1

http://www.evsu.edu.ph

Brief History

The Eastern Visayas State University had its humble beginnings in 1907 as part of
the Leyte Provincial School. It became a separate educational entity in 1915 and
was renamed as the Leyte Trade School, funded by the provincial government.
Thirty-eight (38) years later or in 1953, it was further renamed National Provincial
Trade School by virtue of RA 496 funded jointly by the National and Provincial
Government, to cover a wider curricular area. In 1961, Congress of the Philippines
passed Republic Act 1516 converting into the Leyte Regional School of Arts and
Trades authorizing it to become a teacher training institution for vocational and
industrial education in Eastern Visayas.

The Republic Act 4572 was enacted by Congress of the Philippines which converted
the school into a chartered state college and was renamed Leyte Institute of
Technology, an educational institution of higher learning committed to the service of a
larger academic area of responsibility.

Finally, after ninety-seven (97) years of its quest for quality education, Republic
Act No. 9311 converting Leyte Institute of Technology (LIT) into Eastern
Visayas State University (EVSU) was realized last August 7, 2004.

Philosophy

EVSU addresses its academic endeavors towards the development of the socio
economic condition of region VIII by emphasizing the development of human
resources and necessary input to production and growth. It plays a major role in
providing the human resources for industrial agri-business enterprises as well as for
the small, medium, and large-scale industries, which are the components for regional
development.

VISION of EVSU:
 2

World class leaders in professional and technological fields imbued with positive
values for progress and development.

MISSION of EVSU:

Provide quality education and training in Science, Technology and allied fields
through instruction, research, extension services and production activities.

The thrust of the University is to emphasize the basic principles of Science and
Engineering while keeping abreast with latest developments in Science and
Technology, and to continue its quest for excellence.

http://www.lnu.edu.ph

The history of Leyte State College now Leyte Normal University dates back and
starts here in 1921 when it came into being as the Provincial Normal School. It
eventually outgrew its base, becoming a two-year collegiate training institution in
1938. Known as the Leyte Normal School, it became a degree-granting four-year
college complete with a training department in 1952. Then on June 14, 1976, it was
converted into the Leyte State College when the late President Ferdinand E. Marcos
signed Pres. Decree No. 944, authorizing the college to operate its own charter.

With the full trust and confidence in the institution itself the former Congressman of
the First District of Leyte, Hon. Cirilo Roy Montejo introduced and filed House Bill No.
22 proposing the conversion of Leyte State College into a university. Tha said bill
was co-sponsored in the Senate by no less than the Chairman of the Education
Committee, Hon. Letecia Ramos-Shahani. The same bill was enacted into law under
Republic Act No. 7910 finally converting the Leyte State College into Leyte Normal
University on February 23, 1995.

In 1993, Leyte Normal University, then Leyte State College was awarded Level 1
Accredited Status by the AACCUP. In 1996, the college achieved its Level II
Accredited Status. The context of accredited status renders credence, credibility and
 3

strong recognition to LNU as a teacher-training institution of high repute and

academic standards in the whole of Region 8 and of the entire Philippines.

Sometime in April 1996, Leyte Normal University was proclaimed by the Commission
on Higher Education (CHED) as a Center of Excellence for Teacher Education (COE)
and has maintained its status as a COE up to the present.

Our Vision

A center of quality leadership in teacher education, arts and sciences, and

management and entrepreneurship.

Our Mission

To provide quality and relevant academic, research and extension programs to local
and global development needs.

http://www.usjr.edu.ph

Founded in 1947 by the Order of Augustinian Recollects, then Colegio de San

Jose-Recoletos developed from a small institution of learning to one of the
excellent schools in the country. From classes held in an old building and a portion of
the convent, the school built modern retaining classic features.

In 1965, the Recoletos Church was demolished, and in 1968, the six-storey edifice
was built. In 1980, CSJ-R bought a new site in Basak Pardo, Cebu City, then built
the new building for the grade and high schools, the Recoletos Coliseum, Open
 4

Gymnasium and the Pope Paul II Retreat House. In 1996, the Talavera House of
Prayer was built in the scenic hills of Quiot, Cebu City.

The years that followed gave the school opportunities to expand, all the time
developing QUALITY CHRISTIAN COMMUNITY-ORIENTED EDUCATION. On
November 28, 1998, the 52nd General Chapter held in Granada, Spain, voted for the
creation of a new Religious Province in the Philippines dedicated to ST. EZEKIEL
MORENO, OAR. The Recollect Philippine Province, where USJ-R belongs, now
stands as the eighth regional cluster of communities of the ORDER of
AUGUSTINIAN RECOLLECT worldwide.

The curricular programs of USJ-R evolved from traditional to innovative course

offerings. Arts and Sciences (started as liberal arts in 1947); Commerce and
Education (founded in 1948); Engineering (1961); Bachelor of Laws (1957); and
the Graduate School (1962). In 2003, the College of Information, Computer
and Communications Technology was created. The Expanded Tertiary
Education Equivalency and Accreditation Program (ETEEAP) followed in the
same year. On April 1, 2004, the Vertical Alignment of the undergraduate and
graduate schools took effect which established five graduate schools: Graduate
School of Business and Management, Graduate School of Arts and Sciences,
Graduate School of Information Technology and Computer Studies,
Graduate School of Education and Graduate School of Engineering. In June
2004, the B.S. in Nursing started its first operation.

On September 21, 1984, then CSJ-R attained the UNIVERSITY STATUS.

Spanning years of accreditation and re-accreditation, USJ-R, Level 3, PAASCU,
was granted AUTONOMOUS STATUS by CHED in 2001.

The growth of USJ-R had been largely due to the Recoletos leadership n
cooperation with the lay community. Rev. F. Martin Legarra, OAR (1947-1958),
Rev. F. Federico Terradillos, OAR (1958-1961), Rev. Fr. Pedro Peña, OAR
(1961-1964), Rev. Fr. Francisco Monasterio, OAR (1964-1970), Rev. Fr.
Miguel Navarro, OAR (1970-1971), First Filipino Rector, Fr. Victor Lluch, OAR
(1971-1973), Rev. Fr. Francisco Siquenza, OAR (1973-1976), Fr. Blas
Montenegro, OAR (1976-1979), Rev. Fr. Hernando Buñao, OAR (1988-
1999), Rev. Fr. Walthrode Conde, OAR (2000-2003). In 2003, Rev. Fr.
Constantino Real, OAR became the next president.
 5

Through the years, USJ-R has been reaping awards in academic, community and
co-curricular programs. It has continuously expanded its linkages and maximized
services.

USJ-R’s administrators, faculty, alumni and students have continuously become

pacesetters and created a difference. Always keeping the TRADITION OF
EXCELLENCE, USJ-R is committed to the upliftment of the quality of life in the
context of Christian living. ADELANTE!

Vision

We want USJ-R to be a leading Augustinian Recollect Educational Institution

committed to Quality Christian Community-Oriented Education in the Philippines.

Mission

To provide Catholic Education for the holistic formation of graduates prepared to

meet the needs and challenges of the local and global community.

Goals

To create an academic environment equipped with the state-of-the-art

facilities and technologies.
To implement dynamic programs that imbue students with Christian
values, develop their social and ecological awareness, enhance their
technological and global knowledge, and nurture their love for the arts
and humanities.
To design development programs that strengthen the commitment,
competence, work values, research and productivity skills, and
community involvement of the teachers, staff, and other stakeholders.
To enhance the administration's expertise to synergize, empower their
people, and be responsive to the needs and challenges of the times.
To immerse the Josenian community in solidarity with the marginalized
sectors of society.
 6

http://www.uv.edu.ph

History

The University of the Visayas was founded by the late Don Vicente A. Gullas in 1919
as the Visayan Institute (V.I.) in Cebu City. The second world war razed to the ground
the physical facilities of the V.I. at its original site. Undaunted by adversities, Don
Vicente reopened classes in Argao, Cebu in 1946. A year later the V.I. moved back to
its present site in Colon Street, Cebu City.

