Difference between revisions of "Nabas Elementary School"

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In 1904, James A. Reams, an American Supervisor, came to Nabas to organize classes in Grade 1. Later, the class was split into Grades 1 and 2 until in 1912, it became a complete primary school under the leadership of Mr. Bartolome Taunan as Principal Teacher. The school was formerly known as Nabas Primary School. In the absence of formal school buildings, the classes were held in big houses like that of Capitan Lucio Guevara. On the contrary, intermediate education (Grades 5 and 6) was pursued in Kalibo and Capiz. However, intermediate classes became available in Ibajay and Pandan by the year 1917. In 1922, Nabas Elementary School offered Grades 5 and 6. The school was led by Mr. Aristeo Palomata as Principal Teacher under the supervision of Mr. Mauro Tumbocon, Supervising Teacher of Ibajay, Nabas and Buruanga. The first intermediate classes were held at the big house of Tana Insang and in the following years classes were moved to the present site of the Nabas Elementary School. After the central school was set up, classes in the barangays were gradually opened.  
 
In 1904, James A. Reams, an American Supervisor, came to Nabas to organize classes in Grade 1. Later, the class was split into Grades 1 and 2 until in 1912, it became a complete primary school under the leadership of Mr. Bartolome Taunan as Principal Teacher. The school was formerly known as Nabas Primary School. In the absence of formal school buildings, the classes were held in big houses like that of Capitan Lucio Guevara. On the contrary, intermediate education (Grades 5 and 6) was pursued in Kalibo and Capiz. However, intermediate classes became available in Ibajay and Pandan by the year 1917. In 1922, Nabas Elementary School offered Grades 5 and 6. The school was led by Mr. Aristeo Palomata as Principal Teacher under the supervision of Mr. Mauro Tumbocon, Supervising Teacher of Ibajay, Nabas and Buruanga. The first intermediate classes were held at the big house of Tana Insang and in the following years classes were moved to the present site of the Nabas Elementary School. After the central school was set up, classes in the barangays were gradually opened.  
 
At present, Nabas Elementary School has 680 pupils and 28 teachers. The school has a huge area with 25 rooms that can accommodate all classes. The school also has a Home Economics Building, a stage that serves as a Multipurpose Hall, an Alternative Learning System Building, Computer Room, a Principal’s Office, District Supervisor’s Office, and two canteens.
 
At present, Nabas Elementary School has 680 pupils and 28 teachers. The school has a huge area with 25 rooms that can accommodate all classes. The school also has a Home Economics Building, a stage that serves as a Multipurpose Hall, an Alternative Learning System Building, Computer Room, a Principal’s Office, District Supervisor’s Office, and two canteens.
−
 
  
 
==Description of Significant Milestones==
 
==Description of Significant Milestones==
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Nabas Elementary School teachers showed competitiveness in winning different contests in different areas of learning. Others served as division, regional and national writers and contextualizers of modules/ learning activity sheets and different learning resources.
 
Nabas Elementary School teachers showed competitiveness in winning different contests in different areas of learning. Others served as division, regional and national writers and contextualizers of modules/ learning activity sheets and different learning resources.
−
 
  
 
==Stories and Narratives==
 
==Stories and Narratives==
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The Parents-Teachers Association constructed the Nabas Elementary School's stage.
 
The Parents-Teachers Association constructed the Nabas Elementary School's stage.
  
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Active and hardworking stakeholders including the Local Government Unit of Nabas, Barangay Poblacion Council, Tanod, Local Disaster Risk Reduction Management Office, Rural Health Unit, and other non-government organizations continuously extend support for the benefit of the children and the people of Nabas.
+
Active and hardworking stakeholders including the Local Government Unit of Nabas, Barangay Poblacion Council, ''Tanod'', Local Disaster Risk Reduction Management Office, Rural Health Unit, and other non-government organizations continuously extend support for the benefit of the children and the people of Nabas.
 
    
 
    
−
 
 
==Logo==
 
==Logo==
−
[[File:img-nabas3.png|200px|right|]]
+
[[File:img-nabas5.png|200px|right|]]
−
 
 
−
::'''The burning torch''' represents the enlightenment, progress, and achievement that education can bring to each learner on their path to a bright future.
 
