itle: Exploring Sustainability Concerns in the Madrasah Education Program: Insights for Philippine Islamic and Madrasah

Education Policy Review

Introduction:

The Madrasah Education Program plays a crucial role in the Philippine educational landscape, particularly in catering to
the needs of Muslim communities. Arlyne C. Marasigan, Ph.D., delves into the sustainability concerns surrounding this
program, offering valuable insights for policymakers in the realm of Islamic and Madrasah education in the Philippines.
This reaction paper aims to analyze the key points raised by Marasigan, evaluate their implications, and propose
potential avenues for addressing sustainability concerns.

Summary of the Paper:

Marasigan's paper sheds light on various sustainability concerns plaguing the Madrasah Education Program. The author
identifies several key issues, including financial sustainability, institutional capacity building, curriculum relevance,
teacher quality, and community engagement. Through a comprehensive analysis, Marasigan underscores the
importance of addressing these concerns to ensure the long-term viability and effectiveness of the program.

Evaluation of Key Points:

The paper effectively highlights the multifaceted nature of sustainability concerns within the Madrasah Education
Program. By emphasizing the interplay between financial, institutional, curricular, and socio-cultural factors, Marasigan
provides a nuanced understanding of the challenges at hand. Moreover, the author's use of empirical evidence and
scholarly references enhances the credibility of the analysis, enriching the discourse on Islamic and Madrasah education
in the Philippines.

Implications for Policy and Practice:

Marasigan's insights carry significant implications for policymakers and practitioners involved in Islamic and Madrasah
education. Firstly, there is a pressing need for strategic investment in the financial sustainability of Madrasahs, ensuring
adequate funding for infrastructure, resources, and teacher salaries. Additionally, efforts should be made to enhance
institutional capacity through targeted training programs, curriculum development initiatives, and quality assurance
mechanisms. Furthermore, fostering greater community engagement and collaboration is essential for promoting
ownership and sustainability at the grassroots level.

Recommendations for Future Research:

Building on Marasigan's work, future research endeavors could delve deeper into specific aspects of sustainability within
the Madrasah Education Program. This may include investigating the impact of teacher training programs on
instructional quality, exploring innovative financing models for Madrasahs, and examining the role of cultural sensitivity
in curriculum development. Moreover, longitudinal studies tracking the long-term outcomes of Madrasah graduates
could provide valuable insights into the program's effectiveness and sustainability over time.

Conclusion:

In conclusion, Arlyne C. Marasigan, Ph.D.'s paper offers a comprehensive analysis of sustainability concerns in the
Madrasah Education Program, serving as a valuable resource for policymakers, educators, and researchers alike. By
addressing the complex challenges facing Islamic and Madrasah education in the Philippines, Marasigan's work paves
the way for informed decision-making and meaningful interventions aimed at enhancing the sustainability and impact of
the program.

User

AS A STUDENT, MAKE A REACTION PAPER ABOUT Sustainability Concerns of the

Madrasah Education Program: Basis for Philippine Islamic and Madrasah Education Policy Review

BY ARLYNE C. MARASIGAN, Ph.D.

ChatGPT

Title: Exploring Sustainability Concerns in the Madrasah Education Program: A Student's Perspective

Introduction:

In her paper titled "Sustainability Concerns of the Madrasah Education Program: Basis for Philippine Islamic and
Madrasah Education Policy Review," Arlyne C. Marasigan, Ph.D., delves into the challenges facing the Madrasah
Education Program in the Philippines. As a student, this paper offers an insightful examination of the sustainability
concerns within the Madrasah system and their implications for Islamic and Madrasah education policy in the country.
This reaction paper aims to provide a student's perspective on Marasigan's analysis, highlighting key points, evaluating
their significance, and reflecting on potential solutions.

Summary of the Paper:

Marasigan's paper delves into the sustainability concerns surrounding the Madrasah Education Program in the
Philippines. The author identifies various challenges, including financial sustainability, institutional capacity building,
curriculum relevance, teacher quality, and community engagement. Through empirical evidence and scholarly
references, Marasigan illustrates the complex nature of these issues and their impact on the effectiveness and longevity
of the Madrasah system.

Evaluation of Key Points:

As a student, I found Marasigan's analysis to be insightful and thought-provoking. The paper effectively highlights the
multifaceted nature of sustainability concerns within the Madrasah Education Program, emphasizing the need for
comprehensive solutions. The author's use of empirical evidence and scholarly references lends credibility to the
analysis, enriching our understanding of the challenges facing Islamic and Madrasah education in the Philippines.

In her presentation, Dr. Arlyne C. Marasigan discussed the sustainability concerns of the Madrasah Education Program (MEP)
in the Philippines. She emphasized the global push for quality education, particularly under the Sustainable Development Goals
(SDGs) 2030, and highlighted the efforts of the Philippine government and non-governmental organizations in providing
quality education to Muslim learners through the mainstreaming and institutionalization of madrasah education. Dr. Marasigan
traced the policies and memoranda related to public and private madaris education and the support systems for madrasah school
teachers since the 1976 Tripoli Agreement, emphasizing the Department of Education's commitment to supporting Muslim
Filipino students and teachers. However, she also pointed out the challenges faced by the MEP, including learning content,
inadequate resources and materials, lack of competent teachers, facilities, and peace and order issues. These challenges persisted
even after the implementation of the K to 12 curriculum.

