International Journal of Curriculum and Instruction, 2022
Curriculum development is imperative for the overall success of the educational system more so in... more Curriculum development is imperative for the overall success of the educational system more so in sustainable development efforts. In the Philippines, the institutionalization of the Madrasah Education Program in public schools provides an opportunity to ensure access to quality and relevant education among Muslim-Filipino learners. The Refined Elementary Madrasah Curriculum serves as the foundation for creating instructional decisions to actualize educational outcomes. However, since the program's inception in 2004, there are various concerns, especially in terms of the elements of the curriculum. There is a dearth of professional literature on the curriculum development practices of Madrasah Education in the Philippines, especially in the planning phase. Thus, the study sought to discuss and explore the naturalistic model as an alternative to planning the Refined Elementary Madrasah Curriculum. This study employed a literature review and used a theoretical synthesis. The analysis revealed that there is a need to democratize curriculum planning initiatives. Furthermore, the implications of the naturalistic model in terms of the platform as anchored to 'Education in Islamic Perspective' as the point of inception in the planning process is unprecedented. The concept of democratization has highlighted the narratives of relevant stakeholders as part of the deliberation to form a holistic consensus. In curriculum design, decision points must be achieved to include deliberate plans for implementation and evaluation. In conclusion, the challenge to ensuring sustainable development in Madrasah Education Program is how to formulate genuine consensus from various stakeholders and create decision points that are relevant to the Philippine context.
The DepEd Order No. 41, s. 2017 catapulted the implementation of the Arabic Language and Islamic ... more The DepEd Order No. 41, s. 2017 catapulted the implementation of the Arabic Language and Islamic Values Education (ALIVE) Program. However, since its inception, there is a dearth of professional literature on a coherent sociological understanding of Muslim education in the Philippines. This paper aims to provide an understanding of the implementation challenges of the ALIVE program employing sociological perspectives. The study utilized a qualitative research method anchored on Case Study Research Model. Five ALIVE implementers in Metro Manila were part of the research participants. A thematic analysis was initiated and triangulation of data was employed from relevant data sources. The analysis results showed several challenges faced by the select ALIVE schools: The intended curriculum lacks appreciation of the approaches and evaluation of student learning. The scarcity of learning spaces was evident. In teaching, most of the Asatidz or Madrasah teachers require enhancement of their pedagogical competence. The cultural variance among Muslims is still evident, especially in non-Muslim communities. The findings indicate that there is a need to create deliberate plans to achieve the intended learning outcomes of the ALIVE Program. Given the various gaps and challenges identified in this study, there is a necessity to evaluate the program at the grassroots. In conclusion, maximizing and strengthening the participation of the various stakeholders and different sectors in society is imperative in the development and sustainability of Muslim education programs in the Philippines.
The Muslims in the Philippines were unsubjugated and resisted the influence of colonization with ... more The Muslims in the Philippines were unsubjugated and resisted the influence of colonization with their education system still intact today. However, constructs of postcolonial education among Muslim-Filipino educators are scarce. With these gaps, the study sought to establish a baseline conceptualization of Muslim education in the postcolonial Philippines. The study employed a qualitative research design to increase understanding of a relatively narrow concept or empirical phenomenon. The study utilized an interpretivist approach, particularly a transactional epistemology, and used purposive sampling with five Muslim educators as research participants. The results of the study provide a general overview of postcolonial praxes and constructs of Muslim education in the Philippines. However, the study is limited to five selected research participants. The study's results highlighted balancing secular and non-secular education, Muslim and Filipino identities, and learning institutions for knowledge preservation. The findings are imperative in addressing the dearth of professional literature on the hermeneutic of postcolonial Muslim education in the Philippines. In conclusion, further studies on its essence primarily as an impetus for relevant, appropriate, and responsive education and policies among Muslim educators and learners are sought.
In the Philippines, the nursing curriculum has a solid liberal arts and sciences education with a... more In the Philippines, the nursing curriculum has a solid liberal arts and sciences education with a transdisciplinary approach. In their formative years, the most common source of stress for student nurses was related to academics. However, countries around the world formalize initiatives on life skills education to promote adaptive psychosocial skills and abilities to achieve holistic development. The study aimed to explore and examine the Bachelor of Science in Nursing program and its implications for life skills education in the curricula. This study employed a qualitative research design, mainly through needs analysis, literature review, and theoretical synthesis. The investigation revealed that the academic rigor and practice of the nursing program influenced students’ ability to cope with stress. The full nursing curriculum is considered eclectic; however, life skills competency integration needs to be more obscure. The nursing curriculum must have a striking balance of cognitiv...
