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Vision, Mission and Core Values VISION SISFU will be the leading transnational university that develops global leaders and professionals. It is distinguished by its excellent academic standards, outstanding instructional methodologies, relevant research, high levels of student achievement, a culture of innovation, and strong partnerships with ranked educational institutions. Its graduates are sought after by top national and global organizations. MISSION SISFU, the premier… [+] transnational university in the Philippines, delivers globally-relevant quality undergraduate and graduate programs developed by accredited educational partners from the UK, Australia, and the USA. Using rigorous international standards in instruction, assessment, and research, supported by excellent facilities, highly-qualified faculty, and industry collaboration, SISFU prepares students to be globally competitive, competent professionals, successful entrepreneurs, leaders, and movers of society. 5C'S CULTURE Character Competence Commitment to Achieve Creativity Collaboration QUALITY POLICY STATEMENT Southville International School Affiliated with Foreign Universities is committed to meet customer, statutory and regulatory requirements in developing learners to excel in academics through continuous improvement of institutional support services, administrative systems, and delivery of the academic programs. QUALITY OBJECTIVES More than Acceptable level of Student Achievement More than Acceptable Rating on Academic and Academic Support Services More than Acceptable Rating in Administrative Services & Facilities More than Acceptable Faculty Competence More than Acceptable Staff Competence Compliance with statutory and regulatory requirements
Mapúa Institute of Technology Founded on January 25, 1925, Mapúa Institute of Technology remains the leading technological academic institution and biggest engineering school in the Philippines. It envisions itself to become a global center of excellence in education. To ensure the professional readiness of its students, it adopted the outcomes-based approach to education, the first academic institution in the country to do so. It also pursued and succeeded in getting its 1… [+] 0 engineering and computing programs accredited by widely recognized accrediting body – the US-based ABET. Mapúa is the first school in the Philippines and in Southeast Asia to receive the ABET accreditation for its programs. With its strong systems and processes, global outlook on education, world-class curricula, highly trained professors and state-of-the-art facilities, Mapúa provides unparalleled opportunities and a decided advantage to its graduates. A tradition of excellence For almost nine decades of excellence in technical instruction, MIT has grown to be the Philippines’ biggest engineering school, with at least 15 undergraduate and 18 graduate engineering programs. Its enrollees account for at least 16% of the total student population in B.S. in Chemical (ChE), Civil (CE), Computer (CpE), Electrical (EE), Electronics (ECE), Environmental and Sanitary (EnSE), Industrial (IE), and Mechanical Engineering (ME) programs of the top 10 engineering schools in the country, based on Commission on Higher Education’s (CHED) 2010 enrollment data. MIT’s program offerings in other fields of study have also expanded particularly in Architecture and Design, Information Technology (IT), Business and Management, Multimedia Arts and Sciences, Social Sciences, and Health Science. MIT’s efforts to continuously improve the quality of its education have been notable. For demonstrating high standards in classroom instruction, research, and extension service, CHED declared the Institute as National Center of Development for CE, CpE, CS (Computer Science), EE, ECE, IE, IT, and ME programs. Industry partnership has also been given more focus in the recent years by the Institute. Currently, it has tie-ups with hundreds of local and international educational institutions, organizations, and companies for its faculty development, collaborative researchers, and student internships. Such efforts enabled MIT to consistently produce topnotchers in licensure examinations. On record, the Institute’s board heroes have reached close to 300 since 2002. MIT moves to fine-tune its teaching standards with a series of accreditations. For one, the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) affirmed the Institute’s high standards in educational operations, granting Level IV accreditation to its CE program and Level III accreditation to its CpE, EE, ECE, EnSE, and IE programs. From 2010 to 2011, MIT has proven itself at par with other first-rate universities around the world when ABET, Inc. granted its first accreditation seal in the entire East Asia to its eight Engineering programs (ChE, CE, CpE, EE, ECE, EnSE, IE, and ME) and two computing programs (B.S. Computer Science and B.S. Information Technology), putting it ahead of the rest of educational institutions in the country. Engineering for the environment Alongside its pursuit of academic excellence, MIT also endeavors to be part of the solution to the global issue of climate change. MIT has long been an advocate of environmental conservation and engineering for the environment, beginning with the opening of its B.S. Environmental and Sanitary Engineering (EnSE) program in 1958, followed by the opening of its Master of Science in Environmental Engineering program in 2001 and Ph.D. in Environmental Engineering program in 2004. EnSE’s curriculum currently includes 17 three-unit courses related to protection and conservation of and engineering for the environment. Furthermore, the Institute has also included environmental engineering and environmental science courses in all of its engineering and non-engineering programs, respectively. MIT believes that these courses are enough introductions for all the students to understand the real situation of the environment. It is also believed that these courses are sufficient to train them to be able to design, construct, and implement sustainable solutions to environmental problems. To complement its instruction, MIT included in its 2010–2020 initiatives the reduction of its carbon footprint. To initiate an institutional effort of carbon footprint reduction (CFR), the Institute formed a core group led by the Subject Chairperson for Chemical Engineering (ChE) Dr. Alvin R. Caparanga. Some ChE students were commissioned to conduct an initial study to compute the Institute’s total carbon footprint. Upon the presentation of results, the CFR committee convened to come up with necessary actions to be taken by the Institute to reduce its carbon footprint, which is mainly produced by its consumption of energy, water, and paper. Together with the different schools and offices, the CFR committee has gathered best practices for the conservation of its resources. MIT has moved to replace all of its lamps with more energy-efficient ones. This will immediately be followed by the school’s replacement of its air-conditioning units. The CFR group is currently in the process of setting targets and monitoring guidelines for this effort, aiming for full implementation in 2012. Apart from its internal efforts, MIT also has extension services dedicated to addressing environmental concerns through education. Under its Social Orientation and Community Involvement Program (SOCIP), the Institute has conducted seminars on recycling, energy conservation, and use of renewable energy; information drive about global warming and pollution in the community; and tree-planting and clean-and-green projects in partnership with the government and non-government organizations.
