AKLAN NATIONAL HIGH SCHOOL FOR ARTS AND TRADES

Category: Institution

District of Kalibo I

BACKGROUND INFORMATION

MUNICIPALITY/CITY: KALIBO

PROVINCE: AKLAN

LOCATION/ADDRESS: ANDAGAO, KALIBO, AKLAN

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  (Facade of the structure where the cultural institution holds office)

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(Logo of the institution with description of the symbols and meanings)

The logo is design to make a tangible symbolism of the philosophies and ideals and all the school stands for. Maroon is the official color of the trade school. The book illuminated by the torch is a classic insignia of the Academe: The beacon to the enlightening and liberating effect of education towards consciousness and knowledge. But instead of the usual stiff white flame sticking-up vertically, it adopted a red flame slightly at an angle in an impression of strong wind that despite the four winds will not flicker out or die-down. The four yellow rays signify the eight vocational skills it carries. The Compass and the gear apparently could be none close to the representation of the “arts and trades” but by this emblem, not veering-off from the real intent of making a strong implification of a trade school, along with the gear, the compass makes a strong statement of not just an impression art, but also science of precision.

Circling the logo is the rope that gives it more than just a snap: it is the definite representation of all the elements bounded together inside. To say it rather simply: none (student) is going out of the circle with even one element missing- to be well-rounded, one must learn not just a part but the whole.

TYPE OF CULTURAL INSTITUTION:

The Aklan National High School for Arts and Trades is a Technical-Vocational High School program.

NARRATIVE DESCRIPTION

The Aklan National High School for Arts and Trades (ANHSAT) as we know today was founded from raw labor, pure love, and tireless dedication of the people who honed her greatness.

The mission of the school is to responds to the department’s thrust for productive, relevant, and quality Technical-Vocational education by developing the cognitive and manipulative skills adaptive to the challenges of the global demands.

It might be the truth that everything happens for a reason regardless the disparity. It all began with the sudden idea of abolishing the secondary laboratory of the RMCAT, long been planned yet the long year seem not enough to prepare the parents and the students of the sad fact that is coming to reality. With the safe number of students of the RMCAT outreach, the idea could have been less hurting but as it was put to implementation the extension school seemed to be the most convenient raft nearby for the original students desperate for the swim of their lives. On May 1999, after apprehension ensued on the emergence of only 125 slots of the laboratory high school of RMCAT Kalibo, Aklan, the parent made representations with Dr. Arturo I. Zonio, School Superitendent (probably the first benefactor of the school) of the said institution imploring at the possibility of opening an enxtension class only to accommodate their children. Numbering less than forty, the sudden surge of the students from the shutdown school made the number even hopelessly huge; there is no room but to shove the less priviledged to the edge. Fearing massive displacement, they took steps.

Sounding the foghorn, the prudent people of education and diplomacy answered the call for help----a special convention was held without delay. On February 2000, Governor Florencio T. Miraflores, Dr. Arturo I. Zonio, DECS Division Superintendent Dr. Artur S. Juada, Congressman Allen S. Quimpo, Mrs. Edna R. Ayon, and the PTCA President Mary R. Quinicio sat down together to consider matters pertinent to the attachment of the Extension Class to possibly any willing school. Out of the problem being pieced-apart, came a diadem of opportunity of creating another institution, a bleak prospect but beaconing with a flickering hope. Distant as it was, it was never hampered by the impediments looming ahead. Few meetings were called to settle the conflicts both legal and issues of pride and honor and on May 22, 2000 the extension class was turned over from the Commission of Education Culture and Sports (DECS). Enthusiastic of the affirmation of the school of its new grounds, it embraced the system and all and on the same year it got affiliated with the Nalook National High School, Nalook, Kalibo, Aklan, being the nearest public high school in the area that shares the same curriculum. Mrs. Eleanor T. Almero was designated Principal-In-Charge of the Extension School to seal the co-existence of both school under one name.

As the wheel started gearing forward, like every young creature it has to flex every appendage and limb to see how far it can jump, sprint, or fly. On its first school year of operation has aan initial of 7 make-shift classrooms to house the 400 students. With these meagre provision against the large number of students came common problems such as students, staffed in a room below the standard size, poor ventilation, without the presence of electricity on top of it is a small band off over specialized, under paid teachers. The first phase of comfort was when the students were finally freed from unlikely classrooms like tree shades, underneath the bleachers, or even the danger of an unwatched pool to a bit decent make shifts still. Donations of the additional classrooms were made possible through the generosity.

In the school year 2003-2004, the Nalook National High School Extension has total of 1,874 officially enrolled students and 45 strong and competent faculty members supervised by Mrs. Eleonor T. Almero as the school principal.

