The highlight of the workshop was the presentation of the state of madaris education in Indonesia and the Philippines. Mita Parocha of the DepEd Central Office gave detailed presentations on the status of madrasah education in the Philippines.
Opening Remarks
We want to reclaim the important role of madrasah education in shaping the minds of our youth. This kind of initiative offers us the opportunities to correct the idea of the connection between madrasah education and violent extremism.
Welcome Remarks
Keynote Speech
They agreed that sharing information and experiences as well as best practices in the management of Islamic education is one of the indispensable tools to promote the value of peaceful Islam. A Letter of Intent (LOI) of Islamic education and cooperation between two countries was signed during the visit of the Minister of Foreign Affairs, Her Excellency, Ms.
An Avenue for Sustainable and Inclusive Development
The Melting Pot Between Religious Obligations and State Mission
The Evaluation System for
A Key Instrument for Sustainable Development
Integrated and Holistic Education System (IHES)
An Alternative Model for Sustainable
The researcher strongly recommends that appropriate bills be enacted to support the inclusive institutionalization of the Philippine madrasa education system that has sustainable, balanced and generational effects.
Open Forum and Discussion
These types, in his opinion, must follow and meet the national standard of madrassas. He also suggested if this could be proposed in the Philippines so that every Muslim child would have the opportunity to learn not only with a teacher but also with their parents and other community members. It involved the implementation of the IHES model in two integrated schools and showed that this type of madrasa is the most advanced, with great potential for community transformation.
He also mentioned that during the time of the former Undersecretary for Muslim Affairs under DepEd, there were four components of the Madrasah program under LIVE in the Department of Education, ALIVE in Alternative Learning System (ALS), LIVE in TESDA and LIVE in Entrepreneurship. Grand Mufti Abdul Jabbar Macarimbor, one of the participants, articulated the need to restore the Office of the Undersecretary for Muslim Affairs in the Department of Education. He said that they have written letters to the President and the Secretary of the Department of Education to restore the Office of the Undersecretary for Muslim Affairs.
He also added that this is one of the historical injustices done to Muslim Filipinos when the office was abolished in 2010. Maripaz Abas also added that there is a need to be consistent and persistent in lobbying for the reinstatement of the Office of the Undersecretary for Muslim Affairs.
Synthesis (Day 1)
Parallel Session
Nefertari Arsad shared several best practices on pedagogy for Islamic education as a tool to achieve sustainable development. That the sources of knowledge are divinely provided in the holy books, messengers and prophets, signs of creation, "the learned," and what is arrived at by human ability. Achmad Syahid shared the milestone of madrasah education implementation in Indonesia and highlighted some best practices and how some policy frameworks guide educational institutions to achieve sustainable development.
Prior to the Decade of Education for Sustainable Development (DESD), the Indonesian government enacted several laws and policies that allowed madrasah education to maintain its identity. The Committee has several objectives, such as (1) meeting and channeling community aspirations and initiatives that give birth to operational policies and educational programs in educational institutions; (2) to increase community responsibility and participation in educational institutions; and (3) to create transparent, accountable and democratic atmospheres and conditions in the provision of quality education in educational institutions. Syahid also emphasizes how standards and quality education are adhered to in the madrasah education process.
He also highlighted the many benefits of madrasah accreditation, such as (1) as a reference to efforts to improve the quality and planning of madrasah development; (2) as feedback in efforts to strengthen and develop the performance of Madrasah citizens. 33 while applying the vision, mission, goals, objectives and strategies of madrasah; (3) as motivators for madrasah to continue improving the quality of education and competitiveness at the district, city, provincial, national and international levels; (4) as a useful indicator for obtaining government, community, and private sector assistance through morale, manpower, and financial support; (5) as a reference for associated institutions to recognize the authority of madrasah education as a national examination provider.
Integrating Peace Education in the
Context of Countering Violent Extremism
The selection of materials and references and the promotion of a peaceful life in society and moral development - these are the keys to combating violent extremism in madrasa education in the Indonesian experience. She presented the outcome of several round table discussions in Mindanao, where they tried to discuss the integration of peace education into the existing madrasah curriculum. Peace education would include the important concepts of peace from an Islamic point of view in the teaching modules seeing the need for a contextualized pedagogy that includes the various socio-cultural, political, legal and religious concerns in achieving peace.
