Education Access in Bangsamoro

What is and how should education access be in Bangsamoro?

Access to education is a fundamental human right of every constituent of the BARMM.

1. Catchment Areas and School Responsibility. – Towards ensuring that every school-aged child is provided access to education, the Ministry of Education shall craft a policy on catchment areas to ensure future creation of schools will not overlap and no areas are without access to school or any learning modality. Local government units (barangay, municipal/city, province), shall be primarily responsible for ensuring no learner is left behind, especially in accessing the mandatory basic education program; Further, the Ministry shall be gradually phasing out schools that are duplicating their coverage based on agreed parameters;

2. Differentiated Modalities. - Towards this end, the Ministry of Education shall explore and provide access to education to all the region’s constituents through different modalities and alternative delivery models that are attuned to the needs, preferences, backgrounds, and circumstances of the region’s constituents;

3. Parental Support. - It shall be the primary responsibility of the parents and or guardians to support their learners in accessing education services. Such access should be provided to learners throughout the period of their schooling.

4. Conducive Learning Environment. - The Ministry of Education shall ensure that teaching-learning continuum takes place in a conducive, safe, and friendly environment;

5. Affirmative Action. – The Ministry of Education shall ensure that learners from difficult backgrounds or circumstances, such as but not limited to juvenile delinquents, are provided additional support to keep them in school and complete the mandatory basic education program. In the same manner, exemplary learners in curricular, co-curricular, and extra-curricular programs are provided additional support to develop their full potential.

6. Free Access to Education. – The Ministry of Education shall ensure that all school-aged learners are able to access free education from kindergarten to college level. It shall also study and remove obstacles that hinder student access to free education. At the college level, it shall provide additional support to students enrolled in colleges/universities offering programs1 that can fast-track regional peace and development and jumpstart the region towards the 4th industrial revolution.

Footnotes
1 Technologies comprising the 4th Industrial revolution include: Robotics and its impact on the workplace, Automation, Artificial Intelligence, Augmented Reality, The Internet of Things, Nanotechnology, Biotechnology, Fifth-generation wireless technologies (5G), Additive manufacturing/3D printing, Autonomous vehicles, Block Chain and Data Science. - https://www.astrotech.co.za/training/the-4th-industrial-revolution/

The Learners, Pillars of Learning and the Learning Crisis

The educational system in the BARMM should be learner-centered. This implies the following:

(a) Nature of Learners. – The nature of the learners is fitrah, i.e. purity, inherent goodness with an innate inclination to learn and the potential to develop themselves. Consistent with new researches on neuroplasticity phenomenon in brain development, the fastest synaptic growth (thus malleability) occurs between the prenatal period and age 3 with growth then gradually slowing and completed by late adolescence or early adulthood. Further, learners come from diverse backgrounds with different ethnic and religious perspectives and language orientations, calling for teaching-learning flexibility in dealing with them; and these days, they have digital dexterity derived from their constant use of and exposure to print-rich internet and social media; and that their learning is not limited to the classroom or within the formal system.

Towards achieving the full potential and development of learners in the Bangsamoro, parents, civil society and government shall work together to support the learners during their periods of greatest plasticity, or “sensitive periods”1, by providing critical care and developmental support as had been articulated by UNICEF and BDA working on the tahderiyyah program.

(b) Pillars of Learning2. - Education throughout life is based on four (4) pillars – (1) learning to know, (2) learning to do, (3) learning to live together and (4) learning to be – within the regional context, cultural environment and either pedagogy3 or child-centered teaching-learning continuum or andragogy for adult learners. The regional education system shall now conceive education in a more encompassing fashion; and its future education formation, reformation and transformation shall be guided by a holistic, balanced and integrated framework and relevant assessment practice that puts to heart the care and welfare of the individual learners4.

(c) Addressing the Learning Crisis. – The Bangsamoro government recognizes the following facts: Schooling is not the same as learning; schooling without learning is not just a wasted opportunity, but a great injustice; and there is nothing inevitable about low learning in low- and middle-income countries or fragile environments. Through this Act the education ministry shall prioritize addressing three dimensions of the learning crisis that had been plaguing the regional system – (1) poor learning outcomes; (2) the immediate causes of the learning crises such as children arriving at school unprepared to learn, teachers often lack the skills or motivation to teach effectively, inputs often fail to reach classrooms or to affect learning and poor management and governance; and finally (3) deeper systemic causes5 of the learning crises.

