Here is President NoyNoy Aquinos Ten Point Agenda in Education:

10 Ways to Fix Education in the Philippines A. Increasing the educational cycle to 12 years basic education This is to to give children a chance at succeeding. This starts from school year 2011-2012. Noynoy Aquino believes that by applying the K-12 (Kindergarten to Grade 12) system, which is what our neighbors are using, will help Filipino children achieve the best basic education possible.

B. Universal pre-schooling for all The Aquino campaign proposes the establishment of a real pre-school system that makes the preschool available to all kids regardless of their parents income. Noynoy Aquino proposes that all public school children will have pre-schooling as introduction to the formal school system by school year, 2016.

C. Madaris Education as a sub-system within educational system Filipino Muslims have asked for an Education System that respects their beliefs and culture that goes side-by-side with the formal educational system. A Madaris Education can be included to help keep Filipino Muslim children in schools.

D. Technical Vocational Education as alternative to high school senior Technical, vocational education must be reintroduced into public high schools with accompanying trade tests and skills so as to provide high school graduates the quickest path to work upon graduation.

E. Every Child a reader by Grade 1 The Aquino Campaign recognizes that the core problem to learning problems is the inability to read. The educational policy of an Aquino Administration aims to make every child a reader by grade one at the end of its tenure in 2015-2016.

F. Science and Math proficiency Noynoy Aquino pledges to bring science and math club movements with elementary and high school science and math fairs. Noynoy Aquino also pledges to build a strong science and math curriculum that begins in Grade 1.

G. Assistance to private schools as essential partners in basic education The Aquino Administration proposes to expand Government Assistance to Students and Teachers in Private Education (GASTPE) to aim for 1 million private HS students every year through education service contracting (ESC). It likewise pledges to remove the wasteful education voucher system of the Arroyo Administration.

H. Medium of Instruction rationalized Noynoy Aquino supports the UNESCO tried and tested formula of mother tongue instruction before moving on to English for higher grades. From Pre-school until grade 3, the Aquino Administrations policy will be an education taught in the mother tongue, with English and Filipino as subjects. As grade level go higher, English will be increasingly used for science, and math while social studies will be in Filipino.

I. Quality Textbooks Text books under an Aquino Administration will be judged by: Quality, better quality, and more quality. J. Covenant with Local Governments to build more schools In areas where there are no public or private schools, the Aquino Administration will enter into a covenant with local government units to build smaller populations so teachers and students and parents can form a real learning community.

For Noynoy Aquino and Mar Roxas, education is a central strategy, not a fringe project and a doable goal. Source:

http://www.thepoc.net/blogwatch-features/5049-noynoy-aquinoplatform.html?joscclean=1&comment_id=8857

Our Interpretation of Pnoy's SONA on Education

by Better Education For A Brighter Filipino Future on Monday, August 30, 2010 at 12:45pm With a new President in town, some major major issues are being addressed regarding the institution of Philippine education. President Noynoy said in his SoNA, that under the Arroyo administration, only around 2.4 percent of the GDP or 11 to 12 percent of the total national budget was spent for education. It is no wonder why even after allocating 12% of our national budget for the development of education no improvement can be seen or felt by our students and parents. Our poor quality education is said to be caused by the following: Lack of quality textbooks, insufficient number of schools, no pre-schooling system, problem in our medium of instruction, and the poor quality of education in Math and Science subjects. P. Noy also adds that our ten year education cycle is not enough to produce the best of students. Sensitivity to our students learning environment should be practiced. Though the government claims that they are trying their best, still there are not enough classrooms or schools for the children, causing a staggering average of 1:65 teacher to student ratio. There are even areas where no schools, public or private, can be found. But, theres a promise of change. Mr. President plans to relocate communities to smaller populations for the teachers, students and parents. With a smaller community, and more schools to be built, the government says we will soon have a real learning community. Compared to the library of its surrounding countries, the Philippines is not rich in books nor is there a standard quality present. For the next 6 years though, President Noynoy means to implement a quality, better quality, and more quality check of text books under his administration. No more erroneous books? We hope so. It has been a problem for many school teachers to instruct primary students how to read and write. Without the introduction to basic education, both the students and the teachers spend fruitless time on futile lectures and unproductive learning. Therefore, it was proposed by the new administration that by the year 2016 there would be a formal Kindergarten system for every student regardless of their familys status and income. Having mentioned Math and Science, P. Noy wishes to improve our Science and Math proficiency by holding Science and Math fairs for the elementary and high school departments. Both subjects will also be taught at the start of the childrens 1st primary year. Noynoy Aquino believes in the United Nations Educational, Scientific and Cultural Organization (UNESCO) tried and tested formula of using the mother tongue as the most effective medium of instruction. From Pre-school until Grade 3, the Aquino Administrations policy will be an

