The 10 Best International Schools in Philippines 2018

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DECEMBER 2018 THE

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INTERNATIONAL SCHOOLS IN PHILIPPINES

2018

Faith International Academy An Epitome of Educational Excellence that Provides Wings to Fly

Editorial

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t is the students of today who become the employers, employees, professionals, educators, and the global citizens; hence, it is important that the education they receive should prepare them for the challenges ahead. The formal education took its shape right after writing was invented, dating back to approximately 500 years ago. Ever since, the earliest known civilization defines education as a process of transfering knowledge.

Empowering Learners with Lifelong Learning and Paving the Pathway to Dreams

The ever changing world has now redefined the education. Focusing more on mastering standards, students, parents and teachers are more focused on gaining good grades, getting into accomplished universities. The academic facets of most of the educational institutions today are phenomenal. These schools today nurture the hidden talents of their students to their true potential. These schools are taking every step possible to instil both character and knowledge among their students. As said, this leaves us with a question what can schools do prepare for the biggest challenge before them; the life itself. How can educators be sure that have equipped their students with skills that they will need to take- on any challenge and grasp at opportunities they have never imagined before.

“Educate and raise the masses, and thus alone a nation is possible” Teaching collaboration as value and skill set will make the students equipped for the global competition. The coming generation will be ready to face the hindrances skilfully and intelligently while coming up with a creative solution. Tolerance is the other character skill that should be developed within the students. In order to develop collaboration and for the students to do collective work in a global work space, tolerance is a must. Willingness to embrace other cultures, openness to unfamiliar beliefs and traditional values are the key facets that the students need to develop.

In order to develop this skill, the pupils should be provided with opportunities to discuss about them openly, platforms to share ideas and a very strong support system.

This novel concept of ‘learning’ is education beyond classrooms. The schools must believe in every student. Empowering its students to pursue their passion and fostering their talent to the right direction can help students in achieving their dream. The young minds who enrol into the schools come with zeal to learn and explore the outer world. T R

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December 2018

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COVER STORY

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Faith International Academy

An Epitome of Educational Excellence that Provides Wings to Fly

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CXO STANDPOINT

Student's Counselor

Reclaiming the Filipinos' Happiness through Counseling

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Exploring Future

ARTICLE

Education Reinvention: Adapting to the Changing Landscape of Pedagogy in the 21st Century

26 CulturalEd

The SigniďŹ cance of Culture-based Education in Philippines

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Expert Talk What is the importance of co-curricular activities for all-inclusive development of students in schools?

contents International Christian Academy Home of the Champions

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Brent International School Baguio Creating Life-Long Learners and Leaders of Tomorrow

Developing Student's Careers to Build a Better World

The Richness of Christian Tradition with a Commitment to Change World

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Cebu International School

Victory Christian International School

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Young Achievers International School Preparing Students for the Real Life Scenarios

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International Education: A Novel Addition to Curricula

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nternational education, one of the growing trends will be the factor that would bridge the cultural and linguistic differences existing in the world. Making a difference globally, international schools offer an education at par with the international standards. These schools aim to promote a better understanding and appreciation of the outer world. Change being the most inevitable factor, appreciating other cultures, religion, national history and languages is very much effective for students to become global leaders. Introducing diverse culture and strategies in international curricula actually complements the core curriculum of the schools. Keeping this in mind many schools in Philippines have included international curricula into their core curriculum. These schools not only instil knowledge and character they have empowered their students to believe in their strengths and passions which deserve to be developed.

In this issue, “The 10 Best International Schools in Philippines 2018”, we have hand-picked few such elite schools which offers world-class education. Along with transferring knowledge these schools also put continuous effort in fostering their students into individuals with wisdom, character and leadership quality. The incessant endeavour of these schools to offer meritorious education is what makes them unique.

Faith International Academy, one of the notable schools in Philippines has been recognized for providing an exclusive educational experience. Fulfilling the educational needs of families belonging to Christian ministry is the prime motto of this elite school. Other distinguished schools recognized by us include Brent International School - Baguio City, Cebu International School, International Christian Academy, Victory Christian International School, and Young Achievers International School.

While flipping the pages, kindly make it a note to read the articles authored by some of the distinguished educators. Education Reinvention: Adapting to the Changing Landscape of Pedagogy in the 21st Century, Importance of co-curricular activities for all-inclusive development of students in schools, and Reclaiming the Filipinos’ Happiness through Counseling, these articles will give the reader a brief insight into the educational scenario in Philippines. While turning over the leaves keep an eye for the article penned down by our in-house editors! T R

Faith International Academy An Epitome of Educational Excellence that Provides Wings to Fly

“We strive to be a caring, learning community which nurtures students to fulfill their God-given potential�

Cover Story

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ocated in the ‘Durian Capital’ of the Philippines, i.e. Davao City, Faith International Academy (FIA) is an internationally famed Christian school that is known for its educational excellence. The primary motto of this ace academy is to fulfill the educational needs of families belonging to Christian ministry.

However, it also accepts meritorious students coming from other communities and nationalities. There is a significant student population at FIA that comes from influential business, NGO and diplomatic backgrounds. With a student population of about 150 in K-12 comprised of different nationalities, this school offers a dynamic and diverse learning environment to its students.

In order to spread quality education and bring transformation in the lives of many, FIA has kept its fees very much affordable. The highly qualified and absolutely committed staff of FIA is what makes this academy unique. Its staff always assists students to grasp the concepts in a lucid manner and help them to develop ademically.

FIA has grown and changed over the years. Faith Academy Davao, accredited by WASC (Western Association of Schools and Colleges), first started in the 1980s as an elementary and middle school (grades 1-8) satellite campus of Faith Academy, Inc. In 2008, Mindanao International Christian Academy, also accredited by WASC, joined Faith Academy Davao to form Faith Academy Mindanao, under the auspices of Faith Academy, Inc., thus providing a K-12 education.

In July 2014, FIA was recognized as an independent international school by the Philippine government. In January 2015, FIA established its own identity through a Memorandum of Agreement with Faith Academy, Inc. for governance, and property.

FIA developed foundational documents, hired employees, and adopted a logo, school colors, and school mascot to establish its distinctiveness. Although under various names, FIA has been providing a biblically-based, American curriculum for missionary and other expatriate families for over 20 years.

From the Prism of History

To honor the commitment of its staff, FIA provides various incentives, discounts and other facilities which are making a significant positive development in the lives of the staff.

Lunch discounts, travel reimbursements, and professional development funds for gaining new skill sets or renewing professional credentials are a few of its incentives which are loved by its teaching staff.

This school has a rich and endearing history which reflects its success saga. The roots of this school are linked to the late 1950s when Faith Academy (FA) in Manila was founded as a school for missionary kids. After its inception itself, this academy has delivered cutting-edge education. It was the result of its innovative learning methodologies

that helped Faith International Academy earn a reputation of an ace institution amongst the missionaries and expatriate families. From a moderate student headcount in its early days, today it has a diverse student population. During its entire journey, this academy has been blessed with many top educationists.

Teachers and principals worked hard to prepare students for future success. Under the steward leadership of its highly committed staff, this academy has witnessed transformation and renovation over the decades.

This academy has seen upward expansion and developed a state-ofthe art infrastructure for the benefit of its students.

FIA continues to provide a quality, international, Christian curricular and co-curricular program to the children of families in ministry and other students in the Davao international community.

Notable Accreditations In 2017-2018, the K-12 principal and interim head of school, Jennifer Lindemuth, led the self-study process as part of FIA’s re-accreditation. This was FIA’s first self-study as an independent institution. In December 2018 FIA was recommended for a full re-accreditation by both the Western Association of School and Colleges (WASC) and the Association of Christian Schools International (ACSI). Adding more gems to its crown, FIA has been frequently praised by industry veterans for their fiscal responsibility, exceptional and

well-maintained facilities, and the strong relationship bond which this academy shares among students and its staff.

