By Dr. Ali B. Panda, published in Maranao.com on November 1, 2010.
I. Introduction
The Filipino citizens have to observe the Philippine laws and guidelines on education which are “secular and highly centralized in nature.” The former implies that Philippines as a state proclaims the separation of religion and the state. The latter means that educational guidelines have been organized at the national level.
The Philippine government has granted the Autonomous Region in Muslim Mindanao, (ARMM) for the Muslim Filipinos with some degree of Islamic education. The large aspects are likely to be taught in its schools and universities in the region. But, they are being taught in the Islamic educational institutions in other Muslim countries.
Muslim individuals and society should be benefited from the value of Islamic education. This has been considered among the topics of discussion by concerned ulama (learned Muslims) and Muslim professionals. Thus, educational seminars, conferences and fura and similar activities have been organized and undertaken for this purpose. It is very unfortunate that poor education and its undesirable effects continue to persist in Muslim Mindanao.
In 1991, the average literacy rate of ARMM at 74.22 and the National Capital Region at 93.5 by comparison shows how grave the problem is the two (2) systems of education operate in the area at deviating direction: the government secular-western schools and the madrasah school system..( Sovenier Book, Markazosshabab, 30th Anniversary, 2009)
Thus, this paper is designed to show the Islamic Education in the Philippines. Specifically, it briefly discusses the: meaning and nature of Islamic education, the Philippines as a secular state and the problems and development of Islamic education in the country.
To read more, please click here ...
I. Introduction
The Filipino citizens have to observe the Philippine laws and guidelines on education which are “secular and highly centralized in nature.” The former implies that Philippines as a state proclaims the separation of religion and the state. The latter means that educational guidelines have been organized at the national level.
The Philippine government has granted the Autonomous Region in Muslim Mindanao, (ARMM) for the Muslim Filipinos with some degree of Islamic education. The large aspects are likely to be taught in its schools and universities in the region. But, they are being taught in the Islamic educational institutions in other Muslim countries.
Muslim individuals and society should be benefited from the value of Islamic education. This has been considered among the topics of discussion by concerned ulama (learned Muslims) and Muslim professionals. Thus, educational seminars, conferences and fura and similar activities have been organized and undertaken for this purpose. It is very unfortunate that poor education and its undesirable effects continue to persist in Muslim Mindanao.
In 1991, the average literacy rate of ARMM at 74.22 and the National Capital Region at 93.5 by comparison shows how grave the problem is the two (2) systems of education operate in the area at deviating direction: the government secular-western schools and the madrasah school system..( Sovenier Book, Markazosshabab, 30th Anniversary, 2009)
Thus, this paper is designed to show the Islamic Education in the Philippines. Specifically, it briefly discusses the: meaning and nature of Islamic education, the Philippines as a secular state and the problems and development of Islamic education in the country.
To read more, please click here ...
