Abstract: This study is titled “Madrasah Education in Highly Urbanized Cities: Its Progress and Development. This study was conceived following some observations in the implementation of Madrasah Education in three (3) highly urbanized cities in Region VII as viewed by the researcher per se. Specifically, on the hiring of Madrasah teachers (Asatidz) as prescribed in DO 30, s, 2012, the basic learning areas and ALIVE curriculum and the time allotted in each learning area as required by DO 40, s. 2011, and the emerging CIGPs confronting the implementation of Madrasah Education in Schools Division Offices. Moreover, was it observed that ALIVE teachers found it difficult to acquire social support from stakeholders. It is in this premise that the researcher wanted to find out how Madrassah Education was implemented in the three (3) highly urbanized cities in Central Visayas Region, namely Mandaue City Division, Cebu City Division and Lapu-lapu City Division. The results of this study can be used to upgrade Madrasah Education not only in Region VII but also in other places of the Philippines that are entrusted in the education of other Muslim Filipinos. Furthermore, the results of the study could also be used in action planning and in policy formulation and development to sustain the Madrasah curriculum in the whole region. The researcher utilized the complete enumeration of sample method. The study employed the descriptive method of research using a researcher-formulated questionnaire adopted from DO 30, s, 2012 and DO 40, s, 2011. The data collected were analyzed utilizing archiving technique, simple percentage and weighted mean. The results showed that for the last three (3) school years, 2014-2015, 2015-2016 and 2016-2017, there were 31 schools offering Arabic Language and Islamic Values Education (ALIVE) classes handled by 133 Asatidz. It was also found that significant number of Muslim learners of school age failed to attend Madrasah classes due to economic reasons coupled with some apprehensions by their parents on the notion that they might be assimilated to the mainstream culture of the society. They perceived that such attempts may prelude them to Christianization and the erasure of their ethnic identity. As to the implementation of ALIVE curriculum, all respondents positively responded a high degree of rating. However, the affirmation by the respondents on such aspects was stunned by some issues and concerns which the considered hindrances in the implementation of Madrasah Education in their respective areas. The results revealed that out of 12 indicators for the challenges, nine (9) indicators were rated very serious and only three (3) were treated as serious. Among those rated as very serious were the top most five (5) realities namely: indifferent attitude of parents towards sending their kids to Madrasah class, Contact time does not conform to the required number of minutes, indifferent attitude of regular teachers towards Madrasah program resulting to curtailment of classroom facilities and instructional materials needed, lack of learning resources and instructional materials and shortage of qualified teacher Asatidz. It is perceived, however, that the resolution of these realities could address the rest of the Concerns, Issues, Gaps and Problems (CIGPs). Lack of support from Muslim community in the area and delay of the release of honoraria were among those rated serious. Though not quite alarming but are vital factors in the effective implementation of Madrasah Education.
Keywords: Madrasah Education, ALIVE Curriculum, Asatidz, CIGPs
Title: MADRASAH EDUCATION IN HIGHLY URBANIZED CITIES: ITS PROGRESS AND DEVELOPMENT
Author: Benjamin D. Tiongzon, DPA, Liberato A. Lauronilla, EdD, Ma. Angelica M. Lauronilla, EdD, Rufino T. Tudlasan Jr., PhD
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
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