The document discusses the madrasah curriculum in the Philippines. It begins by defining madrasah as an Islamic school and describes the main subjects as the Quran, Hadith, and Fiqh. It then outlines the history of madrasah education during Spanish and American colonization. Currently, there are three types of madrasah: traditional weekend schools, developmental formal schools, and integrated schools aligned with the national curriculum. The curriculum includes both religious and secular subjects. Issues include lack of funding, materials, facilities and qualified teachers. Recommendations aim to increase support and develop an integrated curriculum preparing students for equal opportunities.

3. Madrasah Curriculum
Presented by: Janice C. Jansol
CTP / Educ 3

4.  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

5.  The Qur’an (the holy book)
The main subjects of Muslim education
 Hadith (sayings of the prophet Mohammed), and
 Fiqh (jurisprudence)

6. Madrasah in the Philippines
In the Spanish period of
colonization, Madrasah was the
only form of education available
to the Bangsa Moro.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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).

16. 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.

17. 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

18. 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

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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.

25. 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.

26. Madrasah Curriculum
Issues and Concerns
1. Limited financial support from the community and
charitable institutions,

27. Madrasah Curriculum
Issues and Concerns
2. Insufficient textbooks and other reading materials,

28. Madrasah Curriculum
Issues and Concerns
3. Lack of school facilities,

29. Madrasah Curriculum
Issues and Concerns
4. Unqualified teachers,

30. Madrasah Curriculum
Issues and Concerns
5. Unequal opportunity of being employed as their
counterparts who graduated in sectarian and non-
sectarian schools.

31. Madrasah Curriculum
Recommendations
1. Increase DepEd subsidy to support the implementation of
the national curriculum, teacher training and improvement
of school infrastructure.

32. 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.

33. 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.

34. Madrasah
key
to
Peace, Unity

35. Thank you!