OCTOBER 14, 2013 

DO 46, S. 2013 – GUIDELINES ON THE MADRASAH

EDUCATION PROGRAM AND UTILIZATION OF THE SUPPORT FUND

October 14, 2013

DO 46, s. 2013

Guidelines on the Madrasah Education Program and Utilization of the Support Fund

To: Undersecretaries

Assistant Secretaries

Bureau Directors

Directors of Services, Centers and Heads of Units

Regional Secretary, ARMM

Regional Directors

Schools Division/City Superintendents

Heads, Public Elementary and Secondary Schools

All Others Concerned

1. The Madrasah Education Program (MEP), a component of the K to 12 Program,

contains a comprehensive standard or enhanced basic education curriculum in

Arabic Language and Islamic Values Education (ALIVE) for all Muslim learners

from both public and private Madaris. MEP aims to engage Muslim learners with

relevant educational opportunities and processes, as contained in the Road Map

 for Upgrading Muslim Basic Education, and with components of Madrasah

Education.

2. To sustain the gains of the program, the DepEd shall continue to provide

allowance or honorarium for Asatidz and Program Support Fund under the Fiscal

Year 2013 to all regions, selected divisions and selected public elementary and

secondary schools with organized ALIVE classes, subject to the enclosed

implementing guidelines on the availment, release, utilization and liquidation.

3. All existing Orders and Memoranda inconsistent with this Order are rescinded.

This Order shall remain in force and effect, unless sooner repealed, amended, or

rescinded.

4. For more information, inquiries and other concerns, all concerned may contact

Ms. Josefina V. Lacuna or Mr. Mohammad Nhor P. Sawato, Office of Madrasah

Education (OME), 5th Flr. Bonifacio Bldg., DepEd Complex, Meralco Avenue,

Pasig City at telephone nos.: (02) 635-5669; (02) 634-1250 or through email

address: depedaliveprogram@yahoo.com.

5. Immediate dissemination of and strict compliance with this Order is directed.

Encl.:

As stated

Reference:

DepEd Order No. 6, s. 2013

To be indicated in the Perpetual Index under the following subjects:

CURRICULUM

FUNDS
POLICY

PROGRAMS

DO_s2013_46

DepEd Order No. 41, s. 2017

MAY 17, 2010 DO 57, S. 2010 – IMPLEMENTATION OF THE BASIC EDUCATION

MADRASAH PROGRAMS FOR MUSLIM OUT-OF-SCHOOL YOUTH AND ADULTS

May 17, 2010

DO 57, s. 2010

Implementation of the Basic Education Madrasah Programs for Muslim Out-of-School

Youth and Adults

1. DepED is implementing the Madrasah Education Program, as a response to the

call for global commitment on Education for All. It is guided by the Roadmap for

Upgrading Muslim Basic Education. There are three major components under the

Roadmap: (1) Arabic Language and Islamic Values Education (ALIVE) in public

schools, (2) Standard Madrasah Curriculum in Private Madaris (Islamic

educational institutions), and (3) Arabic Language and Islamic Values Education

(ALIVE) for Muslim Out-of-School Youth and Adults.

2. Aside from the formal sector, the Madrasah Education Program also aims to

bring assistance to the non-formal sector. Over the years, the number of Muslim

out-of-school youth and adults in the country has increased. Different studies

show that the rate of school drop-out is highest in Muslim areas. This is a cause

for serious concern – not only for their education but also the peace and order

issues in these areas, since Muslim OSY without the necessary skills for

employment are at risk of recruitment to radical extremist groups.

3. To positively contribute to the peace process and improvement of the quality of

life of the Muslims through education and training, programs for the Muslim out-

of-school youths and adults have been developed, to wit:

1. The Bureau of Alternative Learning Systems (BALS) is implementing the

ALIVE in Alternative Learning Systems (ALS), which provides basic

literacy programs with ALIVE to Muslim illiterates and continuing

education to drop-outs through the Basic Literacy Program (BLP) and

Accreditation & Equivalency (A&E);

2. In collaboration with TESDA, Arabic Language and Islamic Values

Education with Technical-Vocational Education and Training (ALIVE with

TVET) component was developed, which aims to provide skills training

programs with ALIVE to Muslim OSYs and adults, appropriate to their

interest and aptitude. Priority in program implementation is accorded to

migrant Muslim OSYs in urban and rural areas;

 3. Still in partnership with TESDA, ALIVE with Entrepreneurship shall be

developed and implemented to provide Muslim out-of-school youth and

adults with skills and opportunities for livelihood;

4. For the TVET with ALIVE , a Memorandum of Agreement between DepED

and TESDA was executed in 2007. Implementation guidelines of the

Program are embodied in the said MOA (Enclosure 1). The same MOA

shall later on be amended to include provisions for the implementation of

the ALIVE with Entrepreneurship.

4. Budgetary requirements for these programs shall be fund- transferred to BALS,

for the ALIVE in ALS, and TESDA for the ALIVE w 7ith TVET and ALIVE with

Entrepreneurship.

5. After the ten-year project cycle, the ALIVE in ALS shall be mainstreamed in

BALS, while the ALIVE w7ith TVET and Entrepreneurship shall be transferred to

TESDA to ensure the sustainability of the Program.

6. Immediate dissemination of this memorandum is desired.

Sgd.