−
 
 
−
::'''The open book'''. The phases of the book reflect the two philosophies of the institution.  The left side of the book with the words embedded, “KNOWLEDGE IS POWER”, represents the acquisition and expansion of knowledge in various areas of specializations and its power to control over one’s future. The left side, “EDUCATION IS LIFE”, in capital letters suggests the founding philosophy of the school which means that learning is an active process that should occur to enhance one’s living and understanding thereof.
 
  
−
::'''The open arms'''. The open arms at the bottom of the book implies of the people who are ready to uphold and contribute to the success and development of every learner.  
+
::An '''OPEN BOOK''' with a '''WRITING QUILL''' is a timeless symbol of education and balance; one cannot exist without the other, just as educators must have been their learners in order to accomplish their goals and vice versa.  
  
−
::'''The two fronds of laurel'''. The Gloria Et Honor signifies inspiration for quality education.  
+
::Nabas Elementary School acts as the learners' '''FLAMING TORCH''', illuminating the path to a better future and eventually preparing them to shine their own '''BEAM OF LIGHT''' as a symbol of their own success.
  
−
::'''The rope'''. The rope that encircles the seal signifies the strong bond of the community and stakeholders in giving unyielding support and protection to the institution and its aspirations.  
+
::The '''ROPE''' that encircles all of these symbols signifies a strong community that holds everything and everyone together to create a better future for the children and the country.
  
 
==Type of Cultural Institution==
 
==Type of Cultural Institution==
 
              
 
              
−
Laserna Integrated School is an institution that aspires to be one of the top performing schools in the Division of Aklan. The school is committed to offering a variety of programs and activities in accordance with DepEd mandates centered on the well-being of its students. Its dedicated teachers have shared commitment to produce learners who are proficient in both academics and extracurricular activities.  
+
Nabas Elementary School is an educational institution with competent, committed, and dedicated teachers who work together harmoniously in an atmosphere of camaraderie and cooperation. The school provides the learners with Quality Basic Education, life-support knowledge, and skills towards global and academic supremacy anchored on the love of God, fellowmen, country, and self.  
 +
 
 +
==Significance==
  
−
The school has built ''“Balay Tulun-an”'', a place showcases the living traditions of its Ati learners. The ''Balay Tulun-an'' also features the IP’s, books, arts, and handicrafts. Some of the teachers are IP teachers teaching both academic and School Living Traditions, a special subject for IP learners focusing on sustaining and practicing the said living traditions.  
+
'''Historical''' – Nabas Elementary School is the very first school that opened in the District of Nabas.
  
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The ''Balay Tulun-an'' is a multi-purpose area where remediation classes and enrichment activities are done in daily bases. This also serves as a catalyst for educational adventure where books are located.  
+
'''Aesthetic''' – Artistic creations have been displayed through productions and presentations of diverse performing and non-performing arts during cultural events.
  
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Being the only school in the district with both regular and indigenous students, teachers are esteemed and highly motivated to offer relevant education with the help and efforts of school’s external and internal stakeholders.  
+
'''Economic''' – The bayanihan values have been observed during cultural events, sports, school beautifications, Brigada Eskwela, Gulayan sa Paaralan, and other initiative programs where generous donors and sponsors voluntarily share resources in kind and/or monetary contributions.
  
−
==Significance==
+
'''Political''' – In promoting the cultural program and projects, the school has been collaborating with local officials to support their advocacies and to develop learners’ diverse skills. The school is also used as a voting center during elections.
  
