Education
in the Philippines prior to the mid-20th century was patterned on the
educational systems of its earlier colonial powers, those of both Spain and the
United States. However, after the liberation of the Philippines in 1946, its
educational system changed radically.
The
Philippines' Department of Education (or DepEd) administers the entire
educational system, especially its curriculum, along with the utilization of
given funds for school services, equipment, recruitment of teachers (for public
schools only).
The
former educational system of the Philippines was composed of 6 years of
elementary education starting at the age of 6, and 4 years of high school
education starting at the age of 12. With this system, compulsory education is
not enforced.
However,
2011 signaled the start of the implementation of a new educational system,
which is the K-12 educational system, which includes the new curricula for all
schools (see 2010s and the K-12 program). With this system, education will be
now compulsory.
All
public and private schools in the Philippines must start classes from a date
mandated by the Department of Education (usually every first Monday of June for
public schools only), and must end after each school completes the mandated
200-day school calendar of DepEd (usually around the third week of March to the
second week of April).
History
Pre-Spanish
period
During
the Pre-Spanish period, education was still decentralized. Children were
provided with more vocational training with fewer academics. Philippine schools
were headed by parents or by their tribal tutors. They employed a unique
writing system known as baybayin.
Spanish period
When
the Spanish first arrived in Manila, they were surprised to find a population
with a literacy rate higher than that of Madrid.
During
the early Spanish period, most education was conducted by religious orders. The
friars, recognizing the value of the literate indigenous population, built
printing presses to produce material in baybayin. Missionaries studied the
local languages and the baybayin to communicate better with the local
populations and teach Christianity.
The
church and the school both worked together. All Christian villages had schools
for students to attend.
Spanish
missionaries established schools immediately after reaching the islands. The
Augustinians opened a school in Cebu in 1565. The Franciscans, in 1577,
immediately took to the task of teaching improving literacy, aside from the
teaching of new industrial and agricultural techniques. The Jesuits followed in
1581, also by the Dominicans in 1587, and they started a school in their first
mission at Bataan.
In
1590, the Universidad de San Ignacio was founded in Manila by the Jesuits, and
following the suppression of the Jesuits was incorporated into the University
of Santo Tomas, College of Medicine and Pharmacy.
The
first book printed in the Philippines dates back to 1590. It is a Chinese
language version of Doctrina Christiana. A Spanish and Tagalog version, in both
Latin script and the locally used baybayin script, was printed in 1593.
In
1610, Tomas Pinpin, a Filipino printer, writer and publisher, who is sometimes
referred as the "Patriarch of Filipino Printing", wrote his famous
"Librong Pagaaralan nang manga Tagalog nang Uicang Castilla", which
was meant to help Filipinos learn the Spanish language. The prologue read:
“
Let us therefore study, my
countrymen, for although the art of learning is somewhat difficult, yet if we
are persevering, we shall soon improve our knowledge.”
Other
Tagalogs like us did not take a year to learn the Spanish language when using
my book. This good result has given me satisfaction and encouraged me to print
my work, so that all may derive some profit from it.
”
In
1640, the Universidad de San Felipe de Austria was established in Manila. It
was the first public university in the Philippines. On April 28, 1611, the
University of Santo Tomas was founded in Manila as the Colegio de Nuestra
Señora del Santisimo Rosario.
By
the end of the 16th century, several religious orders had established charity
hospitals all over the archipelago and provided the bulk of this public
service. These hospitals also became the setting for rudimentary scientific
research work on pharmacy and medicine.
The
Jesuits also founded the Colegio de San Jose in 1601 and took over the
management in what became Escuela Municipal in 1859 (which was later renamed as
Ateneo Municipal de Manila in 1865; today as Ateneo de Manila University). The
Dominicans on their part founded the Colegio de San Juan de Letran in 1620 in
Manila.
The
Educational Decree of 1863 created a free public education system in the
Philippines, run by the government. It was the first such education system in
Asia. The decree mandated the establishment of at least one primary school for
boys and one for girls in each town under the responsibility of the municipal
government; and the establishment of a normal school for male teachers under
the supervision of the Jesuits. Primary education was free and available to
every Filipino, regardless of race or social class. Contrary to what the
propaganda of the Spanish–American War tried to depict, they were not religious
schools, but schools established, supported and maintained by the Spanish Government.