The purpose of this paper is to explore and analyze the conceptuality of Muslim-Filipino Madrasah... more The purpose of this paper is to explore and analyze the conceptuality of Muslim-Filipino Madrasah teachers or the Asatidz on instructional processes anchored in their pedagogical praxis. This study employed a qualitative research design using a transcendental phenomenological approach. In-depth interviews were initiated to understand the essence of the participants’ lived experiences. The author used purposive sampling with five research participants who implement the Arabic Language and Islamic Values Education program in selected schools in the Philippines. There were four major themes identified in the study: pedagogical amalgamation of traditional and non-traditional teaching practices; collaborative learning practices; effective classroom management; and reflective practice in teaching. The results of the study provide a clear description of Madrasah teachers’ conceptualization of instructional processes especially in teaching and learning. However, the study is limited to five...
The madrasah education curriculum is imperative in the implementation of madrasah education in th... more The madrasah education curriculum is imperative in the implementation of madrasah education in the Philippines. The importance of the curriculum processes and products as collection of work encompasses the significant involvement of key stakeholders in curriculum development. The purpose of this paper was to provide a detailed curriculum analysis of the Refined Elementary Madrasah Curriculum using Posner’s curriculum analysis and its implication towards the development of Philippine madrasah education. The study employed a qualitative research design mainly through document analyses and key informant interviews of program implementers. Based on the analysis, the perspective of the curriculum is to provide appropriate and relevant educational opportunities within the context of accepted cultures, customs, traditions and interests of Muslim Filipino learners. In addition, there is an attempt to contextualise the learning goals of the Philippine classroom. However, some of the particip...
The COVID-19 pandemic has resulted to a drastic change that challenges many sectors in the societ... more The COVID-19 pandemic has resulted to a drastic change that challenges many sectors in the society particularly in the field of education. According to UNESCO, the pandemic affected 1.21 billion students and children (as of May 2020) accounting to 69.3% of world’s student population who cannot still go to school. The worldwide health crisis prompted different countries to rethink about their education and to adapt several measures to ensure the continuity of learning. Despite the introduction of various learning modalities and new pedagogical frameworks, distance education as an alternative to traditional face-to-face teaching is unprecedented. In this chapter, a comprehensive literature review and analysis of ontological framework on distance education during pandemic were initiated. Also, reflections on education equity in the ‘New Normal’ were instigated grounded in Paulo Freire’s Critical Pedagogy. The focus of the paper is to explore the opportunities and understand the challenges of distance education in bridging geographical separation during the pandemic. The paper proposed the 4As of distance education as pivotal factors to consider in ensuring education equity in the midst of pandemic. In conclusion, consensual implementation of all major stakeholders and contextualization or diversification of instruction are essential components in the sustainability and equity of education for all learners in the midst of global health crisis.
International Journal of Comparative Education and Development
PurposeThe purpose of the paper is to explore the implementation of Madrasah Education Program (M... more PurposeThe purpose of the paper is to explore the implementation of Madrasah Education Program (MEP) in selected Arabic Language and Islamic Values Education (ALIVE) schools in Quezon City, Philippines and identify some challenges faced in their implementation practice.Design/methodology/approachThis study utilized qualitative method of research using exploratory study, employing in-depth interviews, document analysis, and observation. The authors used purposive sampling with eight research participants: one Administrator, three ALIVE Coordinators, and four Madrasah Teachers or Asatidz.FindingsThe main findings in the MEP implementation, generally, the schools delivered some program goals through institutional support, pedagogical and instructional development, and enrichment of cultural diversity in the school community. However, the study identified some major challenges affecting the program implementation in selected ALIVE schools such as: lack of permanent infrastructure, limit...