State-of-the-art Amenities for Students’ Holistic Development In today’s hypercompetitive world, only gaining the core expertise about a subject does not help a student for long. Communication skills, extra and co-curricular activities, emotional intelligence amongst others are also equally important and play a pivotal role in shaping one’s career. Numerous classrooms, two science laboratories, two libraries, an art room, a performing arts center (including an auditorium, stage, music room, and a classroom), a playground and a covered basketball court, a soccer field, and a gymnasium (including the basketball court, weight room, locker rooms, and space for spectators) are serving the students to nurture their overall personality. These resources along with its excellent staff help facilitate the ethos on campus of love of Christ and respect for others. Positive relationships are critical in education, and FIA is blessed with a school community that values and demonstrates these relationships.

Diversified Opportunities Faith International Academy’s curriculum is primarily American; however, the school encourages their students to learn about and be part of the Philippines. Filipino Culture is taught by native Filipino teachers to the elementary and middle school students. Many of these lessons are

conducted in a fun, interactive style, involving food, songs, games, and simple language lessons. Grade six students also spend one month studying the history and geography of the Philippines during their social studies class.

Some students interact with various Filipino communities through the ministries of their parents. In addition, there are school-sponsored service opportunities. During Outdoor Education the middle and high school students spend time interacting with and serving various Filipino communities in various ways such as by presenting kids’ programs (songs, games, etc.) and helping with building projects. Each September the school raises funds to donate to a local ministry. In recent years, these funds have helped to supply food and other necessities (laundry soap, etc.) to a local orphanage.

Rainbow of Offerings FIA seeks to develop children’s character not just their ability to pass exams. FIA students develop creativity and become: Creative and Critical Thinkers who: · Search for and integrate God’s truth in all aspects of life and learning · Solve complex problem · Analyze, interpret, evaluate and synthesize information Self-directed Learners who: · Pursue truth through studying the Bible · Understand and apply a

· ·

body of knowledge and skills Demonstrate intellectual curiosity Access information as a tool for lifelong learning

Proficient Collaborators who: · Work and learn cooperatively with others · Show respect for commonalities and differences in areas such as cultures and points of view Skillful Communicators who: · Interact with information and ideas through listening, speaking, reading, writing, using technology and symbolic representation (pictorial, graphic, musical, etc.) · Learn and convey biblical concepts and truths Faithful Stewards who: · Understand the need for discipline and balance in all areas of life · Contribute their time and talents to serve their families, communities, and all nations · Take care of the resources God has entrusted to them Extra-curricular Activities Outdoor Education (OE) is an integral part of the FIA curriculum for middle school and high school; participation by all students is expected.

The school thinks that outdoor education is important as it moves students out of the classroom and into a practical learning situation.

The purposes of OE are: · To serve the Filipino community in practical and interactive ways · To promote the spiritual development of students and to challenge them to expand their understanding of God’s role in their lives · To provide educational experiences about the development, culture, and/or geography of the Philippines · To build unity within the student community · To challenge each student to better understand his or her gifts and abilities Middle School: Middle School OE is done in conjunction with Faith Academy Manila in February. The venue rotates from historic Corregidor, to Taal Volcano, to the Subic jungle.

High School: High School OE is organized and planned by the FIA staff and usually takes place in the second semester. The venue rotates between different locations on Mindanao depending on the focus that year.

Accomplished Alumni Graduated in 2012, Marisa Tillman is one of the brightest stars in the galaxy of its notable alumni. She will complete her Masters of Public Policy and a Phd. in Jurisprudence from the University of Minnesota in May of 2019. Her notable activities include Treasurer of the Minnesota Justice Foundation University of Minnesota Chapter and Human Rights Advocacy Project, 1L Advisory Officer, 2017-2018.

Words of Trust

“Teachers actually invest a lot time into you and care about your needs, wanting you to excel in school. Overall this is really just a great school and I’m so glad that I’m here!” Aashirwad Kataria, 12th Grade “I think what’s blessed me most at Faith International Academy is the unity that a small high school brings and how close I am with the people in my class.” Daisy Moffit, 2018 Graduate “Faith International Academy is awesome! There are well maintained facilities and air conditioned classrooms. Although those things are good, the community makes this school. It’s a fun, loving community that I am happy to be part of.” Anthony Santos, 8th Grade “One thing I like about FIA is that we can meet different friends from different countries. By meeting them, we can learn about their culture and language. They can also learn my culture and language.” Dan Youn, 8th Grade “Unlike other schools, FIA is unique, especially its classes. My teachers are very kind. My favorite subject is science. I know you would like it here too. I hope you come here.” Alliyah Uy 4th Grade T R

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Name of the Institution

URL

Brent International School - Baguio City

brentbaguio.edu.ph

3 Brent Rd, Baguio, Benguet, Philippines

Cebu International School

cis.edu.ph

Pit-os, Cebu City, 6000 Cebu, Philippines

Faith International Academy

aschools.in

7 Jade Street, Marfori Heights 8000 Davao City, Philippines

International Christian Academy

ica.edu.ph

4505 Extra Extension Street Fourth Estate Subdivision, Sucat, Paranaque

Nord Anglia International School Manila

nordangliaeducation.com

Bradco Avenue Aseana Business Park, Parañaque, 1700 Metro Manila, Philippines

Reedley International School Manila

reedleyschool.com

Jose C.Cruz, Brgy. Ugong, Pasig, 1604 Metro Manila, Philippines

Stockbridge International school

stockbridge.com.ph

Mabini St, Poblacion District, Davao City, Davao del Sur, Philippines

Stonyhurst Southville International School

stonyhurst.edu.ph

Gov. Antonio Carpio Rd, Batangas, 4200 Batangas, Philippines

Victory Christian International School

vcis.edu.ph

339 Robinson Circle Capt.

Henry Javier Drive Oranbo, Pasig City 1600, Philippines

Young Achievers International School

yais.edu.ph

Las Pinas, Metro Manila, Philippines

Location of the Institution

Brent

International School Baguio Creating Life-Long Learners and Leaders of Tomorrow

The institute is committed to develop individual students as responsible global citizens and leaders in their respective communities, with a multicultural and international perspective

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rent International School Baguio was established in 1909, the same year as Baguio City. It has over 110 years of colorful history. It was originally set up to provide education for the families of American missionaries and military personnel, and quickly became the first coeducational day and boarding school in East Asia. During the Second World War, it was briefly shut down, and served as a hospital and officers’ residents during the Japanese occupation. It reopened after the war and expanded its vision to serve the educational needs of both international and local students.

It is a national historical site, and holds the oldest wood building still standing in Baguio City—Ogilby Hall—named

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after the school’s first Headmaster.

This is a school well-grounded in rich history and proud tradition. In more recent years, the school has expanded its infrastructure. It currently serves both boarding and day students from pre-kindergarten to grade 12. The campus covers roughly 12 hectors, with 10 buildings serving as learning spaces for students. In addition to classroom space, it has a gymnasium, two libraries, fully equipped science labs, chapel, two computer labs equipped with iMacs, a football field, playground, outdoor basketball court, music room, and theater. Most notable about the campus are its green spaces.

As one steps onto the campus from the city street, it is akin to entering a private park. There are hundred-yearold tropical pine trees forming a

canopy over the buildings, and large grassy areas where students and teachers can sit and enjoy the beautiful natural aesthetic of the Northern Philippines. The campus is kept well groomed with flower beds bordering the roads, and a nature trail running around the campus, lined with bamboo, flowers, and pine trees.

Brent Baguio was the first Brent school in the Philippines, and from it grew other Brent campuses in Manila and Subic. The three campuses are currently united under Brent Schools Inc. As a united family of schools, Brent continues to stand for sound scholarship and Christian ideals with a steadfast adherence the high standards set by Bishop Charles Henry Brent.

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Crafting an Empirical Learning Environment

Exceptional Educational Facilities The school’s philosophy is well summarized in their expected school-wide learning results, which prepare the students to be responsible citizens, critical thinkers, technologically literate individuals, healthy and tolerant individuals, effective communicators, and life-long learners.

The school is accredited by the Western Association of Schools and Colleges, which is one of the six accrediting associations in the United States. They offer their own Brent School curriculum—modeled after an American curriculum—which culminates in a Brent High School Diploma. In addition, they offer the International Baccalaureate (IB) Diploma program in grades 11 and 12. Both programs are rigorous in nature, and prepare the students for admissions into excellent colleges and universities around the world.

