Brief History

The changes in character, programs, policies and thrusts of the Catholic Educational Association of the Philippines may be viewed as reflective of the societal changes undergoing in the larger framework where it belongs to.

CEAP is not simply existing as a passive spectator of history. It exhibits its own internal dynamism and initiates its own programs with a clearly defined and significant goal oriented towards the larger society. The CEAP is both a witness and a creator of the historical process.

  Most Reverend Michael J. O’Doherty, DD, Archbishop of Manila suggested about the idea of an organizationof Catholic schools.

  Last months of 1940. The Auxiliary Board of the Archdiocese of Manila, composed of all the Major Superiors of the Religious Orders of Men, was organized.

  The officers of the Auxiliary Board then were the following: Very Reverend John F. Hurley, SJ - President and Ex-Officio Chairman; Ret. Rev. Msgr. Jose Jovellanos – Member; Very Rev. Tomas Tacson, OP – Member; Atty. Jesus A. Paredes Jr. - Executive Secretary.


  January 2, 1941. The Executive Committee of the Auxiliary Board invited the heads of all the seminaries, the University of Santo Tomas, colleges, high schools, elementary schools, and training schools for nurses to a meeting at the Archbishop’s Palace for the purpose of organizing themselves into a Catholic Educational Association.


  January 6, 1941. About 90 heads of schools met at the Archbishop’s Palace to set up a working committee for the preparation of organizational matters necessary for the launching of the Association.


•   February 2, 1941- Birth of CEAP. The school heads met again and adopted the CEAP Constitution as prepared by the working committee and elected the first officers of the Association.


•   The first officers of the Association were the following: President: Ret. Rev. Msgr. Jose Jovellanos, Vicar General of the Archbishop of Manila; Vice-President: Sister May Caritas, OP; Treasurer: Rev. Brother E. Xavier, FSC.


•   The launching of the Association came out of the necessity for the Catholic Church to be better organized in the educational field, with the voice of the Catholic schools establishing prominence in the educational system.


•   The CEAP was also incorporated and established itself exclusively for non-profit and non-stock Catholic educational institutions concerned with the promotion of the interests of Catholic educators as part of the overall educational system in the Philippines.


•   May 28 - June 1, 1941. The First Annual CEAP Convention was conducted in Manila. Since then, the annual convention become a permanent fixture, a living CEAP tradition in providing the appropriate venue wherein matters of relevance and concerns of the Catholic educators would be discussed at length.


•   In his address to the inaugural convention, the Most Reverend Michael J. O’Doherty, DD, Archbishop of Manila, stressed that “this organization will not merely influence the currents of education, but also the broad stream of Catholicity, which has always energized the progress of national life.” The Archbishop challenged the convention delegates not to forget that the fundamental objective of Catholic educators was to instill in the minds of the youth the knowledge of religion. At the same time Catholic educators should emphasize the importance of Catholic action, being defined as “the participation of the laity in the apostolate of the Hierarchy,” for each and every lay person.


•   Another speaker, Sister Candida Ocampo, Directress of Sta. Isabel Academy, discussed the aims of CEAP as a Catholic Association. She said that “an important task of this Association was to make specific provisions so that the interests of Catholic educational institutions are duly represented and safeguarded in the Department of Public Instruction, thus any step or measure that might be an obstacle to the realization of the aims of Catholic institutions be vigorously opposed through proper channels. But to preserve what has been accomplished. . . is not sufficient; it is necessary to advance with the progress of civilization, that is, it is a part of the program to suggest ways and means to improve methods of instruction, particularly those relating to the refining of religious and ethical sentiments, without in the least neglecting the cultural and academic training.”


•   At the end of the convention, the delegates endorsed a proposal for a new curriculum for elementary, high school and collegiate institutions, based on a six-three-three plan. The plan called for six years of elementary, three years of high school and three years of college as the maximum length of stay for each student entering such school level. The convention resolved that members of the Association would adopt the plan beginning with the coming school year. The plan was opposed to the quarterly system as a program of the Department of Public Instruction, and was conceived to be implemented on a semestral basis.


