Moros have always valued education as a fundamental aspect of their religious teachings, encouraging a culture of continuous learning as part of the teachings of Islam. However, for many students in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), attending school remains a significant challenge due to the scarcity of learning resources and many reasons in the region’s vibrant yet dark landscape.

During the Second Congressional Commission on Education (EDCOM 2), Senator Joel Villanueva raised concerns over the rising college dropout rates nationwide. According to data from the Commission on Higher Education, the attrition rate peaked at 40.6% in 2021 before slightly decreasing to 39.3% in 2022. While the national higher education dropout rate stands at approximately 39%, BARMM faces an alarming rate of 93.4%.

"I believe that the first order of business in BARMM is to promote schooling, and the second order is to retain learners in school," Senator Gatchalian stated, emphasizing the need to “bring the kids to school and retain them.”

The core issue in BARMM is not just the difficulty of accessing government-provided education but also the challenge of staying enrolled. Many students find it difficult to complete their studies, whether in senior high school or undergraduate programs. Economic hardship forces students to prioritize working and supporting their families over pursuing education. Unlike other regions where incentives for education encourage attendance, students in BARMM often do not see enough reason to stay in school. Their upbringing has always emphasized providing for their families' immediate needs over long-term academic success.

A teacher from one of Save the Children Philippines’ partner schools in Sulu, Nur-in Abdurajan, echoed this sentiment, stating: “Most parents here cannot afford the cost of sending their children to school. Many of my students drop out or miss classes because they are forced to help their parents make ends meet.”

To add to the roots of the problem, early and forced marriages remain widespread in the region. A recent consultation by Save the Children with parents and teachers found that many young girls are married off as a means to alleviate financial burdens—either through dowry or simply to lessen the number of dependents a family must support.

Additionally, ongoing armed conflict and rido (family feuds) continue to displace children and disrupt their education. Many young boys, particularly those from families involved in rido, are forced to drop out and go into hiding for their safety, as they are often the primary targets in these conflicts.

The learning environment in BARMM has always been fragile, influenced by economic instability and political unrest. Even before the COVID-19 pandemic, these issues severely affected the quality of basic education. However, the pandemic brought an even greater crisis—prolonged school closures lasting over a year due to health concerns.

With schools closed, teachers—who are at the forefront of education—struggled with limited mobility, making it difficult to deliver quality learning. Neither educators, school leaders, parents, nor the wider community were prepared for the abrupt shift to distance learning. The already existing learning gaps worsened, and students faced a double education crisis, where a lack of mobility meant a lack of access to proper learning resources.

Despite efforts to introduce programs focused on reading literacy, numeracy, and socio-emotional learning during the pandemic, these initiatives have yet to be fully assessed for their effectiveness. While teachers and health workers worked hard to provide safe learning spaces, distance and modular learning alone were not enough—especially for students in remote areas here in the region.

As BARMM continues to face these challenges, the need for stronger education policies, financial support for students, and community-driven initiatives becomes more urgent. The region’s education system remains in a delicate state, requiring immediate and sustained action to prevent more learners from slipping through the cracks of the educational crisis.

References:

https://journalnews.com.ph/growing-number-of-college-dropouts-noted/#gsc.tab=0

https://reliefweb.int/report/philippines/save-children-calls-stronger-support-learners-barmm-international-day-education

https://www.pna.gov.ph/articles/1208391

https://tribune.net.ph/2023/09/18/barmm-needs-to-increase-enrollment-in-basic-education

https://www.instagram.com/reel/DFcY8lLNfP6/?utm_source=ig_web_copy_link&igsh=MzRlODBiNWFlZA%3D%3D

https://legacy.senate.gov.ph/photo_release/2024/1001_02.asp

https://www.rappler.com/philippines/rate-college-students-dropping-out-edcom-2-report/

https://www.pnuresearchportal.org/wp-content/uploads/2024/07/Policy-Brief-Vol.-8-s.-7.pdf