Footnotes
1 Spotlight 1: The Biology of Learning, World Development Report 2018 - https://openknowledge.worldbank.org/bitstream/handle/10986/28340/9781464810961_Spot01.pdf

2 UNESCO Four (4) Pillars of Learning - http://collections.infocollections.org/ukedu/en/d/Jh1767e/3.1.html

3 In the paper “What makes great pedagogy? Nine claims from research (2012)”, effective pedagogies include (1) giving serious consideration to pupil voice; (2) depends on behavior (what teachers do), knowledge and understanding (what teachers know) and beliefs (why teachers act as they do); (3) involving clear thinking about longer term learning outcomes as well as short-term goals; (4) building on pupils’ prior learning and experience; (5) scaffolding pupil learning; (6) involving a range of techniques, including whole-class and structured group work, guided learning and individual activity; (7) focusing on developing higher order thinking and meta-cognition, and make good use of dialogue and questioning in order to do so; (8) embedding assessment for learning; (9) including and taking the diverse needs of a range of learners, as well as matters of student equity, into account. - https://infolit.org.uk/teaching/developing-your-teaching/pedagogic-theory/

4 Differentiated Assessment - https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/differentiated-assessment - and Assessment for, as and of learning - https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches

5 World Development Report 2018: LEARNING to Realize Education’s Promise - https://www.worldbank.org/en/publication/wdr2018

Philosophy of Education and Human Development in Bangsamoro

What is the Philosophy of Education and Human Development in Bangsamoro?

The philosophy of education in the Bangsamoro shall be underpinned by the principles of holism, balanced education, and integration;

(a) Knowledge and Its Acquisition. – Knowledge (‘ilm) acquisition and dissemination holds a special place in Bangsamoro. Muslims, regardless of sex and socio-economic status, are obligated (fardh) to learn and disseminate it based on the Qur’an and the Sunnah. Further, because of its obligatory nature,1 knowledge is divided into “transmitted or revealed knowledge” (ulūm naqliyyah) and “acquired knowledge” (ulūm ‘aqliyyah). Learning transmitted or revealed knowledge is incumbent on every Muslim male and female, which includes Islamic morals (akhlaq) and etiquettes (adab); while learning the acquired knowledge is a collective obligation of the community.

(b) Holistic Way of Life. – Moros view human development not just in terms of aqīdah (belief system), ibadat (worship) and amal salīh (righteous deeds) but holistically, as tarīqul hayah (way of life) that includes physical, psychological, moral, social, cultural, scientific, political, economic, spiritual and aesthetic development;

(c) Balanced Education. – Moros view human development not just in terms of preparation for the world of work, the pursuit of good worldly life and career progress; but as a right combination, an equilibrium between theory and practice, between spiritual and secular, or healthy homeostasis of preparation for the dunyawiyyah (mundane, rational sciences) and ukhrawiyyah (hereafter, revealed sciences) or as diniyyah (religious) and dunyawiyyah (worldly);

(d) Integrated Education2. –Bangsamoros view human development not just in terms of cognitive development, of learning to know and knowing to learn; but as an integration of three (3) dimensions3: (1) ‘ta’allum’ (cognitive development), (2) ‘tarbiyyah’ (psychomotor or skills development) and (3) ‘ta’dīb’4 (affective development or values formation); thus a learner is formed, reformed and transformed in this integrated context to be learned (muta’allim), skilled (māhir) and moral (akhlāqī).

(e) Progressive Education. – Bangsamoros view learning and human development as a progression across three (3) stages – (1) Islam – learning and practicing the fundamentals of one’s faith, (2) Iman – learning and deepening one’s belief system, and (3) Ihsan – conducting oneself in the most excellent manner possible; and as a process of human liberation from nafs (basal instincts).

(f) Inclusive Education. – A system of education that is accessible to all of the BARMM’s diverse and differently-abled constituents. Seeking knowledge is lifelong, from cradle to grave, and shall be obligatory and equitable to every male and female as echoed in the Moro tradition. As BARMM moves toward a highly-functional society, inclusivity is a pillar for sustainable peace and development.