Dr. Marasigan concluded by highlighting the aspects of MEP that require immediate policy review and action for its
sustainability, including teachers’ qualification, curriculum, management competency, technical and financial assistance, and
policy formulation. She stressed that achieving sustainability is a complex and long-term task, especially when dealing with
deeply rooted educational challenges. Dr. Marasigan also emphasized the importance of listening to the concerns of
stakeholders and facilitating dialogues to address the issues on the ground, underscoring the need for collaboration and
engagement to work towards sustainability.

In essence, Dr. Arlyne C. Marasigan's presentation shed light on the sustainability concerns of the Madrasah Education Program
in the Philippines, emphasizing the global and national efforts to provide quality education to Muslim learners. She outlined the
challenges faced by the MEP, especially in the context of the K to 12 curriculum implementation, and stressed the need for
immediate policy review and action in various areas to ensure the program's sustainability. Dr. Marasigan's insights underscored
the complexity of achieving sustainability in education and the importance of addressing deeply rooted issues through
collaboration and stakeholder engagement.

Dr. Arlyne C. Marasigan's presentation focused on the sustainability concerns of the Madrasah Education Program (MEP) in the
Philippines. She highlighted the global emphasis on promoting education for all and achieving inclusive and quality education,
particularly under the Sustainable Development Goals (SDGs) 2030. In the Philippines, efforts to provide quality education to
Muslim learners through mainstreaming and institutionalizing madrasah education have been a priority for government agencies
and non-governmental organizations. Dr. Marasigan traced the policies and memoranda related to public and private madrasah
education and the support systems for madrasah school teachers since the 1976 Tripoli Agreement, emphasizing the Department
of Education's commitment to supporting Muslim Filipino students and teachers. However, she also pointed out the challenges
faced by the MEP, including learning content, inadequate resources and materials, lack of competent teachers, facilities, and
peace and order issues. These challenges persisted even after the implementation of the K to 12 curriculum. Dr. Marasigan
concluded by highlighting the aspects of MEP that require immediate policy review and action for its sustainability, including
teachers’ qualification, curriculum, management competency, technical and financial assistance, and policy formulation. She
stressed that achieving sustainability is a complex and long-term task, especially when dealing with deeply rooted educational
challenges. Dr. Marasigan also emphasized the importance of listening to the concerns of stakeholders and facilitating dialogues
to address the issues on the ground, underscoring the need for collaboration and engagement to work towards sustainability.

he document discusses the challenges and potential of Alternative Delivery Models (ADMs) in providing basic
education in the Bangsamoro Autonomous Region in Muslim Mindanao. It highlights the role of learning facilitators
(LFs) in implementing the curriculum, the importance of addressing learner-related factors, and the need for teacher
qualifications. The study aims to assess the effectiveness and sustainability of ADMs by analyzing learner
performance and curriculum implementation. It mentions findings from a longitudinal study comparing ADM and
regular classroom setups, showing similarities in literacy and numeracy acquisition. The document also addresses
the performance of Grade 5 learners in English and Mathematics under ADM and regular setups, highlighting
differences in achievement levels.
Give the importance of Alternative Delivery Mode of Education

in the BARMM

UNRIDDLE

Alternative Delivery Modes (ADMs) are crucial in the BARMM due to geographic isolation and conflict-induced
community displacement. These models, like learning centers inspired by BRAC, offer flexible instruction following the K
to 12 curriculum. ADMs aim to enhance basic education accessibility, reduce learner attrition, and improve academic
performance. By analyzing learner outcomes and curriculum implementation, ADMs can address challenges and ensure
sustainability. They provide education to remote areas, promote access, and require attention to quality, learner needs,
curriculum relevance, teacher qualifications, and DepEd support for long-term success in the BARMM.

DACULAKAREN2

What is Alternative Delivery Mode of Education

in the BARMM all about?

UNRIDDLE

Alternative Delivery Modes (ADMs) in the BARMM address challenges in basic education by providing flexible
instructional models like BRAC-inspired learning centers. These ADMs aim to enhance accessibility, reduce learner
attrition, and improve academic performance by following the K to 12 curriculum. The effectiveness and sustainability of
ADMs are assessed through learner performance analysis and curriculum implementation evaluation. They play a crucial
role in offering education to remote areas, emphasizing quality, addressing learner needs, ensuring curriculum
relevance, requiring qualified teachers, and necessitating DepEd support for long-term success in the BARMM.

Alternative Delivery Modes (ADMs) in the BARMM aim to enhance basic education accessibility, reduce learner
attrition, and improve academic performance. By analyzing learner outcomes and curriculum implementation, ADMs
can address challenges and ensure sustainability. They provide education to remote areas, promote access, and
require attention to quality, learner needs, curriculum relevance, teacher qualifications, and DepEd support for long-
term success in the BARMM.

he document emphasizes the significance of Alternative Delivery Models (ADMs) in the BARMM to address
challenges in basic education. It highlights the role of learning facilitators (LFs), the need to consider learner-related
factors, and the importance of teacher qualifications for sustainable education provision. By analyzing learner
performance and curriculum implementation, ADMs aim to enhance accessibility, reduce attrition, and improve
academic outcomes. The findings from the study comparing ADM and regular classroom setups provide insights
into literacy and numeracy acquisition. Overall, the document underscores the potential of ADMs in providing
education to remote areas, emphasizing quality, relevance, and support for long-term success in the BARMM.