−
The "Barangay Laserna" (Brief Historical Background and Physical Description) In the year 1968 residents of this place kindled by the spirit of association, dynamism and leadership and determined to establish an autonomous government of their own has presented a position to the proper authority concerned by the citing Resolution #3 of R.A. No. 3590 otherwise known as Revised Barrio Charter. The late Barrio Lieutenant Mr. Blumentrit C. Laserna Sr., a resident of the place with distinction and honor, an ex-councilor of the Municipality of Nabas, spearheaded by the move for the creation of barangay Lasena, now in honor of their beloved father's name the late Simplicio S. Laserna. This barangay was created by the virtue of Resolution No. 45 series 1968 of the Municipal Council of Nabas and approved by the Provincial Board of Aklan. Upon petition of the residents of the different sitios of the said barangay to constitute themselves as a unit of government separate and distinct from the mother barangay of Gibon which compromises the Sitios of Ginab-an, Putol, Malindog, Nabasan, Butong, Napatag, Manyuko and Lahin and places bordering barangay Tagororoc on the western mountain area, places bordering Barangay Toledo on Eastern mountain area and up to the boundary with the Municipality of Libertad Antique on the south. Those aforementioned sitios and its borders constitute the juridical and territorial personality of the barangay. This barangay is a valley with mountainous area in the east, south and west and it is transverse by swift flowing stream of Cumalascas. It is also popular for its beautiful spring of Basang with cold water flowing down stream at Gibon River. It is a vast area bounded on the north by barangay Gibon: on the east by barangay Toledo: on the south boundary of Aklan and Libertad (Antique): on the west by barangay Tagororoc, located on the southwestern part of barangay Poblacion with a distance of seven (7) kilometers from barangay Poblacion.
+
'''Spiritual''' – An interpretative dance presentation has been observed as introductory prayer or doxology as part of the school’s program. Prayers have always been a part to begin and end the daily lessons. Occasionally, a priest is invited to hold masses in school.
  
 
==Assessment of the Institution==
 
==Assessment of the Institution==
  
−
===Condition/Status of the institution===
+
===Condition/Status of the Institution===
  
−
The once Laserna Elementary School is now Laserna Integrated School offering complete education from kindergarten to Senior High School. The school continuously develop learners’ academic and cultural skills and talents through various activities being offered in school. In addition, ''Ati'' culture is being cultivated and enriched at school to increase its sustainability and beauty.
+
The school promotes the teaching of the core values which begins in the locality.  
  
−
Currently, LIS navigates the immense ocean of school development and improvement by believing in the assumption that she will not only rise above normal expectations but also go above and beyond them. The stakeholders are of the opinion that no one can stop LIS from living up to its motto, ''"Arangkada Laserna!'' ", which encourages greater aspirations and aims.
+
The school continuously imparts to the learners the importance of love for the country and takes pride in its rich cultural heritage by appreciating and preserving local customs and traditions.
  
−
===Constraints/ Threats/ Issues/ Challenges:===
+
===Constraints/ Threats/ Issues/ Challenges===
−
However, Laserna Integrated School has faced significant challenges in increasing enrollment rate. In fact, there are several factors that contribute to enrollment problems in the said school, including lack of facilities and equipment, insufficient number of teachers, incomplete basic education, lack of classrooms, early child labor, and financial situation of the majority of families in the area. These factors make it difficult for students to pursue education at Laserna Integrated School or keep them enrolled.  
+
The school was able to withstand the test of time. During the Spanish regime, it became a camp for Spaniards that destroyed the school, however, the people pursued to build it again. The school was rebuilt- made of bricks and stones to be used by the next generation. In developing the school, the former pupils and parents donated chairs and other materials that can be used in conducting classes and other activities. The school also experienced the effect of natural calamities such as typhoons, floods, and earthquakes. However, it stood strong up to this time.
  
−
The institution has a total number of enrollment Eight Hundred Twenty learners Hundred Twenty of in this current school year of 2022-2023.
+
At present, the threat in the learning environment is flooding during rainy days, especially in the lower part of the school grounds. The school is used as an evacuation center during typhoons. There are still uncemented pathways in some parts of the school and an unfinished covered court. The school still plans to cope with these projects.
  
