PAREF

PAREF – Parents for Education Foundation, Inc. // Colegios de fomento en Filipinas:

The daily prayer of the school where my niece Karen studies reads:

“Mary, Our Mother, look upon Rosehill with eyes of love.  We consecrate to you our plans, our hopes and our needs.  Guide us all in the ways of your son, Jesus.  And help Rosehill to grow in the glory of God’s kingdom.  Amen.” [María, Madre Nuestra: Mira a Rosehill con ojos de amor.  Te consagramos nuestros planes, aspiraciones y necesidades.  Guíanos en los caminos de tu Hijo, Jesús.  Y ayuda a Rosehill a que crezca en la gloria del Reino de Dios.  Amén.]

Yup, the school is PAREF-Rosehill School in Antipolo [Sta. Monica Estate, Mission Hills Subdivision, Antipolo City].  Parents for Education Foundation, Inc. (PAREF) was formed in 1976 by a group of parents to address a common concern to give their students a complete human, professional, cultural, spiritual and physical formation in an atmosphere that inculcates in them  freedom and responsibilityComo todos los “colegios de fomento” en las otras zonas del mundo, las escuelas PAREF en Filipinas tienen, como objetivo, el de impartir una formación íntegra a los alumnos: formación humana, profesional, cultural, espiritual y física, en un ambiente caracterizado por la libertad y la responsabilidad.  Esos padres tienen la convicción de que son ellos los primeros educadores de sus hijos y por esto tienen la primaria responsabilidad en este aspecto; por eso, los promotores de las escuelas PAREF procuran promover y garantizar el crecimiento y la educación íntegros de los hijos.

Copio del sitio web del Colegio de Fomento EL ENCINAR (Córdoba, España) http://www.fomento.edu/index.php?col=23

PROTAGONISMO DE LOS PADRES: En Fomento pensamos que los padres tienen un derecho y una responsabilidad irrenunciables sobre la educación de los hijos.

La familia es el ámbito propio para el desarrollo de la persona, donde se adquieren los principios y actitudes fundamentales para el desarrollo moral, intelectual y físico. La responsabilidad de los padres abarca todos estos aspectos de la educación de los hijos.

El colegio les ayuda en su tarea de primeros educadores, sin sustituirlos: por grande que llegue a ser la influencia educativa del colegio nunca llegará a alcanzar la hondura, ni la extensión, ni la continuidad del ambiente familiar.

Sólo es posible una educación de calidad cuando familia y colegio comparten valores y principios educativos. La coherencia de la actuación educativa en ambos favorecen un desarrollo armónico y equilibrado de la personalidad de los alumnos.

Corresponde a los padres elegir el modelo educativo que quieren para sus hijos, en coherencia con su proyecto familiar. Cuando una familia confía en nuestro colegio los profesores y todo el personal colaboran con ellos en esta labor.

El objetivo primordial de los profesores es fomentar y facilitar la dedicación de los padres a la educación de sus hijos. Las entrevistas del profesor con los padres son un medio especialmente oportuno para asesorarles. También se les ofrecen sesiones de educación familiar, cursos, conferencias, orientación sobre lecturas y otros medios de formación. Al mismo tiempo, se procura una comunicación fluida entre la familia y el colegio sobre la situación de sus hijos en cada momento.

MY TRANSLATION:  The parents are the protagonists: [Fomentar = Foster, i.e., to foster or inculcate values in the students/children] In Fomento, we believe that the parents have the inalienable right to and responsibility for the education of their children.  The family is the proper ambit for the development of the person, where he/she acquires the fundamental principles and attitudes for moral, intellectual and physical development.  Parental duty encompasses all of these aspects of the education of the children.

The school helps them in this task as primary educators, without replacing them: no matter how huge the formative influence of the school becomes, it can never reach the depth, the breadth and the continuity of the family atmosphere.

A quality education is possible only when family and school impart formative values and principles.  The coherence of the educational action in both places would eventually lead to a harmonious and balanced development of the personality of the students.

