S and R Mohammad Asnoden Modiaba

Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao

Lanao Central College, INC
Marawi City
GRADUATE SCHOOL
S and R
Mohammad Asnoden A. Modiaba
MAED 7
AZIZAH CUARO
Professor
January 31, 2022

Marawi City
Topic: HOW BANGSAMORO LEARNERS COPE UP IN MODULAR LEARNING
Name: Mohammad Asnoden A. Modiaba
Course: Maed 7
Professor: Prof. Azisah Cuaro
Reporter: Lilika Sharief
- Is an autonomous region located in the Southern Philippines?
Replacing the Autonomous Region In Muslim Mindanao (ARMM), the BARMM was formed with the ratification
of its basic law, the Bangsamoro Basic Law following two-part legally-binding plebiscite in western Mindanao
held on January 21 and February 06, 2019 the initial members of the Bangsamoro transition authority was sworn
by Pres. Rodrigo Duterte on February 22, 2019 and the ARMM was official turn over to the BARMM on
February 26, 2019.
What is Covid-19?
- Corona virus disease (Covid-19) is an infectious disease caused by the SARS-CoV-2 virus. Most people infected
with the virus will experience mild to moderated respiratory illness and recover without requiring special
treatment. However, some will become seriously ill and require medical attention.
Modular Learning
- Is a form of distance learning that employs the use of self-learning modules. These self-learning modules are
based on the most essential learning competencies (MELCS) provided by DepEd.
Big Concept
- The use of modules encourages independent study. One of the benefits of using modules for instruction is the
acquisition of better self-study or learning skills among students. Students engage themselves in learning the
concepts presented in the module. They develop a sense of responsibility in accomplishing the task provided in
the modules. With little or go assistance from other learners.
Modular Approach
- The modular approach situates Filipino students to learn in the comfort of their homes. Limited contact with
teachers will place parents or guardians as the learners model or the more knowledgeable other (MKO).
Bangsamoro Education in New Normal
- To ensure that educational services in the Bangsamoro region will not be hampered amid shifting to the new
normal brought by the corona virus disease 2019 pandemic, the Ministry of Basic Higher and technical Education
(MBHTE) will be using a blended learning approach.
The Bangsamoro Organic Law (BOL)
- Provides that education shall be the top priority of the Bangsamoro Government Chief Minister Ahod “ Al Haj
Murad Ebrahim Said.
Teacher in New Normal
- The teacher takes the responsibility of monitoring the progress of the learners. The learners may ask assistance
form the teacher via email, text message or messenger chat where possible the teacher shall do home visits to
learners needing remediation or assistance. The printed modules are distributed weekly to the parents or guardians
- by the teachers in school. Students are tasked to complete the activities and submit their out puts at the end of the
week. Since education is no longer held with the school, parents serve as partners of teachers in education.
Parents in New Normal
1. Be responsible for interacting with teachers, barangay, representatives, and other stakeholders to acquire the
various materials and resources needed by the learners.
2. Regularly check the child’s workweek plan and make sure that the learner sticks to their schedule.
3. Prepare a conducive learning study space for the learner

4. Give appropriate praises, encouragement, and rewards to heighten their child’s motivation to learn
Psychologist Lev Vygotsky defines an MKO as “someone who has understanding or higher ability level than the learner,
concerning a particular task, process or concept,”
Vygotsky proposed that human learning is a social process. A learner may or may not learn alone, but will learn better
with MKO.
There are some tips on how to cope uo with the new normal learning ( modular )
1. Study on your own pace : modular learning is not a race it is designed to be taken little by little.
2. Take a break – after furnishing 1-2 subjects , realx

Marawi City
THE ISSUES OF BANGSAMORO YOUTHS IN ALTERNATIVE LEARNING SYSTEM
Course: Maed 7
Reported by: Janisa M. Dicalingun
What is Alternative Learning System on DepEd?
- The Alternative Learning System ( ALS) is a parallel learning system in the Philippines that provides
opportunities for out of school youth and adult or (OSYA) learners to develop basic and functional literacy skills,
and to access equivalent pathway to complete basic education.
Who are the target learners of Alternative Learning System?
- Alternative Learning System is intended for out of school youth and adults who are 16 years old or older and
beyond basic school age that need basic literacy skills particularly in reading, writing and simple computation.
Livelihood and Skills Training
- International evidence on adult learning shows that adults literacy programs which include livelihood and skills
training are more effective. ALS facilitators have been also encouraged to provide informal skills training to their
learners.
Some issues of Bangsamoro Youths in Alternative Learning System
1. Difficulty in recruiting learners especially in Basic Literacy Program (BLP)
2. Absenteeism
3. Negative thoughts from parents and even barangay officials about Alternative Learning System
4. Lack of learning and teaching materials
5. Absence of permanent room during the learning session.
6. Out of school youth are not interested
7. Illness/disability
8. Pregnancy/marriage
9. Can’t cope with study
10. Difficult in going to school
11. Lack of support form LGU
12. Lack of teachers
13. Delay of allowance

Marawi City
Course: Maed 7
Reporter: Sahani P. Guinal
COVID-19 is a game changer says BARMM Minister for Basic, Higher and Technical Education Mohagher
Iqbal. “The pandemic has significantly affected the BARMM and other relevant institutions capacity to deliver
essential services across the Bangsamoro region due to stringent health measures.
Some Impact of Pandemic to BARMM Education
1. The school year did not conclude smoothly
2. Schools were compelled to observe quarantine measures, thus affecting the students, teachers, and
parents.
3. Mass gatherings were prohibited academic institutions could not hold their graduation ceremonies
4. Challenges in the ability to release necessary resources and the speedy implementation of projects of the
BARMM government.
Despite the limitations, the BARMM decided to focus on the tasks that they can accomplish for instance, they
prioritized the processing and release of salaries, so the employees and teachers will have resources while on
lockdown and celebrating the Holy Month of Ramadhan.

As a response, the Bangsamoro Government organized the Inter-Agency Task Force on covid-19 Response
Internal to the Ministry also issued Memorandum Order No. 204, series of 2020, directing the formation of the
Technical Working Group (TWG) for education continuity plan for the school year 2020-2021. The TWG
steering and working groups conducted a series of meetings and consultations with education officials, partners,
learners, and parents to formulate adaptive strategies for basic, madaris, higher, and technical education amidst
the covid-19 pandemic.
We are in the process of finalizing the Education Continuity Plan. This plan will help make preparations for this
incoming school year while complementing other efforts to implement vital institutional reforms and pursue
relevant programs in key education related areas. The ministry is considering utilizing flexible learning
modalities for the coming school year, including distance learning.

Marawi City
Topic: CONTRIBUTIONS OF MADRASAH EDUCATION PROGRAM TO COUNTER

VIOLENT EXTREMISM
Course: Maed 7
REPORTER BY: ANIMAH M. AMERODING
The Arabic teachers (Asatidz) and some narratives of the School Heads on the contributions of the Madrasah
Education Program (MEP) as Counter Violent Extremism (CVE). A survey was administered to a 313 Asatidz
throughout the Autonomous Region in Muslim Mindanao (ARMM) and two sessions of the Focus Group
Discussions (FGDs) for the school heads were conducted. The result revealed that the perceptions of Asatidz on
the MEP contributions to CVE are significantly different according to the division's office and ethnicity but not
significant on gender and highest educational attainment of the Asatidz. Other factors also identified by the
Asatidz and how it contributes to CVE as discussed by the school heads were also provided.
Marawi City
TOPIC: CHALLENGES OF MADARIS EDUCATIONAL SYSTEM IN EDUCATING THE YOUTH IN THE
BANGSAMORO AUTONOMOUS REGION IN MUSLIM MINDANAO
Course: Maed 7
Reporter: Hidaya L. Cosingan
Challenges in the Madaris Institution of the BARMM
1. Challenges in Funding
2. Challenges on Competence of Faculty and Staff
3. Challenges in Terms of Facilities

4. Challenges in terms of Curriculum
This study adopted the descriptive-evaluative design to gather information about the challenges of madaris in
the Bangsamoro Autonomous Region in Muslim Mindanao. A survey questionnaire was used to collect data
regarding the challenges in different traditional madaris in BARMM. The respondents who participated in this
study were 293 asatidz. They were randomly selected from the selected cities in BARMM such as Marawi City,
Lamitan City, and Cotabato City, and the province of Lanao del Sur. Furthermore, the results showed that: (1)
the challenges on funding budget are considered serious; (2) the challenges on competency of faculty and staff
are challenging but not serious; (3) the challenges on facilities are moderately serious; and (4) the curriculum is
a challenge but not serious. In view of the aforementioned findings, the following recommendations were put
forth for considerations: appoint qualified asatidz, trainers and consultants in every madrasah; revise the
instruction materials to make them informative and updated; renovate existing facilities; regularly monitor the
asatidz in terms of their performance; acquire foreign scholarship for asatidz; and the BARMM government and
local government units should continually support the traditional madrasah and allocate budget thereof. It is
strongly recommended that further studies be conducted to assess the need for traditional madrasah in the other
areas in Mindanao, Luzon and Visayas.