Epistemology of Regional Education

What is the Epistemology of Education in Bangsamoro?

The Bangsamoro government recognizes the pre-colonial epistemology of education in the Bangsamoro built on the indigenous learning system and later evolved into a formal system of education:

(a) Education Among Bangsamoro. - Among Bangsamoros, this commenced from the ‘lihal’ or ‘kitab’ system, also called ‘halaqah’ or circle of learners around a pandita or guru (religious teacher) or residential type called ‘toril’; and with the pioneer Bangsamoro ulama.

(b) Education Among Non-Moro Indigenous Peoples. - Among non-Bangsamoro indigenous peoples, learning and education are borne out of their oral and customary traditions, passed on by the community through their elders.

(c) Secular and Spiritual Education Divide. - The arrival of colonial powers brought with them their Westernized version of secular and formal education system, and imposed a secular-spiritual wedge and marginalized the indigenous systems altogether branding them as backward and primitive;

(d) Majority-Minority Relations. - The contemporary education system in the BARMM and its preponderance for national identity, narratives and standards meant that the identities, narratives and standards of cultural minorities took a backseat and often ended up as symbolic and stereotypical;

(d) Addressing the Education Divide. - Thus, the purpose of education in the Bangsamoro shall be, on one hand, to narrow the wedge between these divides and on the other, to pursue a more inclusive, holistic, global, integrated and balanced system of education.

Four (4) Pillar of Moro Education

The four (4) Pillar of Moro Education are the following:

1. Education Access - Education access is a fundamental human right of every constituent of the BARMM.

2. Education Quality - Quality education stands with access to education as a fundamental right of BARMM constituents.

3. Education Equity - The Bangsamoro government shall be driven by the adage - that those who have less in life should have more in law – thus the principle and provision of equity shall be need-based.

4. Decentralized Education Governance - A decentralized system of education governance in the BARMM primarily based on the principle of subsidiarity, i.e. holding that issues should be dealt with at the most immediate (or local) level that is consistent with their resolution, through these four levels: classroom, school, provincial and regional levels.

Education Principles in Bangsamoro

What should we consider as core principles of education in Bangsamoro?

1. Epistemology of Regional Education. – The Bangsamoro government recognizes the pre-colonial epistemology of education in the Bangsamoro built on the indigenous learning system and later evolved into a formal system of education:

2. Philosophy of Education and Human Development. – The philosophy of education in the Bangsamoro shall be underpinned by the principles of holism, balanced education and integration;

3. The Learners, Pillars of Learning and Learning Crisis. – The educational system in the BARMM shall be learner-centered. 

Footnotes
1 Asmau Imam Abdul Kabir. (2016). “The Needs and Direction for Changes in Curriculum Standards for Islamic Education” - http://journalarticle.ukm.my/10226/1/16905-47672-1-SM.pdf

2 Section 16, Article IX Basic Rights, Bangsamoro Organic Law - https://www.lawphil.net/statutes/repacts/ra2018/ra_11054_2018.html

3 Delic, Zijad. (2008). “The Role of Education in Islam for Individuals and Society” - http://www.saowt.com/index.php/t-29505996c.html?s=f9e50178a13b694d3c3bfaba5f9ae6b5

4 Wan Mohd Nor Wan Daud. “Al-Attas’ Concept of Ta‘dib as True and Comprehensive Education in Islam” – https://allahcentric.wordpress.com/2010/12/08/al-attas%E2%80%99-concept-of-ta%E2%80%98dib-as-true-and-comprehensive-education-in-islam-wan-mohd-nor-wan-daud-seekersguidance/

5 Spotlight 1: The Biology of Learning, World Development Report 2018 - https://openknowledge.worldbank.org/bitstream/handle/10986/28340/9781464810961_Spot01.pdf