As early as its founding, the V.I. had pioneered in educational innovations to provide
equal educational opportunities for those who have the capability and the desire for
improving themselves. It was the first to conduct night school class for working
students in Cebu City in the 1940's. The “study now pay later plan” had been a
practice at the V.I. long before it was adopted by the Department of Education,
Culture and Sports (DECS) in the 1980's.

In 1948, the Visayan Institute was awarded a University status, the first to become a
University in Cebu and was renamed the University of the Visayas. Since then the
expansion in its baccalaureate and post graduate course offerings and in its physical
facilities has been phenomenal. From an initial enrollment of 37 students the V.I.
evolved into a University with an enrollment of 20,000 distributed throughout its
various campuses. Today, its alumni have distinguished themselves in government
service and public administration, and in the professions of law, engineering and
architecture, pharmacy, medicine, nursing, education, criminology, maritime and
nautical, computer studies as well as in sports and the arts.

Motto

The University of the Visayas has been guided by the motto envisioned by the
Founder which is now inscribed in the University seal: “Amor, Servitium, Humanitas”
(Love and Service to Humanity). At the onset of the Third Millennium, the incumbent
 7

UV President, Atty. Eduardo R. Gullas, added a new core value to the motto which
now reads: “Love, Leadership and Service to Humanity.”

Vision

The University of the Visayas is a center of excellence inspired by an abiding faith in

the Almighty God, love, leadership and service to humanity.

Mission

With its commitment to the ideals of love and service, and the development of new
breed of leaders who are morally upright and spiritually inspired, the University of the
Visayas operates and maintains educational programs which are nationalistic and
democratic, and attuned to nationally and internationally accepted standards. While it
nurtures academic excellence, it also works for the enhancement of high level
professions and middle-level careers relevant to community development and the
socio-economic needs of the country.

http://www.uc.edu.ph

It was a beginning marked by simplicity. By modesty. A period stamped with nothing

but desire and hope: the desire to provide ordinary young men and women with good
but not a costly education and the hope that doing so may improve the quality of
their lives. May mean the realization of their dreams.

This was the Cebu College of Commerce: with an opening enrolment of 239 in the
first semester, 232 in the second semester, and, 69 in the summer.

This was the CCC of old: offering a Bachelor of Science in Commerce and an
Associate in Secretarial Science in its initial year.

Those were the days: the period of knocking on doors to inquire whether a young
person was interested in going to a school, near where? Behind Victor Theater? At
 8

the back of Snow Sheen? The time of scrounging for chalk and eraser for teachers
so that the students would read at least a little something on the board. The moment
of barely meeting salaries for employees payday after payday.

Slowly but surely, however, CCC grew. Because Atty. Augusto W. Go and
companions built it, people came - students came. The 239 became 380, then 531,
and on the 8th school year as the Cebu College of Commerce, 4185. Consequently,
more courses opened: Education, Liberal Arts, Criminology, Customs Administration,
Nautical.

Spanning, indeed, 8 full school years from School Year 1964-65 up to School Year
1971-72, CCC has began to make itself felt in the City of Cebu, in Region VII, and in
the lives of many poor families whose fortunes have changed by the CCC education
their children received.

The growth was simply inspiring: from an initial offering of Commerce and
Secretarial, CCC began to offer diplomas in Education, Liberal Arts, Customs
Administration, Criminology, Nautical; and, from an initial 239 population, CCC
reached the 4, 000 mark on its 8th year.

It was time then to face greater challenges. It was a moment then for CCC to
reinvent itself and give itself a new name. Beginning School Year 1972-73, CCC has
now called itself the Cebu Central Colleges. And, for a good 20 years, it did so.

Enrolment rose. Initially, it was 5097. Then, it dipped to a low 5023, recovered to
6517 and on its final year as CCC, to a phenomenal 16,998.

And the list of curricular programs grew long: Nursing, Midwifery, Health Aide; Naval
Architecture and Marine Engineering; Mechanical, Electrical and Civil Engineering;
Hotel and Restaurant Management; information and Computer Science; Computer
Engineering; and, even a Graduate School. As well as a Marine Officers Training
Course.

UC, in 1983, was the first in Cebu and in the entire Region VII to offer a course
offering on Computer Science after Atty. Augusto W. Go returned from his trip to the
United States.

Then, at the initiative of Dr. Erlinda Barcelo, the revered and, the same time, feared
word "Accreditation" took on a deeper meaning and pointed out a new direction. Of
what was then the beginning of a series of efforts in improving the quality of
education at CCC, PACU-COA Accreditors visited the school on a Preliminary Visit
 9

for a Level 1 status of BSMT and AME from October 13 to 14, 1986. Her efforts did
not go in vain: on February, 1988, PACU-COA announced its recognition of the level
1 status of BSMT and AME. And years after this, PACU-COA would continue doing
so for various other course offerings of the Cebu Central Colleges.

The growth, however, at CCC was not only confined to numbers and courses. There
too was physical growth. In 1991, the BSMT Campus in Alumnos, Mambaling was
inaugurated, the constitution of the Science and Technology Building at the South
Expressway commenced and the New Cebu Coliseum acquired.

CCC has grown so that it was now time to move on to another stage.

Phenomenal may be the proper word to describe the growth of the University of
Cebu as well as the improvement in the quality of its education. When this institution
started, there were two (2) departments: Commerce and Secretarial. At present,
apart from the five service Departents of Languages, Mathematics, Physical
Education, the Biological and the Social Sciences, we have the Colleges of
Commerce and Business Administration, Computer Science, Criminology, Education,
Engineering, Hotel and Restaurant Management, Liberal Arts, Maritime Education,
and, Nursing. We now even have a Graduate School.

In the past, there was only one humble campus. Now, there are five (5) different
campuses. besides the Main Campus that houses the Administrative offices and
most of the colleges, there is the Engineering and Education Campus, the UC-
Lapulapu and Mandaue Campus (UCLM), the UC-Maritime Education and Training
Center (UC-METC), and the UC - Information and Communication Technology
Center (UC-ICTC).

UC has grown, not only numerically but also structurally and physically. And, with the
Elementary School, through the efforts of Dr. Erlinda P. Barcelo and the stewardship
of the late Ms. Virginia Taleon, the median age of a UC student has dropped. As UC
cruises through its 36th year, it is certainly getting younger.

With the committed support of Atty. Augusto W. Go, Ms. Candice Gotianuy, the Vice
Presidents, the Deans and the various department heads, UC has many course
offerings with Accredited Status: At Level II, with 2nd Reaccredited Status are the
courses of BSMT and BSMARE. At Level II, with 1st Re-accredited Status are the
Colleges of Criminology and the Hotel and Restaurant Management. At Level I are
 10

the colleges of Commerce, Computer Engineering and Information and Computer

Science. And, through the initiative of its Chancellor, Ms. Candice Gotianuy, the UC-
METC has been accredited by the Det Norske Veritas (DNV), an internationally
acknowledged accrediting agency in the maritime industry. The UC-METC SOLAS
Training Center, what was originally Mr. Abraham Estrella's "baby," has long been
accredited by the Norwegian Maritime Directorate. UC has also become CISCO's
Regional Academy in the Visayas and Mindanao through the efforts of Dean Ofelia
Maña as well as the support of Engr. Artemio Sanchez. The College of Hotel and
Restaurant Management under Dr. Felipe Embalzado has also sent HRM
Practicumers to Singapore.