The purpose of this paper is to explore and analyze the conceptuality of Muslim-Filipino Madrasah... more The purpose of this paper is to explore and analyze the conceptuality of Muslim-Filipino Madrasah teachers or the Asatidz on instructional processes anchored in their pedagogical praxis. This study employed a qualitative research design using a transcendental phenomenological approach. In-depth interviews were initiated to understand the essence of the participants’ lived experiences. The author used purposive sampling with five research participants who implement the Arabic Language and Islamic Values Education program in selected schools in the Philippines. There were four major themes identified in the study: pedagogical amalgamation of traditional and non-traditional teaching practices; collaborative learning practices; effective classroom management; and reflective practice in teaching. The results of the study provide a clear description of Madrasah teachers’ conceptualization of instructional processes especially in teaching and learning. However, the study is limited to five selected Asatidz. These results may be useful in guiding education stakeholders in evidence-based policymaking particularly, in the field of teacher development, which seeks to create comprehensive and well-thought pedagogical programs for the Asatidz. These programs should better suit and complement Madrasah teachers’ pedagogical needs anchored to their pedagogical praxis. The results provide baseline data for instructional and educational enrichment among Filipino Madrasah teachers.
The COVID-19 pandemic has resulted to a drastic change that challenges many sectors in the societ... more The COVID-19 pandemic has resulted to a drastic change that challenges many sectors in the society particularly in the field of education. According to UNESCO, the pandemic affected 1.21 billion students and children (as of May 2020) accounting to 69.3% of world’s student population who cannot still go to school. The worldwide health crisis prompted different countries to rethink about their education and to adapt several measures to ensure the continuity of learning. Despite the introduction of various learning modalities and new pedagogical frameworks, distance education as an alternative to traditional face-to-face teaching is unprecedented. In this chapter, a comprehensive literature review and analysis of ontological framework on distance education during pandemic were initiated. Also, reflections on education equity in the ‘New Normal’ were instigated grounded in Paulo Freire’s Critical Pedagogy. The focus of the paper is to explore the opportunities and understand the challenges of distance education in bridging geographical separation during the pandemic. The paper proposed the 4As of distance education as pivotal factors to consider in ensuring education equity in the midst of pandemic. In conclusion, consensual implementation of all major stakeholders and contextualization or diversification of instruction are essential components in the sustainability and equity of education for all learners in the midst of global health crisis.
International Journal of Curriculum and Instruction, 2022
Curriculum development is imperative for the overall success of the educational system more so in... more Curriculum development is imperative for the overall success of the educational system more so in sustainable development efforts. In the Philippines, the institutionalization of the Madrasah Education Program in public schools provides an opportunity to ensure access to quality and relevant education among Muslim-Filipino learners. The Refined Elementary Madrasah Curriculum serves as the foundation for creating instructional decisions to actualize educational outcomes. However, since the program's inception in 2004, there are various concerns, especially in terms of the elements of the curriculum. There is a dearth of professional literature on the curriculum development practices of Madrasah Education in the Philippines, especially in the planning phase. Thus, the study sought to discuss and explore the naturalistic model as an alternative to planning the Refined Elementary Madrasah Curriculum. This study employed a literature review and used a theoretical synthesis. The analysis revealed that there is a need to democratize curriculum planning initiatives. Furthermore, the implications of the naturalistic model in terms of the platform as anchored to 'Education in Islamic Perspective' as the point of inception in the planning process is unprecedented. The concept of democratization has highlighted the narratives of relevant stakeholders as part of the deliberation to form a holistic consensus. In curriculum design, decision points must be achieved to include deliberate plans for implementation and evaluation. In conclusion, the challenge to ensuring sustainable development in Madrasah Education Program is how to formulate genuine consensus from various stakeholders and create decision points that are relevant to the Philippine context.
The DepEd Order No. 41, s. 2017 catapulted the implementation of the Arabic Language and Islamic ... more The DepEd Order No. 41, s. 2017 catapulted the implementation of the Arabic Language and Islamic Values Education (ALIVE) Program. However, since its inception, there is a dearth of professional literature on a coherent sociological understanding of Muslim education in the Philippines. This paper aims to provide an understanding of the implementation challenges of the ALIVE program employing sociological perspectives. The study utilized a qualitative research method anchored on Case Study Research Model. Five ALIVE implementers in Metro Manila were part of the research participants. A thematic analysis was initiated and triangulation of data was employed from relevant data sources. The analysis results showed several challenges faced by the select ALIVE schools: The intended curriculum lacks appreciation of the approaches and evaluation of student learning. The scarcity of learning spaces was evident. In teaching, most of the Asatidz or Madrasah teachers require enhancement of their pedagogical competence. The cultural variance among Muslims is still evident, especially in non-Muslim communities. The findings indicate that there is a need to create deliberate plans to achieve the intended learning outcomes of the ALIVE Program. Given the various gaps and challenges identified in this study, there is a necessity to evaluate the program at the grassroots. In conclusion, maximizing and strengthening the participation of the various stakeholders and different sectors in society is imperative in the development and sustainability of Muslim education programs in the Philippines.