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Experiential learning is a key approach for Brent Baguio to educate its students about the socio-economic and cultural aspects of the Philippines. School-wide events such as Filipino Day, United Nations Day, and the school’s Medical Dental Optical Mission engage students to participate in either celebrating local culture or responding to the local community’s needs. Lower school students have a Community Day where Brent students and local day-care students come together to have a morning of interaction and fun. Middle school students have a Middle School Outreach day where students put together school packs for students in a local school and play games with them. A Middle School Camp held every year features a day of interacting with a local community.

Upper School students have a variety of service-learning clubs such as the Global Issues Network, the Green Earth Ambassadors, and the Happiness Club– all targeting specific socio-economic issues of local communities. Long term partnerships with NGOs like Gawad Kalinga Benguet, Noble Trends Foundation, New Media Services, and the Gawad Kalinga Enchanted Farm complement the school’s Creative, Activity and Service (CAS) courses for Grade 11 and 12. Social entrepreneurs and local experts are invited to school assemblies and IB classes like Economics; Business Management; Creativity, Activity and Service (CAS); and Theory of Knowledge to speak on environment conservation, indigenous knowledge, and socio-economic issues.

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About the President Dick Robbins is the President and CEO of Brent Schools Inc., and the Headmaster of Brent International School Baguio. He has been serving in the Philippines for over thirty years, and has been working with Brent School for most of that time. In 2004, Mr. Robbins assumed the position of headmaster, and consolidated all the Brent campuses under his governance. He is one of the most long-standing school administrators in Asia-Pacific, and brings a plethora of wisdom and experience to the school.

The students at Brent are always overjoyed when he speaks at an assembly; his messages are relevant and always riddled with humor, and his charisma has everyone feeling part of the family.

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Accomplished Alumnus The school has produced numerous graduates who have made a name for themselves in various walks of life.

Among the many notable alumni who have walked the halls of Brent Baguio is Philippine scholar and historian James J. Halsema. After graduating in 1936, James proceeded to Duke University where he received a degree in History honors, and later, in 1940, a Masters in International Relations from Johns Hopkins University. The Halsema family partly has its roots in Baguio City and the rest of the Cordilleras with James’ father, E.H. Halsema serving as district engineer and mayor of Baguio City for 17 years, and so it was no surprise that James came back to the Philippines as a

writer and eventually editor of the Manila Daily Bulletin. In 1941-1945, James was interred by the Japanese Army, both in Baguio and Bilibid prisons. After his release, he worked as an associated press correspondent for the Philippines and Indonesia, and eventually became a US Foreign Service officer serving in posts in the US and other places in Asia and Europe for the next 30 years. He wrote Bishop Brent’s Baguio School published in 1987 and the biography, E.J. Halsema: Colonial Engineer published in 1991. James passed away on February 18, 2005.

Another renowned alumnus of the institute is the Founder, Chairwoman, and CEO of Care.com, Sheila Lirio Marcelo. Sheila majored in Economics DECEMBER 2018

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in Mount Holyoke College and later on attained her Doctor of Jurisprudence degree and MBA from Harvard University.

She is a recipient of a number of national awards such as the Philippine Presidential Awards and a Senate Recognition for women. Her company, Care.com, is the biggest online platform for providing family care, serving 29.6 million people in 20 countries. She currently is also a member of the Board of Trustees of Boston Children’s Hospital, the Library of Congress Trust Fund Board, and is a member of the Massachusetts Competitive Partnership. Her many international recognitions include being part of the Milken Institute Global Forum, “Building Meaningful Lives: Women at the Forefront 2018”, a panel discussion alongside scientist and environmentalist Dr. Jane Goodall; and actress and activist, Goldie Hawn.

The last but not the least is Baguio local businessman, restaurateur, and multiawarded race car driver, Carlos Anton. A Baguio local, Carlos puts Baguio in national and international headlines for achievements in the race track such as the Asian Formula 3 series, Taiwan Auto Gymkhana Prix, and recently the Philippine Autocross Championship, to name a few. He is an eight-time Driver of

the Year awardee of the Automobile Association of the Philippines. Carlos likewise partners with Make a Wish Foundation for many of his philanthropic work.

Career Opportunities and Exposures As a college preparatory school, Brent Baguio is very conscious of equipping students for post-secondary acceptances and success. They work with high school students, starting in grade 9, to provide them exposure to university application processes, requirements, and options.

They invite many schools, both local and international, to give presentations to their students about their universities and programs. With their relatively small student body, the institute is able to focus specific attention with each student and their family throughout the application process.

During the school year, they bring in parents and guest speakers to talk with the students, at all grade levels, about their careers or organizations. This gives the students a sense for what successful people are actually doing in the world, what skills they need to have, and the path they took to get there. T R

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Reclaiming the Filipinos’ Happiness through Counseling Dr. Perla Pichon – Kwan Principal and President

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grew up believing that the Philippines, particularly my hometown Davao City, is one of the happiest places in the world. In fact, a lot of my foreigner friends and people I meet when I travel abroad always tell me that Pinoys are joyful people… always with a funny joke or a hilarious punch line. But lately, in the past three to four years, it seems that the country I love is slowly losing its laughter.

country of over 7,100 islands’ happiness meter is spiralling down the drain.

In the 2018 World Happiness Report, the Philippines only ranked 71st out of 155 countries. Add this to the report by the World Health Organization that 86M Southeast Asians suffer from depression, with the Philippines having the highest number of cases, and you can probably start to see why this

The Philippines is a highly conservative country, in such a way that people have a stigma of psychiatrists and that going to therapy or even just visiting a psychiatrist for a consult means that there is “something wrong with you” or that “nasisiraan ka ng ulo” (you are going insane).

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As a teacher and an educator, I strongly believe that schools play an essential role in battling depression, especially among young people. It is a sad fact that in 2012, majority of the 2000 suicide cases recorded in the Philippines were committed by those between 15 to 29 years old.

This is where school counseling and school counselors come into play.

Filipinos, generally, have a high respect for teachers, and teachers are esteemed as wise, noble members of the community. So, in a society where seeking mental help, particularly going to a psychiatrist is a taboo, the next best, socially acceptable resort is to talk to a counselor.

School counselors provide services in three general areas, academics, sociopersonal and career. In my experience working with school counselors and having a Doctorate in counseling myself, the presence of a counselor alone and the idea of having a counselor always available and ready to listen to students, most importantly in high school, already create a positive

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Student's Counselor

energy in the school climate. In my school, for instance, the counselor’s office is probably the most visited in the whole campus. Students go to the counselors for academic counseling or career guidance, or just plainly to talk and unload.

I make it a point to have at least one counselor in school who is young, somebody close to the high school learners’ age. I think that this helps the children open up more to the counselor without the feeling of being patronized by adults. In the same way, I think younger counselors can also relate to “highschoolers” in a way older counselors cannot.

Younger counselors have the ability of relating to their high school counselees as contemporaries, giving them a unique, direct perspective of where their counselees are coming from.

And, as much as we might not want to accept it, older counselors may have a difficult time wrapping their minds around how important social media and the perception one projects of him/her to the cyberworld is to the young.

It is amusing, actually, that sometimes, parents who are already in their 40s and 50s come and talk to our counselors who are half their age, and unload their problems. There have been many times in the past where I received reports of older parents talking to our 21-year old counselor about their problems with their spouses (even to the point of sharing his/her spouse’s extra marital trysts though this particular counselor is still young and single!), their careers and their children. I guess for a matured parent to unload to a counselor young enough to be his/her child takes away the shame of having to recognize and accept his/her failures to a contemporary, somebody his/her own age, someone who might also be a parent like him/her.

During these times, I am reminded of how the culture of Filipinos and Filipino parents having always to be strong and dependable, that the notion of talking to someone and getting help is seen as a sign of weakness, gets in the way of them maintaining and keeping a sound mental health.

