HISTORY
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The Naga City School of Arts and Trades is one of only two Technical-Vocational School among the twelve secondary public schools in Naga City. The school adopts the curriculum called Special Program In Technical-Vocational Education (SPTVE).
The school started as Sabang High School and was established in June 7, 1993 through the unequalled assistance of the Naga City Government’s Committee on Education headed by the former City Councilor Janet Soler and her colleagues in the Sangguniang Panglungsod with the all-out support of the late and former DILG Secretary Jesse M. Robredo. The best efforts exerted by Napoleon Marino, Chief of the Secondary Schools of Region V and Dr. Elena C. Tino, the former Schools Division Superintendent of Naga City completed the establishment of the school.
The school started with only seven teachers and two hundred and ten students with Mr. Domingo O. Balares who acted as the first School Principal and was followed by Mrs. Nida L. Ebora who took over as the Teacher-in-Charge for some time and was later designated as School Principal.
Sabang High School is a fast growing school. In a span of three years, the school was already composed of twenty faculty members and five hundred and sixty-three students from first to fourth year levels. March 1997 marked the first graduation of the school with one hundred eleven graduates. There was a rapid increase in enrolment from five hundred and sixty-three to seven hundred and ten students; and to augment the needs of the fast growing school, additional teaching and non-teaching staff were hired.
In the course of time, several new buildings were added and a new principal was assigned. Mr. Marcelino B. Relayo, the school’s third principal implemented several changes and took the first giant step of converting Sabang High School into a technical-vocational school. It was he who suggested the name Naga City School of Arts and Trades; however, that dream did not fully materialize due to his retirement. Mr. Mariano B. De Guzman took over his post and made the bold attempts in converting the school. He knew that a technical-vocational school was also a response to the urgent need in the division to establish a school that will continue to boost the students’ technical competence early in life.
On August 7, 2012 Sabang High School was officially converted into technical vocational school under its new name Naga City School of Arts and Trades in accordance with DepEd Order No. 89. s. 2010 and DepEd Order No. 73, s. 2009 and was granted Government Permit No. 017, s. 2012 through the recommendation of Neuve G. Carrascal, Chief of Secondary Education Curriculum and was approved by Orfelina O. Tuy, Regional Director, DepEd Region V.
On October 30, 2012, the formal launching and groundbreaking ceremonies of Naga City School of Arts and Trades took place under the term of Francia B. Dimaculangan, as Officer-In-Charge.
As an expression of continuing support and commitment to the conversion of the school, the Sangguniang Panglungsod of the City of Naga through the leadership of Mayor John G. Bongat issued Resolutions Nos. 2012-191 and 2012-191A granting financial assistance for the construction of laboratory buildings and for the procurement of equipment and tools for technical-vocational education subjects. An additional 2, 600 sq. m. area of land was as well donated to the school where the technology buildings will rise.
Along with the conversion of the school is the implementation of the technical vocational curriculum. Under this curriculum, the school presently offers seven fields of specialization, namely: Visual Graphics and Animation, Automotive Technology, Welding (SMAW), Food Trades, Garments, Personal Computer Hardware Servicing, and Cosmetology.
Through the years, the school has made many significant breakthroughs and achievements. It has produced graduates who are now successful in their respective fields. As the Naga City School of Arts and Trades moves along the 21st century, it seeks to be more responsive to the needs of the local, the regional, and the national community. From 1993 to present, its growth has been gradual and explicit towards the integral formation of the students who are well prepared to the rigors of the society and who will contribute to the development of the global society.
MISSION
MISSION
To protect and promote the right of Filipino to quality, equitable, culture-based, and complete basic education where:
Students learn in a child-friendly, gender sensitive, safe, and motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners.
VISION
VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
CORE VALUES
CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
QUALITY POLICY
QUALITY POLICY
The Department of Education is committed to provide learners with quality basic education that is accessible, inclusive, and liberating through:
Proactive leadership
Shared governance
Evidence-based policies, standards and programs
Responsive and relevant curricula
Highly competent and committed officials, teaching and non-teaching personnel
An enabling environment
The Department upholds the highest standards of conduct and performance to fulfill stakeholders' needs and expectations by adhering to constitutional mandates, statutory, and regulatory requirements, and sustains client satisfaction though continuous improvement of the Quality Management System.
NCSAT ‘SHINES’ is the school administration’s banner expression of philosophy in harnessing the optimum potential of the school organization and constituency for greater organization achievement.
S-ynergy guides everyone to contribute their talents and abilities to the goals of the learning institution. Leveling the playing field, making clear career prospects, and positive leadership are among those that can motivate school personnel to contribute their God-given talents for the cause of the organization. External stakeholders are given the opportunity not only to contribute to the school’s resources but participate in the governance and other quality issues of the school.
H-igh Growth and Performance guide us to always aim for progress and stellar achievements.
I-nnovation will make us approach education issues and challenges in effective and novel ways.
N-urturing Environment. As a people organization, the optimum welfare of its members is what the management desires. They should be provided with an environment that not only nurtures their professional growth but as well as the relationships that foster organizational efficiency. “NCSAT affairs are family affairs” best describes how members are ought to deal and conduct themselves in the course of professional duties.
S-ervice Orientation reminds us that the end-all and be-all of our existence in NCSAT is the provision of quality service to our clientele and stakeholders. Organizational and professional tasks, no matter how big or small, should be directed towards providing quality service experience to our clients, customers, and stakeholders.
Ultimately, it is the most important school clientele, the learner, that is expected to enjoy the fruits of ‘SHINES’. When organizational efficiency is stretched to its limits, quality service delivery can be expected.
ORGANIZATIONAL STRUCTURE
NCSAT Organization Chart updated as of April 6, 2023
SCHOOL GOVERNING COUNCIL (SGC)
(School Year 2021-2022)
The SGC is a forum where internal and external stakeholders convene and collaborate to address school concerns and help improve school performance. It promotes stakeholders’ involvement, empowers community members to take ownership of the decisions made, and encourages expansion of existing networks in the schools (DO 26, s.2022 “Implementing Guidelines on the Establishment of School Governance Council”).
NCSAT began the task of organizing the SGC through an organizational and orientation meeting held at the KOICA Room on March 22, 2022. The activity was spearheaded by School-Based Management (SBM) Principle III Chair and Co-Chair MT Virgilio J. Alcedo and HT Sheila P. Pangindian.
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