•   Other highlights of the convention resolutions were the following: (a) the desire to cooperate and actively participate in the development of the national language program of the Commonwealth; (b) the promotion of Catholic Action by the member-schools of the Association; and (c) the endorsement for the creation of a textbook commission for the Association.


•   Among the more prominent projects which CEAP undertook after the first convention were (a) the writing of a national language textbook for high school; (b) the development of an elementary school science course including a course of studies and textbook production for grade schools; (c) the promotion of a Catholic Action course; and (d) the implementation of a high school program of literature with the objective of selecting lists of readings for high schools, particularly of books that would foster nationalism.


•   September 9, 1941. A new set of officers were elected during the CEAP general assembly. They were as follows: President: Rev. Bro. E. Xavier, FSC; Vice-President: Rev. Juan Labrador, OP; Treasurer: Sister Candida Ocampo. The assembly also paved the way for the election of the heads of the various departments, namely the seminaries, the men’s and women’s colleges, the girls’ and boys’ high schools and the elementary schools. The new set of officers was tasked to implement the programs and policies formulated by the young Association.


•   The Pacific War broke out; the Association ceased to operate during the era of Japanese occupation, to be revived only after the war.


1945-1957: Rehabilitation and Renewal



•   The period immediately after the war presented new challenges for CEAP. As the effects of the war still lingered on the populace, CEAP, together with other non-government organizations and government agencies, initiated the process of rebuilding a war-ravaged society.


•   In 1946, under the direction of Reverend Brother Edward, FSC, CEAP conducted a survey of all Catholic schools with the following aims:



  to measure the damage sustained by CEAP schools in the war,




  to observe the effects on students of the circumstances associated with the war,




  to determine to what extent CEAP schools could now function, and,




  to furnish a basis for estimating what steps should be taken to further the progress of the Association.



•    The survey results showed the dismal condition of the Catholic schools after the war, in matters of infrastructure and in the curricular content of school offerings. Thus, the CEAP survey report stated in its general conditions, that:


•   There is a crying need for a restatement of educational objectives in all levels of the curriculum;


•   This will be the lodestone for a thorough revision of the curriculum;


•   This revision in order to be fruitful must cover more than mere subject substitution, modification or elimination. It must be strengthened by the integration of all the parts to the one central principle or set of principles underling the objectives;


•   As a consequence, textbooks have to be completely revised, such revision to extend as far as to provide different textbooks for boys and for girls.


•   The results of the report were so far-reaching in terms of significance that the problems identified are still present in some aspects of the problems of the educational system.


•   The campaign to obtain war damage money for the rehabilitation of Catholic and other private schools which were damaged by the war can be credited to Father John Hurley, Secretary General of the Catholic Welfare Organization (CWO). The 82nd Congress of the United States passed on April 9, 1952, Public Law 303 which made available funds for war claims due to damages in infrastructure of educational, medical and welfare institutions. In close coordination with the CWO, the CEAP obtained rehabilitation funds for its war-damaged member-institutions.


•   In Manila, CEAP’s work included activities such as (a) requisitioning of kerosene for the use of the schools that had no electric lights; (b) making a survey for the school on the qualifications, training and performance of their lay teachers; (c) assisting the Catholic schools in ordering equipment from the United States; (d) acquiring textbooks from abroad; (e) appealing for aid from the Catholic American Committee for the Philippines for the rehabilitation of CEAP libraries; (f) requesting for aid from the United States National Federation of Catholic Students for needy university students. Credit should be made for the untiring efforts made by Fr. Hurley and Fr. William Masterson, SJ, for the realization of such goals.


•   In the provinces, CEAP helped its member schools in (a) acquiring laboratory and library equipment; (b) getting permits for public school teachers to teach in Catholic schools; (c) dealing with the unfair practices of rival schools, both public and private; (d) correcting and reorganizing improperly accomplished application papers, (e) running a placement bulletin to help find qualified teachers for member schools.