The choice of the educational style for their children, thus, belongs to parents, in conjunction with their family vision.  When a family trusts us, the school, with these, teachers and all administrative staff collaborate with them in this task.

The primordial objective of the teachers is to foster and facilitate the dedication of the parents to the task of educating their children.  The interviews by the professor with the parents are a specially opportune means for evaluating them.  Parents are likewise given sessions on family education, courses, conferences, orientation regarding readings and other means of formation.  At the same time, the schools try to ensure a fluid communication between family and school about the situation of the pupils at every moment J

🙂  🙂  🙂

About PAREF:

http://www.paref.org/index.htm

PAREF was incorporated in 1976 by a group of parents to address a common concern to give their students a complete human, professional, cultural, spiritual and physical formation in an atmosphere that inculcates in them  freedom and responsibility. Convinced that parents are the first educators of their children and have the primary responsibility in this task, these parents formed a foundation whose objective is to pursue an educational system with the underlying philosophy that would promote and guarantee the integral education and proper upbringing of their children.

About PAREF-Rosehill School:

http://www.paref.org/rosehill/index.htm

Committed to the integral formation of the students. “We intend to live up to this commitment by providing our students with a solid academic program that pursues excellence, and by inculcating Christian ideals in our students, to enable them to be of service to God and society.”

🙂  🙂  🙂

About similar educational initiatives in other parts of the world  //  Sobre los COLEGIOS DE FOMENTO en las varias partes del mundo:

Antonio González ha puesto una lista más o menos comprensiva en opusdeialdia.org // You’ll find a good listing of links here:

http://www.opusdeialdia.org/200704261505/enlaces.html

His sister, PILAR, has also begun a blog about these schools:

http://opusdeicolegios.org/

🙂  🙂  🙂

img282-Karen1

Mi sobrina, KAREN* (sentada, en el centro) con sus compañeras de clase.

img283-Karen2

🙂  🙂  🙂

Some descriptions of Don Tomás Alvira, to whom we owe practically everything about the very vision of the colegios de fomento…

http://www.conelpapa.com/quepersigue/opusdei/alvira.htm

One of the essential innovations of his pedagogical thought was to consider every school, every educational institution, as an aula viva, a living classroom”: “A living classroom is one where the teacher/professor does not only hold the memory of his students on the basis of their exams, but rather remembering them as intellect and will; a classroom where you think of each student cultivating his/her own personality and empowering his/her free will, because he is free who thinks on his own, with due preparation, and does not merely repeat unconsciously what the others tell him.  A living classroom is one where the teacher tries to awaken in every student the desire for knowing, the love for knowledge, considering it as a good in itself.  We cannot push the students towards studying because of the prize or through punishment: we must get them to feel the desire for knowing!”  Freedom, autonomy, an eagerness for knowledge.  Tomás Alvira’s pedagogy was completely opposed to conservatism and rigidity.  But what was the secret?  It was a combination of understanding of and profound respect towards the student, in a perfect balance with being demanding…  Tomás Alvira achieved a lot more than that: to make compatible that demand with that affectionate respect and authentic love for the students.  This explains the apparent paradox: a majority of his disciples would highlight his tenderness, but at the same time would affirm that he was a man of strong character.  Fortitude and tenderness: demand and affection: this most likely was his secret…

🙂  🙂  🙂

*Just now, my niece texted me to say “I won 2nd place [in the Social Studies-Filipino Championships/Competition]. Thanks for the prayers.” WOW!

¡Enhorabuena, Karen!

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4 Responses to “PAREF”

  1. Leah Says:

    Alvira was progressive then – concerned about the person of the student, the learning person in the context of the family. So much to learn from his ideas about education.

  2. Leah Says:

    No prob! Their families are now growing in Rosehill – the best school in Antipolo.

  3. Leah Says:

    These “Rosehill” girls are dyed-in-the-wool Yu Ming girls.

    • alizaracelis Says:

      Oops, yeah, um, you’re right: THANKS to Yu Ming School & to you, their fave Teacher Leah! And thanks for your feedback/comment… 🙂 😉


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