education taught in the mother tongue, with English and Filipino as subjects. And as the grade level goes higher, English will be increasingly used for Science and Math while Social Studies will be remain to be taught in Filipino. Aquino says ten year education is not enough. Many Filipinos would agree to this fact, but President Noynoys proposed solution, the K-12, to this is left to be debatable. Although Aquino seems he would push this thru the citizens have yet to give their egalitarian consent.
Accessed July 14, 2011 http://www.facebook.com/note.php?note_id=156851914325729

Our K-12 Stand

by Better Education For A Brighter Filipino Future on Monday, August 30, 2010 at 12:42pm Our group conducted a survey on 50 random De La Salle students regarding some points of the current education system. The first question was, Do you think education is important? 98% of the group were positive that yes, education is important. And when asked if they think the quality of education given by your school is enough to equip you for the future and for college , 48 of the 50 said yes. And the next question, Do you think that implementing more years for elementary and high school would help students get more equipped for college? 50% said they agreed and the other half didnt.

Why are we so hesitant and disapproving of this proposed solution? Is two years of additional education really that much of a burden for a better quality education? And what is K+12 anyway? In this article, we shall have a brief discussion on what K+12 is, why we think it could work, and what the people think of it.

K+12 is the acronym for kindergarten and the (soon to be) total of 12 years educational cycle for the primary and secondary levels. P. Noy believes that this educational system will enable our students to be better equipped to compete with the education in our surrounding nations. This program shall be implemented immediately, by the next school year.

Department of Education (DepEd) discloses that at present they are still working on the conceptual paper which would include the adjusted outline of the current public school curriculum, how this shall be implemented, and the exact allocation of funds for this project. They plan to formally present the K+12 outline on World Teachers Day, October 5th this year.

Another advantage of this program would be the ability of a high school graduate to find work. Since secondary education will be increased by another 2 years, an average high school graduate of 16 would be 18 by then, legally allowed for employment. Thus the 2 year investment can be taken in two ways. You can graduate from high school eligible for work and pursue higher education or you can start looking for employment right after graduation with the proper decrees in hand. Choose your pick.

Of course, there are disadvantages to this too. The main downside would be the lack of income of the people. Most of the marginalized sectors are already having problems to let their children finish elementary, let alone 4 years of secondary education + 2. What about them? If you think education is expensive, try ignorance. While it is true that the expenses would double or triple, I believe it would be worth it. Because, as someone said, education is a treasure. It does not fade, it will not rust or break. And it is yours to have.

The new DepEd Secretary, Bro. Armin Luistro said, The current thinking and the current culture in the Philippines is that if you dont finish with a college degree, there is something missing in your life. What should basic education be? To me, what is basic is that [high school graduates] should be able to live a meaningful life, they should be able to be prepared to start a family, and thirdly they should be able to be productively employed. Convinced? I am.
Accessed July 14, 2011 http://www.facebook.com/note.php?note_id=156851720992415

Before his election as Philippine president, I published a series of columns on Benigno "Noynoy" Aquino III's education platform. So we will remember and hold him accountable for his campaign promises, I am posting my comments on his ideas about education: I have to hand it to Noynoy. He is the only presidential candidate that has thought through the problems of education in our country. Even if all the candidates say that they regard the deterioration of public education as the most important and pressing issue to be faced by the new government, none of the others have put forward any kind of education reform program that makes sense. I will present Noynoys 10-point program for educational reform. I may not agree with all of his points, but I respect and salute him for at least bringing these points to the table for public debate. Everyone else appears to be clueless as far as our educational system is concerned. Noynoy begins his discussion of education with this unequivocal statement: Let me lay out the ten most critical things I will focus on to fix this problem of basic education.

1. I will expand basic education in this country from a short 10-year cycle to a globallycomparable 12 years before the end of the next administration (2016).