Among the universities of Cebu, only UC has produced two consecutive winners in
the annual search for the Ten Outstanding Students of the Philippines (TOSP): Mr.
Christian Lauron (BSA '97) and Ms. Sanilyn Dalidig (BSA '98). This would not have
been possible without the guidance and inspiration of Mr. Bartolome Pozon and the
support of the Student Affairs Office under Dr. Fe Necessario.

It is only UC which has been granted permission to offer Distance Education for a
possible Criminology Degree of PNP Personnel and attached units - in itself, a
recognition of the standards of the College of Criminology under the leadership of Dr.
Artemio I. Panganiban.

UC has arrived.

Now, UC looks forward to the Year 2003 and prepares itself to become one of Asia-
Pacific's leading educational institutions.

VISION

Cognizant of the role of education in responding to individual and societal needs

founded on respect for the diversity of interests and existence of conditions for
security, peace and programs, UC prepares the individual to improve one's quality of
life.

With this vision as an educational institution, UC then becomes one of the leading
universities in the Asia-Pacific Region.
 11

GOALS

Consistent with this mission, the university aims to:

1. Produce graduates who are equipped with academic, scientific, technical and
vocational knowledge and skills, globally competitive and responsive to the changing
needs and demands of the times, and are professionally and spiritually active
participants in the building of their future.

2. Instill moral, ethical and aesthetic values to learners as citizens of the Philippines
and of the world with the end in view of producing men and women of character.

3. Give the best education to all regardless of creed, status, rank and age; free from
elitism, authoritarianism, excessive academism, formalism and the tendency to foster
passive attitudes by instilling in the students an appreciation of the diversity of
outlooks and cultures as well as providing them with a setting in which creativity and
originality can flourish.

4. Become a Center of research, culture, arts and athletics in the formal and non-
formal modes of education to serve the evolving lifelong needs of all. Build a physical
environment conducive to learning, providing the students with the ability to learn, to
reach for excellence and the motivation to work for the common good.

5. Organize activities in community building and development, environmental

protection and preservation, as well as the promotion of community spirit and the
development of a caring attitude towards others.

6. Achieve Level III status for all academic programs by the year 2010.

VALUES

These are, therefore, the values that the University of Cebu believes in

1. We value Truth, Justice, Beauty, Respect, Integrity, Common Good, Service and
Commitment.

2. We value our cultural heritage and sportmanship.

3. We value the welfare and well-being of the total person regardless of status and
rank.

4. We value harmonious relationship within and outside the UC Community.

 12

5. We value our stewardship of God's creation and man's invention.

http://www.swu.edu.ph

History

Southwestern University is probably the only school in the Philippines that started
operation in summer. It was founded as Southwestern Colleges in the summer of
1946 when the country was still reeling from the destruction of the Second World
War. The Founders were Don Matias Hipolito Chavez Aznar, II and his wife Doña
Anunciacion Barcenilla Aznar, both pharmacists.

The country then was in the process of rehabilitation, and the philanthropic couple
saw the difficulty of the masses in the pursuit of an education that was disrupted by
war. Therefore, they decided on establishing a school within the reach of the
common people.

At the time of the founding, the University had only three two-story buildings on an
approximately two hectare lot. But then there were only 18 faculty members, 509
students and the following programs: Elementary, High School, Liberal Arts,
Education and Law.

Today, Southwestern University offers over 50 degree programs in the graduate

and undergraduate levels, with an enrolment of more than 10 thousand. It has
increased to more than 400 faculty members and more than 400 non-teaching
personnel. Impressive buildings have replaced the old structures and the land area
has increased several-fold. In addition to its more than 20 colleges, the University
includes a tertiary hospital, a drug rehabilitation center, and a multimilion peso
 13

museum that gives a quick look at Cebuano art and lifestyle from the pre-historic era
to modern times.

Since its acquisition of the University status in 1959, Southwestern University has
maintained its thrust for academic excellence and continues to strive for the
accreditation of its programs. In 1994, the Philippine Accrediting Association of
Schools , Colleges and Universities (PAASCU), a prestigious accrediting agency in
the Philippines, granted formal accreditation to the College of Nursing, the Teachers
College and the College of Arts and Sciences. Four colleges - the College of
Commerce, the College of Pharmacy, the College of Engineering and the College of
Computer Studies have already passed the preliminary survey. Other colleges are
being prepared for the same survey.

Vision, Mission, Goals & Objectives Vision

Southwestern University shall be a leading academic institution responsive to the

needs of the changing times in the attainment of peace, progress and environmental
harmony.

Mission

Southwestern University commits to develop a holistic individual who is morally

upright, socially responsible, culturally enriched, and globally competent through
effective instruction, quality research and dedicated community service.

Goals and Objectives

Southwestern University aims towards academic excellence through the following

goals and objectives:

1.To attain effective instruction through:

1.1 curricular programs that will meet the needs of the Filipino people and the
international community;

1.2 intensified faculty development and accreditation;

1.3 upgraded facilities and equipment;
1.4 linkages with different sectors to enrich instruction.
 14

2.To produce quality research through:

2.1 a dynamic research program;
2.2 relevant studies together with local and international institutions;
2.3 research outputs for the improvement of education and the quality of life.

3.To provide relevant and responsive community service through:

3.1 social services with a strong sense of commitment for the upliftment of the
community and the nation.

3.2 partnerships with the communities, local government units, and social
development institutions.

http://www.cnu.edu.ph

In 1977, due to the alarming decrease in enrolment in teacher education in Cebu

State College, the administration decided to open new degree programs. One of
these was the Bachelor of Arts, which was then placed under the leadership of the
Dean of Undergraduate Studies Dr. Lily K. Sabulao.

Later, Dr. Tecla P. Revilla, the OIC of the college who took over upon the retirement
of Pres. Camilo Aliño, made it into a separate department under Dr. Angel O. Pesirla
in 1984.

President Revilla then reorganized the college and created the College of Arts and
Sciences in 1985 with Dr. Bibiana A. Conde as its first Dean. Later, it was reverted to
 15

its former status of department under the following heads: Dr. Sheila E. Buot , 1990,
and Dr. Romola O. Savellon, 1990-95.

School year 1995-1996 saw the CAS restored to its status as a college through the
initiative of Dr. Marcelo T. Lopez, VP for Administration, and the acquiescence of Dr.
Heidi B. Limosnero, College President, and Dr. Porponio B. Lapa, Jr., VP for
Academic Affairs. CAS degree programs expanded to BS offerings.

Dr. Angel O. Pesirla resumed the leadership of CAS in 1995 and has been at its
helm since then until CSC became Cebu Normal University. At present, the Dean is
Dr. Gina G. Lopez. She assumed the position at the start of the second semester,
S.Y. 2002-2003.

VISION

The Cebu Normal University shall be a world-class values-driven institution

for human transformation.

MISSION

To imbibe the core values of

Spirituality
Honesty
Integrity
Respect
Competence
Commitment
Dynamism

And uphold the ethic of excellence in

Research
Instruction
Production
Extension

For the optimum development of HUMAN POTENTIAL.

 16

http://sjit.edu.ph

The establishment of Saint Joseph Institute of Technology (SJIT) is a dream and a

vision fulfilled.

The Institute is a product of a firm and beautiful dream of a young enterprising man
from Candijay, Bohol - whose preoccupation and obsession in life has been the
enhancement of the education of the youth. This young man is the founder and first
president, Dr. Nicomedes A. Salas.

SJIT is a non-profit and a non-sectarian institute of higher learning. Its founding was
primarily dedicated to the welfare of the youth of Butuan City, Agusan Del Norte and
its neighboring provinces in Mindanao and the Visayas.

In 1971, the Institute started operating as a vocational school and graduated

students from its short-term courses. After three years, SJIT gained recognition and
favorable response from the public and obtained a bigger patronage in terms of
enrollment. It expanded through the offering of additional academic courses. To
glorify a momentous past, the founder named the school Saint Joseph Institute of
Technology.

