Investing in the next generation of Bangsamoro through Madrasah Education
by Karen Rivera, Pathways
Twenty-six-year-old madrasah teacher Hajar Tandiong, will never forget the words of her Islamic teacher: “Allah will reward teachers who can make an impact on students’ lives.” These powerful words left a lasting impression and inspired Hajar to dedicate herself to teaching.
Today, Hajar has a rare moment to pause as students from Madrasah Dar Al-Uloom Wal Hikmah Institute, Inc. (Madrasah Uloom) play happily close by. Although she loves her job, she says that teaching young children can be difficult at times as they have so much energy but the principles of madrasah education help to steer her in the right direction.
“Five and six-year-old children need more time to play. They move around a lot in the classroom and are easily distracted. Discipline is important so they focus on their lessons. I am a little strict, but I also find ways to make learning interesting for my students,” she says with confidence.
A madrasah is a school dedicated to developing Muslim learners to be morally upright and committed to excellence by providing a holistic education that nurtures the intellectual, spiritual, social, psychological, and physical growth of learners. Madrasah education supports learners by using the prescribed curriculum and integrating the Islamic values, diverse culture, and identity of the Bangsamoro. There are approximately 1,700 formal and non-formal madrasahs that serve more than 84,000 learners across the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM).
Quality education is a powerful tool for achieving economic prosperity and social stability in communities impacted by conflict. It is a universal human right that guarantees everyone to have equal opportunity in education, regardless of their social class, race, gender, sexuality, ethnic background, or physical and mental disabilities. Ensuring all children have access to quality and inclusive education is a key priority for the Government of Australia. Since 2017, the Australian Government has been working with the Ministry of Basic, Higher, and Technical Education (MBHTE), the Department of Education (DepED), and local education partners to standardize madrasah education. The partnership works to strengthen quality, accessibility, and inclusivity in madrasah education to help build peace and development in the BARMM.
18 July 2024 marked the celebration of the signing of the Madrasah Education Strategic Plan (MESP) which sets out the education priorities to accelerate student learning outcomes in the BARMM and address key challenges in formal Madrasah education. The Australian Government, through the Education Pathways to Peace (Pathways) program, has supported the development of the MESP through researching policy reviews of madrasah education, consultation sessions with various stakeholders, and expert support for the drafting process. Pathways has also supported joint efforts to increase enrolment in formal madrasah education, resulting in an addition of nearly 4,000 more students enrolled in this school.
Madrasah Uloom is one of 25 model madaris that implements the standard madrasah curriculum with a balance between general K-12 subjects and Islamic teachings that focus on the holistic development of Bangsamoro learners.
“My students are in the crucial stage of character building and as their teacher, it is my responsibility to teach them the core values of Islam to guide them in the right direction”, says Hajar. When teaching about the early life of the Prophet Muhammad who was born fatherless, for instance, Hajar takes the opportunity to teach her class about compassion and care for orphaned children and the loving nature of Allah to those who are fatherless.
At Madrasah Uloom, teachers like Hajar lead classrooms with a mix of students who have newly arrived from overseas who only speak English and Arabic, and local students who only speak either Maguindanaon or Filipino. Across the Bangsamoro region, 13 ethnic groups have their unique language. The presence of these languages spoken in the classrooms presents several challenges for teachers and students, creating disparities in understanding and communication within the class.
Teachers at Madrasah Uloom address linguistic diversity by rotating through the languages spoken by students, which reduces language barriers and ensures that everyone can fully participate in classroom activities. Students are also provided with opportunities to learn in their native language, which strengthens their connection to their cultural heritage and fosters a sense of pride and identity.
Integrating Islamic values with K-10 academic subjects ensures that Bangsamoro learners receive a well-rounded education and Miss Tandiong works to support her students intellectually and emotionally, and build their social competencies. She says it brings her so much joy when she sees her students learning, growing in confidence, and emulating Islamic values.
An inclusive and quality education is the cornerstone of stability and development in the Bangsamoro region. It is a vital tool that can influence the trajectory of the Bangsamoro region as it promotes understanding, tolerance, and coexistence among individuals. As young Muslim learners become more educated, the more they will be able to improve their own lives and contribute to the development and prosperity of the region.