6 UNESCO Four (4) Pillars of Learning - http://collections.infocollections.org/ukedu/en/d/Jh1767e/3.1.html

7 In the paper “What makes great pedagogy? Nine claims from research (2012)”, effective pedagogies include (1) giving serious consideration to pupil voice; (2) depends on behavior (what teachers do), knowledge and understanding (what teachers know) and beliefs (why teachers act as they do); (3) involving clear thinking about longer term learning outcomes as well as short-term goals; (4) building on pupils’ prior learning and experience; (5) scaffolding pupil learning; (6) involving a range of techniques, including whole-class and structured group work, guided learning and individual activity; (7) focusing on developing higher order thinking and meta-cognition, and make good use of dialogue and questioning in order to do so; (8) embedding assessment for learning; (9) including and taking the diverse needs of a range of learners, as well as matters of student equity, into account. - https://infolit.org.uk/teaching/developing-your-teaching/pedagogic-theory/

8 Differentiated Assessment - https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/differentiated-assessment - and Assessment for, as and of learning - https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches

9 World Development Report 2018: LEARNING to Realize Education’s Promise - https://www.worldbank.org/en/publication/wdr2018

Ijma’ (Consensus) on Contemporary Issues

The Bangsamoro is part of the global Muslim Ummah (community) and has an observer status in the Organization of Islamic Cooperation (OIC), the global body representing the interest of Muslim nation-states and communities. As such, it should be part of its tasks to promote within its territory and jurisdiction the global consensus on important contemporary issues affecting the global community including but not limited to the following:

(a) Kalimatun Siwā (A Common Word)1. – This consensus states that “Muslims and Christians together make up well over half of the world’s population. Without peace and justice between these two religious communities, there can be no meaningful peace in the world. The future of the world depends on peace between Muslims and Christians”;

(b) Risalatu Amman (Amman Message)2. – This consensus was adopted in response to growing division and intolerance among Muslims and addresses questions such as what Islam is and what it is not; and what actions represent it and what actions do not. Its goal was to clarify to the modern world the true nature of Islam and the nature of true Islam in the spirit of tanawu’ (diversity) and tafāwut (tolerance);

(c) I’lān Marrākish (Marrakesh Declaration)3. – This consensus begins with the historic revival of the objectives and aims of the Charter of Medina, taking into account global and international treaties and utilizing enlightening, innovative case studies that are good examples of working towards pluralism. Further, it desires to contribute to the broader legal discourse surrounding contractual citizenship and the protection of minorities, to awaken the dynamism of Muslim societies and encourage the creation a broad-based movement of protecting religious minorities in Muslim land;

(d) I’lān Mārdīn al-Jadīd (New Mardin Declaration)4. – This consensus was based on the study of one of the most important (classical juridical) foundations of the relations between Muslims and fellow human beings, namely: the (classical juridical) classification of ‘abodes’ (diyar), as Islamically conceived, and other related concepts such as jihad, loyalty and enmity, citizenship, and migration (to non-Muslim territories). Further, the contemporary jurists found the need to review the classical classification of abodes because there is a real need for a sound Islamic and legal vision that does not violate Islamic religious texts, is in harmony with the higher objectives of the Shari‘ah (Islamic Law), and engages contemporary context;

(e) Al-Ukhuwatul Bashariyyah (Human Fraternity). –How different faiths can live peaceably in the same world and areas and adopt a culture of dialogue; mutual cooperation as the code of conduct; reciprocal understanding as the method and standard5.

(f) Adoption and Adaptation of Consensuses. - Towards the stated objectives of these consensuses, the Bangsamoro government should actively promote inter-religious and intra-religious dialogue, minority protection, active non-violence and peaceful co-existence principles and practices through its educational system, among other mechanisms at its disposal as provided for in the Bangsamoro Organic Law.

Footnotes
1 A Common Word - https://www.acommonword.com/
2 The Amman Message - http://ammanmessage.com/
3 Marrakesh Declaration, the Rights of Religious Minorities in Predominantly Muslim Majority Communities - http://www.marrakeshdeclaration.org/
4 New Mardin Declaration - http://binbayyah.net/english/the-new-mardin-declaration/
5 Document on Human Fraternity (English) - https://www.pcinterreligious.org/download/318

Education provisions in the Bangsamoro Organic Law

Education-relevant provisions under the Republic Act 11054 or the Bangsamoro Organic Law:

(a) Authority over Regional Educational System. - The Bangsamoro Government has authority over education and skills training1;

(b) Governance for General Welfare. - Power of efficient and effective governance and those essential to the promotion of general welfare2;