•   The Second National Convention of CEAP was conducted amidst aforementioned conditions. In its resolutions, the convention delegates agreed that the primary task of Catholic schools was the “rehabilitation of the moral fiber of the youth, for without this moral rehabilitation a material rehabilitation would be useless even if it were possible.” Gathered under the appropriate theme “Catholic Education and the Republic,” which was reflective of the mood of the times, the CEAP convention delegates agreed to work for the realization of certain programs that would have far-reaching consequences on the organization and the entire educational system.


•   One of the most important was the plan for the organization of regional sections of the Association. This was brought up so that CEAP could respond quickly to local problems and operate under local circumstances. On curricular matters, it was recommended that the Association agree on core curricula for the various college courses given in CEAP member-colleges. Moreover, CEAP also agreed to create a committee to organize a graded program of religious instruction for elementary, secondary and collegiate classes. The teaching of religion and the training of catechesm especially in the public schools were also agreed upon as priority activities. CEAP also opposed the practice of the Office of Private Education in deputizing officials of public schools to inspect Catholic schools. Instead, CEAP offered its own personnel and facilities to make inspections of Catholic schools in the office’s behalf. One may note that the seed for the accreditation movement was already planted as early as 1946.


•   December 1, 1945 – the first CEAP General Assembly since the war broke out. The following new officers were elected: President: Hon. Salvador Araneta; Vice-President Brother Edward, FSC.


•   The succeeding presidents of the Association during the period were: Mr. Hermenegildo B. Reyes, elected president in 1947; Reverend William Masterson, SJ, elected 1949; Atty. Francisco Rodrigo, elected in 1950. Brother H. Gabriel served as president from 1951 to October 26, 1957.


•   In the 1948 convention, the Association went on record against the policy of the government to deny permission for the opening of new schools in towns where there already were public schools or other recognized schools. On curricular and instructional concerns, the convention resolutions included the commitment from the delegates to hold panel discussions for the formulation of programs of instruction and courses of study in all subjects. The organization of research on the technical aspects of education and the testing of the practicability of the latest scientific discoveries were stressed. The promotion of Christian social awareness among students and particularly among teacher trainees was also given consideration. Moreover, a move towards uniform college entrance exams, classifying colleges and universities according to objective criteria was initiated.


•   The 1952 convention resolutions focused on a number of concerns. The convention delegates agreed that a permanent vigilance committee be appointed to promote favorable legislation on religious instruction in the public schools; that the CEAP departments coordinate more effectively among member-schools by organizing frequent meetings and involving them in working committees. On pedagogical concerns, the convention resolutions included the preparation of Catholic textbooks appropriate to the Philippines and the drawing up of syllabi for the different subject to be developed by the curriculum committee; the development of Catholic educational research in the CEAP program; the preparation of materials in the teaching of the national language; the creation of a core religion curriculum in the collegiate level; and the guidance function was considered an integral part of the instructional program. The delegates also noted the need to provide opportunities for Catholic education to the financially underprivileged and the enhancement of cooperation between CEAP schools and the parents of students.


•   The fifth national convention of the CEAP took a different turn and adopted a specific concern of the Catholic schools. The convention was conducted under the theme “The Role of the Lay Teachers in Catholic Education in the Philippines.” In the convention resolutions, the CEAP schools urged their teachers to participate in a program of in-service training. Among the means that were suggested were the organization of study clubs, summer institutes and membership in the Catholic Teachers’ Guild of the Philippines. The screening of teachers to maintain quality education was also emphasized. But the most lasting contribution of the convention was the formulation of a special committee composed of Catholic school administrators and lay teachers to work out some practicable plans on issues for the benefit of teachers, like security of tenure; salary on a twelve-month basis; sick and maternity leaves and hospitalization benefits and gratuity, insurance, retirement plans and death benefits. The former CEAP president and then Senator Francisco Rodrigo appealed for teachers to achieve greater political consciousness. In response to this appeal, the convention resolved that schools continue to foster a spirit of true national consciousness and genuine patriotism among their students.