Mona D. Valisno

Secretary

DO No. 57, s. 2010

Policy Guidelines on Madrasah Education in the K to 12 Basic Education Program

To:

Undersecretaries

Assistant Secretaries

Bureau and Service Directors

Regional Directors

Schools Division Superintendents

Public and Private Elementary and Secondary Schools Heads

All Others Concerned

1. Pursuant to the 1987 Philippine Constitution and Republic Act No. 10533, otherwise

known as the Enhanced Basic Education Act of 2013, the Department of Education

(DepEd) issues the enclosed Policy Guidelines on Madrasah Education in the K to 12

Basic Education Program.

2. The Program aims to:

provide Muslim learners with appropriate and relevant educational opportunities while

recognizing their cultural context and unique purposes for participating in the Program

offerings; and

integrate content and competencies which are relevant and of interest to Muslim

learners.

3. This policy seeks to harmonize existing DepEd issuances on Muslim education, with

new provisions for more effective and efficient program development, implementation

and evaluation. Moreover, this shall also serve as the basis for the development of the

Manual of Operations for the Governance and Administration of the Madrasah

Education Program (MEP).

4. These policy guidelines will remain in force and in effect for the duration of the

program, unless otherwise repealed, amended, or rescinded. All existing DepEd Orders

and related issuances which are inconsistent with this Order are rescinded.

5. Immediate dissemination of and strict compliance with this Order is directed.

(Sgd)LEONOR MAGTOLIS BRIONES

Secretary
(Enclosure to DepEd Order No. 41, s. 2017)

Policy Guidelines on Madrasah Education in the K to 12 Basic Education Program

I. RATIONALE

Pursuant to the 1987 Philippine Constitution, and Republic Act (RA) 10533, or the

Enhanced Basic Education Act of 2013, basic education shall be made “learner-oriented

and responsive to the needs, cognitive and cultural capacity, the circumstances and

diversity of learners, schools, and communities.” It shall also recognize the purposes

and aspirations of learners for their personal development and participation in national

development.

In accordance with Presidential Decree (PD) 1083, or the Code of Muslim Personal

Laws of the Philippines, which provides that “the State shall consider the customs,

traditions, beliefs and interests of national cultural communities in the formulation and

implementation of state policies,” and in support of RA 6734, An Act Providing for an

Organic Act for the Autonomous Region in Muslim Mindanao, which provides the need

to establish, maintain and support a complete and integrated system of quality

education and adopt an educational framework that is meaningful, relevant and

responsive to the needs, ideals and aspirations of the people in the region,” and of the

1996 Peace Agreement with the Moro National Liberation Front, the Department

implements the Madrasah Education Program (MEP).

The program aims to provide Muslim learners with appropriate and relevant educational

opportunities while recognizing their cultural contexts and unique purposes for

participating in the program offerings. It also aims to integrate content and

competencies which are relevant and of interest to Muslim learners.

In order to continuously improve these programs and services for all learners, this policy

seeks to harmonize existing DepEd issuances on Muslim education, with new

provisions for more effective and efficient program development, implementation and

evaluation. Additionally, this policy shall also serve as the basis for the contextualization

of educational frameworks and the development of the manual of operations for the

governance and administration of the MEP.

II. SCOPE

This DepEd Order (DO) specifies the programs of the Department of Education (DepEd)

for Muslim learners in basic education. It covers standards and guidelines for the

implementation of the Madrasah Education programs in both public and private

madaris. This policy provides implementers and stakeholders with provisions on policy

formulation and contextualization; operationalization of the curriculum support system;

program management; and monitoring and evaluation that are unique to the

implementation of the MEP.

III. DEFINITION OF TERMS

For purposes of this Order, the following terms are defined as follows:
a. Arabic Language and Islamic Values Education (ALIVE) is a program implemented in

public schools which aims to provide additional subjects on Arabic Language and

Islamic Values in the regular basic education curriculum.

b. ALIVE Coordinator refers to Education Program Supervisors, School Heads and

Teachers who are designated as coordinators at regional, division and school levels to

oversee and supervise MEP implementation. They are sometimes referred to as

Regional ALIVE Coordinators (RACs), and Division ALIVE Coordinators (DACs) and

School ALIVE Coordinators (SACs).

c. Accelerated Teacher Education Program (ATEP) is a customized course approved by

the Commission on Higher Education (CHED) and Professional Regulation Commission

(PRC) to be delivered by HEI partners. Through this program, the Arabic Language and

Islamic Values Education (ALIVE) teachers deployed in public schools may earn a

teacher degree and take the Licensure Examination for Teachers (LET).
d. Arabic Emergent Reading (AER) is a training program for asatidz to enhance their

skills in teaching Arabic Language focused on reading. This is usually conducted a day

after the LEaP training.

e. Arabic Emergent Reading and Culture Awareness (AERCA) is a capacity building

program for implementer to acquire basic knowledge on Arabic Language and Culture

that are essential for instructional supervision as well as in the promotion of respect and

understanding of Muslim culture.

f. Asatidz is the plural form of the Arabic word “ustadz”, a term that refers to male

teacher and “ustadzah”, a term that refers to female teacher. This is the general Arabic

term for teachers historically or traditionally used in most Filipino Muslim communities.

g. Kindergarten Madrasah is a curriculum implemented in schools with Kindergarten

classes integrating the ALIVE subjects.

h. Language Enhancement and Pedagogy (LEaP) is a training prototype which serves

as a capacity building and induction program for asatidz. It covers reading, writing,

listening, speaking, teaching pedagogy and school immersion. It aims to build English

proficiency and beginning mastery of lesson planning, teaching and assessment for the
Arabic Language and Islamic Values Education (ALIVE) teachers or asatidz entering

the public school system.