In
1866, the total population of the Philippines was 4,411,261. The total number
of public schools for boys was 841, and 833 for girls, while the total numbers
of children attending those schools were 135,098 for boys, and 95,260 for
girls. In 1892, the number of schools had increased to 2,137, of which 1,087
were for boys, and 1,050 for girls.[11] By 1898, enrollment in schools at all
levels exceeded 200,000 students.
Because
of the implementation of public education, a new social class of educated
Filipinos arose, the Ilustrados ('enlightened ones'). This new well educated
middle class of Filipinos would later lead the Philippine independence
movement, using the Spanish language as their common language. Among the
Ilustrados who had also studied in Spain were José Rizal, Graciano López Jaena,
Marcelo H. del Pilar, Mariano Ponce or Antonio Luna, who were to lead later the
cause of Filipino self-government and independence.
First
Republic
The defeat of Spain following the Spanish-American
War let to the short-lived independence and establishment of the First
Philippine Republic. The schools maintained by Spain for more than three
centuries were closed for a short period but were reopened on August 29, 1898
by the Secretary of Interior. The Burgos Institute (the country's first law
school), the Academia Militar (the country's first military academy), and the
Literary University of the Philippines were established. Article 23 of the
Malolos Constitution mandated that public education would be free and
obligatory in all schools of the nation under the First Philippine Republic.
However, the Philippine–American War hindered its progress.
American
period
With the help of the still-unabolished Educational
Decree of 1863 (which was used since the Spanish period), an improved public
school system was established during the first decade of American rule upon the
recommendation of the Schurman Commission. Free primary instruction that
trained the people for the duties of citizenship and avocation was enforced by
the Taft Commission per instructions of President William McKinley. Chaplains
and non-commissioned officers were assigned to teach using English as the
medium of instruction.
A highly centralized public school system was
installed in 1901 by the Philippine Commission by virtue of Act No. 74. The
implementation of this act created a heavy shortage of teachers. As a result,
Philippine Commission authorized the Secretary of Public Instruction to bring
to the Philippines more than 1,000 teachers from the United States called the
Thomasites from 1901 to 1902. These teachers were scattered throughout the
islands to establish barangay schools.[13] The same law established the Philippine
Normal School (now the Philippine Normal University) to train aspiring Filipino
teachers.
The high school system supported by provincial
governments, special educational institutions, school of arts and trades, an
agricultural school, and commerce and marine institutes were established in 1902
by the Philippine Commission.
In 1908, the Philippine Legislature approved Act No.
1870, which created the University of the Philippines. The Reorganization Act
of 1916 provided the Filipinization of all department secretaries except the
Secretary of Public Instruction.
The emergence of high school education in the
Philippines islands, however, did not happen until 1910, caused by the rise in
big businesses and technological advances in factories and the emergence of
electrification that required skilled workers. In order to meet this new job
demand, high schools were created and the curriculum focused on practical job
skills that would better prepare students for professional white-collar or
skilled blue-collar work. This proved to be beneficial for both the employer
and the employee, because this improvement in human capital caused employees to
become more efficient, which lowered costs for the employer, and skilled
employees received a higher wage than employees with just primary educational
attainment.
Two decades later, enrollment in elementary schools
was about 1 million from about 150,000 in 1901, and about 100,000 in high
school from less than 20,000 in 1901.
Third
Republic
In 1947, by the virtue of Executive Order No. 94,
the Department of Instruction was changed to the Department of Education.
During this period, the regulation and supervision of public and private
schools belonged to the Bureau of Public and Private Schools.
Fourth
Republic
In 1972, the Department of Education became the
Department of Education and Culture by the virtue of Proclamation 1081 which
was signed by President Ferdinand Marcos.
Following a referendum of all barangays in the
Philippines from January 10–15, 1973, on January 17, 1973, President Marcos
ratified the 1973 Constitution by Proclamation 1102. The 1973 Constitution set
out the three fundamental aims of education in the Philippines, to:
·
Foster love of country;
·
teach the duties of citizenship; and
·
Develop moral character, self-discipline,
and scientific, technological and vocational efficiency.