Marawi City
THE IMPACT OF INSUFFICIENT ALLOCATION FOR EDUCATIONAL TECHNOLOGY AND LEARNING
MATERIALS OF THE LEARNERS IN THE BARMM
Course: Maed 7
Reported by: Aisanie C. Goling
Educational Technology, Definition, Examples & Impact
From the ancient abacus to handheld calculators, from slide projectors and classroom film strips to virtual
reality and next-generation e-learning, educational technology continues to evolve in exciting new ways —
inspiring teachers and students alike.
Technology is continually changing the way we work and play, create and communicate. So it’s only natural
that advancements in digital technology are also creating game-changing opportunities in the world of
education.
For teachers, technology is opening up new possibilities to enrich and stimulate young minds. Today, there is
growing excitement around the potential for assistive technology, virtual and augmented reality, high-tech
collaboration tools, gamification, podcasting, blogging, 3D printing, artificial intelligence, personalized learning
and much more.
Here, we’ll explore some of the most promising examples of educational technology and some specific edtech
tools and trends. But first let’s take a closer look at what we mean when we talk about “educational
technology,” because the discussion can refer to both:
 The theory and practice of educational approaches to learning, as well as

 The technological tools that assist in the development and communication of knowledge
What is Educational Technology? [Tools & Media]
One important definition of educational technology focuses on “the technological tools and media that assist in
the communication of knowledge, and its development and exchange.”
Take augmented reality and virtual reality, for example. Writing about the “Top 6 Digital Transformation
Trends In Education” in Forbes.com, technology innovation specialist Daniel Newman discusses using AR and
VR to “enhance teacher instruction while simultaneously creating immersive lessons that are fun and engaging
for the student.” He invites us to imagine using virtual reality to transport students to ancient Greece.
Gamification combines playing and learning by utilizing gaming as an instructional tool, according to
Newman, who explains that incorporating gaming technology into the classroom “can make learning difficult
subject matter more exciting and interactive.”
Regarding artificial intelligence, Newman notes that a university in Australia used IBM’s Watson to create a
virtual student advisory service that was available 24/7/365. Apparently Watson’s virtual advisors fielded more
than 30,000 questions in the first trimester, freeing up human advisors to handle more complex issues.
ProwdigyGame.com, whose free curriculum-aligned math game for Grades 1-8 is used by millions of students,
teachers and parents, offers specific tips for leveraging educational technology tools in a report titled “25 Easy
Ways to Use Technology in the Classroom.” Their ideas include:
 Running a Virtual Field Trip: Explore famous locations such as the Empire State Building or the
Great Barrier Reef; or preview actual field trips by using technology to “visit” the locations beforehand.
 Participating in a Webquest: These educational adventures encourage students to find and process
information by adding an interesting spin to the research process. For example, they could be placed in
the role of detective to solve a specific “case,” collecting clues about a curriculum topic by investigating
specified sources and web pages.
 Podcasting: Playing relevant podcasts — or assisting students in creating their own — can be a great
way to supplement lessons, engage auditory learners and even empower students to develop new
creative skills.
Educational technology strategist David Andrade reports in EdTechMagazine.com (“What Is on the Horizon for
Education Technology?”) That current tools and trends include online learning and maker spaces, “with
robotics and virtual reality expected to be widely adopted in the near future.” Peeking a little further into the
future, Andrade says studies indicate that “artificial intelligence and wearable technology will be considered
mainstream within four to five years.”
In practice, future innovation will come from the hearts and minds of the teachers who develop the knowledge
and skills needed to discover the most engaging, effective ways to use educational technology strategies in
classrooms, and virtual classrooms, far and wide.
Educational Technology Theory & Practice
Another essential definition of educational technology focuses on the theory and practice of utilizing new
technology to develop and implement innovative educational approaches to learning and student achievement.
Behind all the high-tech tools, the digital bells and whistles, are the teachers who possess the skill — and the
inspiration — to use these new technologies to expand the educational universe of their students.
According to a report by the International Society for Technology in Education (“11 Hot EdTech Trends to
Watch”), “the most compelling topics among educators who embrace technology for learning and teaching are
not about the tech at all, but about the students.”
Benefits for students include expanded opportunities for personalized learning, more collaborative classrooms
and new strategies such as so-called “flipped learning,” in which students are introduced to the subject material
outside the classroom (often online), with classroom time then being used to deepen understanding through
discussion and problem-solving activities with peers.
For teachers who aspire to make an impact in this discipline, earning a master’s in educational technology is
obviously about learning new tools, strategies and practices, but it’s also about understanding the supporting
structures that must be in place to ensure the most successful outcomes. These include:
 Policy and legal issues

 Ethical issues (student privacy, etc.)
 Funding, grants and budgets
 Real-world applications (the world of work, partnership opportunities, etc.)
 Networking basics, hardware, learning management software
 Equity (community/school access and assets, student access)
 Ability to complete a school or district needs assessment/site tech survey analysis
Therefore, for educators who are inspired by the immense potential of educational technology, the value of a
master’s degree cannot be overstated
From the ancient abacus to handheld calculators, from slide projectors and classroom film strips to virtual
reality and next-generation e-learning, educational technology continues to evolve in exciting new ways —
inspiring teachers and students alike.
Technology is continually changing the way we work and play, create and communicate. So it’s only natural
that advancements in digital technology are also creating game-changing opportunities in the world of
education.
For teachers, technology is opening up new possibilities to enrich and stimulate young minds. Today, there is
growing excitement around the potential for assistive technology, virtual and augmented reality, high-tech
collaboration tools, gamification, podcasting, blogging, 3D printing, artificial intelligence, personalized learning
and much more.
Here, we’ll explore some of the most promising examples of educational technology and some specific edtech
tools and trends. But first let’s take a closer look at what we mean when we talk about “educational
technology,” because the discussion can refer to both:
 The theory and practice of educational approaches to learning, as well as

 The technological tools that assist in the development and communication of knowledge
THE IMPACT OF INSUFFICIENT ALLOCATION FOR EDUCATIONAL TECHNOLOGY AND LEARNING

MATERIALS OF THE LEARNERS IN THE BARMM
 Insufficient budget for educ-tech and LM learners in BARMM will decrease reading comprehension
 Insufficient/lack educ-tech will deteriorating child’s education and deprived the learners in the chances to access
in technology, skills, information and knowledge.

 Lack of LM among learners is major problems to meet the needs and interest child when it comes to the reading
and one problem in developing the minds of child.
 Lack of educ-tech and LM among teachers and learners produced limited learning
 Insufficient budget or allocated of LM and educ-tech may hinder the child development and their motivation of
the learner.

Marawi City
TOPIC: THE IMPACT OF BLENDED LEARNING TO THE BANGSAMORO CHILDREN OF MARAWI CITY
Course: Maed 7
Reported by: Nabelah S. Moda
Blended Learning
Classroom
Learning Online
Learning
New Normal Education

- For the Philippines the new normal of education comes in the form of blended learning as the country continues to
deal with the effects of the covid-19 pandemic, students needed a safe
way to learn.
Advantages of Blended Learning
1. Safety
2. Learning at your own pace
3. Responsive feedback
4. Flexibility
Disadvantages of New Normal Education Effectiveness
1. Technical difficulties
2. Teacher training
Marawi City
CHALLENGES OF BARMM TEACHER IN IMPLEMENTING K-12 CURRICULUM
Course: Maed 7
Reporter: Asrifah D. Naga
WHAT IS K-12 CURRICULUM?
- Refers to the courses or subjects taught in school from grades kindergarten through twelve.
WHY K-12 IMPLEMENTED?
- The Government implemented the K-12 programs to enhance the educational system of the country in order to
accelerate the mutual recognition of Filipino graduates and professionals across the world.
Three Practical Benefits of K-12
1. Preparedness for tertiary learning
2. Readiness to join the workforce
3. Skill competency in the global job market
CHALLENGES OF THE BARMM TEACHER IN IMPLEMENTING k-12 PROGRAM
1. Inspiring students to be more self-directed
2. Improving learning outcomes
3. Differentiating and personalizing teaching

4. Getting students to do their work outside the classroom
5. Finding the time to keep up with administrative tasks
6. Understanding changing technology
7. Parental involvement
PROBLEMS OF THE BARMM TEACHER IN IMPLEMENTING k-12 PROGRAM
1. Lack of preparation and professional development
2. Excessive academic lend for the students

Marawi City
UNLOCKING THE POTENTIAL OF THE BANGSAMORO PEOPLE THROUGH THE ALTERNATIVE
LEARNING SYSTEM
Course: Maed 7
Reporter: Carima M. Guro
The report focuses on the context for the Alternative Learning System (ALS) program in the newly established
Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), where people have experienced several decades of
armed conflict and civil unrest. The region’s social services such as education had been affected, which has resulted in a
high number of youth and adults who have limited education, literacy, and skills.
Complementary to the efforts in providing quality education for all Filipino children, the Department of Education has
been operating the ALS program throughout the Philippines including BARMM. ALS has brought second-chance
learning for out-of-school youth and adults for the past few decades throughout the country. The ALS program consists
of:
1. Basic Literacy Program (BLP) that aims to eradicate illiteracy; and
2. Accreditation and Equivalency (A&E) Program that target people who are independent learners but did not complete
the formal elementary or junior high school levels. Official certificates equivalent to formal school diplomas can be
earned if learners could pass the A&E exams.

