From Policy to Practice: Assessing the Extent of Implementation of the Madrasah Education Program in Public Schools as a Basis for a Proposed Intervention Program

This study assessed the implementation of the Madrasah Education Program (MEP) in public schools in Region IV-A, focusing on policy compliance, institutional support, teacher development, and implementation challenges. A descriptive-correlational design was utilized to determine the extent of implementation, the degree of challenges encountered, and their relationship, as well as to identify best practices and propose an intervention program. Findings revealed a very high level of compliance with DepEd policies and strong institutional support for ALIVE teachers. However, teacher development remained foundational, with gaps in ICT integration, research engagement, and instructional innovation. Operationally, facilities, attendance, and finances were generally adequate, while instructional materials remained a key challenge. The results further showed a significant relationship between the extent of implementation and the challenges encountered. The study concludes that strengthening teacher competencies and instructional resources is essential for improved program effectiveness and sustainability. A validated intervention program is recommended to address gaps and enhance MEP implementation.

Madrasah Education Program, ALIVE teachers, policy compliance, instructional materials, teacher development

1. Abbas, N. H. (2018). Parental perceptions and stereotypes towards Madrasah education in Abdul, M. A. (2020). Interfaith collaboration and acceptance of Madrasah education in Mindanao communities. [Google Scholar] [Crossref]

2. Abe, R. L. (2019). Integration of Islamic values in the ALIVE curriculum of public schools in the Philippines. [Google Scholar] [Crossref]

3. Aranaz, M. G. (2025). Global perspectives on inclusive and culturally responsive Madrasah [Google Scholar] [Crossref]

4. Avalos, B. (2022). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 115, 103729. [Google Scholar] [Crossref]

5. Balfanz, R., & Byrnes, V. (2021). The importance of being in school: A report on absenteeism and educational success. Everyone Graduates Center, Johns Hopkins University. [Google Scholar] [Crossref]

6. Barrett, P., Treves, A., Shmis, T., Ambasz, D., & Ustinova, M. (2021). The impact of school infrastructure on learning: A synthesis of the evidence. World Bank. [Google Scholar] [Crossref]

7. Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2021). Learning to improve: How America's schools can get better at getting better (Updated ed.). Harvard Education Press. [Google Scholar] [Crossref]

8. Bush, T. (2023). Theories of educational leadership and management (5th ed.). Sage. [Google Scholar] [Crossref]

9. Collie, R. J. (2023). Teacher well-being and organizational support in schools: Recent developments and future directions. Educational Psychology Review. curriculum-for-elementary-public-schools-and-private-madaris-amended-by-do- 40-s- 2011-amendment-to-deped-order-no-51-s-2004-standard-curriculum-for- elementary- public-schools-and-private-madaris/Department of Education. (2011, May 19). DO 40, s. 2011 — Amendment to DepEd Order No. 51, s. 2004 (Refined Elementary Madrasah Curriculum — REMC / ALIVE and RSMC). [Google Scholar] [Crossref]

10. Darling-Hammond, L., & Hyler, M. E. (2022). The role of effective professional development in educational improvement. Learning Policy Institute. [Google Scholar] [Crossref]

11. Day, C., & Gu, Q. (2022). Teacher resilience, commitment, and professional capital. Routledge. [Google Scholar] [Crossref]

12. Denhardt, J. V., Denhardt, R. B., & Blanc, T. A. (2023). Public administration: An action orientation (8th ed.). Cengage Learning. [Google Scholar] [Crossref]

13. Department of Education. (2004, August 28). DO 51, s. 2004 — Standards curriculum for Department of Education. (2011). DepEd Order No. 62, s. 2011 — Adopting the National Indigenous Peoples (IP) Education Policy Framework. Department of Education. https://www.deped.gov.ph/wp-content/uploads/2011/08/DO-No.-62-s.-2011.pdf [Google Scholar] [Crossref]

14. Department of Education. (2017). DepEd Order No. 41, s. 2017: Policy guidelines on the implementation of the Madrasah Education Program. Department of Education. [Google Scholar] [Crossref]

15. Department of Education. (2017, August 11). DO 41, s. 2017 — Policy guidelines on Madrasah Education in the K to 12 Basic Education Program. Department of Education. https://www.deped.gov.ph/2017/08/11/do-41-s-2017-policy-guidelines-on-madrasah-education-in-the-k-to-12-basic-education-program/ [Google Scholar] [Crossref]