Inspired by the favorable support and response, the founder who was then married
to Miss Leticia S. Cebrian, enlarged his Vision of furthering the education of the
youth by offering new courses. Subsequently, the community responded very
encouragingly. The public pulse showed signs of clamor for additional courses,
hence, the Bachelor of Science of Commerce was offered.

In 1978 and 1979, two more colleges were opened, namely: the College of Liberal
Arts and the College of Criminology. The succeeding years saw the addition of
 17

Customs Administration and other Engineering courses. By 1984, SJIT produced its
pioneering graduates in Civil and Mechanical Engineering.

The untimely demise of the founding president did not deter the widow to pursue the
dream. As its second president, SJIT became a leading Institution of higher learning
in this part of the country. This leadership was not only measured in terms of
enrollment but in its commitment and dedication to attain a higher level of quality
education by adding more courses which were relevant to the technological
development of the country.

Vision

SJIT envisions itself as a dynamic, progressive institution utilizing state-of-the-art

institutional services to produce competent and socially responsible/accountable
professionals imbued with faith, truth, integrity and wisdom.

Mission

In the light of SJIT’s Life purpose and vision, the school commits itself to:

 Continually engage in the use of the state-of-the-art institutional services for

effective instruction, research and community service.
 Enable and empower every individual to acquire technical competence,
develop character, responsibility and accountability.
 Create and enrich integrative environment promotive of cultural and ethical
values.
 Improve organizational capability and financial sustainability in order to
provide state-of-the-art institutional services.
 Expand and sustain institutional linkages and networking for collaboration and
mutual benefits.
 18

http://www.urios.edu.ph

Urios College High School Building (C. A. 1947)

In 1901, the Butuan Parochial School was founded by Fr. Saturnino Urios, S.J. and
opened its doors to welcome the first pupils. A low building made of bricks adjacent
to the old church was built to house the first pupils who trickled in slowly. When the
state started asserting its influence and control over public and private schools, the
late Fr. Jose Buxo, S.J. was believed responsible for the government recognition of
the parochial school. In 1935, the Missionaries of the Sacred Heart (MSC - Dutch
Congregation) took over the missionary work from the Jesuits. In 1939, the high
school was opened.

This became Fr. Urios High School, named after Fr. Saturnino Urios, S.J. After the
ravages of war, the slow and tedious work of reconstruction began and once again,
the school was on its feet. The low brick building hummed with activity of the grade
school classes. Meanwhile, a wooden building was constructed beside the convent
to house the high school classes. In 1947, the high school department turned out its
first graduates. In the early 1950's the old brick elementary building had to go to
make room for the new church, so a wooden grade school building was constructed
along San Francisco St. All grade school classes were then transferred to the new
building. In the same year, the wooden high school building was replaced by a two-
story concrete building.

In 1950, the college department started with the 2-year commercial course. In 1955,
three courses were offered - Commerce, Liberal Arts and Bachelor of Science in
Education. In subsequent years, other courses were added - Collegiate Normal
(1958); One-year Collegiate Secretarial Science (1959); Two-year Junior Secretarial
Course (1960). There were more students now and they needed new buildings. The
three-story high school building along Zamora St. went up first. Then the wooden
grade school building had to make way for the three-story administration building.
Enrollment continued to increase so the old HE building turned dormitory along
 19

Zamora St. had to renovated to have more classrooms. In the grade school campus,
new buildings were also constructed to house additional grade school classes,
administrative offices, library and bookstore, HE building, Speech building and
computer room.

In 1970, the name of the school was changed from Fr. Urios College to Urios
College. Since then, Urios College has added collegiate courses such as: Bachelor
of Science in Secretarial Administration, Bachelor of Science in Civil Engineering,
Two-year Technical courses in Automotive Technology, Computer Technology,
Drafting Technology, Electronic Technical course, Industrial Electricity, Machine Shop
Technology, General Radio Communication Operator's course, Computer
Secretarial, Bachelor of Science in Accountancy, Bachelor of Science in Nursing,
Bachelor of Science in General Science and Bachelor of Science in Computer
Science and Information Technology. The Graduate School was also opened and
offered Master of Arts in Educational Management, Master in Business
Administration, Master of Arts in Guidance and Counseling, Maser of Arts in Nursing,
Doctor of Management and Doctor of Philosophy in Education.

In 1990, two concrete buildings were constructed in the main campus. The four-
story building is where the Engineering and Technology and Nursing classes are held
and the two-story faculty center and chapel. A four-story concrete building was
constructed in 1997. This is occupied by the high school during the day and the
college in the evening. It has 32 classrooms and 15 spaces for laboratories, library
and offices. Adjacent to it is a gymnasium, which can accommodate 5,000 to 6,000
persons. Urios College was born small. From its very modest beginnings, the Butuan
Parochial School has grown through the years.

From the time she turned out her first high school graduates in 1947 and first college
graduates in 1955, Urios College is considered one of the leading institutions in
Northern Mindanao. Sprawling along streets of J.C. Aquino (formerly Zamora St.),
San Francisco, R. D. Calo and Padre Burgos. It boosts of quality education and
Christian formation with complete facilities and helps meet the manpower demand of
the Northern Mindanao Region. With the creation of the Caraga Region, Urios
College faces more challenge being the only catholic academic institution situated in
the city of Butuan, which is the administrative seat of the region.
 20

Mission Statement

Urios College is a Filipino, Catholic, diocesan, educational institution. It strives for

the full development of the person committed to the service of man, country and
God.

As a Filipino institution, Urios College is dedicated to the cultivation, propagation,

and enrichment of the desirable Filipino customs and traditions and values to form
individuals who take a wholesome pride in their identity. It seeks to educate students
who can ably participate in achieving the national goals consonant with real
development.

As a Catholic Institution, Urios College is open to all. It believes in man's search for
truth through a on-going education resulting self-reliance and self-fulfillment. Through
the liturgy and an integrated program of religion, it fosters in its members the
Christian virtues of faith, hope and love which manifest themselves in a personal
commitment to Christ and His church as seen in a life of freedom, justice and selfless
service to others.

As a diocesan institution, Urios College is committed to the diocesan goal of a

genuine Christian education whose purpose is the building of Christian communities
where people can be self-sustaining, self-nourishing, and self-governing. To this end,
it shares in the task of building such communities while it endeavors to become one.

As an educational institution, Urios College seeks to equip its students with pertinent
knowledge and skills for competence in their profession. It fosters in them
responsible awareness, personal discipline, and the ability to make creative and
sound judgments which will develop in them civic and social responsibility and the
appreciation of beauty and goodness.

Vision

Urios College, a lay-empowered, Filipino, Catholic, Diocesan, Educational Institution,

envisions a community of men and women committed to pursue the work of Christ
for the wholeness of society.
 21

Mission

Urios College commits itself to:

1. Provide balanced program of spiritual formation, educational development,

research undertakings, and community involvement for all;

2. Form self-determined Filipinos who uphold the integrity of creation, are crusaders
of truth and justice, proud of their identity and heritage and in a dialogue with
different cultures;

3. Empower all as catalysts for social transformation and development.

http://www.spup.edu.ph

St. Paul University Philippines - one of 42 schools owned, managed, and operated
by the Sisters of St. Paul of Chartres in the Philippines was founded in 1907. Starting
as a preschool for girls in Tuguegarao, the school was granted university status by
the Philippine government in 1982. With a steady progress through the years, the
university provided new facilities and opened additional courses in response to the
needs of the region, country, and the world. St. Paul University is today the only
university in the Paulinian system in the Philippines and in the world.