History The story of Miriam College dates back to 1926 when the Archbishop of Manila, then Reverend Michael O’ Doherty, requested the Sisters of the Maryknoll Congregation in New York to initiate a teacher-training program for women in the Philippines. In an old remodeled Augustinian Convent in Malabon, Rizal, the Malabon Normal School was established. The school transferred sites several times until finally in 1953, with its name officially changed to Maryknoll College, i… [+] t laid down its permanent roots in Diliman (or Loyola Heights), Quezon City. After Vatican II, the Maryknoll congregation began to evaluate its work, not only in the Philippines but worldwide, in the light of their original apostolate as a missionary order. In the 60s, the Maryknoll congregation saw the readiness of the Filipino laity to continue the educational mission they had started. In 1977, the ownership and management of the school were turned over to lay administrators. In accordance with the agreement, the name Maryknoll was to be changed to pave the way for the promotion of the school’s unique identity, distinct although not disconnected from the identity of the Maryknoll sisters. In 1989, after a series of consultations, Maryknoll College was re-named Miriam College. Our Vision Miriam College is a premier Filipino Catholic institution of learning that forms leaders in service who combine competence with caring, are rooted in Filipino culture and Asian tradition, and yet are citizens of the world. Miriam College, by integrating the work of education with the life of faith, develops persons, particularly girls and young women to build the Filipino nation and to be co-creators of God’s kingdom on earth. Miriam College is committed to excellent academic programs infused with Christian values, enhanced by modern technology and enriched by national and international linkages. Finally, Miriam College commits itself to creating and living within our school community the very changes we seek to realize in society. Our Mission Miriam College, in partnership with families and the community provides quality and relevant Christian education that prepares students to become effective leaders, lifelong learners, and productive citizens. It offers excellent programs at the basic, tertiary, post graduate and adult education levels through learner-centered, value-integrating, research-based and innovative approaches. Our Core Values Truth We believe in the power of knowledge and the liberating force of truth. We commit ourselves to the systematic and scientific search for truth and to fairness and openness in its pursuit. We reject all forms of deceit, falseness and dishonesty. We strive for the highest quality of intellectual and academic output at the same time that we recognize and value the wisdom of the heart. Justice We believe that all human beings should be equally blessed to be responsible for and to enjoy the fruits of knowledge-generation and social progress. We commit ourselves to a society where power and opportunity are equally shared and where the “naked are clothed and the hungry are fed.” We reject discrimination of any kind against any individual or any group. We believe in gender equality and strive for and support a diverse and interdependent human community in which people’s rights, welfare and empowerment are centrally valued. Peace We believe that we should be peace-builders. We also believe that peace means the absence of violence as well as the presence of values, attitudes, behavior and ways of life based on non-violence and respect for the fundamental rights and freedom of every person. We reject violence of every form and in every social interaction and all institutions. We are committed to work for creative and constructive ways of solving conflict and to foster caring and loving relationships among all human beings and between humans and the rest of creation. Integrity of Creation We believe that God has called us to be stewards of all creation and that the well-being and happiness of future generations rest upon sustainable and equitable systems and processes of production and consumption. We reject destruction of the environment and waste of natural resources. We commit ourselves to care for the earth and to practice a lifestyle that sustains the health of the planet on which all life depends.