16. Department of Education. (2023). Basic Education Development Plan 2030. Department of Education. [Google Scholar] [Crossref]

17. Department of Education. (2024). DepEd Order No. 011, s. 2024 — Strengthening implementation of the Madrasah Education Program (MEP). Department of Education. https://www.deped.gov.ph/wp-content/uploads/DO_s2024_011.pdf [Google Scholar] [Crossref]

18. Department of Education. (2024). DepEd Order No. 11, s. 2024. Department of Education. [Google Scholar] [Crossref]

19. Department of Education. https://www.deped.gov.ph/2004/08/28/do-51-s-2004-standards- [Google Scholar] [Crossref]

20. Department of Education. https://www.deped.gov.ph/2011/05/19/do-40-s-2011- amendment-to-deped-order-no-51-s-2004-standard-curriculum-for-elementary- public- schools-and-private-madaris/ [Google Scholar] [Crossref]

21. Earthman, G. I. (2022). School facility conditions and student academic achievement. International Journal of Educational Facilities. [Google Scholar] [Crossref]

22. Ebdacan, L. F. (2018). Program funding and resource challenges in Philippine Madaris.Education systems. Elementary public schools and private Madari (Enclosure to DepEd Order No. 51, s. 2004). [Google Scholar] [Crossref]

23. Epstein, J. L. (2022). School, family, and community partnerships: Preparing educators and improving schools (3rd ed.). Routledge. [Google Scholar] [Crossref]

24. Gay, G. (2023). Culturally responsive teaching: Theory, research, and practice (4th ed.). Teachers College Press. [Google Scholar] [Crossref]

25. Gottfried, M. A. (2023). Chronic absenteeism and student outcomes: Recent evidence and implications for educational policy. Educational Research Review. (⚠ Verify volume, issue, and pages.) [Google Scholar] [Crossref]

26. Hallinger, P., & Kulophas, D. (2022). Leadership for learning in challenging contexts: A review of recent evidence. Educational Management Administration & Leadership. [Google Scholar] [Crossref]

27. Harris, A., & Jones, M. (2022). Leading educational change and improvement at scale. Routledge. [Google Scholar] [Crossref]

28. Ishimaru, A. M. (2022). Just schools: Building equitable collaborations with families and communities. Teachers College Press. [Google Scholar] [Crossref]

29. Kearney, C. A., & Graczyk, P. A. (2022). Multi-tiered systems of support for school attendance and absenteeism. School Psychology Review. [Google Scholar] [Crossref]

30. Khalifa, M., Gooden, M. A., & Davis, J. E. (2023). Culturally responsive school leadership. Harvard Education Press. [Google Scholar] [Crossref]

31. Khan, S. R. (2018). Interfaith dialogue and Madrasah education reform in multicultural societies. [Google Scholar] [Crossref]

32. Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press. [Google Scholar] [Crossref]

33. Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press. [Google Scholar] [Crossref]

34. Leithwood, K., Harris, A., & Hopkins, D. (2022). Seven strong claims about successful school leadership revisited. School Leadership & Management, 42(1), 5–22. [Google Scholar] [Crossref]

35. Magarang, J. P. (2020). The role of the School Values Restoration Program (SVRP) in promoting Islamic values through the MEP. [Placeholder citation]. [Google Scholar] [Crossref]

36. Mahmoud, H., et al. (2020). Arabic language competence and pedagogical content knowledge among K–12 Islamic school teachers. [Google Scholar] [Crossref]

37. Mangadang, A. B., Ubayubay, R. M., & Comon, J. D. (2024). Implementation and challenges of the Arabic Language and Islamic Values Education Program: Basis for the school development plan. American Journal of Arts & Human Sciences, 4(1). https://doi.org/10.54536/ajahs.v4i1.4139 [Google Scholar] [Crossref]

38. Marasigan, A. C. (2019). Sustainability concerns of the Madrasah Education Program: Basis for Philippine Islamic and Madrasah education policy review (UP CIDS Discussion Paper 2019-10). University of the Philippines Center for Integrative and Development Studies. https://cids.up.edu.ph/wp-content/uploads/2022/02/UP-CIDS-Discussion-Paper-2019-10-1.pdf [Google Scholar] [Crossref]

