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.
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
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