Schools have a unique opportunity to change the way Filipinos view counseling, therapy and mental health. Given the compulsory nature of education in the country, where almost everybody has access to public and private education and the youth spending most of their waking hours in schools, schools and school counselors have the access and the opportunity to help combat not only academic, socio-personal and career challenges, but also other long term effects of poor mental health. T R

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About the Author Dr. Perla Pichon – Kwan is the Principal and President of Precious International School of Davao. She has a Master's Degree in Educational Management and a Doctorate in Philosophy majoring in Guidance and Counseling. She is one of the Philippines' Ten Most Outstanding School Principals (2006) and an awardee of the 2016 Leaders and Achievers in Davao (LEAD Awards). She is an educational consultant, a book author, a resource speaker, a teacher and a principal. She is a devoted wife to Engr. Rogelio G. Kwan, a supportive mother to four accomplished and successful professionals who all help run her school, PISD, with her and a doting lola (grandmother) to ten amazing grandchildren.

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The

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Education

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Culture-based in

Philippines

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hilippine is the world’s second-largest archipelago which consists of more than 7,000 islands. It is the only English-speaking archipelago in Southeast Asia with a majority of people following the Catholic religion. The national language of Philippine is English next to Filipino and its uniqueness has a great impact on its education system. The Philippine education system is based on the American system where English is the medium of instruction. Along with academics

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CulturalEd social and cultural aspects are also cherished by the Philippine schools.

Culture is the foundation of education, sustainable development, and governance in culture-based education.

Culture provides perspective, methodology, principle, assessment, framework, and evaluation upon which abilities, skills, and knowledge regarding a person and the world are disseminated. It is a teaching strategy and a philosophy of education where student learning is grounded on the unique values, norms, cultural beliefs, knowledge, practices, heritage, language, experiences of the community. The Filipinos develop a great understanding, awareness, and appreciation of their history, arts, heritage, and geography towards the perception that will enhance the quality of life. With the implementation of culture-based

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education the Philippines visualizes to progress as a nation of culturally empowered and literate Filipinos who are committed global citizens as well as ardent nationalists and patriotic people.

Motive of Culture-based Education Applying cultural values in education has a positive effect on several elements. It nurtures the sense of belonging, identity, and strengthens community participation; it also promotes appreciation and understanding of history and cultural heritage. Cultural heritage is not only about old things but also about new objects, practices, and places which hold cultural value for recent generations. The crucial role of the community’s culture carriers in teaching and learning process is maintained. A sense of

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responsibility in valuing, developing and protecting the environment is inculcated in children. Students develop competencies and cultural skills which are required for interacting with people around the world. The culture instills the sense of national pride and develops an individual’s identity as a nation. Preserving the cultural memory will lead to a greater understanding of the nation’s destiny in the global society and community of nations.

Culture-based Pedagogy Batangas city in the Philippines is honored with incredible cultural heritage, predominantly Batangas music, literature, traditions, dance, food, arts, and values that reflect the distinctive characteristics of the Batanguenos’ approach of life. To reinforce the learning of student and help them attain high academic performance a teaching guide was developed using culture-based pedagogy. In a study carried out at Batangas State University, few topics in physics were assessed where culture-based pedagogy can be utilized and the aspects of Batangueno culture were applied. For example, Karerang Bangka aspect of culture was used to teach linear motion also various other aspects were used to teach physics. The procedure of cooking traditional food, street dancing, and parade of floats during Batangas city foundation etc. give a clear presentation of scientific principles of aspects of typical Batangueno culture.

Engagement in cultural activities will lead to meaningful learning experiences by the students and also gain knowledge of Physics. This is a very innovative way of teaching method which will help students gain academic knowledge along with insights to cultural aspects of the country.

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The study suggested that Batangueño cultures were moderately applicable to teaching physics. The common methods of teaching topics in Physics include video clips, pictures, and power point presentations. The culture-based teaching approach may help curriculum planner directing teachers of creating a pedagogy that enhances student motivation and performances. In this way, the Filipino culture and traditions will be preserved and through culture-based pedagogy methods learning competencies will be meaningfully achieved by students. Adopting unique ways of teaching may serve as catalyst to open novel teaching pedagogy practices with the help of Batangueño culture.

The use of cultural aspects in education may serve as a new flavor that can uplift student’s interests towards the subject matter. Furthermore, this can lead learners to a strong connection between classroom learning experiences and their way of life. They may also develop a spirit of patriotism, nationalism, and cultivate their strong sense of belongingness to the community. All this will lead to an optimistic change to the nation.

Culture plays a noteworthy role in learning-teaching process and serves as the origins of the teacher’s innovation and creativity in teaching methodologies and approaches.

Culture dictates the behavior of mankind and it is complex formed from the history of ancient civilizations which is inherited to generations. In order to improve the educational process, there is a need to cope up with the challenges and stand out among others. T R

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Cebu

International School

Developing Student's Careers to Build a Better World

Cebu International School's mission lies in creating a collaborative, challenging, and nurturing school environment that involves community members in order to provide a contemporary international education to develop the unique potential of students to contribute to a better world.

The Journey of Excellence

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ebu International School (CIS) was established in 1924 as Cebu American School. It has grown from a modest five room schoolhouse to a custom built campus with all the modern facilities needed to run a quality program. In 1976, Cebu American School changed its name to Cebu International School to better reflect the diverse makeup of the student body and evolving nature of its curriculum.

In the initial years, the school was situated in Gorordo Avenue, Lahug, Cebu City, but later moved to Banilad, where 2.3 hectares of land was leased from the provincial government. CIS then shifted to new permanent purpose

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built 3.2 hectare campus in Pit-os, a leafy suburb in northern Cebu City.

The campus comprises 7,500 square meters of instructional space, featuring 49 classrooms, laboratories, administration offices, specialist arts rooms (drama, music and visual arts), dance studio, design tech kitchen, library media centre complete with conference and study rooms, two gymnasiums, two playgrounds, a fullsized grass sports field with a viewing deck, and a canteen with two kitchens and food kiosks. The car park caters for up to 150 cars and the compound is a closed campus with extensive network of CCTV. The campus is wellsecured by a team of guards for 24 hours and 7 days a week.

CIS is a private “community-owned”

preschool 2 through grade 12 school, providing a quality international education to children of both expat and local families, preparing them for universities of their choice around the world. CIS challenges students to be globally engaged, positive contributors in a competitive, changing world.

More specifically, CIS is a non-stock, non-profit, self-sustaining corporation, governed by a Board of Trustees elected from the parent body.

Rewards of Excellence The US-based Western Association of Schools and Colleges (WASC) Accrediting Commission accredited CIS in 1996, and was also accredited by the international accrediting agency, the Council of International Schools, in DECEMBER 2018

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(PYP) in 2014, and the school is currently in the process of implementing the Middle Years Programme (MYP) in grades 6-10, so as to provide a full IB continuum to students.

Cultivating Socio-economic and Cultural Values in Students

May 2008. With due respect towards its host country, CIS is also proud to have been accredited by the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU) since 2013. CIS was authorized as an International Baccalaureate (IB) World School in October 1999, becoming the first school in the Visaya and Mindanao regions to receive authorization to offer the reputable Diploma Programme (DP). It also gained recognition as an educational institute from the Philippine Government in February 2003, by being granted official status by Republic Act 9190 as an educational institution of international character.

This act gives CIS government approval to operate an international program independent to the Department of Education. Such recognition has only been granted to three schools in the Philippines, and CIS is proud to be the only school in the Visayas and Mindanao regions to receive it. The IB program offerings were also subsequently expanded with authorization to offer the Primary Years Programme T H E

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The IB philosophy has a strong focus on international mindedness and global contexts, and teachers at every level consider aspects of various cultures while planning their units, so as to foster an understanding for others who are different to themselves, and to appreciate the socioeconomic challenges and rich cultural diversity in the Philippines, our host country. An extensive community service program involves all students, and students learn to lead projects that help the less fortunate in meaningful and sustainable ways. Philippine language and culture classes are conducted for all elementary school students and Filipino is offered as a language option for high school students.