Since 2013, the World Bank has partnered with the Department of Education to assess the delivery of the ALS program
aiming to improve its quality. The previous evaluations of ALS to date have not covered the BARMM area. This new
report fills that gap and aims to provide the new BARMM government with essential evidence to improve the program
delivery.
Key Findings
Despite remarkable progress in the country’s basic education system reforms over the last decade, BARMM has been
facing persistent and serious challenges in formal education and ALS.
1. While almost all Filipino children start elementary school at age six, only 70% start school on time in BARMM.
Nationwide, 80% of students enroll in junior high school on time, but only 30% of students enter junior high school on
time in the region.
2. Out-of-school youth and adults have thus accumulated over the generations in BARMM – almost 45% of 16-30 years
old are out-of-school in BARMM, double the national average.
3. Only 5% of out-of-school youth and adults participated in ALS in BARMM, compared to the national average of 13%.
35% of the ALS enrollees graduated, which was about half of the national average.
4. Out of 840,000 enrolled in the Alternative Learning System nationally in 2019, 25,000 are from BARMM.
5. Despite the improvement of the Accreditation and Equivalency exam passing rate from 2016 to 2018, the region is 20
percentage points behind the national average.
6. ALS learners in BARMM show lower literacy skills, as well as socio-emotional skills on average as compared with the
national average score of out-of-school adults of the same age cohort.
7. Basic supplies, learning modules, operational budgets, and learning facilities for ALS are lacking in quantity and
quality nationwide, but the level of deficiencies is more serious and urgent in BARMM.
8. ALS teachers in BARMM severely lack in number and specialization. They have also had limited training. In
BARMM, the ratio of out-of-school adults to a facilitator is 1,800 to 1, by far the highest of all regions, and 10% of
existing teachers will retire in the next five years in the region.
9. ALS learners rarely receive support to make good career choices after graduating from ALS. Also, less than half of the
ALS facilitators provided livelihood skills training for their own learners in 2018 in BARMM.
Recommendations
Improving the quality of basic education will help eventually reduce the large number of out-of-school youth and adults.
To improve the quality and effectiveness of the ALS system as it operates in BARMM, significant changes need to be
made. The report suggests the following recommendations:
1. Level up the overall program delivery. The BARMM Strategic Roadmap for Alternative Learning Modalities, which
provides priority actions and activities with specific timelines, could be an important guide to improve the ALS program
delivery.
2. Boost capacity building programs for ALS teachers. Both existing and incoming ALS teachers need better quality
training, particularly training focused on academic approaches in ALS, as well as the new K-12 Basic Education ALS
curriculum in the short term. In the medium term, localized peer-learning programs could be introduced for ALS teachers
to promote their continuous professional development.
3. Improve approaches to out-of-school youth and adults outreach. Targeted approaches through using more accurate data
could be introduced for community mapping and advocacy to effectively reach out to them.
4. Intensify response to special challenges. Streamline practices in the field and on-site supervision. In conducting regular
program audits, consider engaging the third parties, such as civil society groups and local communities, as well as use of
technology.
5. Continued strong collaboration between the Department of Education and the new BARMM Ministry of Education on
ALS will remain foremost important. The national level has a significant role to play not just in allocating resources,
setting the strategic direction and policy, and refining system components in pursuit of the Enhanced ALS Version 2.0, as
well as providing necessary technical assistance for BARMM.

Marawi City
Topic: BARMM TEACHER ISSUES AND CONCERNS IN THE USE OF MODULAR

LEARNING MODALITY
Course: Maed 7
Reporter: Tiboron, Sahira M.
SUMMARY:
Modular Distance learning features individualized instruction that allows learners to use self – learning
modules (SlMs) in print or digital Format / electronic copy, whichever is applicable to the learner. The teacher
takes the responsibility of monitoring the progress of the learners. Learning
Marawi City
BASELINE STUDY ON LANGUAGE MATCH AND TEACHER ASSIGNMENT IN BARMM
Course: Maed 7
Reporter: NAZIVAH C. ALAWI
SUMMARY:
ACTRC is undertaking a research project for the Education Pathways to Peace in Mindanao Program. Pathways
is a nine-year program funded by the Australian government following the completion of Basic Education
Assistance to Mindanao-ARMM (BEAM-ARMM) in 2017. It aims to improve the delivery and quality of basic
education in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) towards a more resilient
and peaceful Mindanao.
The study will gather baseline data on language mapping and teacher deployment in BARMM. It will
specifically look into the language mapping process implemented by schools, and explore the match or
mismatch that occurs between the mother tongue of the child and the language of instruction, the language used
in instructional materials, the language data in the Learner Information System (LIS), and the assigned/official
mother tongue of the school. Compensatory and innovative strategies being used by schools that experience any
mismatch will also be studied. The second part of the study seeks to describe the process of assigning teachers
in schools, and will examine any match or mismatch between teachers’ pre- and in-service preparation and their
teaching assignment. How schools address challenges and issues in matching teachers will also be investigated.
Results of the study will potentially inform BARMM’s Ministry of Education on aspects of Mother Tongue-
based Multilingual Education (MTB-MLE) and teacher deployment as it develops education initiatives for
BARMM.
ACTRC has trained a total of 45 Test Administrators (TA) who will visit schools within the Bangsamoro
Administrative Region in Muslim Mindanao (BARMM) to collect data for the Baseline Study on Language
Match and Teacher Assignment in BARMM. ACTRC has partnered with local organisations to assist in the
recruitment of personnel and coordination of data gathering activities in the different School Division Offices
within the region.
ACTRC held two translation workshops on October 5 and 6, 2019 at the University of the Philippines, Diliman.
This was part of preparations for the anticipated data collection activities for the Baseline Study on Language
Match and Teacher Assignment in Bangsamoro Autonomous Region in Muslim Mindanao (BARMM).
Instruments that were originally developed by the team in English were translated into the different major and
minor languages spoken in BARMM, namely Meranao, Maguindanaon, Yakan, Teduray, Tausug, Sinama,
Iranun, Hiligaynon, Chavacano, Sinugbuanong Binisaya, Pangasinan, Iloko, and Tagalog
Marawi City
TOPIC: PROGRAMS AND SERVICES OF BARMM

Course: Maed 7
REPORTER: NORHANAH D. AMER
PROGRAMS/PROJECT/ACTIVITIES
1. Science and Technology Services
The MOST’s Micro, Small, and Medium Enterprises Technology Upgrading Program (MSMEs-UP) and
Science and Technology Livelihood Assistance Program (STLAP) are the ministry’s strategies to assist micro
small and medium enterprises to adopt technological innovation for production’s improvement and
competitiveness. This program addresses the technical problem and improves the productivity and efficiency of
cooperatives.
2. Science, Education, Scholarships, Grants
SESG is one of the Ministry of Science and Technology sections that aims to provide scholarship programs for
students, capacity building for teachers, school laboratories’ upgrade, provide STARBOOKS (digital library),
and establish Bangsamoro Science High School.
3. Research and Development
4. RSHTL
The MOST-BARMM’s Regional Standards and Halal Testing Laboratory are committed to providing high-
quality analytical services to our customers considering efficiency, reliability, and timely delivery of the
analysis results by mutually agreed terms and conditions.
NATIONALLY FUNDED PROGRAM
1. One Lab
A Network of laboratories aimed to ensure availability and broaden public access to testing and calibration
services at a single touch point through an IT-based platform. OneLab uniquely facilitates the seamless
laboratory transaction from sample receipt to release of test result as facilitated by the OneLab Referral System.
With this efficient system, you get the fastest turn-around time and expanded test offerings in the market.
Provide relevant and efficient laboratory services for industries, research institutions, other government & Non-
government sectors, and the general public. Offer a broader scope of services for different materials and
products. One Lab has 16 DOST Regional Standard and Testing Laboratories(RSTL), 6 DOST Research and
Development Institute(RDI) laboratories, four government agencies and 19 local private laboratories, and eight
international laboratories.
2. RxBox 1000
RxBox is a multi-component program (biomedical device, electronic medical record system, and telemedicine
training) designed to provide better access to life-saving health care services in isolated and disadvantaged
communities nationwide. It is one among the Department of Science and Technology’s efforts for a “Smarter
Philippines”. It is also an ICT (Information and Communications Technology) innovation designed to support
the Department of Health’s call for Kalusugang Pangakalahatan or Universal Health Care.
3. BHRDC
BARMM Health Research and Development Consortium (BHRDC) supports the region’s health initiatives
through its partner institutions. The conduct of the Health Research Forum in the region is the first of its
existence. The forum will allow member institutions to showcase their health research initiative to the region
and attract other stakeholders. This will lead to collaborative works between the government and stakeholders to
address the region’s pressing health needs.
4. Development and Deployment of Training Modules on Halal
Halal Training Needs Assessment is a nationally-funded program of the Department of Science and Technology
that aims to develop and deploy training modules on Halal. It also seeks to determine the present status and
knowledge gap among various stakeholders of the Halal industry. TNA is an assessment process that serves as a
diagnostic tool for determining what training needs to be developed or designed to help a targeted audience
accomplish their goals and objectives. Practical training and development depend on knowing what is required
for the individual, group, or organization as a whole.