2. All public school children (and all public schools) will have a full year of pre-schooling as their introduction to formal schooling by 2016. 3. I want a full basic education for ALL Muslim Filipino children anywhere in the country. 4. I will re-introduce technical-vocational education in our public high schools to better link schooling to local industry needs and employment. 5. By the end of the next administration, every child must be a reader by Grade 1. 6. I will rebuild the science and math infrastructure in schools so that we can produce more scientists, engineers, technicians, technologists and teachers in our universities so that this country can be more globally competitive in industry and manufacturing. 7. I will expand the Government Assistance to Students and Teachers in Private Education Program (GASTPE) to a target of 1 million private HS students every year through education service contracting (ESC) while doing away with the wasteful education voucher system (EVS) of this administration. 8. My view on the medium of instruction is larger than just the classroom. We should become tri-lingual as a country: Learn English well and connect to the world. Learn Filipino well and connect to our country. Retain your dialect and connect to your heritage. 9. I will not tolerate poor textbook quality in our schools. Textbooks will be judged by three criteria: quality, better quality, and more quality. 10. I will build more schools in areas where there are no public or private schools in a covenant with LGUs so that we can realize genuine education for all. Let us now take each of these campaign promises one by one. Noynoy correctly sees that the key problem facing our educational system is its short length. No matter how intelligent our children are, they can never learn in 10 years what children in other countries learn in 12. Anyone who has ever crammed for an exam (and who has not?) knows that cramming never works. We may pass a particular exam, but after the exam is finished, we will remember nothing of what we studied.

Similarly, cramming 12 years of learning into 10 years just does not work. Again and again, our children fail international exams, because other children have had more time to absorb the knowledge and skills that we cram into the shortest educational cycle in the world. Therefore, Noynoys promise that he will expand basic education to 12 years, instead of the current 10, is correct and should be lauded. I am in complete agreement with him on this issue, and so are all the educators in all the other countries in the world. Other countries regard us as

an educationally backward nation, primarily because we do not educate our children long enough. Noynoys second point is also well taken. Children around the world now go to school earlier, not because basic education starts earlier, but because there are all sorts of schools that prepare them for Grade 1. These schools may be named in various ways (nursery, day care, kindergarten, pre-school, etc.), but the idea is the same: before entering Grade 1, a child should already know how to read. There is no question on the theoretical level that all children should have at least one year of school before elementary school. (Most private schools already require such a year.) In practice, however, public school pupils do not, for the simple reason that the government cannot afford to fund the requirements of a pre-elementary year (school buildings, classrooms, tables and chairs, teachers, instructional materials). Noynoy believes that, once he curbs corruption, the government will have the extra money to fund the extra year. This remains to be seen, but it is clear that Noynoy has his finger on the pulse of international education. With all the advances in teaching strategies nowadays, it is easy to teach pre-school children how to read. Most of our children enter public school at age 6 or 7. In other countries, 5-year-old children typically already know how to read. You can imagine how effective our school system would be if children already knew how to read before they enrol in Grade 1. The third item in Noynoys 10-point program for educational reform concerns Muslim children. Says Noynoy, I want a full basic education for ALL Muslim Filipino children anywhere in the country. There are huge differences in philosophy and objectives, as well as in teaching methods, between the Muslim educational system (madaris) and that of DepEd, despite DepEd Order 51, s. 2004. The problem of integrating one into the other, however, cannot be solved only by the two Education Secretaries (DepEd and ARMM). The bigger problem of the religious, cultural, and political conflict between Christians and Muslims not just in Mindanao but all over the country (including Metro Manila, which now has unacknowledged ghettos) has to be solved first. There is, moreover, another problem with integration. The integration should not be only one way. Just as it is important for Muslim children to know our Christian heroes (Rizal, etc.), it is important for Christian children to know our Muslim heroes (Sultan Kudarat, etc.). Many Muslim children have read the Christian Bible, but how many Christian children have read the Quran? If Noynoy is serious about educating all Muslim children, he must study the teaching strategies of our ancestors. According to the first Christians to reach our shores in the 16th century, we already knew then how to read and write Arabic. Noynoys fourth item in his educational agenda involves tech-voc. He says, I will re-introduce technical-vocational education in our public high schools to better link schooling to local industry needs and employment.