On September 24, 1972, by Presidential Decree No. 1,
the Department of Education, Culture and Sports was decentralized with
decision-making shared among thirteen regional offices.
In 1978, by the Presidential Decree No. 1397, the
Department of Education and Culture became the Ministry of Education and
Culture.
The Education Act of 1982 provided for an integrated
system of education covering both formal and nonformal education at all levels.
Section 29 of the act sought to upgrade education institutions' standards to
achieve "quality education", through voluntary accreditation for
schools, colleges, and universities; Section 16 and Section 17 upgraded the
obligations and qualifications required for teachers and administrators; while
Section 41 provided for government financial assistance to private schools.[18]
This act also created the Ministry of Education, Culture and Sports.
Fifth
Republic
On February 2, 1987, a new Constitution for the
Philippines was ratified. Section 3, Article XIV of the 1987 Constitution
contains the ten fundamental aims of education in the Philippines.
In 1987 by virtue of Executive Order No. 117, the
Ministry of Education, Culture and Sports, became the Department of Education,
Culture and Sports. The structure of DECS as embodied in the order remained practically
unchanged until 1994.
On May 26, 1988, the Congress of the Philippines
enacted the Republic Act 6655, the Free Public Secondary Education Act of 1988,
which mandated free public secondary education commencing in the school year
1988–1989. On May 26, 1988, the Congress enacted the act which made free public
secondary education to become a reality.
On February 3, 1992, the Congress enacted Republic
Act 7323, which provided that students aged 15 to 25 may be employed during
Christmas and summer vacation with a salary not lower than the minimum wage.
60% of the wage is to be paid by the employer and 40% is by the government.
The Congressional Commission on Education (EDCOM)
report of 1991 recommended the division of DECS into three parts. On May 18,
1994, the Congress passed Republic Act 7722, the Higher Education Act of 1994,
creating the Commission on Higher Education (CHED), which assumed the functions
of the Bureau of Higher Education, and supervises tertiary degree programs. On
August 25, 1994, the Congress passed Republic Act 7796, the Technical Education
and Skills Development Act of 1994, creating the Technical Education and Skills
Development Authority (TESDA), which absorbed the Bureau of
Technical-Vocational Education plus the National Manpower and Youth Council,
and supervises non-degree technical-vocational programs. DECS retained
responsibility for all elementary and secondary education.This threefold
division became known as the "trifocal system of education in the Philippines".
2000s
In August 2001, Republic Act 9155, otherwise called
the Governance of Basic Education Act, was passed transforming the name of the
Department of Education, Culture and Sports (DECS) to the Department of
Education (DepEd) and redefining the role of field offices (regional offices,
division offices, district offices and schools). The act provides the overall
framework for (i) school head empowerment by strengthening their leadership
roles and (ii) school-based management within the context of transparency and
local accountability. The goal of basic education is to provide the school age
population and young adults with skills, knowledge and values to become caring,
self-reliant, productive and patriotic citizens.
In 2005, the Philippines spent about US$138 per
pupil compared to US$3,728 in Japan, US$1,582 in Singapore and US$852 in
Thailand.
In January 2009, DepEd signed a memorandum of
agreement with the United States Agency for International Development to seal
$86 million assistance to Philippine education, particularly the access to
quality education in the Autonomous Region in Muslim Mindanao (ARMM), and the
Western and Central Mindanao regions.
2010s
and the K-12 program
The start of this century's second decade saw a
major improvement in the Philippine education system.
In 2011, DepEd started to implement the new K-12
educational system, which includes the new curricula for all schools. In this
system, education is now compulsory. The implementation of the K-12 program is
"phased".
There are four "phases" during the
implementation of the new system. These are:
1. Phase I: Laying the Foundations
Its goal
is to finally implement the universal kindergarten (offered since on S.Y.
2011—2012), and the "development of the (entire) program".
2. Phase II: Modeling and Migration
Its goal
is to promote the enactment of the basic education law, to finally start of the
phased implementation of the new curriculum for Grades 1 to 4 and 7 to 10, and
for the modeling of the senior high school.
3. Phase III: Complete Migration
Its goal
is to finally implement the Grades 11 and 12 or the senior high school, and to
signal the end of migration to the new educational system.
