Imus Institute
May 2008

Excellence, leadership, and dignity in education...

The Imus Institute is the oldest non-sectarian co-educational private school in the province of Cavite. The school was founded in 1923 as the Imus Central Academy by a group of concerned citizens of Imus led by Manuel and Lorenzo B. Paredes. Its main objective was to provide elementary and secondary education to the youth at a modest cost.

In 1928, the ownership and administration of the school was transferred to Dr. Eugenio Villanueva, Sr. and his group and the name was changed to its present name Imus Institute.

In 1935, another group of educators led by Mariano C. Tirona took over the administration of the school.

When World War II broke out in 1941, the school ceased to operate but re-opened in Feb. 1945 when the country was under the invasion of the Japanese forces. The greatly increased post-war student population led to the purchase of a 2,884 square meters lot on D.T. Nueno Avenue. The building was completed in August 1951 and after 28 years of holding classes in the Pilar Lodge No. 15 (Freemasonry) building, located in front of Imus Plaza , the Imus Institute moved to its new location.

Imus Institute started to accept college students in the first semester of the academic year 1952–1953. The initial offerings were a one-year course in Secretarial Science and a two-year Liberal Arts course leading to Associate Science in Arts. Subsequently, the secretarial curriculum was made into a two-year course, and Bachelor of Science in Commerce degree was added. The first batch of Bachelor of Arts students graduated in 1984.

As part of expansion and development program, a four-storey concrete building for fourth year high school students was built on a 1.2 hectares lot located in Dimasalang Subdivision in Poblacion, Imus. A fire gutted three buildings in the main campus in November, 2000 but Imus Institute managed to continue as its new M-Building was constructed within the same year of the incident.

Present times

Imus Institute is an institution of academic excellence that produces God-centered, nationalistic, socially-responsible, globally-competitive, research- he formation of socially desirable values and attitudes, the acquisition of knowledge and the development of skills. It enables the young citizen to face, accept, appreciate and fulfill his/her role in a developing country.

The values Imus Institute stands for are faith and spirituality, love and nurturing, nationalism and patriotism, solidarity and peace, social and environmental responsibility, compassion and respect for human dignity, truth and honesty, courage, integrity, and self-reliance.

Program offerings

Imus Institute offers high school (Business, Science and Adult High School curricula). The Adult High School for adult learners, fully accredited by the Department of Education (DepEd), are for those who need to complete credits for high school diploma with the same subjects as the regular high school within five years.

The Science High School is for students inclined towards pursuing Engineering and Science Education. Advanced Science, Statistics, Mathematics, Computer and Research Subjects are added in every year level; Business High School, which has a curriculum that complies with the Basic Education Curriculum (BEC), integrates Information Technology in different learning areas, and entrepreneurship focused on Practical Arts and Technology and Livelihood Education.

Its collegiate courses include Bachelor of Science (BS) in Accountancy which has updated curriculum as recommended by the PRC-BOA that includes computer programming in accounting system application, actual training and exposure, comprehensive review and pre-board examination; Bachelor of Elementary Education with specializations in Special Education, Early Childhood, and General Education; Bachelor in Secondary Education with majors in Teaching English and in Teaching Filipino; BS in Business Administration with majors in Human Resource Development Management, Operations Management, Financial Management, and Marketing Management; BS in Computer Science which has updated curriculum based on the current trends in information technology; Associate in Computer Technology; and BS in Office Administration.

Imus Institute also has new programs including BS Hotel and Restaurant Management, BS Tourism Management, BS Entrepreneurship, and BS Information Systems that all have updated curriculum aligned with the standards set by the industry, relevant field exposure, and strong industry linkages.

It also offers Distance Education (tied with Philippine Women’s University) as well as master’s degrees in Education, Business Administration, Social Development, and in Nursing.

Innovations

Theology Program. In spite of being a non-sectarian school, II has always been a God-centered school, adopting a three-pronged program: worship, education and service. Interreligious worship for Catholics, Christians, and other faiths are provided through inter-faith dialogues and ecumenical services. The theology or religious program included Catholic catechism in high school and Bible studies, ecumenism, peace studies and ethics for college. The Bayan Muna Program. To promote nationalism, the II community adopted several programs and projects such as community outreach with the adoption of Sitio Polo and Barangay Palico elementary school; Adult High School and vocational and technology programs; teachers’ Lakbay-Aral to the country’s historical sites; integrating Filipino scientists, mathematicians and social scientists in subjects and in exhibits; participating in local events, such as, National Flag Day, Independence Day, Araw ng Imus, Rizal Day; annual foundation week educational exhibits, research and memorabilia on local and II histories; partnership with the municipal government’s tourism program. Cultural programs provide a venue for student dramas, choirs and concerts, and in the future, a drum and lyre band will be organized.

Environmental stewardship program. In addressing social responsibility, II adopted an environmental education program with the introduction of environmental subjects at all levels, with the entire campus serving as an environmental laboratory. A botanical and herbal garden was established and all plants in the campus have been labeled. Waste is segregated and waste recycling has been adopted in Science, Mathematics, Technology and livelihood projects. An energy conservation program has been adopted, and immediate and significant savings in power consumption have been realized.

Science education program. This supports the government’s program of strengthening Mathematics and Science education. Additional science and mathematics subjects have been introduced in the Science High School , computer-aided instruction in Science and Mathematics and computer programming has been offered and will be further strengthened with partnership with private sector partners.

IT and Communication Program (ITC). The ITC program addresses the vision of technological competence through faculty development, computer-aided instruction and learning, including computer-aided design in lieu of drafting.

Computer education has been updated with web-based programming and other software programs that are in demand in the job market. Internet connections in all laboratories and libraries have been installed. Computer kiosks are planned to be installed all over the campus in order to facilitate computer access. Language laboratories and the introduction of speech laboratory subjects have been offered for the past two years, and together with the planned foreign languages courses intend to make II graduates globally competitive. In partnership with eAzy Call, Inc., II offers and operates a call center, which will eventually expand to cater to the needs of the business processing industry.

Entrepreneurship Program. High school Technology and Livelihood Education and Practical Arts and Home Economics have integrated marketing principles and business planning. Electives for the Business High School included bookkeeping. With the II Multipurpose Cooperative, the Coop Lab Bank has been organized by employees and run by students. The emphasis of the Lab Bank is capital formation rather than credit. Permanent workshops and annual demonstrations for parents are held in design, arts and crafts in order to promote advocacy.

International Program. Towards global competitiveness and solidarity, curriculum review and benchmarking, accreditation, overseas alumni networking and linkages have been established.

Research Program. Annual research workshops, purposive data collection and analysis and organization of a learning management information system are all being undertaken. Elective high school Statistics has been offered and research activities have been required in all subjects, high school and college. The priority topics are admission testing, socio-economic and academic student profiling, student and alumni tracking, local history, career market research and local industry profiling. Annual outputs are published in the Lamp Research Journal.

Governance. The above are being implemented by a management system, where planning, budgeting and evaluation have been institutionalized and participated by all employees and students.


Source: Manila Bulletin Online

 
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