About time! In many advanced countries, a high school diploma is enough for someone to find a job. There is no reason for an ordinary office worker to have a college degree. Many of our call centers, in fact, now accept non-college graduates. Our problem today, however, is that public high schools have no time to prepare students for the workplace. Once the two missing years are added to basic education, however, there will be time for the system to give students the skills to find jobs or become entrepreneurs. Noynoy continues with his fifth point: By the end of the next administration, every child must be a reader by Grade 1. Since his plan is to institute universal pre-school, this point is no longer necessary to make. A good pre-school education will make a child a reader at the beginning (not at the end) of Grade 1. With his sixth point, Noynoy turns his attention to tertiary education. He says, I will rebuild the science and math infrastructure in schools so that we can produce more scientists, engineers, technicians, technologists and teachers in our universities so that this country can be more globally competitive in industry and manufacturing. The Congressional Commission on Science, Technology, and Engineering (COMSTE), in which I sit as part of the Technical Advisory Council, repeatedly makes the same point. We need to increase the pool of college students taking up science and engineering courses. One way to do this is to excite our high school students by teaching them such subjects as Industrial Chemistry, Digital Design, Molecular Biology, and Number Theory. These subjects are now taught, by the way, in our science high schools (as they are in the regular high schools of many advanced countries); the materials are ready and can easily be used in all our public schools. While the problems of the public schools are humongous, private schools have their share of problems, too, primarily financial. Noynoy addresses these financial problems with his seventh point. He says, I will expand the Government Assistance to Students and Teachers in Private Education Program (GASTPE) to a target of 1 million private HS students every year through education service contracting (ESC) while doing away with the wasteful education voucher system (EVS) of this administration. This is such a minor matter that I wonder why Noynoy even bothered to bring it up. Perhaps he just wanted to take a swing at the Arroyo government. It will take a mere DepEd Order to make this come true. If Secretary Mona Valisno is wise, she will issue such an order effective this June and steal the thunder from Noynoy. The eighth point has to do with the thorny issue of the medium of instruction. My stand has always been clear: students should be taught in the language that they use, not in a language that they are still learning. International educational research has established a long time ago that teaching a language in the same language does not work. Local education research has shown in experiment after experiment that Filipino children learn math and science faster and better when they are not taught in English.

Therefore, I agree in general with Noynoys stand on the medium of instruction. He says, as his eighth point, My view on the medium of instruction is larger than just the classroom. We should become tri-lingual as a country: Learn English well and connect to the world. Learn Filipino well and connect to our country. Retain your dialect and connect to your heritage. I say in general because Noynoy makes a common mistake. He reveals his ignorance when he uses the word dialect. Bicolano, Cebuano, Hiligaynon, Ilocano, and Tagalog are not dialects. They are languages. The ninth point in Noynoys ten-point agenda for educational reform concerns textbooks. I will not tolerate poor textbook quality in our schools, he says. Textbooks will be judged by three criteria: quality, better quality, and more quality. When I was the Department of Education (DepEd) Undersecretary for Programs and Projects in 2001, I changed the way the content of the textbooks was evaluated. I asked my friends in universities to sit down with DepEds textbook experts to see if the textbooks then being proposed were good. Since they were nationally and internationally famous scholars and since they themselves had no vested interest in any basic education textbooks, my friends were objective and strict. As a result, none of the textbooks then proposed passed their scrutiny. In my stint at DepEd, I did not approve the use of any textbooks, except those that had already been approved by previous administrations. Since I could do only so much in the time I had, I focused on not allowing bad textbooks to enter the system. Had I stayed longer, I would have started looking at the textbooks already in use, to see what should be removed from the system. There is no question that the textbooks currently used in our public schools leave much to be desired. I am not talking of grammar. I have a standing bet that no one can send me a paragraph written by a Filipino that does not contain a grammatical or structural mistake. (I can say this with confidence because my teacher Fr. Joseph Galdon, S.J., taught me to spot even the tiniest error in sentences written by the great international masters of the English language.) I am talking about content. For example, our English textbooks still do not realize that adverbs can modify nouns. Our Filipino textbooks still teach Tagalog, rather than Filipino. Our Mathematics textbooks do not use what children can see around them, thus defying the ancient now mistakenly called constructivist principle that we learn only from what we already know. Our Science textbooks do not excite children enough to think of pursuing careers in science. Our Social Studies (previously, Makabayan) textbooks do not make our children proud to be Filipino and do not motivate them to stay in our country. Noynoy cannot fulfill this particular promise even if he had more than six years in the presidency, because all our public school textbooks (I repeat, all) are of poor quality. The process of telling publishers what to put in a textbook (involving a textbook call and learning standards or competencies) takes more than a year. Evaluating the content of a proposed textbook will take at least a year. The bidding process will take another year. Printing will take