−
===Measures and Descriptions of Safeguarding Measures Taken:===
+
===Measures and Description of Safeguarding Measures Taken===
−
Some notable actions taken to address the issue include the school providing new opportunities to its students in 2017 by approving the provision of Senior High School education. In accordance with this, ten MSBs and two permanent teachers were hired by 2021, resolving the teacher shortage issue.
+
Nabas Elementary School adheres to the sustainability of cultural programs and projects to maintain teachers’ capability and competence.
−
During the implementation of limited face-to-face classes in November 2021, the school received attention from higher offices, allowing the later to renovate two classrooms, install internet connections, strengthen connections with internal and external stakeholders, and improve the school's physical appearance and facilities. Aside from that, it motivates the school to offer SHS programs, making LIS as one of the few schools in the Nabas district to offer a full Basic Education program. Furthermore, the School Improvement Plan projects and programs seek continuous improvement and problem solutions. The paper mentions several projects, including ''Pag-asa sa Pag Eskwela, Arangkada Laserna, and Magparehistro ka''. One of the main objectives of these said projects is to increase school enrollment and make learning accessible to all students that is why the crafting of the later will contribute to the holistic development of the school.
+
−
The school's enrollment has greatly increased and improved over the past five years, and constantly maintained and even surpassed its prior performances. This demonstrates the effectiveness of the school's interventions, pertinent PAPs and the persistence of its dedication to the principle of “No child should be left behind”.
+
Security and safety of the pupils are the prime concerns of the school because it is located along the national highway. The school hired ''tanods'' to assist pupils in going in and out of the two school gates. One utility worker helps look after pupils and directs vehicles that come in and out of the school.
  
 
==References==
 
==References==
−
 
−
 
  
 
'''SUPPORTING DOCUMENTATION:'''
 
'''SUPPORTING DOCUMENTATION:'''
−
Print, write-ups, Photographs and sketches
+
Print, write-ups
 
{|
 
{|
 
|- style="vertical-align:top;"
 
|- style="vertical-align:top;"
−
| style="height:50px; width:200px; text-align:left;"|'''KEY INFORMANTS:''' || RITCHEL M. DE LARA<br/>
+
| style="height:50px; width:300px; text-align:left;"|'''KEY INFORMANTS:'''
−
AILINE F. LAVA<br/>
+
| QUENN I. ANCITA<br/>
−
MYRVIE V. IBANEZ
+
PRIMA NAIAD  P. OQUENDO<br/>
−
<br/>JESEBEL A. SANTILLAN
+
MARY ROSE AGNES D. SALIDO<br/>
−
 
+
NORMA D. PALOMATA
−
|-style="vertical-align:top;"
+
|-
−
| style="height:50px; width:200px; text-align:left;"|'''NAME OF PROFILER/MAPPER:'''||ROSALIE F. DELA TORRE
+
| style="height:50px; width:300px; text-align:left;"|'''REFERENCE/S AND OTHER RESOURCES:'''
 +
|History of Nabas<br/>Hand out from Municipality of Nabas
 +
|-
 +
| style="height:50px; width:300px; text-align:left;"|'''NAME OF PROFILER/MAPPER:'''
 +
|JENELYN F. PALOMATA
 
|- style="vertical-align:top;"
 
|- style="vertical-align:top;"
−
| style="height:50px; width:200px; text-align:left;"|'''LANGUAGE EDITOR:'''|| ANJHIELYN MAE C. CAHILIG
+
| style="height:50px; width:300px; text-align:left;"|'''LANGUAGE EDITOR:'''
 +
| JUVINNA  R. DELA CRUZ
 
|- style="vertical-align:top;"
 
|- style="vertical-align:top;"
−
| style="height:50px; width:200px; text-align:left;"|'''LAYOUT ARTIST:'''|| SALVIE MARIE A. FUENTES
+
| style="height:50px; width:300px; text-align:left;"|'''LAYOUT ARTIST:'''
 +
| SALVIE MARIE A. FUENTES
 
|- style="vertical-align:top;"
 
|- style="vertical-align:top;"
−
| style="height:50px; width:200px; text-align:left;"|'''CONTENT EVALUATOR:''' || JOSEPHINE P. VICENTE<br/>
+
| style="height:50px; width:300px; text-align:left;"|'''CONTENT EVALUATOR:'''
 +
| JOSEPHINE P. VICENTE<br/>
 
