History of Philippine Madrasah Education
The madrasah or Islamic education in the Philippines is believed to coincide with the growth and coming of Islam, which was brought by Arab missionaries and Malay adventurers who settled in Sulu and western Mindanao. Based on the Sulu Genealogy, in the 13th century, a certain Tuan Mashaika arrived in Sulu and introduced Islam to the inhabitants (Abubakar, 1983).
A later missionary by the name of Karim-ul-Makhdum arrived during the second half of the 14th century, and his religious activities reinforced the growing Islamic community in
Sulu (Abubakar). Makhdum was followed a decade or so later by a Sumatran Muslim nobleman, Rajah Baguinda, who intuited himself into the local Sulu leadership and also furthered the spread of the teachings of Islam (Hassoubah, cited in Alonto, 1986).
In the beginning of 15th century, another Arab missionary, Sayyid Abū Bakr also known as Sharif-ul Hashim, landed in Jolo island. Abu Bakr consolidated political power by introducing the sultanate as a political system with himself becoming the first sultan. His 30-year reign saw the construction of mosques and the establishment of madaris (Abubakar).
Madrasah education was mostly done in the house of the pandita or guro, a Sanskrit word for “teacher.” Sometimes classes were also done in themasjid or mosque. Lessons were confined to the reading and writing of the Arabic language as the means of reading the Qur'an (Alonto).
A later missionary by the name of Karim-ul-Makhdum arrived during the second half of the 14th century, and his religious activities reinforced the growing Islamic community in
Sulu (Abubakar). Makhdum was followed a decade or so later by a Sumatran Muslim nobleman, Rajah Baguinda, who intuited himself into the local Sulu leadership and also furthered the spread of the teachings of Islam (Hassoubah, cited in Alonto, 1986).
In the beginning of 15th century, another Arab missionary, Sayyid Abū Bakr also known as Sharif-ul Hashim, landed in Jolo island. Abu Bakr consolidated political power by introducing the sultanate as a political system with himself becoming the first sultan. His 30-year reign saw the construction of mosques and the establishment of madaris (Abubakar).
Madrasah education was mostly done in the house of the pandita or guro, a Sanskrit word for “teacher.” Sometimes classes were also done in themasjid or mosque. Lessons were confined to the reading and writing of the Arabic language as the means of reading the Qur'an (Alonto).
Philippine Madrasah Education Today
Today, madaris are scattered nationwide, with the majority found in Central and Western Mindanao. It is estimated that there are between 600 and 1,000 madaris in Mindanao with a total student population of between 60,000 and 100,000. Provinces with over 100 madaris each are Lanao del Sur, Basilan and Maguindano.
Aside from the madaris, the Department of Education (DepEd) has 459 public schools nationwide implementing madrasah. This number does not include the Autonomous Region in Muslim Mindanao (ARMM) with its own regional DepEd which is technically independent of the national DepEd.
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.
The Road map espouses the following principles:
The Road Map has the following seven program components:
The development and institutionalization of madrasah education as well as the standard curriculum for elementary public schools and private madaris was approved and prescribed by the Department of Education under DepED Order No. 51, s. 2004. The Autonomous Region in Muslim Mindanao (ARMM) had adopted the national standard curriculum by virtue of ARMM RG Executive Order No. 13-A, s. 2004. With these issuances, the madrasah educational system has now been upgraded as a vital component of the national educational system, similar to the mainstream school system.
References:
Abubakar, Carmen A. (1983). “The Islamization of Southern Philippines: An Overview.” In F. Landa Jocano (Ed.), Filipino Muslims: Their Social Institutions and Cultural Achievements. Quezon City: Asian Center, University of the Philippines.
Alonto, Abdulghafur M. (1986). Management and Organization of Madrasah: The Madrasah in the Philippine and Its Role in National Integration. Iligan City: Coordination Center for Research and Development, Mindanao State University-Iligan Institute of Technology.
Boransing, Manaros B. “Official Definition of Madrasah.” Department of Education undated issuance from the Office of the Undersecretary for Mindanao Affairs.
Esplanada, Jerry E. (2007, Aug. 24). “DepEd pushes Madrasah program.” http://pcid.org.ph/index.php?option=com_content&task=view&id=50&Itemid=1
Ismael, Ahmad. (1995). Status of Muslim Religious Education in ARMM(unpublished thesis, De La Salle University, Manila).
“ Status of Madrasah Education in the Philippines and Its Development and Institutionalization as a Component of the Philippine System of Education.” (2006). PowerPoint presentation during Seminar-Workshop on the Management of Curriculum Change, June 7-9, 2006, Frank X-Lynch S.J. Resource Center, Philippine Social Science Council Commonwealth Avenue, Diliman, Quezon City.
Aside from the madaris, the Department of Education (DepEd) has 459 public schools nationwide implementing madrasah. This number does not include the Autonomous Region in Muslim Mindanao (ARMM) with its own regional DepEd which is technically independent of the national DepEd.
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.
The Road map espouses the following 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.
- 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.
The Road Map has the following seven program components:
- Development and institutionalization of madrasah education.
- Upgrading quality secular basic education in formal elementary and secondary schools serving Muslim students.
- Developing and implementing an alternative learning system for Filipino Muslim out-of-school youth.
- Developing and implementing appropriate livelihood skills education and training for present-day students of private madaris and out-of-school youth.
- Supporting government efforts to provide quality Early Childhood Care and Development (ECCD) Program for Filipino Muslim preschool children.
- Creation of a Special Found for Assistance to Muslim Educational (FAME) by an Act of Congress.
The development and institutionalization of madrasah education as well as the standard curriculum for elementary public schools and private madaris was approved and prescribed by the Department of Education under DepED Order No. 51, s. 2004. The Autonomous Region in Muslim Mindanao (ARMM) had adopted the national standard curriculum by virtue of ARMM RG Executive Order No. 13-A, s. 2004. With these issuances, the madrasah educational system has now been upgraded as a vital component of the national educational system, similar to the mainstream school system.
References:
Abubakar, Carmen A. (1983). “The Islamization of Southern Philippines: An Overview.” In F. Landa Jocano (Ed.), Filipino Muslims: Their Social Institutions and Cultural Achievements. Quezon City: Asian Center, University of the Philippines.
Alonto, Abdulghafur M. (1986). Management and Organization of Madrasah: The Madrasah in the Philippine and Its Role in National Integration. Iligan City: Coordination Center for Research and Development, Mindanao State University-Iligan Institute of Technology.
Boransing, Manaros B. “Official Definition of Madrasah.” Department of Education undated issuance from the Office of the Undersecretary for Mindanao Affairs.
Esplanada, Jerry E. (2007, Aug. 24). “DepEd pushes Madrasah program.” http://pcid.org.ph/index.php?option=com_content&task=view&id=50&Itemid=1
Ismael, Ahmad. (1995). Status of Muslim Religious Education in ARMM(unpublished thesis, De La Salle University, Manila).
“ Status of Madrasah Education in the Philippines and Its Development and Institutionalization as a Component of the Philippine System of Education.” (2006). PowerPoint presentation during Seminar-Workshop on the Management of Curriculum Change, June 7-9, 2006, Frank X-Lynch S.J. Resource Center, Philippine Social Science Council Commonwealth Avenue, Diliman, Quezon City.