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Deped Order

This document outlines the DepEd's implementation of the Basic Education Madrasah Programs for Muslim out-of-school youth and adults. It discusses three components: Arabic Language and Islamic Values Education in public schools, a Standard Madrasah Curriculum in private Islamic schools, and Arabic Language and Islamic Values Education for out-of-school Muslim youth and adults. It then describes four specific programs developed to provide basic literacy, technical-vocational training, entrepreneurship skills, and collaboration between DepEd and TESDA to positively contribute to the peace process and improve quality of life for Muslims through education and training.

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127 views

Deped Order

This document outlines the DepEd's implementation of the Basic Education Madrasah Programs for Muslim out-of-school youth and adults. It discusses three components: Arabic Language and Islamic Values Education in public schools, a Standard Madrasah Curriculum in private Islamic schools, and Arabic Language and Islamic Values Education for out-of-school Muslim youth and adults. It then describes four specific programs developed to provide basic literacy, technical-vocational training, entrepreneurship skills, and collaboration between DepEd and TESDA to positively contribute to the peace process and improve quality of life for Muslims through education and training.

Uploaded by

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© © All Rights Reserved
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 YOU ARE HERE:

 DEPED ORDERS ›
 MAY 17, 2010 DO 57, S. 2010 – IMPLEMENTATION OF THE BASIC EDUCATION MADRASAH
PROGRAMS FOR MUSLIM OUT-OF-SCHOOL YOUTH AND ADULTS
MAY 17, 2010 DO 57, S. 2010 – IMPLEMENTATION OF THE BASIC EDUCATION
MADRASAH PROGRAMS FOR MUSLIM OUT-OF-SCHOOL YOUTH AND ADULTS
May 17, 2010
DO 57, s. 2010
Implementation of the Basic Education Madrasah Programs for Muslim Out-of-School Youth
and Adults
1. DepED is implementing the Madrasah Education Program, as a response to the call for
global commitment on Education for All. It is guided by the Roadmap for Upgrading
Muslim Basic Education. There are three major components under the Roadmap: (1)
Arabic Language and Islamic Values Education (ALIVE) in public schools, (2) Standard
Madrasah Curriculum in Private Madaris (Islamic educational institutions), and (3) Arabic
Language and Islamic Values Education (ALIVE) for Muslim Out-of-School Youth and
Adults.
2. Aside from the formal sector, the Madrasah Education Program also aims to bring
assistance to the non-formal sector. Over the years, the number of Muslim out-of-school
youth and adults in the country has increased. Different studies show that the rate of
school drop-out is highest in Muslim areas. This is a cause for serious concern – not
only for their education but also the peace and order issues in these areas, since Muslim
OSY without the necessary skills for employment are at risk of recruitment to radical
extremist groups.
3. To positively contribute to the peace process and improvement of the quality of life of the
Muslims through education and training, programs for the Muslim out-of-school youths
and adults have been developed, to wit:
1. The Bureau of Alternative Learning Systems (BALS) is implementing the ALIVE in
Alternative Learning Systems (ALS), which provides basic literacy programs with ALIVE
to Muslim illiterates and continuing education to drop-outs through the Basic Literacy
Program (BLP) and Accreditation & Equivalency (A&E);
2. In collaboration with TESDA, Arabic Language and Islamic Values Education with
Technical-Vocational Education and Training (ALIVE with TVET) component was
developed, which aims to provide skills training programs with ALIVE to Muslim OSYs
and adults, appropriate to their interest and aptitude. Priority in program implementation
is accorded to migrant Muslim OSYs in urban and rural areas;
3. Still in partnership with TESDA, ALIVE with Entrepreneurship shall be developed and
implemented to provide Muslim out-of-school youth and adults with skills and
opportunities for livelihood;
4. For the TVET with ALIVE , a Memorandum of Agreement between DepED and TESDA
was executed in 2007. Implementation guidelines of the Program are embodied in the
said MOA (Enclosure 1). The same MOA shall later on be amended to include
provisions for the implementation of the ALIVE with Entrepreneurship.
4. Budgetary requirements for these programs shall be fund- transferred to BALS, for the
ALIVE in ALS, and TESDA for the ALIVE w7ith TVET and ALIVE with Entrepreneurship.
5. After the ten-year project cycle, the ALIVE in ALS shall be mainstreamed in BALS, while
the ALIVE w7ith TVET and Entrepreneurship shall be transferred to TESDA to ensure the
sustainability of the Program.
6. Immediate dissemination of this memorandum is desired.
Sgd.
Mona D. Valisno
Secretary
DO No. 57, s. 2010

RECENT DEPED ORDERS


 November 29, 2018 DO 051, s. 2018 – GUIDELINES ON THE FISCAL YEAR 2018
RELEASE AND UTILIZATION OF SCIENCE AND MATHEMATICS EQUIPMENT AND
TECHNICAL-VOCATIONAL LIVELIHOOD FUNDS TO THE REGIONAL OFFICES
 November 29, 2018 DO 050, s. 2018 – SPECIAL PROVISIONS FOR PARTICIPATING
SCHOOLS, STUDENTS, AND TEACHERS OF MARAWI CITY IN THE EDUCATION
SERVICE CONTRACTING, TEACHER’S SALARY SUBSIDY, AND SENIOR HIGH
SCHOOL VOUCHER PROGRAM GUIDELINES FOR SCHOOL YEAR 2018–2019
 November 28, 2018 DO 049, s. 2018 – AMENDMENTS TO DEPED ORDER NO. 25, S.
2018 (School Calendar for School Year 2018–2019)
RECENT DEPED MEMORANDA
 DECEMBER 7, 2018 DM 188, s. 2018 – SUPPLEMENTAL MEMORANDUM TO DEPED
MEMORANDUM NO. 183 s. 2018 (LAW AT THE SERVICE OF EDUCATION: THE
FIRST DEPED ATTORNEYS AND LEGAL PERSONNEL NATIONAL SUMMIT)
 November 29, 2018 DM 187, s. 2018 – Pilot Implementation of the School Inside A
Garden Program
 November 29, 2018 DM 186, s. 2018 – GUIDELINES AND CRITERIA FOR THE 2019
BRIGADA ESKWELA JINGLE CONTEST

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