The Muslims in the Philippines were unsubjugated and resisted the influence of colonization with ... more The Muslims in the Philippines were unsubjugated and resisted the influence of colonization with their education system still intact today. However, constructs of postcolonial education among Muslim-Filipino educators are scarce. With these gaps, the study sought to establish a baseline conceptualization of Muslim education in the postcolonial Philippines. The study employed a qualitative research design to increase understanding of a relatively narrow concept or empirical phenomenon. The study utilized an interpretivist approach, particularly a transactional epistemology, and used purposive sampling with five Muslim educators as research participants. The results of the study provide a general overview of postcolonial praxes and constructs of Muslim education in the Philippines. However, the study is limited to five selected research participants. The study's results highlighted balancing secular and non-secular education, Muslim and Filipino identities, and learning institutions for knowledge preservation. The findings are imperative in addressing the dearth of professional literature on the hermeneutic of postcolonial Muslim education in the Philippines. In conclusion, further studies on its essence primarily as an impetus for relevant, appropriate, and responsive education and policies among Muslim educators and learners are sought.
In the Philippines, the nursing curriculum has a solid liberal arts and sciences education with a... more In the Philippines, the nursing curriculum has a solid liberal arts and sciences education with a transdisciplinary approach. In their formative years, the most common source of stress for student nurses was related to academics. However, countries around the world formalize initiatives on life skills education to promote adaptive psychosocial skills and abilities to achieve holistic development. The study aimed to explore and examine the Bachelor of Science in Nursing program and its implications for life skills education in the curricula. This study employed a qualitative research design, mainly through needs analysis, literature review, and theoretical synthesis. The investigation revealed that the academic rigor and practice of the nursing program influenced students’ ability to cope with stress. The full nursing curriculum is considered eclectic; however, life skills competency integration needs to be more obscure. The nursing curriculum must have a striking balance of cognitiv...
The purpose of this paper is to explore and analyze the conceptuality of Muslim-Filipino Madrasah... more The purpose of this paper is to explore and analyze the conceptuality of Muslim-Filipino Madrasah teachers or the Asatidz on instructional processes anchored in their pedagogical praxis. This study employed a qualitative research design using a transcendental phenomenological approach. In-depth interviews were initiated to understand the essence of the participants’ lived experiences. The author used purposive sampling with five research participants who implement the Arabic Language and Islamic Values Education program in selected schools in the Philippines. There were four major themes identified in the study: pedagogical amalgamation of traditional and non-traditional teaching practices; collaborative learning practices; effective classroom management; and reflective practice in teaching. The results of the study provide a clear description of Madrasah teachers’ conceptualization of instructional processes especially in teaching and learning. However, the study is limited to five...
The madrasah education curriculum is imperative in the implementation of madrasah education in th... more The madrasah education curriculum is imperative in the implementation of madrasah education in the Philippines. The importance of the curriculum processes and products as collection of work encompasses the significant involvement of key stakeholders in curriculum development. The purpose of this paper was to provide a detailed curriculum analysis of the Refined Elementary Madrasah Curriculum using Posner’s curriculum analysis and its implication towards the development of Philippine madrasah education. The study employed a qualitative research design mainly through document analyses and key informant interviews of program implementers. Based on the analysis, the perspective of the curriculum is to provide appropriate and relevant educational opportunities within the context of accepted cultures, customs, traditions and interests of Muslim Filipino learners. In addition, there is an attempt to contextualise the learning goals of the Philippine classroom. However, some of the particip...