Enriching Students’ Lives with Distinctive Programs The school year runs from early August to early June and the primary language of instruction is English. Various features attract students to this school: a well- resourced campus with modern facilities, the established and proven International Baccalaureate programs, rigorous academic excellence, inquiry-based teaching and learning, and a

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The Pillars Contributing to the Success of CIS Dr. Gwyn Underwood is the Superintendent of CIS and is currently into his third successful year leading CIS. He believes the essence of his role is to enable all members of the school community to focus on facilitating the learning of students. The CIS community is comprised of students, parents, and a dedicated team of faculty and staff who work with parents and students to contribute to the success of the students. Dr. Underwood recognizes the importance of both parents and teachers as being critical to the success of the school, as per research, they are the ones who have the most direct impact on student's learning (parents at home, and teachers at school). Of course the students themselves play a significant role in their own endeavours, and the school administration, business office and support staff, and other family members also all play a crucial role in the success of students at CIS.

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strong focus on the holistic development of emotional and social skills that are emphasized via the IB program philosophy throughout all levels of the school.

As CIS is internationally and locally accredited, graduating students earn recognised CIS graduating qualifications that have the equivalency of a US High School Diploma via WASC, and international recognition via WASC and the Council of International Schools.

Additionally, students have the option to earn an IB Diploma, which is recognized as one of the most accepted and valued college acceptance qualifications in the world. Dedicated, caring and professional faculty are given constant professional development at CIS. In order to do this, CIS uses a dedicated student

support team comprised of Learning Needs and English as an Additional Language (EAL) specialists, a School Counsellor (social/emotional), and a Student Support Department Coordinator. This team work with the teachers to ensure every student’s need is addressed in a timely and appropriate manner. Along with the academics, CIS provides an extensive extracurricular activity program, which includes after school sports, arts, clubs, and service activities. The school also offers a college guidance counseling program that provides students one on one support through the university admissions process, to facilitate applications to universities worldwide.

Providing Assistance to the Deserving and Less Fortunate CIS offers a variety of scholarships to students. Full scholarships are awarded DECEMBER 2018

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to deserving local students and merit scholarships are offered to students with special skills each year; and financial aid scholarships are available to qualifying families who struggle to afford the tuition fee.

Plethora of Opportunities for Students Depending on the desired location and choice of career, CIS students are offered the opportunity to attend colleges of their choice from around the world. For example, students have chosen career opportunities in business, engineering, STEM Degrees, hotel management, visual arts, and behavioral science in the past.

CIS’s College Counsellor personally meets with students and parents to discuss career options and provide guidance, and the school offers students the use of Naviance, a program facilitating student awareness of what careers they should undertake, and which colleges are suitable for them if they are unsure about their career goals. Every year CIS hosts numerous College Fairs, where colleges and universities from around the world send representatives to meet and answer questions from students and parents.

With its’ 95th anniversary coming up next year, CIS is well-placed to continue to build on its already globallyrecognized reputation as a stable quality provider of premium education, based on research of best practices and effective schools.

A Glimpse towards Accomplished Alumnus Amongst the many successful alumni of CIS some are Vito Selma (Renowned Furniture Designer), Luigi Quisumbing (ex-congressman and current Mandaue City Mayor), Kate Dychangco-Anzani (Cebu Restaurateur and Entrepreneur), Gabriele Raine Baljak (Miss Cebu 2016), Matteo Guidicelli (Actor, Entrepreneur, and Triathlete), and Mia Arcenas-Branellec (Fashion Designer and Jeweller). Many other notable alumni too numerous to name have also attended CIS throughout the schools 94-year history! T R

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Francisco Jose Jr. is the School Lower and Middle School Department Principal of Multiple Intelligence International School. He is committed administrator with a proven ability to create, facilitate and monitor policies and practices that promote a dynamic learning environment. His duties at Multiple Intelligence International School include supervising and directing Lower and Middle School teachers and assessing their teaching skills and work performance.

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Education Reinvention Adaptingto the Changing Landscape of Pedagogy in the 21st Century

About the Author

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Exploring Future

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he 21 century is, undoubtedly, an era that has exponentially increased the growth of human potential. From technological advancements such as the Internet and artificial intelligence, to the spread of urban development throughout the globe, the modern age has never been more prosperous. And yet, with this optimism comes a congruent fear of what the future holds. The continuous dwindling of natural resources amidst the growing world population, the fluctuating global market and e-commerce and the inundating flood of uncontrolled information are just some of the 21st century problems that need to be addressed.

In order to address these problems, which were not present 50 or so years ago, new and innovative solutions need to be harnessed. However, the 21st-century human societies are still using cognitive tools formed from an educational system that was built based on problems of the 18th and 19th century to solve the problems of today.

This is supported by Sir Ken Robinson in his enlightening book, “Creative Schools: The Grassroots Revolution That’s Transforming Education”, Sir Ken Robinson writes that, “Many schools are organized as they are because they have been, not because they must be”, (Robinson & Aronica, 2015)

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The continuing adoption of the factory model of management in education has largely contributed to the difficulty in addressing the issues of today.

The needs to unlearn, re-learn, and learn are key elements that will help transform not only the educational system but the lives of each individual.

Unlearn: The shift from teachercentered to student-focused: The Multiple Intelligence Theory at Work Unlearning is to let go of things, of mindsets that we cling on despite the changes that are happening. As a principal step towards the reinvention of the educational system, it is necessary to shift the goal of education to the student. Schools must recognize that the primary goal of education is not to implement the system for system’s sake, but to produce individuals that enjoy learning, to produce life-long learners.

“Education”, according to Robinson, “should be about creating people who know what to do when they don’t know what to do”, (Robinson & Aronica, 2015).

This is easier said than done. But the best way to implement any change is to take the first small step forward.

One way to do this is to shift our mindset from the standardized Intelligence Quotient (IQ) to the more

specialized Multiple Intelligence (MI) framework.

Developed by Harvard psychologist, Howard Gardner in his landmark book, “Frames of Mind: The Theory of Multiple Intelligences”, the MI Theory postulates eight intelligences that describe how an individual can solve problems or create products that are of value to a culture, (Gardner, 1983). These intelligences are as follows: · · · · · · · ·

Musical-rhythmic Visual-spatial Verbal-linguistic Logical-mathematical Bodily-kinesthetic Interpersonal Intrapersonal Naturalistic.

By knowing the innate intelligence of each individual student, educators can not only tap into their natural learning pathways – they can also play to their natural interests. Doing so allows the educator to more effectively build a creative learning environment and encourages the student to know his/her own inclinations and curiosities.

Re-learn Creativity: Makerspaces, Innovation, and Non-Traditional Routes Creativity is key in the reinvented educational setting. Creativity is inherent in each individual but

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continuous exposure to fixed answers, rote memorization and standardized testing procedures, have stymied the creative spirit. One way of “re-learning creativity”, is the physical transformation of the learning space.

Whereas the traditional classroom is designed with the teacher at the forefront of the space, the reinvented classroom calls for collaboration, creativity, and the space to make mistakes.

The introduction of makerspaces into the classroom is not as new or as radical as it may first appear. Since infancy, children are exposed to varied objects which they use to build whatever they can imagine. Envision a class where kids are allowed the space to play while they learn. This can transform the learning process significantly. As defined by Dr. Janette Hughes of the University of Ontario Institute of Technology, “Makerspaces are creative spaces where people gather to tinker, create, invent, and learn” (Hughes, 2017). Hughes describes the maker pedagogy as one that promotes important principles including inquiry, play, imagination, innovation, critical thinking, problem solving, collaboration, and

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personalized learning. By promoting risk-taking, learning from mistakes, and critical problem solving, educators allow the space for creativity into the classroom.

Learn to Cultivate a Culture of Critical Thinking: Creating Inquiring Minds While the first steps toward the education reinvention call for increased personalized education and the freedom of creativity, a further stage necessitates the educator to cultivate a culture of critical thinking.

In today’s interconnected world of Wikpedia and Google, students don’t need to constantly remember facts or hard skills. Don’t remember a date?

Do a quick Google search and you’re all set. Need a recipe for your cooking class? Ask Siri to look it up. The world today is inundated with information, and students recognize this fact and are resistant to learning things that they can most probably Google on their way out of the classroom.

What is more essential in the reinvented education system is the

mindset and competency to think critically. The 21st century student must be able to learn how to learn.

Educators can foster this mindset principally by asking more openended questions and less standardized answers. We must recognize that students need to be critical thinkers, first and foremost.

The educational landscape today is at an inflection point, this much is clear.