Years slipped by the dream of the parents as well as the entire community to become an independent school with the distinct identity were realized. This, among other things, came to being in 2006 pursuant to Rule III; section 3.2 No.1955, the Regional Director granted Government Recognition Number 009, series of 2005 granting the Aklan National High School for Arts and Trades as secondary school its full autonomy. Shortly after, follows the separation the new born giant from its adoptive school. The golden age of the school began along with the designation of the very first Secondary School Principal of ANHSAT, Mr. Richard L. Flores. It takes an intelligent strong man to steer and to keep things in its course, as well as a strong heart to meet storms head on.

DESCRIPTION OF SIGNIFICANT MILESTONES:

Aklan National High School for Arts and Trades (ANHSAT), an educational institution that existed for 17 years continuously commits itself to imbibe and live the spirit of excellence day by day. AS an institution of learning that sees the possibility in every impossibility, it never stops itself to improve and delve with every opportunity to grow in all aspects whether it is in the quality of instruction delivered or whether in school management and governance. Looking back to the past in this institution, one cam contemplates how far the school had grown in terms of the expansion of physical facilities it has. The school is indeed unstoppable and never settles for less but rather, day by day it challenges itself not to stop and raise a higher beam of competence compared to previous years.

ANHSAT dubbed as the rising star at the heart of Kalibo, continues its commitment to serve her learners by providing quality, significant, and relevant education that will better equip them as they venture later on into a life outside the school premises.

As a rising educational institution, it is her utmost desire to simply give the best for the learners and for the whole community by responding to the call for excellent and competent education. It is also the pride of the whole community that in her existence as a secondary Technical-Vocational School, it had able to venture several innovations and given awards and recognitions maybe in the field of curriculum and instruction or school governance and operations.

The whole academic community including her stakeholders believes that in the next few years it will rise to be the top performing school in the Division, placing her once again in the limelight of quality, competence and excellence. AS a proof of this commitment, the school herself make an extra effort to beautify the whole place, improve the learning environment thus affecting the quality of teaching, and make the area conducive for learning and growth of all the learners. Furthermore, the school enters into different partnerships and linkages that could help build her network coming from different sectors that could contribute as well to its overall department.

Significantly, the school and its personnel has received numerous awards from the Division even up to the International arena. To name a few in 2021, ANHSAT was awarded as the Most Outstanding Mega School in Pagkilaea 2021 in the division. Moreover, in 2021 ANHSAT was hailed as the home of the innovation Champion in the division which apparently awarded as Best Teacher-Researcher and Innovator for Leadership in Research. The school also received the award “ Best School Implementor of Child Protection and Gender Development Projects and Programs”.

Aklan National High School for Arts and Trades was awarded as Outstanding Public Secondary School in Megatory Category last Pagkilaea 2021.

STORIES AND NARRATIVES

In the first quarter of 2008 school had its fiscal autonomy, finally for the longest time since the conception of the school. This was the result when ANHSAT was given items for a Disbursing Officer and Bookkeeper. With this necessary provision, the school was able to lessen the traffic of documents from the already fully busy hands of the Division Office, today transactions has never been that easy.

No one ever foretold that ANHSAT will sink down to its lowest, when a calamity struck the heart of Aklan. The year was 2008: typhoon Frank ravaged the Visayas---most of the Northwest. Leaving ANHSAT much like the ground zero—makeshifts and most of the rooms flattened and twisted among the debris on the flotsam of the flood. In the 21 of June, 2008 it came with the trembling, the howling, under the haze of nature’s wrath. 36 of the classrooms were destroyed and more than a thousand students suffered the aftermath. Days after the devastation, each and every student tried to pick up what there is left of the books, chairs, tables. By noon of the first week students, were housed under the cloudless sky, and the pestilential heat, under the leafless trees. Somehow, it tested the fortitude of the ANHSAT community and tried to make everyone a family.

A month later, the people of ANHSAT began that a silver lining of hope and opportunity really lurks behind every storm. True enough, USEC Ramon Bacani and select members of the special team headed by the Physical Facilities and Schools Engineering Division Chief, Engineer Oliver Hernandez surveyed the extent of the damage left by the typhoon. Soon enough, the plan to rebuild the school was laid out and commenced.

With the construction underway, 2008 is the year of sacrifice for everyone. With the limited number of classrooms, resources, and apparent shortage of teachers, the administration opted to enforce two-shift scheme: two year levels in the morning and the other half in the afternoon. This scenario was endured for the most part of the same school year and somehow everyone survived. As it is true for all of Western Visayas, the shortage of funds to finance the construction made the reconstruction three-phased: the first phase concentrated mainly on the construction of foundation the reinforcements and the roofing; next is dedicated to walling, doors, windows and ceilings; and finally after sometime, 1 million Budget was approved to finish the building in 2011. Having to look back, there are way too many reasons that we are a lot blessed by the humbling experience.