The COVID-19 pandemic has resulted to a drastic change that challenges many sectors in the societ... more The COVID-19 pandemic has resulted to a drastic change that challenges many sectors in the society particularly in the field of education. According to UNESCO, the pandemic affected 1.21 billion students and children (as of May 2020) accounting to 69.3% of world’s student population who cannot still go to school. The worldwide health crisis prompted different countries to rethink about their education and to adapt several measures to ensure the continuity of learning. Despite the introduction of various learning modalities and new pedagogical frameworks, distance education as an alternative to traditional face-to-face teaching is unprecedented. In this chapter, a comprehensive literature review and analysis of ontological framework on distance education during pandemic were initiated. Also, reflections on education equity in the ‘New Normal’ were instigated grounded in Paulo Freire’s Critical Pedagogy. The focus of the paper is to explore the opportunities and understand the challenges of distance education in bridging geographical separation during the pandemic. The paper proposed the 4As of distance education as pivotal factors to consider in ensuring education equity in the midst of pandemic. In conclusion, consensual implementation of all major stakeholders and contextualization or diversification of instruction are essential components in the sustainability and equity of education for all learners in the midst of global health crisis.
International Journal of Comparative Education and Development
PurposeThe purpose of the paper is to explore the implementation of Madrasah Education Program (M... more PurposeThe purpose of the paper is to explore the implementation of Madrasah Education Program (MEP) in selected Arabic Language and Islamic Values Education (ALIVE) schools in Quezon City, Philippines and identify some challenges faced in their implementation practice.Design/methodology/approachThis study utilized qualitative method of research using exploratory study, employing in-depth interviews, document analysis, and observation. The authors used purposive sampling with eight research participants: one Administrator, three ALIVE Coordinators, and four Madrasah Teachers or Asatidz.FindingsThe main findings in the MEP implementation, generally, the schools delivered some program goals through institutional support, pedagogical and instructional development, and enrichment of cultural diversity in the school community. However, the study identified some major challenges affecting the program implementation in selected ALIVE schools such as: lack of permanent infrastructure, limit...
The purpose of this paper is to explore and analyze the conceptuality of Muslim-Filipino Madrasah... more The purpose of this paper is to explore and analyze the conceptuality of Muslim-Filipino Madrasah teachers or the Asatidz on instructional processes anchored in their pedagogical praxis. This study employed a qualitative research design using a transcendental phenomenological approach. In-depth interviews were initiated to understand the essence of the participants’ lived experiences. The author used purposive sampling with five research participants who implement the Arabic Language and Islamic Values Education program in selected schools in the Philippines. There were four major themes identified in the study: pedagogical amalgamation of traditional and non-traditional teaching practices; collaborative learning practices; effective classroom management; and reflective practice in teaching. The results of the study provide a clear description of Madrasah teachers’ conceptualization of instructional processes especially in teaching and learning. However, the study is limited to five selected Asatidz. These results may be useful in guiding education stakeholders in evidence-based policymaking particularly, in the field of teacher development, which seeks to create comprehensive and well-thought pedagogical programs for the Asatidz. These programs should better suit and complement Madrasah teachers’ pedagogical needs anchored to their pedagogical praxis. The results provide baseline data for instructional and educational enrichment among Filipino Madrasah teachers.
The COVID-19 pandemic has resulted to a drastic change that challenges many sectors in the societ... more The COVID-19 pandemic has resulted to a drastic change that challenges many sectors in the society particularly in the field of education. According to UNESCO, the pandemic affected 1.21 billion students and children (as of May 2020) accounting to 69.3% of world’s student population who cannot still go to school. The worldwide health crisis prompted different countries to rethink about their education and to adapt several measures to ensure the continuity of learning. Despite the introduction of various learning modalities and new pedagogical frameworks, distance education as an alternative to traditional face-to-face teaching is unprecedented. In this chapter, a comprehensive literature review and analysis of ontological framework on distance education during pandemic were initiated. Also, reflections on education equity in the ‘New Normal’ were instigated grounded in Paulo Freire’s Critical Pedagogy. The focus of the paper is to explore the opportunities and understand the challenges of distance education in bridging geographical separation during the pandemic. The paper proposed the 4As of distance education as pivotal factors to consider in ensuring education equity in the midst of pandemic. In conclusion, consensual implementation of all major stakeholders and contextualization or diversification of instruction are essential components in the sustainability and equity of education for all learners in the midst of global health crisis.
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