St. Paul University Philippines earned its niche among the global centers of learning:
the first Catholic university in Asia and the first private university in the Philippines to
be ISO 9001 certified. In 2002, the university was granted Full Autonomy Status by
the Philippine Commision on Higher Education (CHED).

As the premier educational institution in Region 02, SPUP shall continue to lead and
channel its initiatives, to harness its creativity and its energy to the discovery and
forging of new and better ways of education to help make this world a better place.
 22

Timeline

See the advent of St. Paul University. From its humble beginning in 1907 to a
grandeur that it is now. Take a trip back in time, re-live our history.

Vision and Mission Statement

St. Paul University Philippines is an internationally recognized institution dedicated to

the formation of competent leaders and responsible citizens of their communities,
country, and the world.

Animated by the gospel and guided by the teachings of the Church, it helps to uplift
the quality of life and to effect social transformation through:

 quality, Catholic, Paulinian formation, academic excellence, research, and

community services;
 optimum access to Paulinian education and service in an atmosphere of
compassionate caring; and
 responsive and innovative management processes.

http://www.admu.edu.ph

History

The Ateneo de Manila University began in 1859 when Spanish Jesuits established
the Escuela Municipal de Manila, a public primary school established in Intramuros
for the city of Manila. However, the educational tradition of the Ateneo embraces the
much older history of the Jesuits as a teaching order in the Philippines.

The first Spanish Jesuits arrived in the country in 1581. While primarily missionaries,
they were also custodians of the ratio studiorum, the system of Jesuit education
formulated about 1559. In 1590, they founded one of the first colleges in the
Philippines, the Colegio de Manila (also known as the Colegio Seminario de San
Ignacio) under the leadership of Antonio Sedeño, S.J. The school formally opened in
1595.
 23

In 1621, Pope Gregory XV, through the archbishop of Manila, authorized the San
Ignacio to confer degrees in theology and the arts. Two years later, King Philip IV of
Spain confirmed this authorization, making the school a royal and a pontifical
university, the very first university in the Philippines and in Asia.

However, by the mid-18th century, Catholic colonial powers, notably France,

Portugal, and Spain, had grown hostile to the Society of Jesus because the Jesuits
actively educated and empowered colonized people. The Society was particularly
notorious for encouraging indigenous people to seek self-governance. Because of
this, the colonial powers eventually expelled the Society, often quite brutally, from
their realms.

The Jesuits had to relinquish the San Ignacio to Spanish civil authorities in 1768,
upon their violent expulsion from all Spanish territories. Finally, under pressure from
Catholic royalty, Pope Clement XIV formally declared the dissolution of the Society of
Jesus in 1773.

Pope Pius VII reinstated the Society in 1814, after almost seven decades of
persecution and over four decades of formal suppression. However, the Jesuits
would not return to the Philippines until 1859, almost a century after their expulsion.

Authorized by a royal decree of 1852, ten Spanish Jesuits arrived in Manila on April
14, 1859. This Jesuit mission was sent mainly for missionary work in Mindanao and
Jolo. However, despite almost a century away from the Philippines, the Jesuits’
reputation as educators remained entrenched in the minds of Manila’s leaders. On
August 5, the ayuntamiento or city council requested the Governor-General for a
Jesuit school financed by public money.

On October 1, 1859, the Governor-General authorized the Jesuits to take over the
Escuela Municipal, then a small private school maintained for 30 children of Spanish
residents. Partly subsidized by the ayuntamiento, it was the only primary school in
Manila at the time. Under the Jesuits, the Escuela eventually became the Ateneo
Municipal de Manila in 1865 when it was elevated to an institution of secondary
education. The Ateneo Municipal offered the bachillerato as well as technical courses
leading to certificates in agriculture, surveying, and business.

When American colonial rule came in 1902, the Ateneo Municipal lost its government
subsidy. In 1908, the colonial government recognized it as a college licensed to offer
the bachelor’s degree and certificates in various disciplines, including electrical
engineering. In 1909, years after the Ateneo became a private institution, the Jesuits
 24

finally removed the word “Municipal” from the Ateneo’s official name, and it has since
been known as the Ateneo de Manila.

American Jesuits took over administration in 1912. In 1932, under Fr. Richard
O’Brien, third American rector, the Ateneo transferred to Padre Faura after a fire
destroyed the Intramuros campus.

Devastation hit the Ateneo campus once again during World War II. Only one
structure remained standing – the statue of St. Joseph and the Child Jesus which
now stands in front of the Jesuit Residence in the Loyola Heights campus. Ironwork
and statuary salvaged from the Ateneo ruins have since been incorporated into
various existing Ateneo buildings. Some examples are the Ateneo monograms on
the gates of the Loyola Heights campus, the iron grillwork on the ground floor of
Xavier Hall, and the statue of the Immaculate Conception displayed at the University
archives.

But even if the Ateneo campus had been destroyed, the university survived.
Following the American liberation, the Ateneo de Manila reopened temporarily in
Plaza Guipit in Sampaloc. The Padre Faura campus reopened in 1946 with Quonset
huts serving as buildings among the campus ruins.

In 1952, the university, led by Fr. James Masterson, S.J. moved most of its units to
its present Loyola Heights campus. Controversy surrounded the decision. An Ateneo
Jesuit supposedly said that only the ‘children of Tarzan’ would study in the new
campus. But over the years, the Ateneo in Loyola Heights has become the center of
a dynamic community. The Padre Faura campus continued to house the professional
schools until 1976.

The first Filipino rector, Fr. Francisco Araneta, S.J. was appointed in 1958. And in
1959, its centennial year, the Ateneo became a university.

The Padre Faura campus was closed in 1976. A year after, the University opened a
new campus for its professional schools in Salcedo Village, in the bustling business
district of Makati. In October 1998, the University completed construction of a bigger
site of the Ateneo Professional Schools at Rockwell, also in Makati.

Mission/Vision
 25

Ateneo de Manila University Vision-Mission Statement

As a University, the Ateneo de Manila seeks to preserve, extend, and communicate

truth and apply it to human development and the preservation of the environment.

As a Filipino University, the Ateneo de Manila seeks to identify and enrich Philippine
culture and make its own. Through the education of the whole person and the
formation of needed professionals and through various corporate activities, the
University aims to contribute to the development goals of the nation.

As a Catholic University, the Ateneo de Manila seeks to form persons who, following
the teachings and example of Christ, will devote their lives to the service of others
and, through the promotion of justice, serve especially those who are most in need of
help, the poor and the powerless. Loyal to the teachings of the Catholic Church, the
University seeks to serve the Faith and to interpret its teachings to modern Philippine
society.

As a Jesuit University, the Ateneo de Manila seeks the goals of Jesuit liberal
education through the harmonious development of moral and intellectual virtues.
Imbued with the Ignatian spirit, the University aims to lead its students to see God in
all things and to strive for the greater glory of God and the greater service of
mankind.

The University seeks all these, as an academic community, through the exercise of
the functions proper to a university, that is, through teaching, research and service to
the community.

DE LASALLE UNIVERSITY

http://www.dlsu.edu.ph

De La Salle College was founded in 1911 when the Brothers of the Christian Schools
opened their first school in the Philippines on General Luna Street in the historic city
of Manila. Classes were conducted in Spanish for the first 125 boys of varying ages
and grade levels who enrolled and began their schooling in June 1911. During those
early years, the Brothers were allowed to offer the full primary and intermediate
programs (grades 1-4, 5-7) and a three-year commercial secondary school program.
The Commercial High School Diploma was given for the first time to three graduates
in 1915.
 26

In November 1917, the school was granted a charter authorizing it to confer an

Associate in Arts degree. In 1920, the school opened a two-year commercial course.
The school's catalog for 1925 listed courses for an Associate in Arts, a two-year
Commerce curriculum, and a Bachelor of Arts and a Master of Arts (although the last
two degrees were never conferred before World War II). In 1930, the College was
authorized to confer the degrees of Bachelor of Science in Education and Master of
Science of Education.