4. Phase IV: Completion of the Reform
Its goal
is to complete the implementation of the K—12 education system.
However, during the new educational cycle, from 2016
to 2018, college enrollment could slow down because of the entrance of the
lower-year students to the new educational system.
Program
description
At
Kindergarten, the pupils are mandated to learn the alphabet, numbers, shapes,
and colors through games, songs, and dances, but in their mother tongue; thus
after Grade 1, every student can read on his/her mother tongue.
The 12
original mother tongue languages that have been introduced for the S.Y.
2012-2013 are Bahasa Sug, Bikolano, Cebuano, Chabacano, Hiligaynon, Iloko,
Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray.
7 more
mother tongue languages have been introduced for the S.Y. 2013-2014. These are
Ibanag, Ivatan, Sambal, Akianon, Kinaray-a, Yakan and Surigaonon.
In Grade
1, the subject areas of English and Filipino are taught, with a focus on
"oral fluency".
In Grade
4, the subject areas of English and Filipino are gradually introduced, but now,
as "languages of instruction".
Currently
in high school, Biology is taught in 2nd Year, Chemistry in 3rd Year, and
Physics in 4th Year, but with the effect of the K—12 program, these subjects
are connected and integrated from Grades 7 to 10 with the use of the spiral
progression method in teaching. This will also be implemented on Mathematics.
The high
school from the former system will now be called junior high school, while
senior high school will be the 11th and 12th year of the new educational
system. It will serve as a specialized upper secondary education. With the
senior high school, students may choose a specialization based on aptitude,
interests, and school capacity. The choice of career track will define the content
of the subjects a student will take in Grades 11 and 12. Senior high school
subjects fall under either the core curriculum or specific tracks.
Core
curriculum learning areas include languages, literature, communication,
mathematics, philosophy, natural sciences, and social sciences
Whereas there are three choices that are available to be chosen by the
students — or the so-called "specific tracks". These are:
Academic
Technical-vocational-livelihood
Sports
and arts
The
first track, the academic track, includes three strands which are:
Business, accountancy, and management
Humanities, education, and social sciences
Science, technology, engineering, and mathematics
The
second track, the technical-vocational-livelihood, specializes in
vocational learning. A student can obtain a National Certificate Level II (NC
II), provided he/she passes the competency-based assessment of the Technical
Education and Skills Development Authority. This certificate improves
employability of graduates in fields like agriculture, electronics, and trade.
The third track, the sports and arts, is the track that is responsible
for educating senior high school students on the fields of sports and arts.
NOTE: Current 3rd and 4th Year students in high
school this S.Y. 2013-2014 are exempted in this program.
Educational
system table
Compulsory
education
|
School
|
Former
system
(used until June 5, 2011) |
Other
names
|
Age
|
|
Kindergarten
is not compulsory
|
|||
|
Grade
1
|
Primary
|
6–7
|
|
|
Grade
2
|
7–8
|
||
|
Grade
3
|
8–9
|
||
|
Grade
4
|
Intermediate
|
9–10
|
|
|
Grade
5
|
10–11
|
||
|
Grade
6
|
11–12
|
||
|
First
Year
|
Freshman
|
12–13
|
|
|
Second
Year
|
Sophomore
|
13–14
|
|
|
Third
Year
|
Junior
|
14–15
|
|
|
Fourth
Year
|
Senior
|
15–16
|
|
Current
educational system (used
since June 6, 2011)
|
|||||||
|
School
|
Grades
|
Age
|
What
are the changes?
|
Implementation
status
|
|||
|
Is
it a new grade?
|
Did
it now become compulsory?
|
Did
the curriculum change?
|
Did
it have a new name?