DENNIS E. BONTOGON
 
DENNIS E. BONTOGON
−
 
+
|-  
−
|- style="vertical-align:top;"
+
| style="height:50px; width:300px; text-align:left;"| '''WIKI EDITOR:'''  
−
| style="height:50px; width:200px; text-align:left;"| '''WIKI EDITOR:''' || LEZELDA R. LIBERATO
+
|LEZELDA R. LIBERATO
−
|- style="vertical-align:top;"
+
|-  
−
| style="height:50px; width:200px; text-align:left;"|'''APPROVED:'''|| RUBY AGNES B. ESTRADA, PhD<br/>Education Program Supervisor
+
| style="height:50px; width:300px; text-align:left;"|'''APPROVED:'''
−
|- style="vertical-align:top;"
+
|RUBY AGNES B. ESTRADA, PhD<br/>Education Program Supervisor
−
 
+
|-
−
| style="height:50px; width:200px; text-align:left;"|'''DATE PROFILED:''' || JUNE 23, 2023
+
| style="height:50px; width:300px; text-align:left;"|'''DATE PROFILED:'''
 +
| September 30, 2022
 
|}
 
|}

Latest revision as of 07:18, 3 November 2023

Category: Cultural Institution
District of Nabas

Background Information

Nabas Elementary School

Municipality/City: Nabas

Province: Aklan

Location/Address:Poblacion, Nabas, Aklan

Narrative Description

Nabas Elementary School is a learning institution in the municipality of Nabas, in the province of Aklan. It was established in the year 1911, just before World War II. Nabas Elementary School celebrated its centennial founding anniversary on April 2011 through an Alumni Homecoming. The school has a spacious area. A large Narra tree that is still standing today is the school’s recognizable feature. According to old folks, the Narra tree is a home or a castle of elves, and kapre is believed to live there. Based on stories, there was an instance when a party was held, and the tree was transformed into a beautiful castle. The Narra tree witnessed the school’s milestones like the first year of operation of the school with very few learning materials available. The teacher used Mother Tongue in delivering the lessons.

In 1904, James A. Reams, an American Supervisor, came to Nabas to organize classes in Grade 1. Later, the class was split into Grades 1 and 2 until in 1912, it became a complete primary school under the leadership of Mr. Bartolome Taunan as Principal Teacher. The school was formerly known as Nabas Primary School. In the absence of formal school buildings, the classes were held in big houses like that of Capitan Lucio Guevara. On the contrary, intermediate education (Grades 5 and 6) was pursued in Kalibo and Capiz. However, intermediate classes became available in Ibajay and Pandan by the year 1917. In 1922, Nabas Elementary School offered Grades 5 and 6. The school was led by Mr. Aristeo Palomata as Principal Teacher under the supervision of Mr. Mauro Tumbocon, Supervising Teacher of Ibajay, Nabas and Buruanga. The first intermediate classes were held at the big house of Tana Insang and in the following years classes were moved to the present site of the Nabas Elementary School. After the central school was set up, classes in the barangays were gradually opened. At present, Nabas Elementary School has 680 pupils and 28 teachers. The school has a huge area with 25 rooms that can accommodate all classes. The school also has a Home Economics Building, a stage that serves as a Multipurpose Hall, an Alternative Learning System Building, Computer Room, a Principal’s Office, District Supervisor’s Office, and two canteens.

Description of Significant Milestones

In terms of achievements, Nabas Elementary School became a competitive and outstanding school in the province of Aklan in Region VI, and even nationally. Even now, it has produced countless achievers in numerous sectors both locally and internationally.

The school molded competitive individuals and won numerous competitions at the district, division, and regional levels in different areas of learning such as the Araling Panlipunan, Mathematics, Science Quiz Bees, Journalism Contests, and in sports. Nabas Elementary School garnered several awards such as a silver medal in Palarong Pambansa in 2015 in Davao, and Regional Champion in Folk Dance in 2019 held in Belison, Antique. Champion in Sports Writing-Filipino during the Division School Conference in 2016.

Nabas Elementary School teachers showed competitiveness in winning different contests in different areas of learning. Others served as division, regional and national writers and contextualizers of modules/ learning activity sheets and different learning resources.

Stories and Narratives

In expressing gratitude to their Alma Mater, the former pupils of Nabas Elementary School donated materials for the construction of additional buildings, chairs, and other materials that can be used for classes or other activities.

