Madrasah Curriculum

It is an Arabic term for school. In English the word normally specifically means an Islamic
institution. It functions as a privately-owned school where a religious teacher instils his
pupils with the basic tenets of Islam and the Arabic language

The main subjects of Muslim education

 The Qur’an (the holy book)
 Hadith (sayings of the prophet Mohammed),
 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.

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.
2. Developmental or Formal Madrasah
Offers hierarchically-structured education and sequential learning generally
adjusted with the formal education system. Kindergarten, primary, and secondary
education are offered.
The teachings concentrate on Islamic religious and cultural subjects and include
some mathematics and sciences courses, with Arabic as the medium of
instruction.
 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.

There are two types of curriculum prescribed in Madrasah or Muslim Educational

Institutions

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.

2. The Standard Curriculum for Private Madaris

Public Schools Private Madaris

Teaches subjects such as Qur’an
Seerah (Life of the Prophets)
Hadith (Sayings of the Prophet)
Aqueedah (conduct), Fiqh (jurisprudence)
Arabic language alongside Science, Math, English, Filipino and Makabayan
(Social Studies, Livelihood Education and Values).

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

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.

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
 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

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.

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.
 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.
 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.
 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.
 That there shall be a strengthening of the present Madrasah educational system as
vital component of the national education system.
 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.

Issues and Concerns

1. Limited financial support from the community and charitable institutions,
2. Insufficient textbooks and other reading materials,
3. Lack of school facilities,
4. Unqualified teachers,
5. Unequal opportunity of being employed as their counterparts who graduated in
sectarian and non- sectarian schools.

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