(c) National Representation. - Representation in national departments and similar offices implementing and enforcing policies, programs and projects in Bangsamoro3;

(d) Development assistance to out-of-region Bangsamoro Communities. - Assistance to other Bangsamoro communities outside of the region in coordination with the concerned national agencies and local government units to enhance their socio-economic and cultural development4;

(e) National-Regional Synergy. - Continuation of nationally-funded programs and projects in the region without prejudice to the power of the Bangsamoro government providing supplemental funding for such programs and projects5;

(f) Education and Civil Service. - The enactment of a regional civil service law based on merit and fitness and eligibility protection6;

(g) Public Transparency, Efficiency, Accountability and Morality. - Public office is an amanah (public trust) and public officials and personnel shall be at all times accountable to the people, to serve with utmost responsibility, integrity, loyalty and efficiency, performing one’s duties with patriotism and justice and leading modest lives7;

(h) Historical Contexts. - Educating the children and youth the contexts and histories behind the redress of historical injustices, human rights violations and marginalization in the Bangsamoro homeland8;

(i) Minority Protection. – Rights and privileges of the non-Bangsamoro indigenous peoples9, settlers’ communities10 and other indigenous cultural minorities, such as the Badjaos. Further, this protection applies to children and youth with disability and those from geographically isolated and socially disadvantaged backgrounds.

(j) Religious Freedom. - Guarantee of religious freedom and the free exercise thereof, including the pursuit of activities consistent with their religious beliefs and values11;

(j) Education in Emergencies. - Provision, maintenance, and inurement of basic and responsive quality of education, including appropriate disaster-preparedness12. Further, this implies that education of children and youth should continue and be protected at all times, including in situations of natural calamities and man-made crises; and provisions of life-saving, life-sustaining, and BARMM-context education interventions during emergencies that are at par with but not limited to the Inter-agency Network for Education in Emergencies (INEE)13 principles and practices and Comprehensive Emergency Program for Children and Youth in accordance with Republic Act 1082114;

(k) Child and Adolescent Care and Development. - Recognition of the rights of children and youth, especially the orphans; and their protection from exploitation, abuse, and discrimination; development of policies, programs, and projects with their best interest and utmost consideration at heart – survival, education, and development15. Further, this provision shadows relevant provisions in Presidential Decree 603 (1974)16 and Republic Act 761017 and shall be implemented in and adapted to the regional context, with inclusive policies and affirmative programs and support for children and youth from disadvantaged backgrounds. Furthermore, implies prohibition and zero tolerance on all forms of violence in a school setting, including corporal punishment, bullying, discrimination, and abuse; and towards this “zero tolerance” shall be the adoption of policies to strengthen child and youth protection and penalties against perpetrators.

(l) Integrated Development System. - Integration and promotion of the principles and practice of Gender and Development (GAD), Sustainable Development (SD), Disaster Risk Reduction and Management (DRRM) and Climate Change Adaptation (CCA), Holistic Culture of Peace (CoP)18 and Halal way of living19 and livelihood20 in the regional educational system that is relevant to the regional context and cultural ecology.

Footnotes:
1 Section 2 (m), Article V – Powers of Government, Bangsamoro Organic Law
2 Section 3, Article V – Powers of Government, Bangsamoro Organic Law
3 Section 11, Article VI – Intergovernmental Relations, Bangsamoro Organic Law
4 Section 12, Ibid.
5 Section 13, Ibid.
6 Section 39, Article VII – Bangsamoro Government, Bangsamoro Organic Law
7 Section 41, Ibid.
8 Section 1. Transitional Justice, Article IX – Basic Rights, Bangsamoro Organic Law
9 Section 3. Indigenous Peoples Rights and Section 4. Customary Rights and Traditions, Ibid.
10 Section 15, Article IX Basic Rights, Bangsamoro Organic Law
11 Section 5. Religious Freedom, Indigenous Peoples Rights and Section 4. Customary Rights and Traditions, Ibid.
12 Section 8. Right of Access to Basic Services, Ibid.
13 INEE website - https://inee.org/
14 Republic Act 10821 - Children’s Emergency Relief and Protection Act - https://www.officialgazette.gov.ph/2016/05/18/republic-act-no-10821/
15 Section 13. Rights of the Youth and Section 14. Rights of Children, Article IX – Basic Rights, Bangsamoro Organic Law.
16 Presidential Decree 603 (1974) – The Child and Youth Welfare Code - http://www.chanrobles.com/childandyouthwelfarecodeofthephilippines.htm#.XTN9RegzYr8
17 Republic Act 7610 - Special Protection of Children Against Abuse, Exploitation and Discrimination Act - https://www.pcw.gov.ph/law/republic-act-7610
18 The Holistic Culture of Peace in Mindanao as developed by Notre Dame University and includes the following themes: Inner Peace, Human Rights, Multiculturalism, Environmentalism, Active Non-Violence, Social Justice - https://www.researchgate.net/figure/Flower-petal-Model-of-Peace-Education_fig3_237595471
19 Halal way to a better life for all - https://www.thestar.com.my/opinion/letters/2005/02/01/halal-way-to-a-better-life-for-all/#LJIe3ucxbjkXFEXU.99
20 Halal Livelihood - http://www.alansaar.org/halal-livelihood/