Marawi City
TOPIC: CHALLENGES FACED BY BARMM LEARNERS IN LEARNING MATHEMATIC

Course: Maed 7
REPORTER: HAYANI L. MUSA-ALI
Some common challenges faced by learners with Dyscalculia, a learning disability that affects
performance in mathematics include:
 Mistakes such as number additions, substitutions, transpositions, omissions, and reversals in writing,
reading, and recalling numbers.
 Difficulty with abstract concepts of time and direction.
8 Ways to Overcome the Challenges of Distance Learning
1. Apply for Independent Grants. ...

2. Meet All Needs. ...
3. Schedule Guest Appearances. ...
4. Celebrate Success. ...
5. Stay Connected. ...
6. Find the Fun. ...
7. Capitalize on Digital Tools. ...
8. Collaborate.
Children typically learn mathematical concepts at Daises by teachers using maths language - informally but
intentionally - as children play. They add maths language too when they are engaged in everyday experiences
together. ... Children also learn by watching others.
Marawi City
TOPIC: IMPLICATION OF THE COVID 19 PANDEMIC TO EDUCATION IN THE BARMM

Course: Maed 7
REPORTER: NORLAILAH M. LOMONDOT
No doubt, Covid-19 is a "game-changer"; the pandemic has significantly affected the BARMM and other
relevant institutions’ capacity to deliver essential services across the Bangsamoro region due to stringent health
measures. And even if the situation stabilizes, the political and socio-economic impact of the virus will persist.
One of the immediate impacts of the pandemic to the education sector was that the school year did not conclude
smoothly. Schools were compelled to observe quarantine measures, thus affecting students, teachers, and
parents. Because any mass gatherings were prohibited, academic institutions could not hold their graduation
ceremonies, which are considered a highlight for any student who has worked diligently to complete his or her
studies.
One of the challenges during this pandemic is the ability to release necessary resources and the speedy
implementation of projects of the BARMM government. The day-to-day functions of the Education Ministry
were very much affected and since April, we have been operating with a skeleton workforce. Due to the limited
number of employees reporting to work, our operations slowed down. We were not able to process straightaway
the applications to vacant positions in the Ministry as posted in the BARMM Job Portal. The BARMM
momentarily delayed the hiring of teachers from the island provinces, and distancing measures and movement
restrictions affected the education initiatives of our local and international partners in the Bangsamoro.
Despite the limitations, we decided to focus on the tasks that we can accomplish. For instance, we prioritized
the processing and release of salaries, so our employees and teachers will have resources while on lockdown
and celebrating the Holy Month of Ramadhan. Last month, we released the Emergency Relief Assistance
Allowance (ERAA) amounting PHP10, 000.00 to all MBHTE employees, including teachers and Contract of
Service workers. In addition to their salaries, we also released the mid-year bonus to qualified Teaching and
Non-Teaching Personnel of the MBHTE.
Moreover, we had to recalibrate our programming to meet the basic needs of our constituents. Our international
partners did the same as well, and since last April, they have approached us to discuss any support that would
help the Ministry to deal with this pandemic. We have to be flexible during these trying times and it would be
unwise not to factor in how this pandemic will affect our ability to accomplish our responsibilities. In addition
to slowing down our operations, COVID-19 will exacerbate the problems in the BARMM, such as poverty,
corruption, injustice, and inequality.
Marawi City
TOPIC: IMPROVEMENT IN BARMM EDUCATION

Course: Maed 7
REPORTER: PLAWAN , NOR-ASIA A.
COTABATO CITY – Education officials in the Bangsamoro Autonomous Region in Muslim Mindanao
(BARMM) led Monday separate groundbreaking ceremonies for the construction of seven school buildings in
North Cotabato and Maguindanao as part of continuing efforts to improve the quality of education in the
region. The construction of the new school buildings is funded under the Transitional Development Impact
Fund (TDIF) of Bangsamoro Transition Authority members Ali Salik and Engr. Aida Silongan.
In a radio interview here, Iqbal said new classroom buildings will rise in six schools in Pikit, North Cotabato,
while one in Rajah Buayan town of Maguindanao. “Each school gets PHP2.5 million worth of funds or a total
of PHP17.5 million for all seven schools,” Iqbal said. In Maguindanao, aside from the classroom building, the
Sapakan Elementary School in Rajah Buayan town will also receive a flag pole, a handwashing facility, and a
rainwater collector for stored water. Iqbal said the Ministry of Basic Higher and Technical Education (MBHTE)
is continuously determining other schools in the region that need development and assistance. Iqbal said the
construction of school buildings aligns with the region's 12-point priority agenda towards promoting access to
quality education and developing schools as a safe environment for learning and growth. With the passage of
the Bangsamoro Education Code in May this year, he said the MBHTE remained steadfast in embodying its
banner of "no Bangsamoro child shall be left behind" as far as education in the region is concerned. The
BARMM comprises the cities of Marawi, Lamitan, and Cotabato; the provinces of Maguindanao, Lanao del
Sur, Basilan, Sulu, and Tawi-Tawi; and the 63 villages in six towns of North Cotabato. (PNA)
Marawi City
TOPIC: ANALYSIS OF UTILIZATION OF GADGETS AS EFFECTIVE LEARNING MEDIA IN