i. Madaris is the plural form of the Arabic word “madrasah” which means school.

j. Madrasah Education Program is a comprehensive program in public and private

schools that aims to provide appropriate and relevant educational opportunities within

the context of Muslim culture, customs, traditions, and interests through the integration

of the Arabic Language and Islamic Values Education (ALIVE) in the basic education

curriculum.

k. Private madaris refers to private schools or providers of Madrasah education. These

can be categorized as: (1) traditional Madrasah that conducts ALIVE and Islamic

studies, and (2) private Madrasah that conducts regular K to 12 classes and implements

a Madrasah curriculum recognized by DepEd.

l. Qualifying Examination in Arabic Language and Islamic Studies (QEALIS) is an

examination administered by the Bureau of Education Assessment (BEA) to individuals

applying to be asatidz. It is the entry-level requirement for asatidz.

m. Tahderriyah is a kindergarten program for Muslim children in private madaris that

implements ALIVE and Islamic studies.

IV. POLICY STATEMENT

The DepEd hereby issues these guidelines on the Madrasah Education Program (MEP)

to strengthen the existing implementation of the program. This policy affirms the

Department’s commitment to all learners through the development and implementation

of inclusive education and responsive programs. Consistent with its Vision, Mission, and

Core Values, DepEd shall promote the right of the nation’s cultural communities in the

exercise of their right to develop themselves within the context of their cultures,

customs, traditions, interests, and belief.

The DepEd also recognizes education as an instrument for their maximum participation

in national development and in ensuring their involvement in achieving national unity;

thus this program aims to serve Filipinos whose values and competencies enable them

to realize their full potential and contribute meaningfully to building the nation.

V. PROGRAMS FOR LEARNERS

These programs are additional curricular interventions that target Muslim learners

across different grade levels. It provides standards and competencies which are
relevant and of interest to Muslim learners. It integrates content on Arabic language and

Islamic values as separate learning areas from the K to 12 curriculum.

A. Kindergarten Madrasah

The Kindergarten Madrasah (DO No. 47, s 2016) was developed for schools with five-

year old Muslim learners or in Muslim communities. It takes into account learners with

diverse backgrounds, prior knowledge and experiences, purposes, skills, attitudes,

personal traits, and interests.

1. Objectives

Consistent with the Kindergarten Education program, it aims to ensure that five-year old

Muslim children achieve the standards and competencies expected of them. It seeks to

promote the holistic way by which young children grow and develop, and aims to

recognize the role of families and communities in supporting the child’s development.

2. Curriculum
The standards and competencies of the curriculum are aligned with the Kindergarten

curriculum implemented in all public schools nationwide with relevant competencies for

Muslim learners.

The curriculum integrates Islamic values and Arabic language into the Kindergarten

curriculum with domains that cover (1) language, literacy, and communication; (2) socio-

emotional development; (3) values development; (4) physical health and motor

development; (5) creative development; (6) mathematics; and (7) understanding of the

physical and natural environment.

3. Assessment

Classroom assessment aims to holistically measure learners’ current and developing

abilities. Typically, the primary means of formatively assessing Kindergarten learners is

through observation. Formative assessment and learning activities are conducted

throughout the different blocks of time within a day. This is to ensure learners’ success

in moving from guided to independent display of knowledge, understanding and skills,

and to enable them to transfer this successfully in future situations.

4. Teachers or asatidz
Kindergarten teachers who are trained in Arabic reading and Islamic values can teach

the Kindergarten Madrasah. They must be able to integrate Islamic values into the

activities of the learners. However, asatidz who pass the QEALIS and complete the

LEaP may also teach Arabic language and Islamic values as separate learning areas.

5. Learning resources

The use of relevant, culture-responsive, and developmentally appropriate teaching-

learning resources is important in the implementation of this program. Learning

materials and other resources that are locally developed and/or locally available is

encouraged.

The Kindergarten Madrasah is implemented by way of diverse learning activities that

may be enhanced with resources that are appropriate for developing the domains, and

must sustain interest in active learning.

B. ALIVE for Grades 1 to 6

The ALIVE for Grades 1 to 6 (DO No. 40, s. 2011) consists of two components, namely:

Arabic language, and Islamic values, which is in addition to their regular subjects.
Schools can organize ALIVE classes for classes with 15 to 40 pupils. If a school has

less than 15 Muslim learners, the school head may coordinate with the Division ALIVE

Coordinator for possible collaboration with the nearest school offering ALIVE Program

within the district or schools division.

1. Objectives

The component of Arabic language aims to develop the learners’ functional literacy in

Arabic that will enable them to read and understand the Holy Qur’an.

The Islamic values component, on the other hand, aims to help learners acquire the

desired Islamic values that would guide them to Core Values of the Department: to be

maka-Diyos, makatao, makakalikasan, at makabansa; thereby making them agents in

advocating and promoting brotherhood, peace, unity, and justice and equality.

2. Curriculum

Competencies on Arabic language and Islamic values shall be the basic components of

the ALIVE for Grades 1 to 6.

The ALIVE Curriculum shall be contextualized by the implementing regions and schools

divisions in accordance with the K to 12 Curriculum. The Islamic Values Education

subject shall be anchored on the DepEd core values of maka-Diyos, makatao,

makakalikasan, at makabansa, and on the overall curriculum goal of harnessing Filipino

values and citizenship to promote Filipino national identity. The history and culture of

Filipino Muslims shall be integrated in the contextualization of the Madrasah Education

Program.