•   In the 1950s, CEAP confronted the perennial problem of deregulation of high standard schools from strict government control. Fr. James Meany, SJ, and Brother Gabriel Connon, FSC, pushed for the system of Philippine accreditation by which schools of high standards could guarantee themselves to be self-disciplined and self-reliant so that government could concentrate on regulating schools in distress. CEAP recognized that a national system of accreditation could help the government develop a credible educational system. The idea was based on a three-fold rationale. First, the schools were given an opportunity to actualize CEAP’s mission and vision in achieving its purpose of quality education. Second, CEAP guarantees to the government the quality of education provided by private schools. Third, CEAP gives the public an idea on which private schools are being run professionally.


•   In October 1954, the CEAP General Assembly empowered an accreditation committee to establish a voluntary accrediting association for CEAP colleges.


•   During the school year 1955-1956, a series of conferences was held with representatives of interested colleges for the purpose of explaining the process of self-evaluation. The accreditation committee decided to admit as charter members of the permanent accrediting association those colleges which, by November 1, 1957, would have completed their self-evaluation and have received a favorable recommendation from a team of accreditors.


•   On October 25, 1957, the team of accreditors announced the list of approved colleges which consequently became the charter members of the permanent association. The association was incorporated with the Securities and Exchange Commission as the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU).


1957-1970: Consolidation and Commitment

 

•   The year 1957 ushered in what may be considered as one of the dozen-year cycles experienced by the CEAP. The period also marked the dynamic leadership of two long-serving CEAP presidents. Dean Feliciano Jover Ledesma served as president of the Association from 1957 to 1961. Dr. Waldo Perfecto succeeded him and served a full decade from 1961 to 1971.


•   The Sixth National Convention was organized under the theme “Catholic Education and the Philippine Constitution.”


•   Since 1957, CEAP has been administering the Magsaysay-MacArthur Scholarships founded by His Eminence Francis Cardinal Spellman for the benefit of deserving Filipino students.


•   Since June 1958, CEAP kept its members informed and up-to-date with current developments via the Catholic Teachers, published jointly with the Catholic Teachers’ Guild, and the CEAP Monthly Bulletin. Both publications are vehicles for professional growth, information and inspiration.


•   By 1958, the CEAP had come “into a deeper realization of a general agreement between the Catholic philosophy of education and the educational provisions of the Philippine Constitution...hence it is fitting that all Catholic educators should continue to cooperate in a spirit of mutual understanding with all lawful authorities in education, in their combined efforts to render the Philippine educational system one that befits the dignity of the human person.” Thus, the convention delegates resolved to involve themselves in a number of issues. On the role of government in private education, the convention delegates pushed for the delegation of government supervisory functions over schools to private accrediting associations; the autonomy of schools in the development of their own objectives and maintenance of their own identity vis-à-vis the Department of Education’s effort to establish minimum curricula. The delegates moreover stressed that parents have the right to send their children to schools of their choice and receive religious instruction at their own option. The CEAP convention delegates also agreed to support the Noli-Fili law without its objectionable features. During that year, CEAP also expressed concern over government inaction on the showing of movies glorifying crime. The establishment of a CEAP commission on engineering and science curricula and the sponsorship of priestly and religious vocation weeks by member-schools were also given due consideration. The convention (a) clarified areas of agreement between Catholic school authorities and government officials, (b) defined the supervisory and regulatory function of the government, and (c) reexamined pedagogical methods and techniques.


•   The 1960 CEAP National Convention was organized under the theme “Standard of Excellence in Philippine Education.” CEAP Executive Secretary Attorney Vicente de Vera discussed the convention theme which revolved around five major areas of concern. These were (1) curricular requirements, (2) teacher training, (3) character education, (4) admissions and promotions, and (5) supervision and regulation. As Atty. De Vera aptly put it, “it is a fact that Catholic schools are a part of the educational community in this country . . . and many of the problems . . . are problems common to all schools in the country.”


•   The convention delegates resolved to adopt the following measures which were geared towards the end of studying ways and means for the raising of standards in Philippine education: (a) the encouragement of faculty members to engage in textbook preparation for Philippine students; (b) the encouragement of talented students to consider joining the teaching profession; (c) the thorough screening of candidates for admission to teacher training; and (d) the setting up of summer programs and in-service training for faculty development.