INNOVATION EDUCATION TO IMPROVE STUDENT LEARNING ACHIEVEMENT
Course: Maed 7
REPORTER: NORKHISA S. MASTOR
Learning is a process of interaction between students and educators and learning resources in a learning
environment. In the learning process, students are seen as individuals who are unique and different from one
another to have different abilities such as academic abilities, interests, and background (Palennari, 2011). While
the notion of learning according to James O. Wittaker, learning can be defined as a process where behavior is
generated or changed through practice or experience and according to Kingsley (1957) learning is a process by
which behavior (in the broad sense) is generated or changed through practice and practice. Whereas according
to Cronbach (1996) effective learning is through experience.
Effective means that it reaches the target set in the plan. So effective learning can also be seen in terms of
processes and results. In terms of the process, learning is considered effective if students are actively involved
in carrying out the stages of the learning procedure. In terms of results, it is considered effective if the learning
objectives are mastered by student’s thoroughly.Utilization of Gadgets as learning resources
Globalization has changed our lives from the era of communicating with pen and paper which takes days before
information could get to the destination and one of the ways in which it changed our lives, is how we
communicate effectively through advancements in Information and Communication Technologies (ICT).
According to Ling (2004), mobile phones have become an almost essential part of daily life since their rapid
growth in popularity in the late 1990's. According to Haruna et al., (2016), mobile phones are the most
necessary medium of communication for adolescents. It has virtually affected the society's accessibility,
security, safety and coordination of business and social activities and has hence become a part of a culture of the
whole world. Ling (2004), states that traditional agents of socialization are families and schools.
There are various educational benefits of mobile phone technologies that are most often cited as; easily
accessing content, integrating a broad range of educational activities, supporting independent study and student
organization, encouraging student enthusiasm, supporting classroom-based collaboration and interaction as well
as supporting inquiry- based instruction and learning (Roschelle, 2003). More sophisticated mobile phones, also
known as smartphones, can be used to assist students in accessing information from the web, transforming it,
transferring it, collaborating with students and also creating a more media-rich approach to instruction (Ferry,
2009).Recent advances in ICT have significantly increased the possibilities of mobile phones being used as
instructional tools, because of their increasing processing power, memory and connectivity which have made
these technologies drastically more interactive (Pea & Maldonado, 2006). Additionally, Vavolua (2005)
suggests that these technologies can be used in science during field trips, where students gather scientific data
for future analysis in the laboratory. Innovation in the world of education requires that learning be more
meaningful and quality. It also aims to direct according to the needs of the rolling and the beat of the times.
Technological progress has become one of the main triggers that are innovations used in the world of education,
one of which is using technology tools such as gadget. An educator using various technologies in the process of
teaching and learning activities that are useful to enhance the effectiveness of teaching and learning in the
classroom. Utilization of gadgets in learning at school plays an important role as a source of learning and
support the process of learning to be comfortable, so that the creation of learning process that is effective and
efficient to improve student learning outcomes. This study aims to examine the utilization of gadgets as
effective learning media in innovation education to improve student learning achievements for students of
Grade VIII students of Junior High Schools in Yogyakarta City.
Marawi City
TOPIC: ADAPTIVE NEW TEACHING AND LEARNING MODALITIES THROUGH
LEARNING MANAGEMENT SYSTEM FOR BARMM HIGHER EDUCATION INSTITUTIONS
Course: Maed 7
REPORTER: MACAWARIS, ASLIMAH S.
"Adapting New Teaching and Learning Modalities through Learning Management System for BARMM HEIs"
is the fourth webinar of the Higher Education in the Context of Bangsamoro Organic Law (HECBOL) Project
of the Commission on Higher Education (CHED) in partnership with the Bangsamoro Ministry of Basic, Higher
and Technical Education.
As part of the CHED-HECBOL Project's capability building activities for higher education institutions (HEIs)
in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), this webinar aims to introduce
Learning Management System to the higher education institutions (HEIs) in the Bangsamoro Autonomous
Region in Muslim Mindanao (BARMM). Our resource speakers will be Engr. Dodjie S. Maestrecampo, EVP
and COO of Malayan Colleges Mindanao.
Cotabato City (May 10, 2020)—Bangsamoro Government’s Ministry of Basic, Higher and Technical Education
(MBHTE-BARMM) considers carrying out Distance Education or Online Learning for School Year 2020-2021.
This is after key officials from the Department of Education (DepEd) conducted a series of deliberations on the
setting up of the “new normal”.
“Continue ‘yung consultation para mapakinggan ang suggestions ng kapuluan para sa different learning
methods na applicable sa situation natin katulad ng Distance Education,” MBHTE Chief of Staff Atty. Haron
Meling said yesterday, May 9, 2020, on-air via Radyo Bangsamoro.
[The consultation is ongoing for the committee to deliberate the most convenient alternative schooling methods
applicable for various areas in the country such as the Distance Education.]
He added that during earlier weeks of March, five sessions of the Management Committee Teleconference of
DepEd have already been started, wherein Learning Continuity Plan (LCP) was underscored.
“Kabilang ang Learning Continuity Plan sa mga hakbang na gagawin upang mas maging accessible ang mga
mag-aaral na nakatira sa probinsya.”
[Learning Continuity Plan is one of the alternative educational methods among all others designed for every
student, including those coming from the rural areas.]
Under the official statement published by DepEd, “LCP includes key features on K-12 curriculum adjustments;
alignment of learning materials; various modalities of delivery; and corresponding teacher and parent/guardian
training for homeschooling.”
Additionally, Atty. Meling said that since some remote areas of the Bangsamoro region do not have good
internet services to support the class, the committee is pushing forward to make the class files downloadable or
ready-to-print for the students.
He also added that MBHTE – BARMM Minister Mohagher M. Iqbal conducted a regional LCP survey meeting
with the heads of Schools Division Superintendent of Maguindanao 1 and 2 districts, and other schools district
supervisor pursuant to the Commission on Higher Education’s (CHED) LCP national survey on Friday, May 8,
2020.
The said meeting is a prelude and among the many efforts undertaken by the office in adjusting to the new state
of Philippine Educational System amid crisis.
“The MBHTE-BARMM will be ‘leaning’ towards this coming August 24, as the start of the new school year
and will end in April 2021,” Atty. Meling said reiterating the words of DepEd Secretary Leonor Briones.
“The newly hired teachers will report on their work on June 1st, ito ay maaring physical or online,” he added
Marawi City
TOPIC: CHALLENGES OF ISAL TECHERS IN TERMS OF CURRICULUM

Course: Maed 7
REPORTER: NORHANA C. SAIPODEN
ISAL teachers /mudarris under contract of service in the elementary and junior high school for year 2021.
The Ministry of Basic, Higher and Technical Education, through its Directorate General for Madaris Education,
simultaneously administered... the Qualifying Examination for Islamic Studies and Arabic Language
(ISAL) teacher-applicants across the 10 schools divisions of BARMM, including the Special Geographic
Area.COTABATO CITY – The Ministry of Basic, Higher, and Technical Education (MBHTE), through its
Directorate General for Madaris Education, hired 2,374 new Islamic Studies and Arabic Language (ISAL)
teachers or asatidz for the 11 schools divisions in the Bangsamoro region.On Friday, Oct. 29, 241 asatidz from
BARMM’s Special Geographic Area (SGA) and 245 from Cotabato City signed their contracts of service in a
ceremony held at the Bangsamoro Government Center in the city.Contract signing ceremonies for the divisions
of Lanao del Sur I and II, and Marawi City were already held last Oct. 20-21, while those for the Maguindanao I
and II, Basilan, and Lamitan City were held Oct. 28-29. Meanwhile, new asatidz from Sulu and Tawi-Tawi are
scheduled to sign their contracts this weekend. According to Prof. Tahir Nalg, MBHTE director general for
Madaris Education, the main objective was not only to hire more ISAL teachers but to have a balanced and
quality education for the young learners.“Tuturuan po natin sila na ma-improve ang Islamic studies nila pero
sinisigurado po natin iyong quality ng edukasyon,” said Nalg.“Dahil doon, continuous po iyong ating program
para sa kanila (asatidz), yung enhancement ng kanilang knowledge at capacity building nila,” he said, adding
that the MBHTE will conduct capacity trainings to further enhance the asatidz’s methods of teaching.The
teachers will receive a monthly salary of Php16, 200.00 until March 2022. According to Nalg, their contracts
are renewable every 6 months while they wait for the ministry’s special eligibility exams for permanent
positions for Madaris teachers.Of the 2,374 new asatidz, 639 and 307 are from Maguindanao I and II,
respectively, 83 from Basilan, 40 from Lamitan City, 48 from Sulu, 14 from Tawi-Tawi, 115 from Marawi City,
and 505 and 137 from Lanao Sur I and II, respectively.“Alam ko po na hindi naging madali ang pagpili sa amin,
kaya naman po pagbubutihin ko ang responsibilidad na ipinagkatiwala sa akin upang maipaabot sa lahat ang
katuruan ng Islam,” said Ismael Kawan, one of the contract signees on Friday. (Bangsamoro Information
Office)
Marawi City
TOPIC: THE ROLE OF ISAL TEACHERS IN BANGSAMORO LEARNER
Course: Maed 7
Report by: Aguam, alania
Summary:
ROLES OF ISAL TEACHERS IN BANGSAMORO LEARNERS:
•To provide Bangsamoro learners a balance and quality education. To teach learners the Islamic Studies or Islamic
Education.
•To develop the learners' functionality literacy in Arabic that will enable them to learn and understand the holy Qur'an.
•To provide learners with appropriate and relevant educational opportunities while recognizing their cultural context
and unique purposes for participating in the program offerings; and
•To mold and develop the young Bangsamoro and the community people as a whole and making them a loving,
responsible, and productive citizen. Nalg said MBHTE will conduct training to enhance the knowledge and capacity of the
teachers.
Trainings of ISAI teachers:
1. Arabic emergent reading (AER)
2. Arabic emergent reading and culture awareness (AERCA) Language. Enhancement and Pedagogy (LEAP)
THE ROLE OF ISAL TEACHERS IN BANGSAMORO LEARNER
In consonance with MBHTE Memorandum Order No. 204, series of 2020, re: Formation of Technical Working
Group (TWG) for Education Continuity Plan for the School Year 2020-2021, the TWG Steering and Working
Groups conducted series of meetings and consultations with education officials, partners, learners and parents to
formulate adaptive strategies for Basic, Madaris, Higher, and Technical Education amidst the COVID-19
pandemic.
Moral Governance” shall always be the overarching guiding principle and administrative doctrine of the
Ministry in the performance of its mandate and the execution of its policies, plans, programs, projects, services,
and activities.
2. Stay at Home, Stay Learning.
3. In delivering education services, the attainment of learning objectives and the safety and well-being of all
learners, education personnel, and other education stakeholders shall be the top priority of the Ministry;
4. As provided in Republic Act No. 10533, schools and learning institutions shall
continue to deliver education services that are “relevant to the needs of the people, the country and the society-
at-large” in a manner that is appropriate,
feasible and compliant to the minimum health and safety standards and
directives from BARMM-IATF, MOH and other proper authorities;
5. Education stakeholders, parents, community leaders, and local government units shall be involved in the
planning, implementation, monitoring, and evaluation of activities and interventions relative to the continuity of
education service delivery; Given the current context and until the situation improves, home-based or distance
learning shall be the preferred modality. However, face-to-face learning in school and other training centers
maybe employed if and when local situation and public health measures allow; and
7. Schools and other learning institutions shall continue to function as learning hubs where learners can access
facilities and other learning equipment and materials that may not be available at home such as libraries,
playgrounds, laboratories, internet connectivity, technical and vocational workshops, and training facilities.
In the implementation of this Education Continuity Plan, the Ministry shall ensure provision of technical,
logistics, financial, and other necessary support to its schools, madaris, division offices, district offices, TESD
training centers and provincial offices, and higher education institutions. During implementation of these
guidelines, the Ministry shall consider the responsibilities, duties, and workloads of its teaching and non-
teaching personnel at the schools, madaris, division offices, district offices, TESD training centers and
provincial offices, and higher education institutions. Republic Act No. 11032 also known as Ease of Doing
Business and Efficient Government Service Delivery Act of 2018 shall be adhered. The pre-opening activities
of all schools shall be from 1 to 23 August 2020. During this period learners and parents shall be introduced and
oriented on foundational topics, utilization of alternative learning modalities, corresponding learning materials,
and mental health and psychosocial support activities. They may also undertake activities such as Brigada
Eskwela and Balik Eskwela provided the minimum health safety protocols/standards such as social distancing,
use of facial mask, etc are followed. These pre-opening activities devoted to the attainment of the learning
objectives for the school year shall be counted as class days. Public school teachers, including newly hired and
deployed, shall start rendering service on June 1, 2020. They will attend, virtual or face-to-face, orientations and
trainings activities on the utilization of the distance learning delivery modalities, prepare instructional materials,
and plan the organization of classes in consideration of the learning delivery modalities to be employed. If
skeleton workforce will still be the operative government guidelines by June, MBHTE/division offices shall
issue appropriate alternative work arrangement guidelines to the field to comply with prevailing policy, and to
ensure safety of all personnel and safe work environment.
Their respective division offices shall issue a
corresponding Identification Cards (IDs) and Certificate of
Employment to these newly hired teachers in order for them to
report to their work station unhampered.