The last pre-war arts degree holders were graduated in 1931; the Associate in Arts
Program was then discontinued because the department was understaffed. The
Bachelor of Science in Commerce degree was first conferred in 1931 after a third
year had been added to the two-year commercial sequence.

During the Second World War, the College grounds were seized by the Japanese
occupation forces and made into defense quarters. Classes continued during the war
years, but academics suffered from a greatly reduced curriculum. Repeated
bombings of the area resulted in the total destruction of the gymnasium and the loss
of library holdings and laboratory equipment. On February 12, 1945, a band of
Japanese soldiers massacred 16 Brothers and several families who had taken
refuge with them in the College Chapel.

Home from concentration camps at the end of the war, the Brothers resumed classes
in July 1945 despite a lack of manpower and facilities; 60 boys were graduated from
the high school at the end of that school year. Seeing the important role they were to
play in rebuilding the Philippines through education, the Brothers enriched the
Commerce curriculum, expanding it into a four-year program.

During the following years, the undergraduate schools of Engineering (1947), Arts
and Sciences (1953), Education (1959), Industrial Technology (1973), and Career
Development (1980) were established. Also established were the graduate schools
of Business Administration (1960) and Education (1963). The College of Industrial
Technology was integrated with the College of Engineering in 1979 as an
Engineering Technology Program. The Bachelor of Science in Computer Science
Program was started in 1981 upon the organization of the Center for Planning,
Information, and Computer Science. Beginning 1984-1985, the Computer Science
Program was spun off as a program under the College of Computer Studies.

The La Salle Teacher Training Center, put up in 1982 to revive the earlier education
program, was elevated to the La Salle School of Education in 1987. The events of
 27

the 1970s have been crucial to the development of De La Salle as a social

institution. In 1973, the College recognized the need for Catholic women's education
and opened its door to female students. That same year, the blueprint of a scheme
projecting the planned improvements of the school from 1973 to 1983 was
published. This document, called De La Salle Ten Years, was updated yearly.

The greatest step forward taken by the school in this decade was the change of
status from a College to a University. The change took effect on Feb. 19, 1975 and
was a result of the outstanding academic and professional contributions the school
had made to Philippine private education. The beginning of school year 1981-1982
was another milestone in the University's history. This year marked the change from
the traditional semestral academic schedule to the year-round trimestral calendar for
all units of the University, including the different undergraduate colleges.

Today, the University believes the Christian man and woman will provide needed
leadership in the development of the Philippines. The school seeks to develop this
leadership quality in its students through a liberal Christian education. Its
commitment to this kind of education is based on a belief in the importance of
Christian values and in the development in its students a concern for the country's
social and economic problems.

The University has placed much emphasis on the formation of various consortium
agreements with other major universities in the country. These consortia have made
possible exchange programs for students and faculty, and the sharing of
specializations uniq ue to individual schools. De La Salle has consortium
agreements with schools in Metropolitan Manila, including St. Scholastica's College,
Philippine Christian University, St. Paul College of Manila, Philippine Normal
University, Ateneo de Manila University, and the University of the Philippines.

As a result, De La Salle students and faculty may enjoy not only the use of facilities
of these schools but also the opportunity to work with their counterparts in the
consortia. These interscholastic arrangements also provide peer interaction that con
tributes to the development of students' ability to relate to people of diverse interests
and backgrounds, thereby enriching their academic experience.

Vision-Mission

Vision
 28

De La Salle University - Manila is an internationally recognized Catholic university

established by the Brothers of the Christian Schools in 1911.

Inspired by the charism of St. John Baptist de La Salle, the University harmonizes
faith and life with contemporary knowledge to nurture a community of distinguished
and morally upright scholars who generate and propagate new knowledge for human
development and social transformation.

As a resource of Church and Nation, the institution endeavors to form Lasallian

Achievers for God and Country who will lead in building a just, peaceful, stable and
progressive Filipino nation.

Mission

Guided by this Vision, the University will become a leading research university in
Southeast Asia. With its corps of eminent faculty ably supported by visionary leaders
and technology-enabled professional services, the institution will offer excellent
multidisciplinary programs and build a community of learners and scholars who value
the pursuit of new knowledge within the perspective of Christian ideals and values.

In an academic environment permeated by excell

ADAMSON UNIVERSITY

http://www.au.edu.ph

Adamson University was founded in 1932 by the late Dr. George Lucas Adamson,
together with his cousins, Alexander Adamson and George Athos Adamson.

The initial efforts to guide the Adamson School of Industrial Chemistry were directed
towards the developmental needs of the Philippines, notably in the areas of science
and chemical technology. On February 5, 1941, the school was granted University
status by the Department of Education.

On December 4, 1964, the University was turned over to the Vincentian Fathers of
the Congregation of the Mission ( CM ) and was incorporated into the Adamson
Ozanam Education Institutions, Inc. As a Catholic University, it has gained a
meaningful Christian presence in the academic world and as such, is actively
involved in the development of people, especially the poor.
 29

Today, Adamson University has attained universal recognition as one of the leading
institutions for Graduate Education, Laws, Arts, Sciences, Engineering, Pharmacy,
Architecture, Business Administration, Teacher Education, and for Secondary,
Elementary, and Pre-School Education.

Vision

Adamson University, a Catholic Vincentian educational institution, is a recognized

leading center for quality education particularly for the socially disadvantaged.

Mission

As a Catholic University, we diligently pursue truth and knowledge, inspired by the

Gospel values and guided by the teachings of the Church;

As a Vincentian Community, we inspire others to follow the example of St. Vincent

De Paul, who led and organized his contemporaries in creatively responding to those
who are in need;

As an institution of learning, we assist in the formation of competent, creative and

socially responsible leaders through our commitment to excellence in discovery,
learning and service;

As a catalyst of social transformation, we provide quality services that empower

others to become agents of change.

TECHNOLOGICAL UNIVERSITY OF THE PHILIIPPINES

The Technological University of the Philippines (TUP) is a state university

comprising four campuses: TUP in Manila, TUP in Taguig, TUP in Cavite, and
TUP in Visayas. The University also has a specialized unit which is the
Integrated Research and Training Center.
 30

TUP was formerly known as the Manila Trade School established by the
Philippine Commission in 1901. It was later renamed to Philippine School of
Arts and Trades (PSAT) to develop the dignity of labor. In 1959, by virtue of
R.A. 2237, the PSAT was converted into a state college popularly known as
the Philippine College of Arts and Trades (PCAT). It was under P.D. No. 1518
that transformed PCAT into a premiere state university of technology
education.

Today, the TUP Community is proud of the performance of its students locally
and abroad. TUP students have created niche in the grounds of engineering,
engineering technology, industrial education, science, and architecture.

As an institution of higher learning, TUP is a recipient of national and

international awards. The year 1999 marks the recognition of TUP as a Center
of Excellence in the ASEAN Economic Ministers - Ministry of International
Trade and Industry, Economic and Industrial Committee (AIMEICC) Working
Group on Human Resource Development. This was certified by the
Department of Trade and Industry (DTI), Center for Industrial Competitiveness
- National Industrial Manpower Training Council. In the same year, the
University was awarded as a Center of Development (COD) by the
Commission on Higher Education (CHED) in Electrical Engineering (Category
2), Mechanical Engineering (Category 1), and Civil Engineering (Category 1).
In June 2002, the Colombo Plan Staff College for Technician Education
(CSPC) presented a plaque of recognition to TUP as a Center of Excellence in
Graduate Fellowship Programme for Technological, Technical, Industrial and
Vocational Education. Moreover, the Association of Overseas Technical
Scholarship (AOTS) based in Japan awarded TUP as a Center of Excellence.

