Traditional madrasahs’ challenges and barriers for government recognition and impacts of nonrecognition on students’ education and career opportunities in the Philippines

Abstract

This study is to recognize the value of the traditional madrasah education system and to welcome its graduates into a more diverse educational and economic landscape. Traditional madrasah education in the Philippines has long been deprived of mainstream education and tagged as a training ground for extremism. The academic purpose and contribution remain unrecognized by the secular state government. Due to the inability of the madrasah to deliver quality education, their graduates face difficulty pursuing formal higher education compared to secular schools. Limited general knowledge and skills mean graduates are deprived of job opportunities, leading to economic disparity. However, madrasah education is the dominant form of teaching Islamic knowledge. As the level of recognition rises, Muslims in the region now have more chances to reshape their education. Using a qualitative multiple case study method of madrasahs in the Philippines, this study aims to (1) identify factors that influence traditional madrasahs not to apply for recognition; (2) explore the challenges and barriers for traditional madrasahs to gain recognition from the government; as this traditional madrasah fails to comply with government requirements and secure permits to operate, the study also explores (3) the impacts of madrasahs failing to obtain government recognition for their students to pursue higher education and job access. Semi-structured interviews with government officials, madrasah administrators, teachers, students, and alumni were used to collect data. Observation and document analysis were used as triangulation to ensure the accuracy of the information provided according to government standards and interview responses. Analyzing data through familiarity with codes and identifying themes to unveil the directions to the problems. The findings reveal that traditional madrasahs still hesitate to participate in government programs and seek recognition. (1) Madrasahs' hesitation originates from historical distrust and resistance to preserving religious identity, institutional and structural weaknesses, and the dual system burden. The Islamic Studies and Arabic Language (ISAL) program in public schools also affected its operation, doubting its role in providing Islamic knowledge, resulting in declining credibility and enrollment. Parents are declining support, and society is shifting its preference to education, hindering recognition applications. (2) The standard requirements pose significant challenges and barriers to compliance. Due to a lack of funds and support, bureaucratic and financial burdens exist, while curriculum and staffing constraints further trigger compliance. Some see this as a threat to madrasah autonomy and cultural integrity. (3) Due to non-recognition and a lack of general knowledge and skills, students lack formal credentials to pursue higher education in the country and have limited job opportunities. This forces them to participate in dual education systems, while others find pathways to other countries that recognize their education. Recognizing the value of madrasah education, students remain resilient and committed. Moreover, their motivation is boosted as the ISAL program gives them recognition and employment opportunities. Thus, a need to structure processes and requirements for recognition is essential to allow Madrasah access recognition. Furthermore, a longitudinal comparative study is suggested to track the results of recognition and non-recognition of madrasahs.