Marawi City
IMPACT OF NEPOTISM ON EDUCATIONAL SYSTEM IN BANGSAMORO AUTONOMOUS

REGION IN MUSLIM MINDANAO
This Situation Analysis of Children in BARMM is a UNICEF contribution to knowledge on the

situation of children in the Philippines. It follows the recent publication of the GovernmentUNICEF report on
the national Situation Analysis of Children in the Philippines. The report was prepared by UNICEF in
consultation with the Regional Government of the Autonomous Region in Muslim Mindanao (ARMM). While
the data was collected under the Regional Government of ARMM during 2017, the analysis does not change
significantly under the new BARMM geographic area and highlights significant multi-dimensional bottlenecks
in the delivery of and access to key social services. The report shows that outcomes for children are
significantly worse for children and highlights the need for additional and accelerated support within BARMM,
if the Philippines is to reach the SDG targets. This SitAn includes a comprehensive review, synthesis and
examination of available data from a variety of sources. The assessment of child outcomes relied primarily on
existing datasets from household surveys, administrative data from Government Ministries and line agencies
and NGOs and other published reports. The authors relied on published reports of existing datasets, and did not
engage in examination or analysis of raw datasets. The analytical techniques used for the analysis phase
required a synthesis and analysis of secondary data and literature, including large- and small-scale studies and
reports.
It also included a mapping and analysis of relevant laws, policies, and Government strategy documents. In-
country data collection was carried out in Manila and Cotabato City in order to gather additional contextual
information and primary qualitative data to inform the analysis of causes and determinants of child rights
shortfalls in ARMM. In-country data collection included a series of in-depth key informant interviews with a
range of targeted Government representatives, UN organizations and NGOs. The research also involved a
structured participatory causality analysis workshop involving 40 stakeholders from across a range of
Government institutions, UN and NGOs that took place in Cotabato City in June 2017. The causality analysis
involved the selection of a key deprivation/rights shortfall in the following sectors: health/nutrition/ WASH
cluster; education; child protection; and social protection. Stakeholders were involved in a series of structured
small-group workshops to map the immediate, underlying and structural causes of the key deprivation, and
identify associated equity issues (identifying the groups of children most at risk of experiencing the deprivation,
and how the causes impact on these particular groups of children). They then proceeded to identify common,
cross-cutting structural causes among all of the selected deprivations and reflect these structural causes in a
revised causality map. The causality maps and key informant interviews have been integrated into the report’s
narrative, where applicable. The findings from a previous draft of the report were integrated with a draft of the
national SitAn and presented at a series of validation workshops and focus group discussions (FGDs) in August
2017. A workshop was carried out with 100 key stakeholders from Government, civil society and academia at
the national level and from ARMM. The workshop included a discussion, feedback and validation on the
report’s key findings in small sector workgroups and presentations to plenary. A separate validation workshop
was carried out with 60 members of staff at UNICEF Philippines. In addition, two FGDs were conducted in
Cotabato City with representatives from the ARMM regional government and UNICEF staff members
One of the limitations faced during the development of the report is the insufficiency of
recent, quality data in relation to some of the areas covered by the analysis. Limitations and
gaps in the availability of up-to-date, quality data are noted throughout the report. The
analysis of causes and determinants of rights shortfalls relied heavily on existing published
6reports and, therefore, some areas in the analysis had not been the subject of robust and
recent research, again, gaps are highlighted as necessary. Another limitation related to the challenges in
securing interviews with key informants and stakeholders. During the time of the in-country research, the crisis
in Marawi was unfoldingand this limited the availability of some key stakeholders for key informant interviews.
The ARMM SitAn was managed by UNICEF. An ARMM Situation Analysis Management Steering
Committee, co-chaired by Govt. Philippines (ARMM Regional Governor’s Office) and UNICEF had oversight
for the development of the SitAn. ARMM Management Steering Committee members were made up of
government oversight and child-focused agencies including the Regional Planning and Development Office
(RPDO) ARMM; Department ofEducation-ARMM; Department of Health- ARMM; Department of Social
Welfare and Development (DSWD)-ARMM; Mindanao Development Authority (MinDA); and Office of the
Presidential Adviser on the Peace Process (OPAPP). It was also supported by a Research Reference Group
composed of representatives from Mindanao; Institute of Autonomy and Governance (IAG) and the Regional
Commission on Bangsamoro Women (RCBW). The report was also the subject of a validation exercise with
targeted key stakeholders who work on children’s issues across a range of Government sectors, UN institutions
and NGOs (see above). The purpose of this exercise is to validate the findings and identify any gaps and
inconsistencies before finalisation of the report.
One year after its creation, the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) lies at a
critical juncture: the Moro Islamic Liberation Front (MILF), the former rebel group that ascended to political
power, is facing the realities of clan politics tied to the region’s traditional politicians. The Bangsamoro
Transition Authority (BTA), of which the MILF constitutes the majority party, has been entrusted with creating
a viable institutional framework before the 2022 parliamentary elections, which will mark the end of the peace
process. But this new dispensation inevitably will need to accommodate the region’s influential political
families. The ex-rebels will have to be open to political alliances with clan leaders if they are to stand a chance
of remaining in power and ensuring stability. At the same time, the BTA ought to find ways to curb the role of
elite clans as well as mechanisms for dealing with rampant clan feuding. Donors should help the BTA build a
more competent and assertive regional authority centred more around respect for institutional rules and
processes than personal politics.
Marawi City
23. Challenges of ISAL Teacher in terms of Curriculum
Course: Maed 7
Report by; Mofida D. Hadjirsahid
SUMMARY:
What is Madrasah
The Arabic term "Madrasah" means a school it derived from the arabic root word "dars" which implies a learning
process carried through drill lesson.
Curriculum
The term curriculum refers to the lesson and academic content taught in a school or in a specific course or program.
Curriculum is often defind as the course in a school.
Challenges on Curriculum:
1.Physical Facilities
2. There is no unified curriculum in madrasah
3.There is no consultation of experts and others foreign madrasah befere preparing the curriculum.
4. There is no participation of parent and other stakeholders in preparation of curriculum.
5. There is no appropriate bodies and experts consultation in preparation and facilitation of curriculum.
CHALLENGES OF ISAL TEACHERS IN TERMS OF CURRICULUM
The United States is one of many countries currently undergoing significant changes in educational institutions,
particularly in K-12 settings. Most pronounced among these is the impact of unprecedented demographic
changes on the curriculum and instruction provided in U.S. schools. Four other factors are also influencing
curriculum and instruction including 1) policy changes, 2) emerging new technologies, globalization, and 4) the
refugee and immigration issue. Each of these areas provides challenges for both school settings and teacher
educators. These challenges and the obstacles they create must be examined and specific recommendations
must be developed for teachers, teacher educators, and policymakers to assist in meeting each challenge.
Among these recommendations, research shows that: schools must change the structures, culture, and programs
of curriculum and instruction to meet the needs of a diverse student body, 2) researchers in higher education
institutions must focus their work to help the federal government, state leaders, and school districts decide upon
the most appropriate reforms and changes to curriculum and instruction in school settings, 3) more
resourcesfrom a variety of sources must be invested in technology-use training so teachers can better prepare
students to use technology, especially in the context of new assessments, 4) educators should define and
advance an agenda that prepares youth for global citizenship, and 5) the core values of educators must include
respect, integrity, commitment and excellence, the promotion of diversity and gender equity, choice, and dignity
for all students.
There has been a great deal of research on curriculum and instruction. Still, issues including dramatic
demographic changes, policy changes, globalization, emerging technologies, and concerns surrounding refugees
and immigration remain challenging for both school settings and teacher educators. Little discussion is present
in the “literature about the challenges and problems that educators encounter during the implementation process
and how these challenges and problems are overcome” (Shilling, 2013; p.21). This study highlights the
challenges to curriculum and instruction in U.S. public schools and analyzes both these challenges and the
opportunities that exist for teachers, teacher educators, policy makers, and other practitioners as they work to
overcome these challenges. In this context, the challenges
This paper surveys scholarship related to the development of curriculum and instruction in public schools in the
United States. It examines the issues and opportunities as well as the goals and strategies for curriculum and
instruction and suggests guidelines to help ensure that emerging curricula are responsive to the needs of
students in a rapidly changing world. This review also describes the available research on specific concepts that
were chosen for analysis and represented the research efforts up to the end of May 2017. It incorporates data
derived from various sources, including reviews of literature, books, research center reports, peerreviewed
journals, international and national government reports, conference papers, websites of education departments
of each state, and a review of school districts’ school improvement initiatives. Ultimately, reactions to the
following five challenges will dramatically influence the context of curriculum and instruction in the United
States. pattern of current constraints on an “educator’s ability to address that challenge whilesimultaneously
offering the possibility of opening the door to promising perspectives forcritical thinking about changes in the
future for teaching and teacher education in diverse schools and classrooms. The demographic profile of
America’s population, including its public schoolpopulation, is undergoing rapid and profound changes.
According to Hochschild andScovronick (2005), dramatic demographic changes will occur in the early decades
of the 21stcentury, with racial and ethnic diversity increasing as baby boomers age and birth rates
andimmigration laws change. Hochschild and Scovronick also assert that school-aged children willbe the most
diverse segment of the U.S. population. They conclude that that though thesendemographic changes create the
potential for serious disagreements about public education,mthey also offer the opportunity for the citizenry to
strengthen its commitment to publicmeducation. Thus, changes in classroom demographics caused by an
increasingly heterogeneous student population should be viewed by educators as both a challenge and an
opportunity.
Marawi City
Tittle: Issues in Low performance in Reading Comprehension in BARMM
Course: Maed 7
Report by: Norjannah T.H Ibrahim
Summary:
The following are the issues in performance in reading comprehension:
•Inadequate confidence level of pupils, or poor working memory is another factor that would contribute to pupils' low
reading abilities,
•Poor motivation given to pupils to stimulate their interest in reading,
•Lack of pre-reader books in school and at home, Lack of library,
•low phonemic awareness skills of pupils,
•Lack of reading competition among the pupils in the school,
•Lack of effective learning strategies, their unwillingness to learn how to read,
•Inadequate parental involvement in assisting pupils learn how to read fluently at home,
• Lack of foundation in reading,
•Absenteeism of learner,
•Adopting mother tongue,
•Promoting the non-reader.
1. Disruption of the workforce
One of the chief complaints in a company that operates through nepotism is the patent lack of fairness.
2. Increased risk of lawsuits