In 2009, after things settled to its own place running its own course, came the reclassifications of teacher items to Head Teacher were approved. Among the re-classification is Mrs. Ma. Santia A. Arboleda (the first Head Teacher for the TechVoc Department). What more, the number of permanent items were well over 40 in the first Quarter of 2011 from merely 36 in 2008 along with the teachers under the Provincial and Municipal School Board. Promotions continued at a regular basis, not a year have it slowed down.

Along with the improvements, the raised morale of the students was followed. These were displayed in their performance. This has been made possible by the 1.9 million Subsidies given to ANHSAT for the TechVoc tools and Equipment as one of the major developments. As the students get the proper hands-on with the proper tools and the right environment they were able to learn the skills in a fun and real-life application. This paved the way to the tremendous number of National Certification (NC) Passers, and also the COC recipients with the assessment conducted by the TESDA.

As we look around, significant changes has taken place at ANHSAT, some in their complete state, while others are quickly taking form before our very eyes: the 2-storey building; the rehabilitation of the Food Technology Workshop; and comfort rooms where four years ago this things are considered luxury to have. As we continue to enjoy these things, we are positive that there is more to come to make learning as real as learning life.

School Year 2012-2013, the first implementation of the K to 12 Enhanced Basic Education curriculum started in Grade 7. Teachers holding Grade 7 subjects were sent to mass trainings, while service of trainings and seminars by the school head.

SIGNIFICANCE

Socio-Cultural:

The immediate clientele of Aklan National High School for Arts and Trades belongs to the middle and lower class socio-economic profile; where 60% can afford to send their child in school. 40% of which consider education as an investment on their part. Not considering the difficulties in seeking education, parents are really supportive/aggressive in trying to acquire education in their children. Providing education to their children is one of their primary aspirations, hence free basic education is the demand of the society as mandated in the constitutions.

Political:

With the strategic location of the school and its political situation which is found at the heart of Kalibo, at the barangay with prominent people. The school rapidly increases its population every year, due to its program which responds to the demand of the community. Political intervention really helps the school grow in terms of physical development and provision of human resources through the provincial and municipal school board fund. Local officials play a very important role in its establishment and development. As one of the stakeholder; the school is surely be importance and given priority bringing hope for the Kalibonhon to be a stream and committed and responsible citizens and effective leaders in the future.

Geo-Political:

The school is situated in the industrial, commercial, economical zone and thickly populated barangay with the population that is comparable to municipality. Ideally, the school is located near to industry, agricultural farms, and commercials center and entrepreneurial activities. Development requires a lot of provision, yet it is manageably developed and improved. Within the strategic location of ANHSAT which is in the heart of Capital town of Kalibo, it caters not only within the catchment of the school but it is improved wide.

Demography:

Knowing of its demographic situation, being the center of socio and economic development, transients from other locality cannot be denied to flock in the surrounding barangays and even in Andagao itself. Students just come in the catchment of six or more barangays that surrounds it. The source of its population is not only within the municipality but province wide. Because of its limited capacity nowadays, more private schools are established just to cater the excess students. The demand for classrooms, teachers, facilities and other resources are very necessary in order to serve the rapid rate of school aged children.

The school location is in the urban area, considering the population in the nature of its economy where a business establishment surrounds the campus.

Economy:

The economic condition of its clientele describes the inter relationship among residence and nearby localities in terms of employment, consumption and production of goods and services, market and transport convenience which can be visualized in its circular flow. People in these localities seemed to come and go and revolved their investment within and outside of its territorial context.

The clients are generally considered to be in the lower bracket of the society. But they are eager to avail of education especially in lined with Technical Vocational Education which could responds to the urgent needs of their families.

ASSESSMENT OF THE INSTITUTION

A. CONDITION/STATUS OF THE INSTITUTION Respond to the Department’s thrust for productive, relevant, and quality Technical Vocational Education by developing the cognitive and manipulative skills adaptive to the challenges of the global demands.

B. CONSTRAINTS/ THREATS/ ISSUES/ CHALLENGES: (Reasons for the condition/status) # Having a single entrance-exit passageway, it is difficult for the students in terms of emergency. In consideration hereof are fire, vandalism, typhoon and infestation. # Lack of school buildings like classrooms, library, laboratory and faculty rooms

C. MEASURES AND DESCRIPTION OF SAFEGUARDING MEASURES TAKEN: Maintain visible security during day and night for preventive fire measure.

REFERENCES

'SUPPORTING DOCUMENTATION: (Tick appropriate box/es)

[ / ] Print, write-ups [ ] Audio/video recording [ / ] Photographs and sketches [ ] Others __________________________

KEY INFORMANT/S:

RICHARD L. FLORES

REFERENCE/S AND OTHER RESOURCES:

School Improvement Plan 2010-2015, 2015-2018

NAME OF PROFILER/MAPPER: RAMON R. FILOMENO DATE PROFILED: JUNE 8, 2023