Vision-Mission

Vision. The Technological University of the Philippines shall be the premiere

state university and the model of excellence in industrial technology education
in the country. It shall ensure the highest standards in all the programs of
instruction, research, extension and production to meet the demands for world-
 31

class engineers, architects, artists, technologists, industrial teachers and

school administrators, technicians, and other technical specialists in a
knowledge-based economy of the 21st century.

Mission. In accordance with the mandate of Presidential Decree 1815 and

guided by the TUP Vision 2024 and the policies promulgated by the Board of
Regents and implemented under an inspired and dynamic leadership as well
as a cooperative and facilitative organization, the TUP shall pursue the
following mission:

o Offer higher and advanced programs in the field of science and

engineering, industrial technology, industrial teacher education, architecture
and fine arts, and related educational programs that meet the demands of a
knowledge-based and technology-driven economy;

o Conduct research and development to support and enhance technology

education, generate new knowledge, develop new technologies or improve
existing technology or machine, and enhance socio-economic and industrial
development;

o Provide extension and community services that enhance the transfer of

knowledge and technology, provide continuing education in engineering and
technology, and enhance the development of employable skills and
entreprenuership, especially among the poor and under privileged members
of society;

o Provide a conclusive learning environment that fosters scholarship,

creativity, resourcefulness, critical thinking; promote the appreciation of
culture and arts, and develop desirable attitudes and work ethic.
 32

History

Created under RA 1387 as amended through authorship of Senator Domocao A.

Alonto, the Mindanao State University was established in Marawi City on September
1, 1961. Dr. Antonio Isidro, former Vice President for Academic Affairs of the
University of the Philippines, was its founder and first president.

Formal classes opened in June 1962 with 282 students, 19 faculty members and
staff, and three core colleges: Community Development, Liberal Arts and Education.

After more than three decades of operation, the University has grown into a multi-
campus University System with seventeen colleges and degree-granting units in the
Marawi campus alone.

The Marawi campus enjoys a triple-center distinction as the Regional Science

Training Center, the Regional Carabao Center and one of the country’s Centers of
Excellence in Teacher Education. The University has also opened itself to the outside
world through her cooperative linkages with major universities of Malaysia, Indonesia
and Australia. When it comes to the educational dimension of the Brunei-Indonesia-
Malaysia-Philippines East Asia Growth Area (BIMP-EAGA), MSU is among the
leaders of the Philippine universities.

Formal classes opened in June 1962 with 282 students, 19 faculty members and
staff, and three core colleges: Community Development, Liberal Arts and Education.

There are six other autonomous campuses with different thrusts distributed in
strategic locations throughout Mindanao: MSU IIT, MSU General Santos, MSU Sulu,
MSU Maguindanao, MSU Naawan and MSU Tawi-Tawi. Under the propulsion of a
unique and noble mission, each campus is making strides towards excellence.
 33

Vision

MSU aims to become a Center of Excellence not only in teacher education, science
and technology but also in tourism, sports, arts humanities and socia sciences as
well. It hopes to contribute to the goals of urban and countryside develoopment
through peace, unity and understanding among Chirstians and Muslims. It aspires to
transform itself into a premier supraregional University in the MINSUPALA region. It
aims to produce board topnotchers in various Government Professional Licensure
Exams by equipping them with the necessary skills, knowledge and attitudes
indispensable to sound character formulation and personal integrity.

Mission

Committed to the attainment of peace and sustainable development in the

MINSUPALA Region, the MSUS will set the standard of excellence in science, arts,
technology and other fields; accelerate the economic, cultural, socio-political, and
agro-industrial development of the Muslim and other cultural groups, thereby
facilitating their integration into the national community; preserve and promote the
cultural heritage of the region and conserve its rich natural resource; and infuse
mural and spiritual values.

For collaborative efforts, for diplomatic relations, and for international recognition a
leading institution of higher learning, the MSUS will pursue vigorously linkages with
foreign agencies.

History

The University dates back to the founding of the Institute of Accountancy in 1928 by
a group of eminent educators led by Dr. Nicanor Reyes Sr., then head of the
Department of Economics of the University of the Philippines. With Dr. Reyes were
Dr. Francisco Saltpan, Professors Antonio Aquinas, Emmanuel Dime and Clement
Upson, well-known educators from the U.P. Department of Economics. (Dr. Saltpan
 34

and Prof. Upson would later become FEUpresidents themselves years after the
founder’s untimely demise).

In 1930, it became the Institute of Accounts, Business and Finance. It was finally
elevated to the rank of a University in 1934 - the Far Eastern University. From the
initial 117 students, population grew to 11,000 just before the war. No less than then
President Manuel L. Luzon hailed Durries for blazing new trails. He called FEU "the
best non-sectarian institution in the country."

Vision/mission statement

Far Eastern University

aims to be
the leading private, non-sectarian
institution of learning in the Philippines.

Committed to the highest

Intellectual, moral and cultural standards,
it strives to produce
principled and competent graduates.

It nurtures
a service-oriented community
that seeks to contribute
to the advancement of society.
 35

Colegio de San Juan de Letran

Continuing a Tradition of Excellence

HISTORY

The name San Juan de Letran is derived from Basilica of St.

John Lateran, Rome, considered as the Mother Church of Christendom. This name,
in turn, was taken from that of the palace known as Palazzo Laterano, beside which
it stands at the Piazza San Giovanni or Saint John Square in that SE of Rome
location, a former Imperial Palace given by Emperor Constantine to the Pope in the
early 4th century, which later served as official papal residence for over a thousand
years.

The Colegio is owned and administered by priests of the Order of Preachers

(Dominicans) of the Philippine Dominican Province. The school has a rich and proud
history and holds the distinction of having produced Philippine presidents,
revolutionary heroes, poets, legislators, members of the clergy, jurists, and is the
only Philippine school that has produced a Catholic Saint that actually lived and
studied inside its original campus. The campus contains two statues, representing
the two foremost alumni in the fields of secular and religious service: Manuel L.
Quezon and St. Vicente Liem de la Paz.

Originally founded by Don Juan Geromino Guerrero in 1620, a retired Spanish

officer, in Intramuros as Colegio de Niños Huerfanos de San Juan de Letran . The
school was designed to educate and mold orphans to good Christian citizens.

Around the same time, Diego de Santa Maria, O.P. established Colegio de
Huerfanos de San Pedro y San Pablo . As Don Guerrero grew old, the two schools
were fused together, taking the name of Colegio de San Juan de Letran.

After 60 years, Letran was declared an ecclesiastical college. A royal decree on May
1865 pronounced Letran as a "College of the First Class". Around this time, Letran
became a school exclusively for boys.

During World War II, Letran suspended classes, and the school was changed into a
Japanese garrison. After the war, Letran resumed operations. Several new
construction projects were inaugurated to replace the old structures wrecked by the
war.
 36

The school began accepting female students in its college department in the 1970s
while the grade school and high school departments started accepting female
enrollees in June 2005.

Letran has programs in business education, humanities, information technology,

communication arts and basic education, and has successful athletic programs,
particularly in basketball, football, volleyball, taekwondo, and tennis. Through the
centuries Letran has produced numerous athletes that have donned the national
colors (especially in basketball) in international events like the Olympics, Asian
Games, Southeast Asian Games, Jones Cup, and Basketball World Championship.

Colegio de San Juan de Letran (CSJL) (also as San Juan de Letran College
(SJLC), Letran College (LC) or simply Letran), was founded in 1620. Letran is a
private Roman Catholic institution of higher learning located in Intramuros, Manila,
Philippines.

The Colegio was given Level 2 accredition by the Philippine Accrediting Association
of Schools, Colleges and Universities in the Elementary department, the College of
Liberal Arts and Sciences (CLAS), the College of Business Administration (CBA),
and the High School Department.