Arabic Language is taught thrice a week for 40 minutes; while Islamic Values Education

is taught twice a week for 40 minutes.

3. Assessment

Assessment of learners’ progress and achievement in ALIVE shall be in accordance

with the provisions of DO No. 8, s. 2015 or the Policy Guidelines on Classroom

Assessment for the K to 12 Basic Education Program. Grades shall appear in the report

card, and in Forms 137 and 138 as (a) Arabic Language, and (b) Islamic Values

Education.
4. Teachers or asatidz

To ensure quality and inclusive education, teachers or asatidz must pass the QEALIS

and complete the LEaP to handle ALIVE classes. These asatidz may (a) be under

contract of service (COS), or (b) granted a permanent position. The systematic

selection, hiring, deployment, career pathing and continuing professional development

of Madrasah education teachers or asatidz must be conducted through the Schools

Division Office (SDO).

After passing the QEALIS, the asatidz must take the Language Enhancement and

Pedagogy (LEaP) Training and Arabic Emergent Reading (AER). Grants to take the

Accelerated Teacher Education Program (ATEP) may be provided to enable them to

obtain a Bachelor’s Degree, and take and pass the Licensure Examination for Teachers

(LET).

Asatidz under COS are required to render at least 20 hours per week inclusive of the

instructional preparations. However, in the exigency of service, the asatidz may render

beyond 20 hours. The schedule of ALIVE classes shall be determined by the school

head, based on the availability of asatidz and other resource needs. They shall be

assessed in terms of their teaching performance and they must undergo a year-end

evaluation process to be conducted by the teacher monitor or subject coordinator (when

applicable) with the approval of the school head. Also, the renewal of contract of the

COS Asatidz shall be based on the results of teacher performance appraisals.

Asatidz with permanent positions handle the ALIVE classes and may teach additional K

to 12 subjects, depending on the need of the school where the teachers are deployed.

The school head shall ensure a collegial and inclusive working environment for all

teachers and staff. Asatidz will participate in all other school learning activities so their

involvement with the school will not be limited to the ALIVE program.

5. Learning Resources

Schools with organized ALIVE classes shall ensure the inclusive and quality

implementation of the program through systematic organization of classes that is

conducive to teaching and learning.

The DepEd shall provide all learners with adequate and appropriate learning materials

anchored on the needs of individual learners. In addition, the teachers shall be given

curriculum and teaching guides in ALIVE.

Learning materials shall be developed and reproduced at school level to complement

the DepEd provided materials. These materials, both print and non-print shall promote

active learning in different contexts and lifelong learning. The MEP will employ the

Learning Resources Management and Development System (LRMDS) to ensure that

the ALIVE instructional materials and other resources are properly managed, utilized,

generated, allocated, recorded and audited.

C. ALIVE in the Alternative Learning System (ALS)

This program implements the ALIVE component in the Alternative Learning System

(ALS) program. The ALS provides basic literacy and continuing education interventions

to illiterates and drop-outs, as well as ALIVE concepts for its Muslim learners.

1. Objectives

Per DO No. 57, s. 2010, ALIVE in ALS aims to provide opportunities for adult learners to

develop basic and functional literacy skills and equivalent pathways to complete basic

education. The inclusion of ALIVE seeks to provide additional competencies that are

relevant to the needs, cultures and purposes of its target Muslim learners.

2. Curriculum

ALIVE in ALS integrates the Basic Literacy Program (BLP) and Accreditation and

Equivalency (A&E) for Elementary and Junior High School and the ALIVE program
described in item B above. The ALS/Asatidz adjust the content and competencies

according to the age and experiences of the learners.

3. Assessment

The potential ALS learner must take an entry assessment to determine prior learning

s/he may have. This entry or diagnostic assessment called the Functional Literacy Test

(FLT) assists the learning facilitator to set a specific learning plan to the learner.

Throughout the program, learners will be assessed using various formative assessment

tools used by the learning facilitator and those found in the learning modules of both

ALS and ALIVE components. Learners are also asked to update learning logs and

develop their portfolio based on their ILA.

ALIVE in ALS learners who seek Elementary or Junior High School level certification

must successfully complete and pass the Accreditation and Equivalency (A&E) test.

Formative assessment is used to measure progress in the ALIVE component of this

program.

4. Teachers or asatidz

Regular ALS mobile teachers who have had training in ALIVE shall teach the ALS

component, as well as Islamic values. However, the Arabic language component shall

be taught by asatidz who qualified in the QEALIS, completed the LEaP training and

attended other teacher trainings such as INSET and AER.

5. Learning resources
The ALIVE in ALS uses learning modules that contain learning activities, and pre and

post-assessments. Modules for basic levels include a facilitator’s guide, while modules

for advanced levels are designed for self or independent learning. These are provided

to the learners by ALS learning facilitators and the asatidz.

Supplementary materials like print and non-print modules, self-learning instructional

materials, learning activity packages, online or digital modules, textbooks, e-modules, or

blended technology learning materials from the home or other sources may also be

used.

D. Special Program in Foreign Language (SPFL) Arabic

Arabic may be included as one of the options for SPFL in Junior High School starting in

SY 2019-2020. The Bureau of Curriculum Development will lead this program through

its Special Curricular Programs Division. Policy guidelines will be issued once the

program design and curriculum have been finalized.