The way forward points to the need for current systems of pedagogy to adjust to the issues of today. Rather than seeing students as products to be churned out for the workforce, educators and policy makers must see each student as a goal unto him/herself. Of course, designing a personalized education system that caters to the Multiple Intelligences, and fosters creativity and critical thinking is no easy feat. But these are necessary first steps if we are to equip the next generation with the tools adequate to solve tomorrow’s st problems. The 21 century futurist philosopher, Alvin Toffler said it best – “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” T R

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International Christian Academy Home of the Champions

ICA aims to be the leading school of influence by pursuing and integrating spiritual growth and academic excellence for its students, faculty, and staff for the glory of God

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ourney towards the Roaring Success

In a child, building a character is as crucial as cultivating a strong foundation in academics. It is believed that by incorporating biblical principles and encouraged practical applications, a great character is born. In order to develop a strong and lasting leader or character in any field for the future, considerate steps are to be taken. In the March of 1984, International Christian Academy (ICA) was established by parents and businessmen from Word for the World Christian Fellowship together with the

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Spiritual Director, Rev. Gerald L. Holloway and Mrs. Sue Holloway.

The school laid its foundations in 3 Humabon St., Magallanes Village, Makati with the initial population of 134 students. In 1988, ICA took a huge step by transferring from Magallanes to Better Living in compliance with the requirements of Department of Education for a complete elementary and secondary course. ICA stayed in Better Living Subdivision, Parañaque for three years and later decided to move to its present site at Lot 4505 Extra Ext., Fourth Estate Subdivision, Sucat, Parañaque City.

ICA has gained recognition by the Department of Education and the local materials approved by it are also utilized with integration of biblical truths. It has been a member of the Association of Christian Schools International (ACSI), Whittier, and CA., U.S.A. since 1984, and is the first Philippine Christian educational institution accredited by ACSI on March 4, 2004 to 2017.

ICA aims to produce God-fearing, Bible-believing agents of change for the glory of God. Its goal is to provide the children with opportunities to attain a high level of academic excellence DECEMBER 2018

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and to develop their character and personality in a totally Christian environment. ICA provides an excellent academic program by integrating basic Bible truths into the school’s learning process to attain the goal of a Christcentered education. The teachers not only have excellent professional qualiďŹ cation but they also have love for children, Christian character, and experience.

Remarkable Curriculum and Teaching Strategies ICA offers a full program from Preschool to Senior High School and fosters basic skills of Reading, Language, Arts, Math, T H E

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Bible, Science, T.H.E., HELE, Computer, Social Studies, Filipino, Music, and Physical Education. The medium of instruction and communication is English. The school arranges a number of extracurricular activities for students such as sports, clubs, missions, and theater arts. It also has student leadership organizations.

The school stands out amongst the others because of the application of Christian perspective to its curriculum. The study material used in the curriculum comprises of A-Beka textbooks. A-Beka curriculum is written on the premise that all the truths come from God and that any teaching of man contrary to the teaching of the Word of God should be rejected. In addition to giving a clear plan, A-Beka curriculum provides the teachers with plans for teaching scripturally sound principles throughout the school day.

Distinct programs of ICA such as Ballet, Music (Piano, Drums,

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Guitar, Orchestra, and Voice), Home School (Elementary), and Foreign Language (Mandarin) have gained recognition by Department of Education. Socio-economic and cultural aspects of Philippines are introduced in Grade 1 (Social) Civics and Culture curriculum until Grade 12. Students are exposed to economic and cultural immersion through mission outreaches and educational field trips.

A Guiding Environment ICA provides every child a nurtured loving and caring environment where positive self-esteem is encouraged and spiritual values are developed.

The structured programs are designed in a unique way that it allows freedom for creativity. With the application of spiritual concepts in the discipline process, the school hopes to reinforce parental guidance and values. The school is open to any student, regardless of religion and nationality, as long as the parents or guardians adhere to the philosophy and standards of the school.

development: Christian Character, Academic Excellence, Christian Leadership, Christian Stewardship, and Christian service.

2018, they are the Grand Champions of the said AICFF which was held in Japan.

This is the first time the Philippines garnered Grand Champion Award.

Vision and Mission ICA abides to

Enthusiastic Participants with Exceptional Talents

The school is committed to the service of educating children regardless of race and or background, through the application of biblical principles the ICA is developing character and scholastic excellence.

ICA wants to raise Christian leaders with mighty spirit, followers of Jesus, who are able to captivate every thought to make it obedient to Christ (2 Cor. 10:15), to do greater works of service for the good of all. The mission of ICA is summarized by the core values of the school, which may be reduced to basic areas of

ICA students receive an outstanding platform to prosper in their skills.

Grade 9 students won the Japan tour in 2015 as their prize for being the Grand Champions in Junior Achievement Travel and Tourism Business Program ( TTBZ ). In 2016 to 2017, they were finalists and this 2018, they are qualifiers for championship. Also, the school was the grand finalist of Asian International Children’s Film Festival ( AICFF) in cooperation with National Youth Commission ( NYC ) from 2015 to 2017. This November

Students from the school have competed in International Trade Challenge ( ITC ) in Hong Kong in the year 2014 and 2017, after winning Champion in the Philippines. They have also participated in International History Bee and Bowl (IHBB) in Asia and Europe in 2016 and 2018 respectively.

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Honorary Alumnus of ICA Marvin Germo (Batch 2001) is one of the several successful alumni of ICA. He is a licensed Electronics and Communications Engineer from Mapua University, Manila and is one of the country’s most knowledgeable and experienced financial experts. He is the CEO of Stock Smarts, a DECEMBER 2018

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stock trader and investor. Marvin is also a best-selling author, personal financial consultant, and international keynote speaker.

Blooming Career Opportunities Students at ICA are thoughtful about their career right from the age of seven, but they plan their future objectives strategically in high school. During these formative years, as an added advantage, the school offers the students internships, which give them chance to gain experience and exposure to various career fields. The students from ICA receive opportunities to enroll themselves in top universities in the country. At ICA, students are exposed to things that push them to become better every day, and these exposures are in different forms such as contests, film making, quiz bee, entrepreneurship, and a lot more. Students get an opportunity to develop an all-round personality by performing in various activities. T R

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What is the importance of co-curricular activities for all-inclusive development of students in schools?

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o-curricular activities for all-inclusive development of culinary students in culinary schools is a vital part of the training program an academic institution may include or offer as part of their regular training program. This means that the culinary students are given activities beyond the limit of the curriculum. Normally, a culinary student attends either a lecture class or a practical class that both teach theory and hands-on culinary techniques. But this approach only limits the student learning to culinary theory and its techniques. It does not teach the culinary student the valuable lessons of applying theory & techniques in an actual working environment such as a restaurant that involves time management, pre-service set-up, service communication and the other things needed for a fast and smooth service. Hotels, restaurants and other food related business prefers to hire fresh graduates or students for on the job training that requires little or the least amount of training and supervision during their employment or training.

Jeremy Young Dean and Head Chef

This is why there is a need for co-curricular activities in a good culinary school, to

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Expert Talk

About the Author Jeremy Young is a graduate of Les Roches, Hotel Management School in Switzerland and Le Cordon Bleu in Paris. He has worked for the Grand Floridian Resort & Spa of the Walt Disney World in Florida USA and is currently the Dean and Head Chef for International Culinary Arts Academy Cebu, a British Certificate Culinary School in the Philippines which is a registered training centre for City Guilds of London.

complement the theory and technical training classes it offers based on their curriculum. These activities can be several things, such as a simple roleplaying workshop to something more functional such as operating an actual training restaurant on-site in school where the students can run and operate the restaurant with the supervision of chefs based on their theory and technical classes. The period for students to participate in such activity can depend on the school, some will conduct it for just a week, while some schools conduct it for several months or even operate like a regular restaurant and open to the public all year round. Some schools opt to include such type of activities and conduct it as part of their practical examinations. There are also other schools that include such activity as part of their regular curriculum in which the student goes through breakfast, lunch and dinner service using various types of service such as buffet, set menu and a la carte. By including such type of co-curricular activities, the student is able to practice immediately what they have learned in their lecture and practical classes and becomes a better candidate for employment after graduation.