The Parents-Teachers Association constructed the Nabas Elementary School's stage.

Active and hardworking stakeholders including the Local Government Unit of Nabas, Barangay Poblacion Council, Tanod, Local Disaster Risk Reduction Management Office, Rural Health Unit, and other non-government organizations continuously extend support for the benefit of the children and the people of Nabas.

Img-nabas5.png
An OPEN BOOK with a WRITING QUILL is a timeless symbol of education and balance; one cannot exist without the other, just as educators must have been their learners in order to accomplish their goals and vice versa.
Nabas Elementary School acts as the learners' FLAMING TORCH, illuminating the path to a better future and eventually preparing them to shine their own BEAM OF LIGHT as a symbol of their own success.
The ROPE that encircles all of these symbols signifies a strong community that holds everything and everyone together to create a better future for the children and the country.

Type of Cultural Institution

Nabas Elementary School is an educational institution with competent, committed, and dedicated teachers who work together harmoniously in an atmosphere of camaraderie and cooperation. The school provides the learners with Quality Basic Education, life-support knowledge, and skills towards global and academic supremacy anchored on the love of God, fellowmen, country, and self.

Significance

Historical – Nabas Elementary School is the very first school that opened in the District of Nabas.

Aesthetic – Artistic creations have been displayed through productions and presentations of diverse performing and non-performing arts during cultural events.

Economic – The bayanihan values have been observed during cultural events, sports, school beautifications, Brigada Eskwela, Gulayan sa Paaralan, and other initiative programs where generous donors and sponsors voluntarily share resources in kind and/or monetary contributions.

Political – In promoting the cultural program and projects, the school has been collaborating with local officials to support their advocacies and to develop learners’ diverse skills. The school is also used as a voting center during elections.

Spiritual – An interpretative dance presentation has been observed as introductory prayer or doxology as part of the school’s program. Prayers have always been a part to begin and end the daily lessons. Occasionally, a priest is invited to hold masses in school.

Assessment of the Institution

Condition/Status of the Institution

The school promotes the teaching of the core values which begins in the locality.

The school continuously imparts to the learners the importance of love for the country and takes pride in its rich cultural heritage by appreciating and preserving local customs and traditions.

Constraints/ Threats/ Issues/ Challenges

The school was able to withstand the test of time. During the Spanish regime, it became a camp for Spaniards that destroyed the school, however, the people pursued to build it again. The school was rebuilt- made of bricks and stones to be used by the next generation. In developing the school, the former pupils and parents donated chairs and other materials that can be used in conducting classes and other activities. The school also experienced the effect of natural calamities such as typhoons, floods, and earthquakes. However, it stood strong up to this time.

At present, the threat in the learning environment is flooding during rainy days, especially in the lower part of the school grounds. The school is used as an evacuation center during typhoons. There are still uncemented pathways in some parts of the school and an unfinished covered court. The school still plans to cope with these projects.

Measures and Description of Safeguarding Measures Taken

Nabas Elementary School adheres to the sustainability of cultural programs and projects to maintain teachers’ capability and competence.

Security and safety of the pupils are the prime concerns of the school because it is located along the national highway. The school hired tanods to assist pupils in going in and out of the two school gates. One utility worker helps look after pupils and directs vehicles that come in and out of the school.

References

SUPPORTING DOCUMENTATION: Print, write-ups

KEY INFORMANTS: QUENN I. ANCITA

PRIMA NAIAD P. OQUENDO
MARY ROSE AGNES D. SALIDO
NORMA D. PALOMATA

REFERENCE/S AND OTHER RESOURCES: History of Nabas
Hand out from Municipality of Nabas
NAME OF PROFILER/MAPPER: JENELYN F. PALOMATA
LANGUAGE EDITOR: JUVINNA R. DELA CRUZ
LAYOUT ARTIST: SALVIE MARIE A. FUENTES
CONTENT EVALUATOR: JOSEPHINE P. VICENTE

DENNIS E. BONTOGON

WIKI EDITOR: LEZELDA R. LIBERATO
APPROVED: RUBY AGNES B. ESTRADA, PhD
Education Program Supervisor
DATE PROFILED: September 30, 2022
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