This descriptive qualitative research aims to determine the professional competence of Islamic religious education teachers and the implications of certification in improving their professionalism. Data was collected through observation and interviews using snowball and purposive sampling. The results of qualitative data analysis indicate that Islamic religious education teachers have implemented materials, structures, concepts and some relevant knowledge related to Islamic education in schools. They also possess the competence in designing and applying knowledge in the context of learning and mastering basic competencies based on their knowledge for curriculum development. Teachers have social, professional, pedagogical and digital literacy competencies for everyday learning. The implications of this certification program can be useful in the world of education.Keywords: Certifications; Islamic educational teachers; teachers competence and professionalism; vocational school

Child-Friendly Islamic Boarding Schools (CFIBS) have emerged as a forum for realizing Islamic education's humanistic goals, especially in educating and caring for students. Proper and correct education and upbringing dramatically determine the quality of individuals who are not only intellectually intelligent but also have noble attitudes and behaviour. This study aims to analyze the model of protecting children from violence carried out by the IMMIM Islamic Boarding School and the Nahdlatul 'Ulum Makassar Islamic Boarding School from the perspective of Islamic Education. Qualitative methods, field approaches were used, and data were obtained through comprehensive observation, in-depth interviews and supported by literature studies. Inductive data analysis techniques and source triangulation as data validity. The research results show that the two Islamic boarding schools have implemented a model of child protection in various ways, such as parenting and accompaniment (musyrif), curriculum and learning processes, facilities and infrastructure, public services, regulation, and problem-solving. Although implementing the Child-Friendly Islamic Boarding School program at the IMMIM and Nahdlatul 'Ulum Islamic Boarding Schools was successful, it needed to be more by the guidelines. This study contributes to developing a Child-Friendly Islamic Boarding School model.

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