Likewise, student undertaking an on the job training will also be able to adapt faster to an actual working environment as they would already have a similar type of training while still in school.

academy I work for also includes for the student to regularly sit down as a guest in the training restaurant. We feel that we needed to bridge the gap where the student must also be able to understand well the point of view of the guests and what it feels like to be sitting down in the dining room of a restaurant and be a guest too, instead of just being someone who cooks and serves the food for the guests. For a cook or chef to be able to fully understand guest complaints such as food taking too long to be served or wrong and incomplete orders or poor quality concerns, then it is advantageous for a graduate to have also experienced these during their studies at the school. Training the student not only to prepare and cook meals for the guest, but to train them as well on how to serve the food and beverage is also an all-inclusive to the development of the student. Learning both the front and back of the house is a vital tool for success for any aspiring cook or chef and this can also have an effect on how fast a culinary graduate advances in their careers in becoming future chefs or pastry chefs.

This type of co-curricular activities also makes it more interesting for students and provides not just classroom training, but makes learning more interesting and fun for them.

This will also increase the quality of the training of the student and make them more employable will highly marketable skills. T R

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Victory Christian International School The Richness of Christian Tradition with a Commitment to Change World

Victory Christian International School aims to provide high school and college preparatory education with an emphasis on Christian character, academic excellence, and leadership development.

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ne of the best South Asian capital cities, Metro Manila has been attracting tourists from all over the world. The scenic beauty and vibrant culture are few of the attracting factors of this former and only (Asia’s) Spanish colony.

Situated amongst this beautiful city is an educational institution which has been focusing on raising generations to soar high and to be the servants of God. Initiated in the year 2000, Victory Christian International School, is a Christian academic that provides its students an environment highly effective and conducive education.

Initially named as Victory Christian School and founded by Victory, a

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non-denominational Christian church, under Bishop Manny Carlos, this school’s aim is to provide high school and college preparatory education while emphasising on Christian character, academic excellence, and leadership development.

Moving ahead with the inception tale, the church officially turned the administration of school to two of its long-serving members, Mr. Wallace Panlilio II and Mrs. Sheryl Panlilio I in the year 2008. Another remarkable milestone achieved by the school was in the year 2006 when it was accredited by the International Baccalaureate® Organization (IBO) to offer the Diploma Programme to its

senior high school students. The school today enjoys an unmatched reputation and is recognized as one of the 19 IB World Schools in the Philippines and the first Christian IB School in Metro Manila. 17 years and running, Victory Christian International School is a home to servant leaders working in the system of faith, excellence, leadership, and love in a Christian environment. The school aims to partner with families in reaching their children’s fullest potential for God. To fulfil this aim the school and its faculty partners with parents and work hand-in-hand.

Together, the team nourishes the generations to be God’s servant leaders in future.

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of reading. The collection of books includes academic researches, story books, and novels for leisure and past time.

An Intimate Learning Environment The physical environment of any school plays a major role in the overall growth of students.

Environed with an aim to offer effective and conducive learning the school nourishes the young minds to outperform in their life and offer them learning that stays lifelong. The amenities of this school are comfortable, secure, and spacious enough for academic and extracurricular activities.

Spreading geographically, the school in the year 2016 extended the school renovated its facilities inspired by industrial rustic exteriors with bricks and wood accent colours and fresh landscapes.

Library: This section of the school is a place of learning for all including students, faculty, and staff. These members have access to this section always. The school had built this section with an aim to support and develop literacy and enjoyment T H E

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Science Laboratory: The school’s science laboratory is designed for lectures and science experiments. It is a venue where learners become observant, analytical, and explorative, gaining more knowledge through hands-on experience.

The Quad: Most of the school-wide activities and events are conducted here. VCIS’ grade school and high school students attend the daily morning assembly here.

Guidance Office: The Guidance Office pursues to provide help and guidance for the welfare of the students. It is open for all students who seek academic, spiritual, emotional, or social counseling.

Cafeteria: The school’s cafeteria is a place where one can witness harmony and sharing. It is where the students, faculty and staff socialize. Everyone at school utilizes this area not just to eat but also to increase their bonding.

Academic Preparing Students for the Future VCIS offers a unique curriculum which helps in training

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the young students to be effective communicators, critical thinkers, knowledge-lovers, and lifelong students. This brilliant academic strategy reflects the specific needs and culture of the children taught at the school. All programs are supported by current research practices of how children learn and share beliefs and values in today’s world.

Preschool Justifying the words of Maria Montessori, “Early childhood education is the key to the betterment of the society”. VCIS’ preschool program is the foundation stone for students with a glorious future.

Singapore Math, being one of the courses under this program aims to make children gain a better appreciation of Math as something useful for their daily routines. In this course students discover not only how, but why a certain Math concept works. The instructions range from the concrete (demonstrations using manipulatives), to the pictorial (creating a visual representation on screen and paper), to the abstract (solving problems). Singapore Math also links concepts (e.g. addition and subtraction) to one another, making them easier for students to understand and engage in.

Abacus Math, this subject has been introduced to children with an aim to sharpen children’s memory and lay a strong foundation of Math learning.

This helps children develop a pictorial representation of the problem in the brain, making it easier for them to solve Math

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equations, place values, and understand arithmetic operation while training their visual, auditory, psychomotor, spatial, and mental visualization skills.

Language and Literacy, is yet another course introduced with aim to provide children meaningful language and literacy experiences, most of them injected in their daily routines. Through singing, spelling, reading, and writing, children develop their fluency, widen their vocabulary, and strengthen their command of the English language.

Critical thinking and storytelling abilities are honed by practicing them full reading comprehension and encouraging group discussions.

In Calisthenics, the school combines

health, creativity, and fun in our Calisthenics classes where children can expend their energy through simple controlled exercises, dances, and interactive play. Calisthenics program can also train them develop social concepts such as sportsmanship and teamwork while improving their health and fitness levels.

Learning through play, music and movement, mind mapping, character development, Filipino, Classroom discussions on the wonders of world, life skill training and other school events including both parents and teachers are some of the other programs for the pre-schoolers.

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the learning environment is focused on the values of Christian Character, Academic Excellence, and Leadership Development. The end goal of this program is to produce the next generation of world-class servant leaders who can lead with integrity and competence.

This learner centric academic program is anchored on the programmes of the International Baccalaureate® Organization (IBO); an international educational foundation motivated by the mission of creating a better world through quality education.

English; the students are trained to be thoroughly equipped in language and literature for the world beyond the classroom Filipino; the main goal of the Filipino subject is to help build students’ confidence in their communicative skills and understanding of the Filipino language.

Social Studies; subject incorporates the

study of history and society with biblical truths of the sinful state of man and the magnificent promise of God’s grace and redemption.

Math (Singapore Math); developed by the Singapore Ministry of Education, this course gives importance to the acquisition and application of math concepts and skills that are appropriate for students.

Going Beyond Classroom Going beyond the conventional educational scheme, the school has also organized other activities to introduce students to a world other than regular subjects. This helps the students nurture their inner talent and outperform at every stage of the life. Developing Christian values, Athletic Programs, Clubs, Off Campus activities, Practical arts Servant Leadership are some of the extracurricular actives organized by the school.T R

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YOUNG ACHIEVERS INTERNATIONAL SCHOOL Preparing Students for the Real Life Scenarios

Our mission lies in maintaining academic formation programs, which will ensure the formation of upright person acquainted with skills relevant to the changing times.

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n 1994, Young Achievers International School (YAIS) put down its roots in Las Piñas City to nurture the ideas of young minds of the Philippines. It is a non-sectarian school which offers pre-school education, complete elementary education, complete secondary education, upper secondary and senior high school grade education. The school takes pride in itself as all the levels of education are duly recognized by the Department of Education. YAIS constantly administer innovative programs, instructional activities and designs to better equip its students hurdle the challenging demands of the global trends in the tertiary education in all aspects of human endeavors.

The vision of YAIS lies in creating a

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graduate who is GOD fearing, obedient, who face challenges with open mind and heart, trustworthy, an advocator of peace, a lover of truth, worthy example of patience and humility. The received academic knowledge should be utilized to good use as well as the student should believe in the will of GOD ALMIGHTY. The school’s job is to maintain an environment where love, peace and joy are outpouring. It wants to remain truthful to the true credo of an educator: “teaching and learning is a never ending process, that as we learn, we give a bit of ourselves to educate humanity.”