VI. PROGRAM SUPPORT TO PRIVATE MADARIS

Government subsidy is given to provide support for private madaris to: (a) improve

operational capabilities in implementing the DepEd-mandated curriculum, (b) raise the

quality of instruction in private madaris in compliance with the standards provided by the

Department, and (c) augment the recurrent cost of operation in their adoption or

implementation of the DepEd K to 12 program.

Financial aid and assistance are granted to private schools provided that such programs

meet certain defined educational requirements and standards, and contribute to the
attainment of national development goals. Traditional madaris that offer the K to 12

Curriculum and comply with DepEd requirements may apply for the funding support.

To ensure quality of instruction, private madaris shall meet the requirements for

selection, inspection and validation, approval, fund release and utilization processes.

Also, DepEd shall:

1. Provide technical assistance to private madaris through the regional and division

offices in terms of education planning and programming, curriculum

implementation, learner’s assessment and teacher support.

2. Strengthen the partnership of private madaris in both local and international

setting.

3. Provide technical assistance to private madaris in securing Permit to Operate

(PTO) through the Quality Assurance Division.

4. Conduct progress monitoring and reporting of private madaris recipients

regarding the technical and financial support from DepEd, through the regional

and division offices.

VII. PROGRAM MANAGEMENT

This section specifies the management leadership, commitment, financial support and

allocation, and decision making capacity of each level of governance in the basic

education to maintain an oversight of the progress and status of the MEP programs and

ensure that the overall program goals are achievable.

A. Fund Source and Allocation

 1. DepEd shall allot an annual madrasah fund for the implementation of MEP. In

coordination with the External Partnership Service of the DepEd Central Office,

other fund sources may be identified at the different levels of governance.

2. The utilization of Regional Fund Allocation shall be based on the guidelines on

fund utilization which shall be issued by the Department.

3. The school heads and/or schools division superintendents shall ensure that

funds from external donors are properly managed in accordance with

government rules and regulations.

B. Financial Management

1. DepEd shall ensure transparency and efficiency in managing the fund for MEP.

2. Regions and Schools Division Offices shall enforce proper program

documentation, record keeping, or filing system of MEP data and other pertinent

documents.

3. School Heads shall ensure the submission of requirements of all ALIVE teachers

including a notarized contract, accomplishment reports, and performance

appraisals. These will serve as supporting documents for renewal of contract as

asatidz under COS and payment of allowances from the LGU, if applicable.

C. Capability Building

1. The DepEd shall implement capacity building and professional development

programs for asatidz through the conduct of in-service trainings (INSETs) such

as school-based Learning Action Cells (LACs) and summer training programs,

 among others. The concerned region and division offices shall ensure effective

management and supervision of the training for asatidz.

2. The Arabic Emergent Reading and Culture Awareness (AERCA) shall be

conducted to capacitate the Non-Muslim ALIVE implementers.

3. DepEd shall provide orientation and training programs for teachers to promote

respect for cultural diversities.

D. Advocacy and Partnership Management

1. The Bureau of Learning Delivery-Student Inclusion Division (BLD-SID) shall

regularly conduct activities to update the internal and external stakeholders of the

status of MEP implementation.

2. Internal and external coordination with stakeholders shall be encouraged to

support the program implementation. Linkages with institutions shall be extended

and strengthened to warrant coordination and collaboration for resource sharing

and other purposes.

3. Intensive advocacy activities and social mobilization on MEP shall be done in all

levels of governance. Monitoring and evaluation tools shall be developed at each

level and a mechanism for providing technical assistance to implementing

schools, divisions and regions shall be established.

E. Roles, functions and accountabilities per level of governance

1. Schools Implementing ALIVE

School Leadership and Management School heads shall:

a. ensure the implementation of the Madrasah curriculum through the organization of

ALIVE classes, and that each ALIVE class has an adequate number of Muslim learners;

b. ensure the availability of classrooms and prepare the schedules to maximize the

allotted time for ALIVE classes;

c. supervise the asatidz and monitor the preparation of a Detailed Lesson Plan (DLP) or

a Daily Lesson Log (DLL) and assessment to ensure that all competencies in the ALIVE

curriculum are taught;

d. conduct class observation, instructional supervision and provide technical assistance

to ALIVE teachers with the master teacher;

e. include ALIVE teachers in the regular in-service training/LAC sessions to equip them

with teaching strategies, preparation and development of instructional materials, writing

of test questions, and other related activities to strengthen the implementation of MEP;

and

f. promote ALIVE as a regular school program with internal and external partners.

Support System Management School heads shall:

a. provide technical assistance to asatidz and ensure that monthly honoraria and

allowances are received in accordance with the usual government accounting and

auditing rules and regulations;

b. ensure that: (1) ALIVE and other programs are included in the School Improvement

Plan (SIP) and Annual Implementation Plan (AIP), and (b) MEP is included in the
annual school calendar, including activities unique to the program such as Musabaqah,

Eid’LFitr and Eid’lAdha;

Advocacy and Partnership Management School heads shall:

a. strengthen partnerships with organizations and local communities in the

implementation of MEP;

b. include the MEP in the advocacy and social mobilization activities such as symposia,

barangay assembly meetings and dialogues, broadcast media, distribution of advocacy

materials to increase awareness and participation of the various stakeholders; and

c. submit a report to the Schools Division office (SDO) of their advocacy and partnership

management activities for monitoring, documentation for possible basis for best

practices in MEP implementation.