|
||||
|
5
|
No
|
Yes
|
Yes
|
No
|
Since 2011
|
||
|
6
|
No
|
Retained compulsory status
|
Yes
|
No
|
Since 2012
|
||
|
7
|
No
|
Retained compulsory status
|
Yes
|
No
|
Since 2013
|
||
|
8
|
No
|
Retained compulsory status
|
Yes
|
No
|
Starting 2014
|
||
|
9
|
No
|
Retained compulsory status
|
Yes
|
No
|
Starting 2015
|
||
|
10
|
No
|
Retained compulsory status
|
Yes
|
No
|
Starting 2016
|
||
|
11
|
No
|
Retained compulsory status
|
Yes
|
No
|
Starting 2017
|
||
|
12
|
No
|
Retained compulsory status
|
Yes
|
Yes
|
Since 2012
|
||
|
13
|
No
|
Retained compulsory status
|
Yes
|
Yes
|
Since 2013
|
||
|
14
|
No
|
Retained compulsory status
|
Yes
|
Yes
|
Starting 2014
|
||
|
15
|
No
|
Retained compulsory status
|
Yes
|
Yes
|
Starting 2015
|
||
|
16
|
Yes
|
Yes
|
Yes
|
Yes
|
Starting 2016
|
||
|
17
|
Yes
|
Yes
|
Yes
|
Yes
|
Starting 2017
|
||
Voluntary
education
·
Higher education
·
Adult education
Elementary
school
Elementary school, sometimes called primary school
or grade school (Filipino: paaralang elementarya, sometimes mababang paaralan),
is the first part of the educational system, and it includes the first six
years of compulsory education (Grades 1–6). These grades are further grouped
(informally) accordingly into: primary level, which includes the first three
grades (Grades 1–3), and intermediate level, which includes the last three
grades (Grades 4–6).
Elementary school level education covers a smaller
but wider than the junior and senior high school because of the spiral approach
educational technique.
In public schools, the core/major subjects that are
introduced starting at Grade 1 include mathematics, Filipino, and Makabayan
(until Grade 3, this subject is synonymous to social studies, but also
incorporate values education and the fundamentals of political science).
English is only introduced after the second semester of Grade 1. Science is
only introduced starting Grade 3. Heograpiya (geography), kasaysayan (history),
and sibika (civics) (abbreviated as HEKASI), is only introduced starting Grade
4 (similar also to social studies but focuses more on the subjects earlier
stated). Minor subjects then include music, arts, physical education, and
health (abbreviated as MAPEH). In private schools, subjects in public schools
also include those of the public schools, with the additional subjects
including: computer education and HELE (stands for home economics and
livelihood education; while in Christian schools or in Catholic schools,
religious education. International schools also have their own subjects in their
own language and culture.
From Grades 1-3, students will be taught using their
mother tongue, meaning the regional languages of the Philippines will be used
in some subjects (except Filipino and English) as a medium of instruction. It
may be incorporated as a separate subject. But from Grade 4, Filipino and
English as a medium of instruction will then be used.
On December 2007, Philippine president Gloria
Macapagal Arroyo announced that Spanish is to make a return as a mandatory
subject in all Filipino schools starting in 2008 but it didn't come into
effect.
DECS Bilingual Policy is for the medium of
instruction to be Filipino for: Filipino, Araling Panlipunan, Edukasyong
Pangkatawan, Kalusugan at Musika; and English for: English, Science and
Technology, Home Economics and Livelihood Education. Article XIV, Section 7 of
the 1987 Philippine constitution mandates that regional languages are the
auxiliary official languages in the regions and shall serve as auxiliary media
of instruction therein. As a result, the language actually used in teaching is
often a polyglot of Filipino and English with the regional language as the
foundation, or rarely the local language. Filipino is based on Tagalog, so in
Tagalog areas (including Manila), Filipino is the foundational language used.
Philippine regional languages are used in the provinces in the teaching of
Makabayan. International English language schools use English as the
foundational language. Chinese schools add two language subjects, such as Min
Nan Chinese and Mandarin Chinese and may use English or Chinese as the
foundational language. The constitution mandates that Spanish and Arabic shall
be promoted on a voluntary and optional basis. Following on this, a few private
schools mainly catering to the elite include Spanish in their curriculum.
Arabic is taught in Islamic schools.
Until 2004, primary students traditionally wrote the
National Elementary Achievement Test (NEAT) administered by the Department of
Education, Culture and Sports (DECS). It was intended as a measure of a
school's competence, and not as a predictor of student aptitude or success in
Secondary school. Hence, the scores obtained by students in the NEAT were not
used as a basis for their admission into Secondary school. During 2004, when
DECS was officially converted into the Department of Education (DepEd), and
also, as a result of some reorganization, the NEAT was changed to National
Achievement Test (NAT) by the Department of Education (DepEd). Both the public
and private elementary schools take this exam to measure a school's competency.