Very few laws regulate nepotism at either the star or federal level. In fact, some states have no laws prohibiting the
practice. Nevertheless, the consequences of nepotism may increase your risk of being sued for discrimination or hostile
work environment.
3. Loss of productivity
Nepotism usually leads to an inferior work product. Employees who are rewarded and promoted because of their
relationships with management are likely to be underqualified for the positions they are expected to fill. That can lead to
an erosion of leadership skills at the senior level of the corporation and also contribute to the demoralization of more
deserving candidates.
ISSUE ON LOW PERFORMANCE IN READING COMPREHENSION IN BARMM
This mixed method research study was conducted to investigate the English and Filipino reading profile of
learners, challenges, difficulties and lessons, the schools’ agenda and initiatives for the enrichment of reading
programs to eliminate these reading challenges and difficulties; and stakeholders’ support and commitment. A
total 4056 Filipino reading profiles and 4216 English reading profiles of Grade 1 to Grade 7 students and
responses from the interviews done with school heads and teachers were described using descriptive measures
and analyzed using thematic analysis. Results showed that majority of the learners were at the frustration level.
Also, the perceived causes, origins and attendant variables of the students’ reading level were non-mastery of
the elements of reading, presence of learners-at-risk, and no culture of reading. The suggested reading programs
and activities may form part in the creation of contextualized reading curricula and be used as reading literacy
initiatives in the schools. These initiatives are categorized as Literacy Program, Individual Reading Recovery
Program and Enrichment/Enhancement Program. The quality of a person’s life can be enhanced by the literacy
level as the latter is directly related to his/her working life (Organization for Economic Cooperation and
Development [OECD], 2008). There is a direct relationship between literacy and academic achievement. Hence,
training individuals with good literacy who can comprehend and question what they read is one of the most
important goals for today’s education (Grove & Hauptfleisch, 1982; Moreillan, 2007).Individuals who are
regarded as smart as their peers but having poor reading abilities cannot improve it as much as their peers. As
per record, all students pass elementary education. Corollary, even those who have poor reading ability pass
their classes. They cannot perform reading at the level expected of their grade, resulting in anxiety and
depression throughout their schooling. They are usually stereotyped as unsuccessful throughout their formal
education. Such results in adoption problems in their classes (Bender, 2012).
Reading is a complex process as it involves “sensation, perception, comprehension, application and