Data Management

a. The school heads shall ensure that the tagging of ALIVE learner’s data in the

Learners Information System (LIS) and in the Enhanced Basic Education Information

System (EBEIS) is done by the concerned teacher.

b. The ALIVE teacher and the class adviser of the ALIVE learners shall coordinate

closely to ensure that these learners are tagged in the LIS.

c. All data generated from the LIS shall be the basis of downloading funds to field

implementers and private madaris.

2. Schools Division Office (SDO)

The SDOs shall:

a. include ALIVE in the Division Education Development Plan (DEDP) and conduct

regular monitoring and technical assistance to the schools implementing ALIVE classes

(public and private madaris) to ensure that planned activities indicated in the AIP are

implemented accordingly;

b. review the application and supporting documents of teacher applicants in compliance

with the required standards for admission, preparation of the list of applicants and

administration of QEALIS;

c. evaluate the list of qualified teacher applicants for hiring and deployment;

d. submit the Physical and Financial Accomplishment Reports and the master list of

asatidz employed in their division to the RO through the DACs;

e. conduct regular orientation and training for asatidz; and

f. ensure that schools implementing the madrasah curriculum have fully complied with

all the existing DepEd policies.

3. Regional Office (RO)

The ROs shall:

a. include MEP in the Regional Education Development Plan (REDP);

b. conduct regular monitoring and provide technical assistance to the SDOs to ensure

quality implementation of MEP based on the planned activities including compliance to

guidelines;
c. conduct the Induction Program of the newly designated regional and division ALIVE

coordinators to orient them on the mandates and directions of MEP; and

d. conduct advocacy orientation and training for all program implementers including

SDO officials, school heads and teachers.

4. Central Office

a. The Central Office (CO), through the Bureau of Learning Delivery-Student Inclusion

Division (BLD-SID) shall be responsible for the policy formulation, standard setting,

designing models, capacity building, monitoring, and providing technical assistance to

the ROs and other field offices as needed. Moreover, the BLD-SID shall be responsible

for tracking the progress of MEP implementation.

b. The Bureau of Curriculum Development Special Curricular Programs Division (BCD-

SCPD) in coordination with the BLD-SID and other concerned bureaus shall be

responsible for the continuous development, review and refinement of the curriculum

and learning materials.

c. The Bureau of Education Assessment (BEA) shall be responsible for the

development, administration and reporting of various assessments of the Madrasah

program for both students and teachers.

d. The Central Office (CO) through the BLD-SID in coordination with the Bureau of

Learning Resources (BLR) and External Partnerships Service shall provide resources

for the development and production of contextualized ALIVE instructional materials in

the regional or division level. They shall also establish and strengthen partnerships with
Local Government Units, Non-Government Organizations (NGOs), and private sectors

to ensure continued support for this cause.

VIII. MONITORING AND EVALUATION

To ensure that this policy is fully implemented for the attainment of the goals of MEP, all

offices must ascertain compliance with the provisions, conduct monitoring and manage

data at their level of governance, and provide technical assistance to the implementers.

1. The BLD-SID shall be responsible for the over-all implementation, review and

continuous revision of this policy, as well as the technical assistance on carrying

out the program components.

2. At the regional level of governance, the Curriculum Learning Management

Division (CLMD) shall be in charge of the implementation of this policy. The

Regional ALIVE Coordinator (RAC) shall continue to serve as the focal person

for the MEP implementation, while the overall management of the program shall

be the responsibility of the Regional Director.

3. At the division level, the Curriculum Implementation Division (CID) shall be in

charge of the policy implementation and shall supervise the personnel involved in

the implementation. The Division Alive Coordinator (DAC) shall serve as the

MEP focal person in this level while the Division Schools Superintendent shall

oversee the entire policy implementation.

4. In the school level, the school head shall be responsible in ensuring that the

policy is implemented particularly the provision for teachers, learning materials,

facilities and class programming.

 5. BLD-SID shall conduct a collaborative and structured monitoring across the

different offices in charge of MEP at all levels of governance. The feedback and

initiatives gathered in the monitoring activities will further improve this policy.

IX. REFERENCES

 DepEd Order (DO) No. 77 s. 2010, Guidelines on the Allocation/Deployment of

New Teaching, Teaching-Related and Non-Teaching Positions for FY 2010 must

be observed relative to the deployment of new teachers.

 DO No. 40, s. 2011, Amendment to DO No. 51, s. 2004, or the Standard

Curriculum for Elementary Public Schools and Private Madaris.

 DO No. 30 s, 2012, Policy Guidelines on the Hiring and Deployment of Madrasah

Teacher 1.

 DO No. 8, s. 2015, Policy Guidelines on Classroom Assessment for the K to 12

Basic Education Program.

 DO No 7, S. 2015, Hiring Guidelines for Teacher 1 Position Effective 2015-2016.

 DO No. 47, s 2016, Omnibus Policy on Kindergarten Education

 DO No. 42, s. 2016, Policy Guidelines on Daily Lesson Plan Preparation for K to

12 Basic Education Program

 DO No. 58, s. 2016, Guidelines on the Utilization of Fund for Madrasah/ Muslim

Education Program (MEP)

 Republic Act 10533, Enhanced Basic Education Act of 2013.

 Implementing Rules and Regulations (IRR) of the Enhanced Basic Education Act

of 2013
X. EFFECTIVITY

All existing Orders and Memoranda inconsistent with this order are rescinded. This

policy will take effect starting 2017 unless otherwise repealed, amended or rescinded.