Educational Provisions in the 1987 Philippine Constitution

The following are constitutional provisions on education under Article XIV Education, Science and Technology, Arts, Culture, and Sports of the 1987 Constitution, which are hereby reiterated:

a) Right to Education. - The right of all citizens to access and quality education at all levels1. Furthermore, education is one of the most powerful tools in uplifting the lives of marginalized children from poverty and bringing them into productive engagement in society.

b) System of Education. - Establishment, maintenance, and support of a complete, adequate, and integrated system of education relevant to the needs of the people and society2. Further, this provision implies the inclusion of alternative delivery models in order to reach out to all children and youth from disadvantaged and different backgrounds.

c) Ius Naturale. - The natural right of parents to rear their children3. Further, this provision implies the promotion of positive discipline, values, and resilience and the promotion of a positive culture of peace among individuals and families, at home and in the community;

d) Mandatory Education. - A compulsory elementary education for all school-aged children4; Further, this compulsory education will be free and universal starting from early childhood care and development.

e) Affirmative Support. - Establishment and maintenance of a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged5. Further, this implies that those who have less in life should have more in law, thus, the differently-abled, cultural minorities and the geographically isolated and socially-disadvantaged (GIDA) are to be provided this kind of affirmative support.

f) Types of Learning. - Encouragement of non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs6;

g) Lifelong Learning. - Provision for adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills7;

h) Global Learning. - Fostering a love of humanity, teaching the rights and duties of citizenship, strengthening ethical and spiritual values, developing moral character and personal discipline, encouraging critical and creative thinking, broadening scientific and technological knowledge, and promoting vocational efficiency8;

i) Complementary Roles. - Ensuring the complementary roles of public and private institutions in the educational system and reasonable supervision and regulation of all educational institutions9;

j) Education Ownership and Control. - Educational institutions shall be owned solely by citizens of the Philippines or corporations or associations at least sixty per centum of the capital of which is owned by such citizens. The control and administration of educational institutions shall be vested in citizens of the Philippines10;
 

(k) Tax and Duties Exemption. - All revenues and assets of non-stock, non-profit educational institutions used actually, directly, and exclusively for educational purposes shall be exempt from taxes and duties; proprietary educational institutions, including those cooperatively owned, may likewise be entitled to such exemptions subject to the limitations provided by law including restrictions on dividends and provisions for reinvestment11. Further, subject to conditions prescribed by law, all grants, endowments, donations, or contributions used actually, directly, and exclusively for educational purposes shall be exempt from tax12;

l) Academic Freedom. - Academic freedom shall be enjoyed in all institutions of higher learning13;

m) Right to Select Profession. - Every citizen has a right to select a profession or course of study, subject to fair, reasonable, and equitable admission and academic requirements14;

n) Professional Advancement. - The right of teachers to professional advancement. Equally, the rights of non-teaching academic and non-academic personnel shall also be protected15;

o) Education as the Government Priority. - Assigning the highest budgetary priority to education and ensuring that teaching will attract and retain its rightful share of the best available talents through adequate remuneration and other means of job satisfaction and fulfillment16;

p) Use of Languages. - While the official languages are Filipino and English, the regional languages, including Arabic, shall be the official auxiliary languages in the region and shall serve as auxiliary media of instruction therein17;