•   On the role of government in private education, the Convention delegates agreed to recommend to the Department of Education the reduction of its minimum curricular requirements to leave room for a school to develop its objectives; to reaffirm its objections to compulsory government examinations for private school students; to recommend measures for the exercise of autonomy in the running of private educational institutions.


•   Finally, the convention delegates endorsed the following curricular and organizational measures; the re-study of the Spanish course subjects; the development of a character education curriculum; the development of a more effective program for self-supervision and self-regulation; and the special consideration given to specific education problems to provincial areas.


•   The January 1964 CEAP National Convention continued its seemingly unending search for quality instruction. The theme of the convention was “Preparing Classroom Materials for Catholic Schools in the Philippines.”


•   The 1966 CEAP National Convention coincided with the Association’s silver anniversary.


•   The March 1968 CEAP National Convention which was held in Cebu centered on the reassessment of the Association’s educational policy. The convention delegates agreed to focus on (1) the educational challenge that lay ahead in the 1970s and CEAP’s opportunities to serve the nation; (2) the role of the lay teacher in the Catholic school system for the immediate future, together with the need of the Church, through the lay teacher, to be relevant in the world and in the Philippines today; and (3) the opportunity of the schools to influence Philippine society through an educational process that is more socially conscious of the vital problems which plague the very well-being of the Filipino masses. Through the above-mentioned points, CEAP restated its honored goal since the time of its inception, i.e., the formulation of practical, pertinent and realistic resolutions for future action by the CEAP in its service to the Church and to the country, “pro Deo et pro patria.”


•   The peak of CEAP’s involvement with the larger society during the period was the 1970 National Convention held in Baguio City. With the theme “The Catholic School and the Community,” the convention discussed the wide range of involvement of Catholic schools. The sessions were divided into four, focusing on the following topics: the Catholic school as a community; the Catholic school and the local community; the Catholic school and the national community; and the Catholic school and the international community. The CEAP took a definite stand on various pressing issues confronting not only the Association but society as well. The convention delegates endorsed (a) the position of the Associations of Major Religious Superiors for Men and Women for the practice of collective bargaining; (b) a Constitutional Convention that would truly reflect the sentiments of the people; (c) steps to be taken for the restoration of confidence in constituted national authority; and (d) the use of Pilipino and the development of the national language. CEAP also endorsed the recommendations of the International Office of Catholic Education (OIEC) regarding the indigenization of school administrators and faculty staff but with certain provisions. It further suggested that institutions of higher learning convert some of their courses and departments to technical and vocational programs more relevant to the needs of the community.


•   The convention marked the emergence of CEAP’s active social participation through its commitment to the upliftment of the masses. This change can be attributed to the Association’s sense of stability and its ability to rise above its organizational commitments to reach out to others.


•   January 17-19, 1963, Baguio City. CEAP joined hands with the Philippine Association of Colleges and Universities (PACU) and the Association of Christian Schools, Colleges and Universities (ACSCU), in the first national convention of the Coordinating Council of Private Educational Associations (COCOPEA), to meet the challenging problems of private education in the Philippines. CEAP luminaries Dean Waldo Perfecto and Atty. Vicente de Vera became the council’s first chairman and first executive secretary, respectively.


•   The period from 1957 to 1970 can really be considered as that of organizational consolidation for the renewal of the Catholic commitment to serve God and country. In the words of Dean Perfecto, CEAP aimed “...to be more Catholic in our interests, more educational on our approach, more of an association in assessing and meeting our needs, more Philippine-oriented in our endeavors.”


1970-1983: Stability and Systematic Structuring

 

•   The next period in the history of CEAP signified the start of stability in the system that the CEAP had adopted as an Association. Responding to the needs of the times, the Association continued its programs for the actualization of a more effective system of serving its constituents.


•   The CEAP Presidents during the period were Atty. Marcos Herras (1971-1974), Fr. Miguel Ma. Varela, SJ (1974-1979), Fr. Ramon Salinas, OP (1979-1980), and Fr. Jose D. Cruz, SJ (1980-1983).