BACKGROUND AMA Education System (AMAES) is the largest educational network in Asia and a member of the AMA Group of Companies. It is the company that manages and operates the following schools in the Philippines: AMA University AMA Colleges ABE International Business College (ABE) ACLC College AMA Computer Learning Center (ACLC) St. Augustine School of Nursing (SASN) Delta Air International Aviation Academy (DAIAA) Southern Luzon College Sta. Veronica College AMA Basic Education… [+] (formerly St. Augustine International School) AMA School of Medicine (AMASOM) AMA COLLEGE AND AMA UNIVERSITY In 1980, Ambassador Amable R. Aguiluz V, also known as the Father of Computer Education in the Philippines, saw the demand for fully trained computer professionals; however, during that time, no institution in the Philippines offered professional computer education. Knowing the impact of technology in the industry and how it will drive progress, Ambassador Aguiluz responded to the demand and decided to put up a school that will offer computer education; hence, AMA Institute of Computer Studies was founded and eventually led to the establishment of AMA Computer College, which was the first to offer courses in Computer Science and Computer Engineering. Aside from being the first to offer IT courses in the Philippines, AMA College was also the first to: Offer E-learning Provide 1 is to 1 student-to-computer ratio Offer Mechatronics Receive ISO 9001 Certification among all the schools in the Philippines Become a Microsoft Premiere Education Partner Become an exclusive training partner of Avaya Branch out to key cities and municipalities in the Philippines Develop a University town in the Philippines comparable to Harvard, MIT and other similar institutions As time goes, AMA College continued to improve and even broadened its scope by offering courses related to business and finance, arts and sciences and engineering, which led to its elevation to AMA University, following the conferment of university status by the Philippine government's Commission on Higher Education (CHED) on August 20, 2002. Today, aside from its main campus (AMA University) located in Project 8, Quezon City, there are 41 AMA Colleges located in different parts of the country that offers bachelor’s degree, tech voc, short courses and postgraduate degree programs. AMA EDUCATION SYSTEM A few years after AMA College was founded, Ambassador Aguiluz decided to start a new endeavor by setting up new schools that will specialize in specific fields such as business, technical IT skills, healthcare, and hospitality. It was eventually realized when he established AMA Computer Learning Center, ACLC College, ABE International Business College and St. Augustine School of Nursing. In order to efficiently manage AMA College and its sister schools, AMA Educational Systems Holdings, Inc. was established, which is now the company that manages the education business of AMA Group of Companies. NEW MEMBERS OF AMA EDUCATION SYSTEM Aligned with its reputation of being the largest educational network in Asia, AMAES recently acquired the following schools in order to strengthen the organization’s reputation and fulfill its goal of providing quality education for all: Delta Air International Aviation Academy Southern Luzon College Sta. Veronica College Norwegian Maritime Academy INTERNATIONAL OPERATIONS AMAES continues to expand its reach and increase its global footprint by setting up schools not only in the Philippines but also in other countries. Here are the schools under AMAES that are already operating in other countries to date: AMA International University Bahrain AMA International Training Institute Bahrain AMA International Training Institute Oman ACLC Macau ACLC Hong Kong Al Fawz International School
Background of the Foundation The John Zepp Foundation was set up in the United States in 1992, following the death of Mr. John Zepp. An American doctoral student in chemistry, John Zepp knew that he was dying of cancer, and in his will requested that a foundation be set up to help needy children. The foundation lasted only a few years before closing. However, in 2010 the JZF was given new life by his brother, Raymond, who had just set up a new university in Cambodia. The… [+] JZF was an informal organization that provided scholarships to underprivileged students to attend Dewey International University in Cambodia. Raymond Zepp and his Filipino wife Shekinah retired to the Philippines in 2013 to the town of San Guillermo in Isabela Province, Luzon. They wish to continue the work of the JZF by formally establishing a Foundation to improve the education of students in the rural town of San Guillermo and nearby areas. Mission Statement The mission of the John Zepp Foundation is to improve the education of various levels of students in and around San Guillermo, Philippines. These students include pre-school students, high school students, and students wishing to attend university. Vision Statement We see an integrated educational community in San Guillermo, where privately funded activities complement public education. We see young children being prepared privately for successful entry into grade one in the public schools. We see high school students studying for their public high school classes in a serious environment for education, including study halls, tutorial assistance, educational multimedia resources, etc. We also see young adults preparing for transfer into universities through online tutorials and short courses. Some of these students will receive full or part scholarships to attend local universities. Format of Courses Each course is equivalent to a three-credit semester course in the American system. Courses are semi-intensive, that is, they meet for only two months each. A full-time load is therefore only two courses. A full-time load for a year consists of two courses per term over five terms. That is 10 courses, or 30 semester credits per year, equivalent to a comparable American university academic year. A normal course load consists of one English-language course plus one other-subject course per term. For example, in the first term, a student may take English Readings for the Social Sciences together with Critical Thinking and Logic. However, even the other-subject courses will have a strong English language component, such as reading comprehension exercises or vocabulary-building. The ROCC has contacts with many universities around the world. We will write recommendations to students who wish to transfer to specialized programs in foreign universities. Our courses also prepare students to take the TOEFL examination or the IELTS examination. Students who pass these examinations and who have taken other basic courses at the ROCC will be able to gain admission into foreign English-medium universities. Cohort System Where possible, classes will be kept intact from term to term. Through weekly discussion forums, students will get to know one another as they pursue the same classes together.