of Delivery: Mixed-Mode schooling while in-service/teaching<br />
  • 41. Level 3. Inclusion of Arabic Language and Islamic Studies as two additional major specializations in the BSE curriculum<br /><ul><li>A steady and reliable source of professionally trained teachers with specialization in Arabic Language and Islamic Studies shall be ensured.
  • 42. A curriculum for these two additional specializations shall be designed and developed for approval of CHED.</li>

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