39. Merino, M., & Metila, R. A. (2024). Localizing instructional materials for culturally responsive education. Language, Culture and Curriculum. Advance online publication. [Google Scholar] [Crossref]

40. Nieto, S. (2022). Language, culture, and teaching: Critical perspectives for a new century (3rd ed.). [Google Scholar] [Crossref]

41. Routledge. [Google Scholar] [Crossref]

42. OECD. (2022). Education at a glance 2022: OECD indicators. OECD Publishing. [Google Scholar] [Crossref]

43. OECD. (2024). Education policy outlook 2024: Strengthening educational leadership and governance. OECD Publishing. [Google Scholar] [Crossref]

44. Pont, B., & Maxwell, C. (2026). Leading for impact: An IIEP-UNESCO framework for education policy implementation. UNESCO International Institute for Educational Planning. [Google Scholar] [Crossref]

45. https://www.iiep.unesco.org/en/publication/leading-impact-iiep-unesco-framework-education-policy-implementation [Google Scholar] [Crossref]

46. Pont, B., & Maxwell, C. (2026). Leading for impact: An IIEP-UNESCO framework for education policy implementation. UNESCO International Institute for Educational Planning. [Google Scholar] [Crossref]

47. Rahman, N. A. A. (2017). Community support and perceptions toward Madrasah education in Southeast Asia. [Google Scholar] [Crossref]

48. Ryan, R. M., & Deci, E. L. (2022). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. [Google Scholar] [Crossref]

49. Salam, H. M. (2020). Cultural adaptation of Madrasah curriculum and community acceptance in Mindanao. [Google Scholar] [Crossref]

50. Sali, A. H. A. (2020). Pedagogical praxis: Muslim-Filipino Madrasah teachers’ conceptuality of instructional process. IAFOR Journal of Education: Studies in Education, 8(4), 115–131. [Google Scholar] [Crossref]

51. https://files.eric.ed.gov/fulltext/EJ1279440.pdfSali [Google Scholar] [Crossref]

52. A. H. A., & Marasigan, A. C. (2020). Madrasah Education Program implementation in the Philippines: An exploratory case study. ResearchGate preprint. [Google Scholar] [Crossref]

53. https://www.researchgate.net/publication/342531186_Madrasah_Education_Program_implementation_in_the_Philippines_an_exploratory_case_study [Google Scholar] [Crossref]

54. Santoro, N. (2023). Teaching in culturally diverse classrooms: Intercultural competence for educators. Routledge. [Google Scholar] [Crossref]

55. Schleicher, A. (2023). World class: How to build a 21st-century school system. OECD Publishing. [Google Scholar] [Crossref]

56. Sheldon, S. B., & Epstein, J. L. (2022). Family-school partnerships and student attendance: Recent evidence for improving learner participation. School Community Journal. [Google Scholar] [Crossref]

57. Skaalvik, E. M., & Skaalvik, S. (2022). Teacher motivation, job satisfaction, and organizational commitment: Recent evidence from educational research. Teaching and Teacher Education. Southeast Asia. [Google Scholar] [Crossref]

58. Uline, C., & Tschannen-Moran, M. (2022). School facilities and the learning environment: The role of physical infrastructure in supporting teaching and learning. Educational Administration Quarterly. [Google Scholar] [Crossref]

59. UNESCO. (2024). Global Education Monitoring Report 2024/5: Leadership in education—Lead for learning. UNESCO. https://www.unesco.org/reports/gem-report/en/2024 [Google Scholar] [Crossref]

60. UNICEF Innocenti. (2024). The state of children’s learning: Evidence on learning resources and educational quality. UNICEF Office of Research – Innocenti. [Google Scholar] [Crossref]

61. University of the Philippines Center for Integrative and Development Studies (UP-CIDS). (2020). Madrasah education: Achieving sustainable development goals — Proceedings of the 1st International Seminar-Workshop on Madrasah Education (2018). University of the Philippines. https://cids.up.edu.ph/wp- content/uploads/2022/02/madrasah-education-achieving-sustainable-development-goals-proceedings-2018-1.pdf [Google Scholar] [Crossref]

62. World Bank. (2022). Achieving learning for all: Investing in quality education and learning resources. World Bank. [Google Scholar] [Crossref]

63. Yusof, R. M. (2019). Community attitudes and participation in Madrasah education programs. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study