She highlighted the life of the Prophet, his thoughts and actions, and Islamic jurisprudence that integrates peace concepts into legal principles in the quest for social justice. This also applies to the comprehensive form of peace that the Prophet uses in his treatment of the environment, women and others. She also talked about the concepts of shura and ijma in the family where peace education should begin.
Overall, the discussions focused on identifying the real need to revise the current madrasah curriculum to introduce peace concepts. In the end it was found that more time was needed to develop a better peace program to be integrated into the existing madrasah curriculum.
Creating Madrasah
Education Identity in the Philippine Context
She began by defining the curriculum as "all the planned learning opportunities offered to students by an educational institution and the experiences that students encounter when the curriculum is implemented."1 She mentioned the different versions and components of the curriculum and finally explained the five perspectives to the curriculum. He shared the main mandate of the National Commission for Muslim Filipinos (NCMF) to develop Madrasa education in the country as stated in Republic Act No. It is a privately run school that relies on the support of the local community or foreign donors. , especially from Islamic or Muslim countries.
The madaris is the oldest educational institution in Mindanao and is recognized as the single most important factor in the preservation of the Islamic faith and culture in the Philippines.¹. He also distinguished the three types of madrasah in the Philippines, such as the traditional or weekend madrasah, the developmental or formal madrasah, and the standard madrasah by issuing Department of Education Order No. He shared about the problems facing the development of the madrasah education system in the country, which are the following: the lack of buildings, physical facilities, textbooks, qualified asatidz and funds; and the Ust.
She began with a discussion of the DepEd program description and rationale based on the DepEd Order 51, s. She explained the program goals and objectives and how both the public Arabic Language and Islamic Values Education (LEEF) and the private madaris respond to the needs of the Muslim-Filipino learners with the implementation of the K to 12 curriculum.
Workshop and Presentation of Outputs
The other recommendations include emphasizing the importance of the madrasah programs, strengthening the motivational approaches to teaching and the learning process (through memorization of the Quran, learning salat and memorization of the Arabic language), and some social reconstructions in learning by incorporating problems. of the Ummah that are relevant to the changing times. Regarding the madrasah education curriculum, the inventory of best practices of the participants includes having a student-centered curriculum and learning. This will also influence the motivation of the teachers and allow good compensation packages to be offered to them.
The group also recommended conducting a needs-based assessment of teachers, particularly regarding their need to develop basic teaching skills and competencies. Madaris asatidz and various lawyers were also deeply concerned about the recognition of the madrasa education system in terms of the admission of their graduates to tertiary education and their general admissibility in various private and public schools. Nefertari Arsad gave some critiques on the presentation of different groups on the application and development of pedagogy, curriculum, teaching resources and teacher support system in their respective contexts.
This, she said, would be possible by creating a team to review the current curriculum of the ALIVE program, the traditional, integrated and private madrasah. To achieve this, he said, there is a need for various stakeholders to organize to campaign and lobby for the restoration of the Office of the Undersecretary for Muslim Affairs in a democratic and peaceful manner.
Synthesis (Day 2)
Participants were given practical applications of the various presentations as they were guided to develop educational resources, inquired into the following areas of concern: gaps and challenges, intervention and solution sets, responsible agency or institution and the meal framework. Challenging the loose ends, Arlyne Marasigan challenged participants to be fearless in developing their contextual Muslim-Filipino pedagogy, citing several examples from her experience as an educator. Nassef Adiong also responded to some historical and philosophical contexts related to potential conflicts by making madrasah education relevant to our times.
Nefertari Arsad gave a very apt cover when she asked what the ultimate goal of education is. And it is to develop every child, every student as a vice-regent or steward of the world that Allah has entrusted to him or her. It is only fair to say that it was a meaningful and fruitful conference in terms of input through the various talks, output through the participants' reactions and action points, as well as in providing a place for the madaris and Islamic studies asatidz and advocates to express their needs and concerns.
Closing Remarks
Cayamodin mentioned that part of the output of the program is to write a letter addressed to President Rodrigo Duterte to restore the office of the Undersecretary of Muslim Affairs in the Department of Education. A similar letter will also be addressed to the Secretary of the Department to expedite the petition. Cayamodin asked the participants if they were willing to support this intention by signing the petition.
In addition to the petition letter, according to him, there will also be an action plan for faster implementation of Act No. the event will have equal support from participants.
The UP CIDS
Islamic Studies Program
About the Editors