As of 2006, only private schools have entrance examinations for secondary
schools.
DepEd expects over 13.1 million elementary students
to be enrolled in public elementary schools for school year 2009–2010.
Though elementary schooling is compulsory, latest
official figures show 27.82% of Filipino elementary-aged children either never
attend or never complete elementary schooling, usually due to the absence of
any school in their area, education being offered in a language that is foreign
to them, or financial distress. In July 2009 DepEd moved to overcome the
foreign language issue by ordering all elementary schools to move towards
initial mother-tongue based instruction (grades 1–3). The order allows two
alternative three-year bridging plans. Depending on the bridging plan adopted,
the Filipino and English languages are to be phased in as the language of
instruction for other subjects beginning in the third and fourth grades.
Secondary
education
Secondary school in the Philippines, more commonly
known as "high school" (Filipino: paaralang sekundarya, sometimes
mataas na paaralan), consists of four levels largely based on the US school
system as it existed until the advent of the comprehensive high schools in the
US in the middle of 20th century. The Philippine high school system has not
significantly evolved from where it was when the Philippines achieved
independence from the United States in 1946. It still consists of only four
levels with each level partially compartmentalized, focusing on a particular
theme or content.
The Department of Education specifies a compulsory
curriculum for all high schooling, public and private. The first year of high
school has five core subjects, Algebra I, Integrated Science, English I,
Filipino I, and Philippine History I. The second year curriculum has Algebra
II, Biology, English II, Filipino II, and Asian History. The third year has
Geometry, Trigonometry, Chemistry, Filipino III, and World History and Geography.
The final fourth year curriculum has Calculus, Advanced Algebra, Physics,
Filipino IV, Literature, and Economics. Minor subjects may include Health,
Music, Arts, Technology and Home Economics, and Physical Education.
In selective schools, various languages may be
offered as electives, as well as other subjects such as computer programming
and literary writing. Chinese schools have language and cultural electives.
Preparatory schools usually add some business and accountancy courses, while
science high schools have biology, chemistry, and physics at every level.
Secondary students used to sit for the National
Secondary Achievement Test (NSAT), which was based on the American SAT, and was
administered by DepEd. Like its primary school counterpart, NSAT was phased-out
after major reorganizations in the education department. Its successors, the
National Career Assessment Examination and National Achievement Test are
administered to third- and fourth-year students respectively. Neither the NSAT
nor NAT have been used as a basis for being offered admission to higher
education institutions, partly because pupils sit them at almost the end of
their secondary education. Instead, higher education institutions, both public
and private, administer their own College Entrance Examinations (CEE) (subjects
covered will depend on the institutions). Vocational colleges usually do not
have entrance examinations, simply accepting the Form 138 record of studies
from high school, and enrolment payment.
Technical
and vocational education
Technical and vocational education
is offered to enhance students' practical skills at institutions usually
accredited and approved by TESDA. Institutions may be government operated, often by
provincial government, or private. The vast majority is privately operated and
most call themselves colleges. They may offer programs ranging in duration from
a couple of weeks to two-year diploma courses. Programs can be technology
courses like automotive technology, computer technology, and electronic
technology; service courses such as caregiver, nursing aide, hotel and
restaurant management; and trades courses such as electrician, plumber, welder,
automotive mechanic, diesel mechanic, heavy vehicle operator & practical
nursing. Upon graduating from most of these courses, students may take an
examination from TESDA to obtain the relevant certificate or diploma.
Tertiary
education
Tertiary education in the
Philippines is increasingly less cosmopolitan. From a height of 5,284 foreign
of students in 1995–1996 the number steadily declined to 2,323 in 2000–2001,
the last year CHED published numbers on its website.
Other
schools
There are other types of schools
such as private schools, preparatory schools, international schools, laboratory
high schools, and science
high schools. Several foreign ethnic groups,
including Chinese,
British, Americans,
Koreans, and Japanese operate their own schools.
Chinese
schools
Chinese schools add two additional
subjects to the core curriculum, Chinese communication arts and literature.
Some also add Chinese history, philosophy and culture, and Chinese mathematics.