q) Science and Technology. - Science and technology are essential for national development and progress. Priority shall be given to research and development, invention, innovation, and their utilization; and to science and technology education, training, and services; and to support indigenous, appropriate, and self-reliant scientific and technological capabilities, and their application to the country’s productive systems and national life18;

r) Research Incentives. - Provision for incentives to encourage private participation in programs of basic and applied scientific research. Scholarships, grants-in-aid, or other forms of incentives shall be provided to deserving science students, researchers, scientists, inventors, technologists, and specially gifted citizens19;

s) Technology Adaptation and Transfer. - Regulation of the transfer and promotion of the adaptation of technology from all sources for the national benefit. It shall encourage the widest participation of private groups, local governments, and community-based organizations in the generation and utilization of science and technology;

t) Intellectual Property Rights. - Protection and securement of the exclusive rights of scientists, inventors, artists, and other gifted citizens to their intellectual property and creations, particularly when beneficial to the people, for such period as may be provided by law20;

u) Unity in Diversity. - Preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of unity in diversity in a climate of free artistic and intellectual expression21;

Footnotes
1 Section 1, Article XIV Education, Science and Technology, Arts, Culture, and Sports, 1987 Constitution, https://www.officialgazette.gov.ph/constitutions/1987-constitution/. Also, the Universal Declaration of Human Rights affirms that education is a fundamental right of everyone.


2 Section 2, Ibid.


3 Ibid.


4 Ibid.


5 Ibid.


6 Ibid.


7 Ibid.


8 Section 3, Ibid.


9 Section 4, Ibid.


10 Section 4, Article XIV Education, Science and Technology, Arts, Culture, and Sports, 1987 Constitution, https://www.officialgazette.gov.ph/constitutions/1987-constitution/


11 Ibid.


12 Ibid.


13 Section 5, Ibid.


14 Ibid.


15 Ibid.


16 Ibid.


17 Sections 6 and 7, Ibid.


18 Section 10, Article XIV Education, Science and Technology, Arts, Culture, and Sports, 1987 Constitution, https://www.officialgazette.gov.ph/constitutions/1987-constitution/


19 Section 11, Ibid.


20 Section 12, Ibid.


21 Section 13, Ibid.

Constitutional Principles and Policies Relevant to Moro/Muslim Education

The following general principles under the 1987 Constitution are very relevant to Muslim/Moro education:

a) Human Dignity and Social Justice. - The dignity of every human person is valued and full respect for human rights1 is guaranteed as well as social justice in all phases of development2. Furthermore, equitable opportunities based on one’s advantages and disadvantages in life are also to be provided.

b) Youth Welfare and Public Participation. – Recognition of the vital role of the youth in nation-building and the promotion and protection of their physical, moral, spiritual, intellectual, and social well-being; the inculcation of patriotism and nationalism, and encouragement of their involvement in public and civic affairs3;

c) Women, Family, and Rearing. - The role of women in nation-building, and the fundamental equality before the law of women and men4 are recognized; the sanctity of family life and the protection and strengthening of the family as a basic autonomous social institution, and the natural and primary right and duty of parents in rearing the youth for civic efficiency and the development of moral character5;

d) Indigeneity. - The recognition and promotion of the rights of indigenous cultural communities within the framework of national unity and development6;

e) Public Health and Ecology. - The right to health of the people and the obligation of the state to instill health consciousness among them and to a balanced and healthful ecology according to the rhythm and harmony of nature7;

f) Education and Development Nexus. - Priority is given to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, and promote total human liberation and development8;

Footnotes:
1 Section 11, Article II - Declaration of Principles and State Policies, 1987 Constitution, https://www.officialgazette.gov.ph/constitutions/1987-constitution/
2 Section 2, Article XIII - Social Justice and Human Rights, 1987 Constitution, https://www.officialgazette.gov.ph/constitutions/1987-constitution/
3 Section 13, Article II - Declaration of Principles and State Policies, 1987 Constitution, https://www.officialgazette.gov.ph/constitutions/1987-constitution/
4 Section 14, Ibid.
5 Section 12, Ibid
6 Section 22, Ibid.
7 Sections 15 and 16, Ibid
8 Section 17, Ibid.