integration”. It is the process of making and getting meaning from printed words and symbols. Reading as a
whole, is a means of communication and of information and ideas. Aracelo (1994) as cited by Panerio (2008)
reported that “85% of the things that people do involve reading”. Individuals read street signs, advertisements,
menus in restaurants and recipes from cook books, dosage of medicine and others. Moreover, reading is the
foundation of academic success and life learning. One article from Philippine Star (2010) states that: “The
undeniable fact remains that majority of Filipino students do not possess the ability and motivation to read. Due
to the fast-evolving world and changing technology, it cannot be denied that sometimes reading is taken for
granted”.
Reading also plays a vital role in ones’ success in school. It is one of the most important skills an individual
learner must need to master. It is a prerequisite of all learning areas. It serves as a gateway for every learner to
learn the different subjects because when a learner has a difficulty in reading, he/she may encounter also
difficulties in all subject areas. Researches have shown that there are many reasons in the difference in the
achievement level of the students. Luz (2007) stresses that many Filipino learners do not have the reading habit
required in learning. As she noted, “The problem of non-reading lies at the heart of why the Philippines is so
uncompetitive in the world economy and why so many of our people continue to live in poverty or barely
escape it” In response to this DepEd’s 3Bs Initiatives, the Schools Division of Aurora has started its reading
administration to elementary and junior high schools to assess the level of reading ability of the learners and
determine their reading profile. It has a great hope that these learners who have reading difficulties can still be
relieved of their reading problems by means of a suitable reading environment, teaching program and family
support. The indispensable issue to be addressed here is the form the environment, program and support that
should be undertaken. The reading environments must be designed to eliminate the reading difficulties of
students to make them feel relaxed and willing to express themselves. In addition to this, students’ learning
must be supplemented with materials in consonance to their interests and abilities coupled with support from the
teacher and students’ family members. The research proves the “effectiveness of informing students about the
difficulties they experience and strategy-based programs conducted with the cooperation of the teacher and
family.
Marawi City
Topic:
THE IMPACT OF THE PROGRAM INITIATIVE OF MEMBER OF PARLIAMENT ATTY. MAISARA LATIF OF THE
BANGSAMORO TRANSITION AUTHORITY IN THE EDUCATION SECTOR AS A RESPONSE TO COVID-19 PANDEMIC
Course: Maed 7
Report by: Ashary M. Lantud
Summary:
The Bangsamoro Planning and Development Authority (BPDA)was created as thesocioeconomic development
planning and policycoordinating authority of the Bangsamoro Government through Bangsamoro Autonomy Act
(BAA) No. 6, otherwise known as the“Bangsamoro Socio-Economic Development Planning System Act
of2019.”The BPDA primarily also acts as the technical secretariat of the Bangsamoro Economic and
Development Council (BEDC). The Council serves as the socioeconomic planning, monitoring,
andcoordination agency for all development plans, programs, and projectsof the Bangsamoro Government.
Some of the BPDA’s functions includemonitoring and evaluation of socioeconomic development policies
andplans o the Bangsamoro Government, as well as reviewing, evaluateand recommend short, medium, and
long-term development plans,and proposed programs and projects for consideration by the Council.Along with
the development agenda of the Bangsamoro Government, theBPDA endeavors to ensure that socioeconomic
development programsand activities in the region are well-coordinated and responsive to the needs of its
constituents.The COVID-19 outbreak brought in a challenging situation. The crisis didn’t spare our region, our
people, and their respectivecommunities, which resulted in the loss of jobs, business closures and livelihoods,
and limited access to food, health, and education. While the Bangsamoro Government continued the delivery of
services and goods through its various ministries, agencies, and offices - to mitigate theeffects of the pandemic,
the crisis brought to fore the need for data and information that captures the real-life situations and underlying
conditions of the people on the ground.In support of this goal of understanding the real-life situation in the
Bangsamoro, the BPDA engaged the United Nations Development Programme (UNDP) to conduct a region-
wide Socioeconomic Impact
Assessment (SEIA) to help the Bangsamoro Government in producing accurate and necessary projections that
can be translated into strategic action plans that will respond accordingly to the needs of the constituents and
eventually help them recover from the challengesbrought by the pandemic. To the UNDP team, please accept
our utmost thanks andgratitude for your tireless dedication in facilitating the conduct of SEIA.The SEIA is a
testament to our harmonious collaboration. The Bangsamoro region’s economy was steadily growing before the
COVID-19 crisis struck. If the projections were to hold,Gross Regional Domestic Product growth of the region
would have reached 8.7 percent in 2020. However, due to the crisis and itsimplications, BARMM’s
vulnerabilities have increased which, as aresult, affected people and communities widely. Particularly, thecrisis
has affected the poor disproportionately, especially those engaged in the informal sector of the economy.
Businesses had to shut down immediately and many people lost their livelihoods. Moreover, access to health
services, food security and education services have been affected. Relevant initiatives in achieving gains on the
peace and transition processes has had setbacks.
Much of the public service delivery has been significantly constrained as a result of the pandemic and the
containment measures put in place to avoid the spread of the virus. This means that despite the fact that the
region has had much fewer cases of COVID-19 than the rest of the country, the region with the highest poverty
incidence – also wrought with conflicts - was not spared. Atthe requestof BangsamoroPlanning and
Development Authority (BPDA), the United Nations Development Programme (UNDP) commissioned a
Socioeconomic Impact Assessment of the Bangsamoro Autonomous Region in Muslim Mindanao Report. This
landmark report synthesizes the findings from three valuable research to come up with fit-for-context and
actionable recommendations. The first research highlighted findings from a household survey and a series of
interviews conducted from March to July 2020 to capture stories of the people on the ground. The second and
third research used the results and insights from the household survey to produce projections of the BARMM
economy in the immediate term and the media. However, this report is more than knowing the situation of the
economy or the people. By using foresight methodologies such as scenario analysis, we are able to visualize
potential pathways for
BARMM’s recovery which will pave the way for further discourse. We have learned that the Bangsamoro
region would need enhanced effort in assuring a swift bounce-back to its pre-COVID-19 status. Without this
concerted effort, BARMM might face the risk of being further left behind. Thus, UNDP proposes in the report
ways to address the direeffects of the crisis.
These can be achieved by having cooperationacross stakeholders and the government, and through a
comprehensiveapproach to recovery and development. The report firmly ascertainsthe role of social protection
systems in safeguarding lives and livelihoods during the recovery phase while acknowledging that more study is
needed to assess the effectiveness of different social protection programmes with the view to advance the region
towards universalism principle. This report shows that there is an increased need to significantly scale up
investments in both public and private sectors in the region, strengthen technical capacity to implement large
scale programmes, and monitor the progress and pace of recovery closely to calibrate policy and pn the
Bangsamoro Transition Authority (BTA). Lastly, it bears reiterating that BARMM must be einclusive, resilient,
and sustainable recovery.I thank theBARMM Government, specifically theBPDA,for letting NDP play a role in
the conduct of the much-needed socioeconomic impact assessment for BARMM. We are glad that we had been
of help and had been trusted to produce this report with them. We also wish to thank the Ministry of Foreign
Affairs of Japan and the Embassy of Japan in the Philippines for their generous contribution in support of this
assessment, and for the wider COVID-19 response and recovery effort in the Philippines and in BARMM. We
are also grateful to Japan International Cooperation Agency (JICA) for contributing data from its own survey
results to this effort. I thank Dr. Acram Latiph and Dr.Roehlano Briones for their remarkable effort in helping
UNDP conduct research amidst challenging times and guide our understanding.
Marawi City
Tittle : Projects and Program of ALS in Bangsamoro Autonomous Region and Muslim Mindanao (BARMM), and other
Concerns.
Proffesor: Azisah Cuaro
Subject: MAED 7
Report by: Saripoding, Catib
Summary:
WHO ARE THE TARGET LEARNERS OF ALS?
1. Elementary and secondary school dropouts
2.Youth and Adults although in school but over-aged for Grade 6 and 4th Year
3.Unemployed/underemployed OSV's and adults Industry-based workers, housewives, maids, factory workers, driver
4.Members of cultural minorities/Indigenous People (IPs) Persons With Disabilities (PWD)/physically Challenged
Inmates, rebel/soldier integrees.
HOW DOES ALS WORK?
*Students who are interested in enroling in an ALS class are encouraged to visit Community Leaming Centers (CLCs).
*Oral and written tests will be given to assess the student's/pupil's competency level.
*Applicants who have not attended any formal schooling before wil be enrolled in Basic Literacy Program where basic
reading and computing skills will be taught before moving them to advanced classes.
OPTIONS AND OPPORTUNITIES FOR ALS PASSERS
✓Can enroll for college ✓ Enter TESDA/MeralcoFdtn./Technical Schools ✓Enter other non-formal training programs for
the st ✓Enter Formal training programs ✓ Look for work opportunities ✓Enrol or re-enrol in formal elementary or
secondary education.
Informal Education for Disadvantaged Children
This program focuses on packaging of short-term educational activity that addresses the special needs and interests of
the street and working children. It intends to use ile skills active learning approaches/strategies aimed at developing
enhancing social, civic aesthetic, cultural, recreational physical and personal development The learning materiais
packages may be developed/adopted adacted or gathered from other sources and tailored-fit to the identified needs of
the said users.
Response:
The alternative learning system for different Able persons is a project which aims to deliver BASIC
LITERACY PROGRAM TO THE SPECIAL
The major goal of an alternative school is to provide opportunities for the students not succeeding in the
traditional classroom setting to obtain academic credity
Under the law, the ALS program is expanded and strengthened to provide increased opportunities for out of
school youth children in special cases and adult learners including indigenous peoples.

S and R Mohammad Asnoden Modiaba

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Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

January 31, 2022

Topic: HOW BANGSAMORO LEARNERS COPE UP IN MODULAR LEARNING

Name: Mohammad Asnoden A. Modiaba

Professor: Prof. Azisah Cuaro

Reporter: Lilika Sharief

Bangsamoro Autonomous Region in Muslim Mindanao

- Is an autonomous region located in the Southern Philippines?

February 26, 2019.

based on the most essential learning competencies (MELCS) provided by DepEd.

the modules. With little or go assistance from other learners.

Bangsamoro Education in New Normal

(MBHTE) will be using a blended learning approach.

The Bangsamoro Organic Law (BOL)

Murad Ebrahim Said.

Teacher in New Normal

Parents in New Normal

various materials and resources needed by the learners.

3. Prepare a conducive learning study space for the learner

concerning a particular task, process or concept,”

2. Take a break – after furnishing 1-2 subjects , realx

THE ISSUES OF BANGSAMORO YOUTHS IN ALTERNATIVE LEARNING SYSTEM

Topic: HOW BANGSAMORO LEARNERS COPE UP IN MODULAR LEARNING

Name: Mohammad Asnoden A. Modiaba

Professor: Prof. Azisah Cuaro

Reported by: Janisa M. Dicalingun

What is Alternative Learning System on DepEd?

and to access equivalent pathway to complete basic education.

Who are the target learners of Alternative Learning System?

Livelihood and Skills Training

Some issues of Bangsamoro Youths in Alternative Learning System

1. Difficulty in recruiting learners especially in Basic Literacy Program (BLP)

5. Absence of permanent room during the learning session.

6. Out of school youth are not interested

9. Can’t cope with study

10. Difficult in going to school

11. Lack of support form LGU

12. Lack of teachers

13. Delay of allowance

Topic: HOW BANGSAMORO LEARNERS COPE UP IN MODULAR LEARNING

Name: Mohammad Asnoden A. Modiaba

Professor: Prof. Azisah Cuaro

Reporter: Sahani P. Guinal

Some Impact of Pandemic to BARMM Education

1. The school year did not conclude smoothly

lockdown and celebrating the Holy Month of Ramadhan.

the covid-19 pandemic.

modalities for the coming school year, including distance learning.

Topic: CONTRIBUTIONS OF MADRASAH EDUCATION PROGRAM TO COUNTER

Name: Mohammad Asnoden A. Modiaba

Professor: Prof. Azisah Cuaro

REPORTER BY: ANIMAH M. AMERODING

TOPIC: CHALLENGES OF MADARIS EDUCATIONAL SYSTEM IN EDUCATING THE YOUTH IN THE

BANGSAMORO AUTONOMOUS REGION IN MUSLIM MINDANAO

Name: Mohammad Asnoden A. Modiaba

Professor: Prof. Azisah Cuaro

Reporter: Hidaya L. Cosingan

Challenges in the Madaris Institution of the BARMM

2. Challenges on Competence of Faculty and Staff

3. Challenges in Terms of Facilities

areas in Mindanao, Luzon and Visayas.