Still, other Chinese schools called cultural schools, offer Confucian
classics and Chinese art as part of their curriculum. Religion also plays an
important part in the curriculum. American evangelists founded some Chinese
schools. Some Chinese schools have Catholic roots.
Islamic
schools
In 2004, the Department of Education
adopted DO 51 putting in place the teaching of Arabic Language and
Islamic Values for (mainly) Muslim children in the public schools. The same
order authorized the implementation of the Standard Madrasa Curriculum (SMC)
in the private madaris (Arabic for schools, the singular form is
Madrasa).
While there has been recognized
Islamic schools, i.e. Ibn Siena Integrated School (Marawi), Sarang Bangun LC
(Zamboanga), and Southwestern Mindanao Islamic Institute (Jolo), their Islamic
studies curriculum varies. With the DepEd-authorized SMC, the subject offering
is uniform across these private madaris.
Since 2005, the AusAID-funded
DepEd-project Basic Education Assistance for Mindanao (BEAM) has assisted a
group of private madaris seeking government permit to operate (PTO) and
implement the SMC. To date, there are 30 of these private madaris scattered
throughout Regions XI, XII and the ARMM.
The SMC is a combination of the RBEC
subjects (English, Filipino, Science, Math, and Makabayan) and the
teaching of Arabic and Islamic studies subjects.
- Region XI – Pilot Integrated Madrasa (Davao Oriental),
Al-Munawwara Islamic School(Davao City)
- Region XII – WAMY Academy (Gensan), Kumayl LC
(Koronadal), Darul Uloom (Tamontaka, Cotabato City), Al-Nahdah Academy
(Campo Muslim, Cotabato City), SKC Madrasa Abubakar (Bagua, Cotabato
City), and Sultan Kudarat Academy (Sinsuat Ave., Cotabato City)
- ARMM (Marawi City) – Jamiato Janoubel Filibbien,
Jamiato Marawi al-Islamia, Khadijah Pilot Madrasa, Princess Jawaher IS.
- ARMM (Lanao del Sur) – Ma'ahad Montashir (Dayawan,
Masiu), Ma'had Aziziah and Sha'rawi LC (Butig), Madrasa Falah al-Khayrie
(Lumba Bayabao), Ma'had Lanao (Malabang), As-Salihein Integrated School (Tamparan),
others.
- ARMM (Maguindanao Valley) – Ibn Taimiyah Foundation
Academy (Sultan Kudarat), Ma'had Maguindanao (Ampatuan), Madrasa Datu
Tahir (Mamasapano), Ma'had Rahmanie Al-Islamie (Sharif Aguak). Through the
philanthropy of Governor Datu Andal Ampatuan and his family, Ma'had
Rahmanie is being redesigned and reconstructed to position it to become
the premier institution of integrated learning in the ARMM. When the whole
infrastructure development is done, it will be renamed Shariff Aguak Ibn
Ampatuan Memorial Academy.
- ARMM (Island Provinces) – Ma'had Da'wah (Lamitan City),
Kulliyato Talipao (Talipao, Sulu), CHILD Madrasa (Bongao, Tawi-Tawi). The
CHILD Madrasa is a special project and laboratory school of the MSU-TCTO
College of Islamic and Arabic Studies (CIAS).
For school year 2010–2011, there are
forty-seven (47) madaris in the ARMM alone.
- 1. Ibn Taimiyah Foundation Academy, Simuay, Sultan
Kudarat, Maguindanao
- 2. Maahad Minabay Karim Al-Islamie, Minabay, Buldon,
Maguindanao
- 3. Sharif Awliya Academy (Main), Bugawas, Datu Odin
Sinsuat, Maguindanao
- 4. Sharif Awliya Academy (Annex), Capiton, Awang, Datu
Odin Sinsuat, Maguindanao
- 5. Shariff Aguak Ibn Ampatuan Islamic Memorial Academy,
Pob. Shariff Aguak, Maguindanao
- 6. Maahad Datu Tahir Al-Arabie Al-Islamie, Mamasapano,
Maguindanao
- 7. Ma'ahad Montashir Al-Islamie, Inc., Dayawan, Masiu,
Lanao Sur
- 8. Maahad Camalig Al-Islamie, Camalig, Marantao, Lanao
Del Sur
- 9. As-Salihien Integrated School Foundation, Inc.,
Maliwanag, Tamparan, Lanao Del Sur
- Maahad Falah El-Khairie- Pilot Madrasa, Bacolod,
Lumba-Bayabao, Lanao Del Sur
- Maahad As-Saqafah Al-Islamie, Dibarusan, Madalum, Lanao
Del Sur
- Maahad Madalum Al-Islamie Pilot Madrasa, Inc., Linao,
Kormatan, Madalum, Lanao Del Sur
- Maahad Al-Aziziah Al-Arabie Al-Islamie (MAAI) Inc.