Implementation of Arabic Language and Islamic Values Education (ALIVE)

Program in the Philippines

Introduction

Paving another way for building peace and friendship relation between Muslim

and Christian in the Department of Education (DepEd) through the implementation of

Arabic Language and Islamic Values Education (ALIVE) program as an avenue to

communicate with Muslim brothers. It is a mechanism of providing education to the

unreached children that is meaningful, relevant and culture sensitive for Muslim

societies (Nene Astudilla C. Godoy, et. al. 2008). ALIVE program is one of the avenues

for peacebuilding between Muslims and Christians ethnic. National united people in the

Philippines and intercultural solidarity are the main objectives to keep country in

peaceful life. The inclusion of ALIVE program in the public system has started in 2005

(Juliet Sannad 2015). Indeed, like other Filipino citizen, Muslims have the intellectual

and educational right and capacity to participate actively in the social, economic and

political endeavours in the Republic of the Philippines.

Impact of the Implementation of ALIVE on Program on the Muslim Society

ALIVE Program Activities Listed in National Public Holidays

Integration of ALIVE program results from a gradual advocacy of the ALIVE program to

the level of appreciation, understanding and acceptance by the whole community

excluding ethnics, religion and culture. The following activities brought to National Public

Holiday such as ‘Amun Jadid (New Year for the Islamic calendar which refer to 1st

Muharram), Maulid al-Rasul (birthday of Prophet Muhammad pbuh), Ramadan (month

of fasting season), c eid alAdha, c eid al-Fitri and Isra’ wa al-Mic raj (Amil S. Flamiano

2015). ALIVE program reflects the school year calendar that may led to the satisfaction

of Muslim society.

As it is stated in DepEd Order No. 11, s. 2006 regarding Muslim Holidays as

follows: 1. Pursuant to Articles 169-172 of Presidential Decree No. 1083, “A Decree to

Ordain and Promulgate a Code Recognizing the System of Filipino Muslim Laws,

Codifying Muslim Personal Laws, and Providing for its Administration and for Other

Purposes”.

The Department shall observe the following provision: 1.1 Article 169 on official

Muslim Holidays states that the following dates are hereby recognized as Legal Muslim

Holidays:

a. Amun Jadid (New Year, which falls on the first day of the first lunar month of

Muharram);

b. Maulid-un-Nabi (birthday of the Prophet Muhammad, which falls on the twelfth

day of the third lunar month of Rabi-ul-Awwal);

 c. Lailatul Isra Wal Mi’raj (Nocturnal Journey and Ascencion of the Prophet

Muhammad), which fall on the twenty-seventh day of the seventh lunar month of Rajab);

d. Id-ul-Fitr (Hari Raya Puasa, which falls on the first day of the tenth lunar month

of Shawwal, commemorating the end of the fasting season); and

e. Id-ul-Adha (Hari Raya Haji, which falls on the tenth day of the twelfth lunar

month of Dhul-Hijja).

All DepEd offices are directed to comply with the above mentioned law, to allow

Muslim officials and employees of DepEd to observe the Muslim Holidays without

reduction in their usual compensation.

Equal Basic Islamic Education in ALIVE Program

Right of every child in education is applicable in the government educational

policy of the Philippines,. All children as right holders must be given quality education

opportunity irrespective of their race, color, religion or culture (Nene Astudilla C. Godoy,

et. al. 2008: 5). In this reason, DepEd implemented ALIVE program to make the Muslim

children knowledgeable of their religion (especially Islamic values) and the language of

the Holy Qur’an which is Arabic language (Juliet Sannad 2015). The teaching of Arabic

as a second language in the Muslim areas of the Philippines is not only impliedly

recognized by the provision of the new Constitution of the Philippines (Article 15 Sec 3),

but it is also premised on the following statement of the late President Ferdinand E.

Marcos, as follows (Ahmad Mohammad Hassoubah 1981): …and so long as the Filipino
people have faith and trust in me, so long as I am President of this Republic, I shall see

to it that our Muslim brothers are offered all the opportunities to serve the nation so that

they truly become part of the national community; that this go over.

However, The main objectives of Governance of Basic Education Act 2001 are

(i) to develop the Filipino learners by providing them basic competencies in literacy and

numeracy, critical and learning skills, and desirable values to become caring, self-

reliant, productive, socially aware, patriotic and responsible citizens; (ii) Curriculum

Vision: Promote the holistic growth of the Filipino learners and enable them to acquire

the core competencies and develop the proper values. This curriculum shall be flexible

to meet the learning needs of a diverse studentry, and is relevant to their immediate

environment, social and cultural realities. Basic Education Curriculum 2002 for formal

basic education aims to :

(i) provide basic quality education that is equitably accessible to all, and to lay the

foundation for lifelong learning and service to the common good

(ii) to empower learners to attain functional literacy and life skills so that they

become self-developed persons who are makabayan (patriotic), makatao (mindful or

humanity), makakalikasan (respectful of nature) and maka-Diyos (godly); also

(iii) to develop in learners a reflective understanding and internalization of

principles and values and their multiple intelligences. The late of United States

President William Mckinley had mentioned in the American Congress in 1899 about the

basic policy of the United States towards the Philippines (Gowing, Peter G. 1968;

Harrison, Francis B. 1922):

 The Philippines are not ours to exploit, but to develop, to civilize, to educate, to

train in the science of self-government. This is the path we must follow or be recreant to

a mighty trust committed to us. In relation with the above statement, ALIVE program

rationale for Muslim Basic Education is an interest of the country to support quality

education for Muslims because poor Muslims will be a sort of problem to the

government. It is because of failure in education which in turn has caused them to lag

behind other Filipinos in terms of access to and equality in development (Boransing

2006). In addition to that, Arsad (2007) believed that attainment of peace for the whole

country in the Philippines is a crucial basis for Madrasah mainstreaming. However, the

knowledge, skills and attitudes framework of the DepEd-Madrasah curriculum is

influenced by both Philippine and Islamic educational standards, though the level of

influence of each may vary. They will learn that every being has a place in the universal

web, contributing to and affected by the continual flow of life on earth. A collective

consciousness will thus be developed.