Innovative Curriculum and Instructions YAIS delivers science school- based

curriculum and instruction on the core curricula. The core curricula includes; Science, Mathematics, English language, and Civics. Accounting Business Management (ABM) and General Academic (GA) are the two strands offered by the school for senior high school level. Japanese as a foreign language course is provided from the elementary level (Grade 5 & 6) to the secondary level (Grade 7 to Grade 12).

Reading and writing of the Katakana and Hiragana characters is the part of Japanese language curriculum. Senior high school students are taught Japanese language with emphasis on the application of the language in the work place. The school has teachers with expertise in oral and written communication who handles the course proficiently.

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YAIS is known for its novel trends in teaching technology in its instructional designs.

Achievements Bestowed upon the School In June 2006, YAIS was conferred the Most outstanding Science Integrated School, Las Piñas City, (Philippines) Award by the Agora Institute for Marketing Excellence jointly with the Philippine Marketing Practitioners Association. The award comprised the citation for well-financially managed school with stringent adherence to sound marketing and accounting principles and precepts.

The YAIS students who appeared for the annual National Career Assessment Examination (NCAE) from the year 2009 to 2017 received extraordinary general scholastic average scores ranging from 85% to 99+%. The impressive test scores were the outcome of innovative academic programs in core-curricula taught by the school.

In January 2017, YAIS was honored with affiliation of T H E

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the Tokyo Metropolitian Kokusai High School (Komaba, Meguro-Ku, Tokyo, Japan), a public international school funded by the Tokyo Metropolitian government. Tokyo Metropolitian Kokusai High School is an IB World School which offers an academic course for the International Baccalaureate Diploma Program. The association between the two schools resulted in exchange of the best practices in curriculum standards and instructional designs. The student exchange programs and class immersions for limited and specific number of schools days in a school year were implemented.

The school’s pioneering teaching techniques assisted high school graduates to qualify the entrance examinations of reputable colleges and universities in the Philippines (University of the Philippines, University of Santo Tomas, De La Salle University, Mapua University, Philippine Normal University, etc.). Various academic programs of YAIS are recognized by the Department of Education which are Pre-school (P-036, Series of 2008), Complete Elementary (E-023, Series of 2004), Complete Secondary (S-006, Series of 2008), and Senior High School (SHS 0157, Series of 2015).

Educational Treats for Students YAIS have faith in the student’s abilities and therefore have implemented curricular/co-curricular and extracurricular activities to develop training and learning potentials of the students. The school arranges Quiz bees (math, language, science, civics, Filipino language) for the elementary and

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The Molder who shapes the Students in all Round Personality

“Leadership is the capacity to translate vision into reality”, as quoted by Warren Bennis reflects in the leadership of Ms. Edna J. Ocampo, School President, Administrator, Founder, and Incorporator. Ms. Ocampo obtained her Bachelor of Arts degree (major in Economics) from the University of Santo Tomas. She earned units for Masters in Education (major in Curriculum and Instruction) from the University of the Philippines. Her corporate world exposure (20 years banking experience) provided her with a clear vision of what type of education and training can enhance efficiency in the use of human and technological resources which will boost productivity to combat insufficiency.

Ms. Ocampo's efforts along with the collaborative support of the teaching and non- teaching staff, the curriculum and instruction as well as the teaching strategies and participative learning styles of YAIS are regularly reviewed to ensure that the learners are exposed to real life scenarios. Lessons are sourced by teachers not only from books but also from daily struggles of people.

Domestic and international social issues are always alternative sources of information for discussion concerning lessons provided in books. The vision, mission, and aspirations of YAIS are put to fruitful actions by the enthusiasm and team spirit of the school.

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secondary level, twice a week of October (Celebrated on the occasion of founding anniversary of YAIS). Sports competition, Literary and Cultural exhibitions/competitions are organized for students.

Educational field trips to historical places, museums, science theme parks, factories and orphanages are arranged by the school. Along with these, fund raising activities (food booth, out-of town products booth, Christmas items and décor booth) are also planned by the school. Sports are considered as crucial part for the holistic development of students and keep away an idle child from unwholesome activities. Students enthusiastically participate in sports, music, and arts club after regular classes. All these activities keep children occupied and thus YAIS is proud to have campus

free of illegal drugs.

Enlightening Students with Socioeconomic and Cultural Aspects Nourishing young minds with a sense of gratitude, wisdom, empathy, kindness, socio-economic and cultural aspects will definitely benefit in building a better world. Therefore, YAIS supports the efforts of nongovernmental institutions in taking care of the environment and some allied activities.

YAIS conducts Citizenship Advancement Training Program through which it participated in International Coastal Clean-Up in 2018 and was granted a certificate of commendation from Philippine Coast Guard- Ocean Conservancy on September 15, 2018. The school also received a commendation from People DECEMBER 2018

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for Treatment of Animals (PETA) for supporting the institution’s efforts to send an aging and lonely elephant (Mali) from Manila Zoo back to its sanctuary.

YAIS supports the efforts of local government of Las Piñas City in clean- up drives. As a part of yearly scouting school encampment activities, the scouts help in the sweeping of barangay roads after which the brooms used are donated to barangay council. Donation of old books, workbooks, etc. to the barangay council library is offered by the students of YAIS with the motto of ‘Share an old book and help a child read’.

In the Philippines, Christmas is the happiest season of the year and during this season, most of the generous acts in all ways and forms are performed by the school. Sharing blessings or gifts is the greatest joy one can feel and therefore, YAIS students and staff actively shares their blessings with the less fortunate. The Students Government Association (SGA), request simple and useful gifts from teachers, students, friends distribute them to the social workers of Children’s Joy Foundation. A short and sweet Christmas party is arranged for the orphans in the Children’s Joy Foundation. YAIS students actively participate in uplifting of stress caused to children affected by typhoons. The students share excess coins for donation which are used by the Department of Social Welfare and Development in Las Piñas City.

Livelihood education to increase family income is clearly demonstrated thru practical activities as an integral part of YAIS’ curriculum and instructions. Vegetable gardening is a

sight in school campus. The money earned after the harvest is collected by the Office for Students Affairs as immediate and available funds. The funds are later used for donations to charitable institutions like Philippine Tuberculosis Society, People for the Ethical Treatment of Animals (PETA), Boy Scouts and Girl Scouts of the Philippines.

Exceptional Funding Programs Department of Education offers a voucher program for the senior high school students of YAIS. Graduates of the Junior High School from public schools are given admission in YAIS and the fees are paid through the voucher program. Recipients of voucher need to pay for books and school uniform. Honor students also receive discount grants from YAIS, discounts in school fees ranges from 15% to 50% depending on the honors received.

Students in the Varsity Sports Program are likewise entitled to some discounts in school fees, books, and other miscellaneous items.

Developing Students in their Career The immersion program of YAIS provides students the exposures to career opportunities. The school arranges on the job-training (OJT) programs to G12 students for handson work experience. In local settings and school immersion, the Junior High School and Senior High School students are encouraged to test their skills by acting as teacher trainees for a day during their Workshop Schedule. The teaching activities will help develop the oral and written communication skills of the students. The creativity of students is encouraged by assigning them with the responsibilities of stage decorations for particular events.

Also, club activities like Music, Dance, Reader’s, Writer’s, and Sports club are offered to develop competencies of Junior and Senior High School Students.

Accomplished Alumni of YAIS Some students who progressed from YAIS to their respective universities with flying colors and became successful in their career are Marc Brian Rigor (staff at the Civil Aeronautics Aviation Board), Kathleen O. Flores (Media and Communications Instructor at the Singapore School Manila, author of English book (for the secondary level) and news reporter at the NHK Manila- Japan Broadcasting Corporation), Dr. Nagatoshi Ebisawa (licensed medical doctor at the Makati Medical Center), Ma. Esperanza D. De Los Reyes (licensed nurse at the Manila Doctors Hospital) and Elijen Love U. Saez (Account officer at the Office of the Secretary - Department of Finance-Philippines).T R

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