The purpose of the paper is to explore the implementation of Madrasah Education Program (MEP) in selected Arabic Language and Islamic Values Education (ALIVE) schools in Quezon City, Philippines and identify some challenges faced in their implementation practice.,This study utilized qualitative method of research using exploratory study, employing in-depth interviews, document analysis, and observation. The authors used purposive sampling with eight research participants: one Administrator, three ALIVE Coordinators, and four Madrasah Teachers or Asatidz.,The main findings in the MEP implementation, generally, the schools delivered some program goals through institutional support, pedagogical and instructional development, and enrichment of cultural diversity in the school community. However, the study identified some major challenges affecting the program implementation in selected ALIVE schools such as: lack of permanent infrastructure, limited instructional resources, learners' absenteeism, low and delayed Asatidz allowances, and cultural variances among Muslim Filipinos.,The results of the study provide a general overview of MEP implementation and the major challenges experienced by program implementers. However, the study is limited to three selected ALIVE schools in the Philippines.,These results are useful in guiding education stakeholders in evidence-based policymaking to further improve the implementation of Madrasah Education.,This study provides enrichment of evidence-based research especially on the lived experiences of grassroots implementers. Fewer studies on Madrasah Education were conducted outside the Bangsamoro Autonomous Region (BARMM) particularly in the context of a non-Muslim dominated locale.

中文翻译：

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菲律宾实施伊斯兰学校教育计划：探索性案例研究

本文旨在探讨在菲律宾奎松市的部分阿拉伯语和伊斯兰价值观教育（ALIVE）学校中实施Madrasah教育计划（MEP）的情况，并确定在实施过程中面临的一些挑战。本研究采用定性方法使用探索性研究，进行深入访谈，文档分析和观察来完成研究。作者采用了八名研究参与者的目的性抽样：一名行政人员，三名ALIVE协调员和四名伊斯兰学校老师或Asatidz。在实施MEP的主要发现中，一般来说，学校通过机构支持，教学和指导发展来实现一些计划目标，并丰富学校社区的文化多样性。然而，该研究确定了一些影响选定ALIVE学校实施计划的主要挑战，例如：缺乏永久性基础设施，有限的教学资源，学习者的旷课，低和延迟的Asatidz津贴以及穆斯林菲律宾人之间的文化差异。研究结果提供了MEP实施的概述以及计划实施者面临的主要挑战。但是，该研究仅限于菲律宾的三所选定的ALIVE学校。这些结果对于指导教育利益相关者进行循证决策，以进一步改善Madrasah Education的实施很有用。该研究提供了丰富的循证研究，尤其是在基层实施者的生活经验。