Sandab, Butig, Lanao Del Sur
- Sha’arawi Integrated Pilot Madrasa, Dama, Butig, Lanao
Del Sur
- Maahad Lanao Al-Islamie, Campo Muslim, Malabang, Lanao
Del Sur
- Dhayfullah Islamic Institute, Inc., Marawi City
- Princess Jawaher Integrated Learning School, Marawi
City Division
- Jamiatu Muslim
Mindanao, Darussalam-Matampay, Brgy.
Matampay, Marawi City
- Masiricampo Abantas Memorial Islamic and Science
Academy, Marawi City
- Ibn Siena Integrated School Foundation, Inc., Biyaba,
Marawi City
- Khadijah Pilot Madrasa, Gov. Dr. Mutilan St., Marawi
City
- Jamiatu Marawi Al-Islamia Foundation, Marawi City
- Jamiatu Janoubel Filibbien, Inc., Tuca-Poona Marantao,
Marawi City
- MSU-TCTO CIAS C.H.I.L.D School, MSU- Bongao, Tawi-Tawi
- Maahad Da’awah Al-Islamie, Tinambakan, Lamitan, Basilan
- Kulliyatu Talipao Al-Islamie, Talipao Proper, Talipao,
Sulu
- Amanoddin Mascara Integrated Learning Center, Marawi
City Division
- Ma’ahad Darul Uloolm Al-Islamie, Inc., Lalabuan,
Tamparan, Lanao Del Sur I Division
- Ma’ahad Mahardika Al-Arabie Al-Islamie, Kasanyangan,
Bongao, Tawi-Tawi
- Sahaya Integrated Learning Center, Sahaya Village,
Patikul, Sulu
- Southern Philippine Islamic Institute Foundation, Inc.,
Siasi, Sulu
- Maahad Mahwil Ommiah Al-Irshadie, Limbo, Sultan
Kudarat, Maguindanao
- Madrasa Datu Manguda Timan, Pangi, Datu Odin Sinsuat,
Maguindanao
- Ma’ahad Saada Al-Arabie Integrated School, Nabalawag,
Pagatin, Datu Saudi, Maguindanao
- Madrasatul Irshadil Islamiyah Al-Ibtidaiyah, Salbu,
Datu Saudi, Maguindanao
- Markazul Huzim, Pob. Datu Piang, Maguindanao
- Ma’ahad Buldon Al-Arabie Al-Islamie, Mataya, Buldon,
Maguindanao
- Ma’ahad Lipawan Al-Arabie Al-Islamie, Lipawan, Barira,
Maguindanao
- Ma’ahad Minabay Al-Islamie, Inc., Minabay, Buldon,
Maguindanao
- Madrasa Nurul Ihsan, Kapatagan, Lanao Del Sur
- Ma’ahadul Ershad Al-Islamie (Islamic Library), Hadji
Buto Street Jolo, Sulu
- Ma’ahad Kutawato As-Sharqi Al-Islamie (Eastern Kutawato
Islamic Institute, Inc.), Pob. Buluan, Maguindanao
- Madrasatu Dar-Alkhairie, Inc., Dalumangkob, Sultan
Kudarat, Maguindanao
- Jamellah Madrasatol Muslimeen Al-Islamiah, Bubong,
Madaya Lilod, Marawi City
- Madrasatul Filibbeen As-Shamilah (Philippine Integrated
School (PIS) Foundation, Inc.
- Integrated School for the Science of Peace, Jaltik
Foundation, Inc., Marawi City
- Da’arul Uloum Foundation, Inc., Brgy. Tolali, Marawi City.
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