Job Opportunity for Muslims Scholars in ALIVE Program

The selection and recruitment of teachers in the ALIVE program must be in

consonance with the guidelines set by the DepEd, re DepEd Order No. 54, s. 2006 on

Revised Hiring Guidelines for Teacher I position in Public Elementary and Secondary

Schools. The ALIVE program however is new and with special features thus additional

criteria for the recruitment and selection of ALIVE teachers have been set to insure

quality implementation of the program. The recruitment of ALIVE teachers should have
educational qualification as well as the potential of applicants to teach in the ALIVE

Program (Nene Astudilla C. Godoy, et. al. 2008: 22-24). Assigning of ALIVE selected

teachers to organize and manage ALIVE classes in specific public schools, after

undergoing the training processes. It determines the number of asatidz to be deployed,

the results of the school mapping and needs analysis and a number of issues have to

be considered; number of Muslim students enrolled, student-teacher ratio should be

15:1 in non-Muslim areas and availability of alternative funding sources. Deployment

does not end with the placement of the ALIVE teachers in the public schools but it

follows by sustained teacher instructional support and monitoring and evaluation

system. However, monthly allowance and other fringe benefits for the deployed ALIVE

teachers had started paying the allowance in 2007 pursuant to DepEd Memorandum

250, s. 2007, entitled “Guidelines in the payment of Allowance of Muslim Teachers

(Asatidz) in ALIVE in the Public Elementary School”. To ensure the timely release of the

Asatidz monthly allowance, DepEd Memorandum No. 304, s. 2008 dated June 26, 2008

on the Mechanics for the Payment of Monthly Allowance for Muslim Teachers/Asatidz in

Arabic Language and Islamic Values Education Through ATM of Land Bank was

disseminated to the field. DepEd Central Office is benchmarking P5,000/month as an

honorarium for every ALIVE teacher (Nene Astudilla C. Godoy, et. al. 2008: 34-37).

When an asatidz will be a Licensure Examination for Teachers passer after the 2- Year

Accelerated Teacher Education Program, can be employed as regular teacher to handle

Arabic Language and Islamic Values Education and some additional subjects and will

be receiving the salary of a Teacher I position.

Madrasah Education

Department of Education Undersecretary for Muslim Affairs, Dr. Manaros B. Boransing,

gives the following definition and types 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.

There are 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: (a) classes are held on Saturdays

and Sundays only or days agreed upon by the teacher and the students/pupils; (b) it

does not have a formal curriculum; (c) it is non-graded and may have multi-age

grouping; and (d) it only requires its teachers to be graduates of a madrasah or to be an

imam (Muslim religious leader)

2. Developmental or formal madrasah. This type offers hierarchically structured

education and sequential learning generally attuned with the formal education system. It
operates like a regular school where the students go through madrasah edadi (pre-

school), to madrasah sanawi (high school). The teachings concentrate on Islamic

religious and cultural subjects and include some mathematics and sciences courses,

with Arabic as the medium of instruction. Expectedly, the madaris students lack

competitive skills required for employment and are not eligible for transfer to regular

schools because the madaris do not implement the standard curriculum of the

Department of Education. This type is not recognized and accredited by the Department

of Education.

3. Standard private 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 Education -- the

Enriched Curriculum for Public Elementary Schools and the Standard Curriculum for

Private Madaris. The former has been implemented in all DepEd regions nationwide for

Muslim students and is known as the Arabic Language and Islamic Values Education
(ALIVE) Program. Islamic culture and language can be preserved among Muslim

children while they are enrolled in public schools.

The Standard Curriculum for Private Madaris, approved in 2004, aims to put in

place an educational system that is appropriate for the Muslim population.

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 the masjid 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 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.

Reflection

The implementation of ALIVE Program has much benefited the Muslims learners.

First, integration of Islamic subjects into the secular curriculum is a good concept which

opens a knowledgeable discussion. Second, the integrated Islamic knowledge has the
potential to address Muslim children’s educational needs. Third, the integrated school

has activities like foundation week and saqadah (charity) giving. Fourth, teachers are

professionally qualified, thus mode of teaching is in well approach. Fifth, there is an

opportunity to educate basic Islamic knowledge for every Muslim child. Lastly, Arabic

and Islamic studies are incorporated into the curriculum so at least it could address the

needs of Muslim students who could not attend the weekend madrasah (Arsad 2007).

Not only for that, non-Muslim pupils are allowed to attend ALIVE classes but have a

written consent from their parents (Nene Astudilla C. Godoy, et. al. 2008).

References:

http://www.deped.gov.ph/2013/10/14/do-46-s-2013-guidelines-on-the-madrasah-

education-program-and-utilization-of-the-support-fund/

http://depedaliveprogram.weebly.com/

https://www.teacherph.com/madrasah-education/

https://reliefweb.int/report/philippines/philippines-madrasah-education-deped-invests-

peace-building-mindanao

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).

Educational Research Journal, 2015