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AND SCHOOL PROFILE
The Lapu-Lapu City Public Technical-Vocational College was established/authorized on 1993 by the DECS Regional Director, Dr. Eladio Dioko in response to the joint request of DECS and the City Government. Eight (8) technical courses were then offered as approved. These courses were given due recognition in 1995. This College is a part of the comprehensive plan of the Science and Technology Education Center(STEC).The STEC took its first bold step on July 29, 1994 by formally opening the first ladder of STEC, the Interactive Science Centrum. This ladder created culture of Science and Technology for the schools, homes and the community. It served as the STEC's vehicle to market Science and Technology Education and its relevance to national growth and connectivity to the world. The Science Centrum's Learning Area also introduced the timeless and urgency of information technology in learning.The master plan for STEC was approved for inclusion as a chapter in the city's master plan. In 1995, eleven (11) pre-elementary classes and a pilot elementary Grade 1 and First Year S&T classes were opened. The try-out curricula for each level were prepared by selected teachers enhancing the existing DECS curriculum with more S&T based activities and its application in society. Science Technology and Society and environment computer-aided lessons were customized. Interactive activities were developed and fabricated and teachers were trained in its use. Monitoring and evaluation of teacher's and children's performance were given focus.In December 11, 1995, a ground breaking ceremony, led DECS Secretary Ricardo T. Gloria was held at the newly acquired 3-hectare site from the Mactan International Airport Authority (MCIAA). This is the site for the STEC Focal center that shall serve the four (4) magnet schools and the nine (9) satellite schools per magnet school in strategic locations of the city, and the city's Public Technical Vocational College, the Science Centrum and the city's Information Technology Center.Survey on demands of the world work by the industries in MEPZ and Region VII and career choice of graduating students were conducted. The curriculum for each level continued to grow and unfold.Preparation for the intensive use of modern technology in learning were in place in 1996. The hardware and software development configuration were developed with the support of experts in the field of Info. Tech. both from private and public sectors. The concept of the School of the Future Approach had its full incubation and implementation as a major instructional strategy of STEC.This lead to the issuance of DECS Order mandating key DECS officials, teachers and members of local government to visit the Lapu-Lapu School of the Future and likewise established their own schools in their respective division and regions. This order created a wider and deeper significant contribution of STEC to the city and country's awareness for the need of an S&T culture and excellence in S&T education for a better nation.In 1998 a very significant and historical process was undertaken by the STEC. Experts from different companies from the PEZA were called to a DACUM, Developing curriculum, for the Public College level to evolve a need-based curriculum for all the technical courses. These participants labored with so much patience, endurance and dedication to pool their expertise and provide strong bases for evolving the curriculum for all the courses now at college.This curricula were reviewed in a formal STEC/ Cebu Power Congress. The review was done by various experts from the companies of PEZA and representatives of the universities of excellence in Region VII and by curricula experts from South Korea and Brisbane, Australia.The STEC- Lapu-Lapu City Public-Vocational College curricula is therefore, a very unique and highly responsive to the needs of the industry and that of the manpower demands of the next millennium.The STEC Senior High School was finally opened on June 13, 2016 with five sections and eight faculty members. It offered the Academic Track with strands in Accountancy, Business and Management (ABM), Humanities and Social Sciences (HUMSS), Science, Technology, Engineering, and Mathematics (STEM), and General Academic Strand (GAS).In order to focus on academics, GAS strand was dissolved increasing the STEM to three sections. Crafted into the curriculum were the specialization in STEM like Medical, Engineering, and Information Technology with the respective integration of the elective subjects.With the establishment of the Senior High School, the school has gained more division, regional, and national awards in scientific researches and technological competitions, which gave it one of the best performing schools both in academic and non-academics in the Division of Lapu-Lapu City.
SCHOOL PROFILE
Science & Technology Education Center – Senior High School (STEC SHS), categorized as a small school, is one of the leading senior high schools in the Division of Lapu-Lapu City. Strategically located at Basak, Lapu-Lapu City, the school offers an academic track that comprises the Science & Technology, Engineering, and Mathematics (STEM), Accounting and Business Management (ABM), and Humanities and Social Sciences (HUMSS) strands. Currently, STEC SHS has a total enrolment of 356 students, both Grade 11 and Grade 12 learners, coming from the different barangays and nearby municipalities.
As a premier learning institution in Lapu-Lapu City, STEC faces challenges that need to be addressed to ensure holistic and sustainable improvement. Having a small school size, STEC SHS encounters limitations in the provision of resources and facilities. Due to minimal budget allocations, insufficiency of instructional rooms, simulation areas, and learning spaces arises. Consequently, the decline in enrollment is one of the school’s challenges due to the availability of classrooms. Despite these concerns, the school remains steadfast in strengthening its linkages and partnerships with various stakeholders through resource support, program and learning enhancements, and enhancement of school culture. In addition, the human resources of STEC serve as the backbone of school success. The trained and competent teachers continue to design and deliver instruction that meets curriculum standards, use effective strategies to improve performance, and assess students’ needs. However, professional opportunities are highly needed to upkeep teachers’ competence with updated pedagogy, assessment standards, and policies. Additionally, the provision of electronic learning tools and the creation of interactive multimedia lessons are also necessary for teachers to teach effectively.
As emphasized by World Bank (2016), a well-designed and adequately resourced school infrastructure is essential to achieving inclusive and quality education. STEC SHS is conducting regular monitoring of its facilities that require repair and maintenance to ensure a safe and conducive learning environment. In addition, safety and security measures will be undertaken to maintain peace and order and prevent violence, bullying, and misconduct. The enforcement of safety policies will promote student accountability, discipline, and responsibility.
As a premier learning institution in Lapu-Lapu City, STEC faces challenges that need to be addressed to ensure holistic and sustainable improvement. Having a small school size, STEC SHS encounters limitations in the provision of resources and facilities. Due to minimal budget allocations, insufficiency of instructional rooms, simulation areas, and learning spaces arises. Consequently, the decline in enrollment is one of the school’s challenges due to the availability of classrooms. Despite these concerns, the school remains steadfast in strengthening its linkages and partnerships with various stakeholders through resource support, program and learning enhancements, and enhancement of school culture. In addition, the human resources of STEC serve as the backbone of school success. The trained and competent teachers continue to design and deliver instruction that meets curriculum standards, use effective strategies to improve performance, and assess students’ needs. However, professional opportunities are highly needed to upkeep teachers’ competence with updated pedagogy, assessment standards, and policies. Additionally, the provision of electronic learning tools and the creation of interactive multimedia lessons are also necessary for teachers to teach effectively.
As emphasized by World Bank (2016), a well-designed and adequately resourced school infrastructure is essential to achieving inclusive and quality education. STEC SHS is conducting regular monitoring of its facilities that require repair and maintenance to ensure a safe and conducive learning environment. In addition, safety and security measures will be undertaken to maintain peace and order and prevent violence, bullying, and misconduct. The enforcement of safety policies will promote student accountability, discipline, and responsibility.
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