another year. Training teachers to use the new textbook will take more than one year. By that time, Noynoys term will be almost over. We are not even talking of evaluating textbooks already in use. Noynoys tenth and final point is managerial. He says, I will build more schools in areas where there are no public or private schools in a covenant with LGUs so that we can realize genuine education for all. I do not know why Noynoy mentions this point. Perhaps he just wanted to have ten points rather than eight or nine. The LGUs, despite the Local Government Code, are really in practice under the control of the President. There is no need for a covenant. Schools can be built as long as there are funds to build them or, as Noynoys camp never fails to remind us, if the funds do not go into the pockets of corrupt officials. Overall, then, what do I think of Noynoys education policy? Clearly, among the presidential candidates, Noynoy has the best proposals for education. Adding two more years to basic education, requiring pre-school, ensuring that a high school diploma is enough for employment, and strengthening math and science teaching are crucial to improving our educational system. His ideas on madaris and textbooks will remain pipe dreams, no matter who becomes his DepEd Secretary. He need not bother himself with Every child a reader by Grade 1, GASTPE, or the LGUs, since these are proposals that any DepEd Secretary can implement in his or her first month in office. I do not completely agree with his stand on the medium of instruction, although I realize that, this being an emotional rather than a scholarly issue, he is being merely politically safe by championing Filipino, English, and vernacular languages equally. (First published in The Philippine Star, 4, 11, 18 March 2010.) Posted by Isagani R. Cruz at 4:55 AM
Accessed July 14, 2011 http://criticplaywright.blogspot.com/2010/06/for-record-p-noy-oneducation.html

MADRASAH IN THE PHILIPPINES Origin of the Word Madrasah Madrasah is an Arabic term for school. It is derived from the root word dars, which connotes a learning process carried through drill lesson. Also derived from the same root are: (1) mudarres, meaning a male teacher, while mudarresah is a female teacher; and (2) derrasah, meaning studying or studied subject. (Ismael, 1995).

Official Definition of Madrasah

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.

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 Ab 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 espouses the following principles:
y

That Muslims, like all other Filipino citizens, shall have intellectual and educational capacity to participate actively in the social, economic and political endeavors of the country. A progressive Muslim will be a peace-loving and patriotic Filipino citizen who is able to compete in the job market locally and globally to upgrade his/her quality of life.

y y

That Muslims as Filipino citizens shall advance their educational status, from which the Philippine nation shall obtain political and economic gains and benefits that will ensure a steady flow of investment, not only in Mindanao but in the whole country. That Muslims as Filipino citizens shall ensure sustained and permanent peace through access to Islamic-friendly educational curriculum and quality basic education comparable to the rest of the Filipino people. That there shall be a strengthening of the present Madrasah educational system as vital component of the national education system. That the peace process shall be enhanced when Filipino Muslims are educated in Islamicfriendly quality basic education which will contribute to the eradication of separatist sentiments in the minds of present and future generations of Filipino Muslims.

The Road Map has the following seven program components:

y y y y y y

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-ofschool 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.

References:

Abubakar, Carmen A. (1983). The Islamization of Southern Philippines: An Overview. In F. Landa Jocano (Ed.), Filipino Muslims: Their Social Institutions and Cultural Achievements. Quezon City: Asian Center, University of the Philippines. 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). Status of Madrasah Education in the Philippines and Its Development and Institutionalization as a Component of the Philippine System of Education. (2006). PowerPoint presentation during Seminar-Workshop on the Management of Curriculum Change, June 7-9, 2006, Frank X-Lynch S.J. Resource Center, Philippine Social Science Council Commonwealth Avenue, Diliman, Quezon City.
http://www.muslimmindanao.ph/madrasa.html#today July 14, 2011