Our Vision

We envision a model Christ-centered Colegio de San Juan de Letran acknowledged

for her:
- academic excellence;
- being responsive to the needs of the 21st century;

and whose graduates are:

- staunch defenders of the Church;
- faithful devotees of Mary;
- ardent lovers of truth;
- dynamic builders and leaders of communities; and
- successful in their chosen field of endeavor.

Our Mission

We, the Colegio de San Juan de Letran, commit ourselves to the quality formation
of an integral human person in the hallowed tradition of Deus, Patria, Letran.
 37

History

The Mapúa Institute of Technology was founded on January 25, 1925 by Don Tomas
Mapua, an Architecture graduate of Cornell University in USA and the first registered
Filipino architect. He envisioned an educational institution that shall emphasize the
importance of science and technology and create an impact on the economy and the
quality of life of the Filipino. The Institute was founded as a private non-sectarian
institute of higher learning pioneering in technical education. Initially a night school, it
started with eighty (80) students enrolled in Civil Engineering and Architecture.
Classes were held in a rented commercial building in Carriedo St. in Quiapo.

Three (3) years later, the Institute offered high school to give students a better
foundation for a higher technical education.

By 1934, three (3) degree programs had been added to the list of degree program
offerings - Mining Engineering, Chemical Engineering and Chemistry and by 1940,
two (2) more were added - mechanical engineering and electrical engineering.

Mapúa Institute of Technology was not spared from the ravages of war but it
resumed operations after the liberation of Manila rising again in a new site bounded
by Doroteo Jose and Miserecordia St. (now Don Tomas Mapúa Street).

In the late 50's, the Institute branched out to Intramuros housing the School of
Architecture and the upper engineering degree programs. The School of Basic
Studies (General Engineering) and the high school department remained at the
Doroteo Jose compound.

The tradition of academic excellence established by Don Tomas was carried on even
after his demise on December 22, 1965. His only son, Don Oscar B. Mapúa, took
 38

over the presidency armed with the commitment to the furtherance of the vision of
the founder of the Institute.

With the expansion of its facilities, the Intramuros complex was ready to take the
entire collegiate department in 1973.

Concurrent with the physical expansion program was the introduction of more
degree programs: Industrial Engineering in 1972, Industrial Design in 1976 and
Computer Engineering in 1983.

Today, the Institute offers 15 bachelor programs. It also offers 4 graduate programs -
Master of Science in Architecture, Master of Science in Chemistry, Master of Science
in Engineering Geology/Geotechnical Engineering and Master of Engineering. It has
a population of about 15,000 students.

The success of the efforts of the Institute to establish a culture of excellence in

education is firmly evidenced in the high performance of its graduates in the
licensure examinations, consistently placing in the top ten and maintaining a high
percentage of passing rate. This accounts for the high demand for Mapúa graduates
by private and government institutions where a big number of important positions are
occupied by alumni of the Institute.

To ensure quality education, the Institute employs outstanding faculty members who
are highly qualified in terms of academic degrees and teaching experience. The
qualifications of these teachers are enhanced through scholarship grants for higher
learning as well as attendance in conventions and seminars to keep abreast of the
latest in teaching approaches. Excellence in teaching is always encouraged,
acknowledged and rewarded.

When President Oscar B. Mapua passed away on March 17, 1998, his son Architect
Oscar B. Mapua, Jr. took over his duties until December 1999 when the ownership of
the Institute was passed on to a business conglomerate headed by Ambassador
Alfonso T. Yuchengco. Ambassador Yuchengco, a long time benefactor of
economically disadvantaged students, believes that Mapúa Institute of Technology
should help address the demands of the new millennium for quality professionals in
order to achieve economic progress and move the country forward. It is his vision to
develop Mapúa into an international center of engineering, architecture and IT
education in order to take a lead role in producing graduates who shall offer world
class professional services in the knowledge-based global economy of today.
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In response to this vision, the present president of the Institute, Dr. Reynaldo B. Vea,
has placed the strengthening of the curricular program on top of his agenda. It shall
respond to the challenges of globalization in order to produce graduates who shall
be at par with their foreign counterparts. It shall integrate and put primary emphasis
on information technology in all degree programs, IT being vital to global
competitiveness in the workplace.

The new Mapúa Institute of Technology has started to establish linkages with other
technological schools and cyber-tech institutions so that Mapuans will have global
access to knowledge and techniques. It has also improved its infrastructures to
enhance the teaching and learning environment. It is also building up its research
capabilities.

With the inspiration of Ambassador Yuchengco and with President Vea at the helm,
Mapúa can look forward to more fruitful years ahead.

Our Mission

The mission of Mapúa Institute of Technology is to disseminate, generate, preserve

and apply scientific, engineering, architectural and IT knowledge. The Institute shall,
using the most effective means, provide its students with professional and advanced
scientific and engineering, architectural and information technology education
through rigorous and up-to-date academic programs with ample opportunities for the
exercise of creativity and the experience of discovery.

It shall implement curricula that, while being steeped in technologies, shall also be
rich in the humanities, languages and social sciences that will inculcate ethics.

The Institute shall advance and preserve knowledge by undertaking research and
reporting on the results of such inquiries.

The Institute, singly or in collaboration with others, shall bring to bear the world's vast
store of knowledge in science, engineering and other realms on the problems of the
industry and the community in order to make the Philippines and the world a better
place.

Our Vision

The Mapúa Institute of Technology shall be an international center of excellence in

integrated engineering, architecture and information technology education by
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providing instructions that are current in content and state-of-the-art in delivery; and
by engaging in cutting-edge research.

It shall be Filipino in spirit but global in outlook.

It shall be independent in its objectives but shall be fully networked, electronically

and otherwise, in its disposition.

It shall not only be at the frontiers of knowledge but also at the frontlines of problem
solving.

It shall not only earnestly nurture the passion for learning and discovery but also
provide an environment conducive to creative pursuits.

It shall be steeped not only in various technologies but also in the humanities.

It shall not only impart expertise but also inculcate ethics.

Mapúa shall be the premiere Philippine technology school in the Age of Technology.

Educational Philosophy

The MAPÚA INSTITUTE OF TECHNOLOGY offers its students professional and

advanced scientific and engineering education with a healthy dose of the arts,
letters, philosophy and social sciences to form men and women who shall possess
not only technological expertise but also the human values and perspective that
promote moral development.

MAPÚA upholds academic excellence and social responsibility as core values.

MAPÚA provides quality academic curricula that are current in content and state-of-
the-art in delivery.

MAPÚA provides a learning environment that encourages the exercise of creativity

and the experience of discovery.

MAPÚA captures the full synergy among instruction, research and extension work to
heighten the learning experience of its students.

MAPÚA builds linkages with industry and government in order to maintain the
relevance of its academic programs and to engage in collaborative research.
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General Objectives

The Institute seeks to become an international center of excellence in integrated

engineering, architecture and IT education. It seeks to develop young Filipinos into
highly competent engineers, architects and IT professionals in order to meet local
and global human resource requirements. It seeks to generate new knowledge to
heighten the nation’s competitiveness in today’s knowledge-based and global
economy. It seeks to apply knowledge in order to make the world a better place for
Filipinos and humankind.

Special Objectives

Aside from the objectives stated above, the Institute declares the following for itself:

1. Develop in the student quality values and attitudes needed to produce moral
and ethical professionals.
2. Provide opportunities to develop critical thinking and sound judgment
essential in the practice of one’s profession.
3. Foster strong ties among the faculty, students and alumni.
4. Facilitate and provide “on-the-job” training for graduating students and faculty
members.

Develop workable technologies that could tap the potentials of the country’s
Resources.