•   The year 1974 saw the inauguration of the CEAP-EPO (Educational Planning Office), the Association’s planning arm and foremost of its programs for organizational strengthening, through a grant from MISEREOR of West Germany. The CEAP national office helped the member schools plan programs, and monitor and evaluate their development needs at both local and regional levels. As the CEAP’s planning arm, the Program Planning Center provided consultancy, training, research and data bank maintenance services. Thus, CEAP was able to respond more systematically to key issues confronting the Association, such as tuition fee increases, school taxation, and school program and curricular offerings. The office also conducted studies on the effect of the Filipinization of religious personnel in educational administration. In addition, the PPC sponsored staff development programs on budgeting and financial management, elementary school management, and faculty and administrators’ development programs. The Program Planning Center of CEAP also conducted seminars on values education, regional planning and other pressing concerns.


•   In 1975, the concept of regionalization was given flesh by CEAP when it was adopted as a policy of the Association. CEAP became the first educational Association to accept the government’s invitation to consider regionalizing their operations. The concept was based upon the idea that there was a need to provide services to CEAP schools with due consideration to the ecology and the local conditions of the regions. Administratively, the program aimed to provide a greater coordination with other institutions, a more effective network system between the national office and regional schools, and the smoother flow of constant information from the regions. The needs to decongest the load of the national office while strengthening the relationships between schools of the same region were made operational by the plan to regionalize operations. Consequently, CEAP moved to adapt to the new realities by setting up regional offices. At the same time it restructured the Board of Directors by allowing representatives from each region.


•   An economic arm of CEAP was launched during the period. The Educational Corporation (EDCO) became a registered stock corporation with the Securities and Exchange Commission. Its primary objective was to generate finances for CEAP projects. Another objective that its served was the acquisition of school and office supplies, laboratory equipment and printed materials obtained in bulk at comparatively low prices.


•   The CEAP also administered various scholarship programs in order to help deserving students to better serve the society. Towards this end, Terence J. Cardinal Cooke expanded the Magsaysay-McArthur Scholarships. On May 21, 1979, upon the request of the CEAP, Cardinal Cooke endowed the Scholarships with Php250,000.00; the annual interest income disbursed for scholarship grants. The scholarships later became the Terence J. Cardinal Cooke Scholarship. The Jesus Paredes Memorial Scholarship Program was also administered by the CEAP. The program was named after CEAP’s first executive secretary. The Bishop Leonardo Z. Legazpi Scholarships were set up in furtherance of Catholic teacher education.


•   The growing commitment of CEAP to national development is reflected in the various themes of the conventions of the period. The 1972 convention centered on the theme “Education and National Development,” while the theme for 1974 was “The Future of Catholic Schools.” On the other hand, the 1976 Convention centered on the theme “Philippine Education of the Future: Meeting the Needs of the Development Nation.” The 1980 Convention focused on the theme “The Catholic Schools and the Challenge of the 80’s,” and the 1981 Convention’s theme was “The Challenge of Quality Education in Catholic Schools.”


•   Several networks and institutional linkages were also established by CEAP during the period. Among these were the following: the Association of Catholic Universities (ACUP); the Association of Foundation (AF); and the Association for Non-Traditional Education in the Philippines (ANTEP).


•   In the case of ANTEP, CEAP realized the need in the early 1980s for the development of schools branching out from the more traditional functions of teaching and research into more involved community development oriented institutions. With assistance from the Canadian International Development Agency (CIDA) and the Association of Canadian Community College (ACCC), the program for the development of non-formal education in the country got a much-needed boost. Extension programs and community outreach services conducted by CEAP member-schools were made through the ANTEP.


•   During 1970s and the early 1980s, the Association was drawn into issues related to its own existence. Foremost of the issues was the viability of non-profit Catholic schools. A number of small Catholic schools, especially those in depressed regions, felt the urgent need for financial support when the government lifted all tax exemptions on schools, made ceilings to tuition fee increases, and imposed conditions on the granting of salary increases to employees of educational institutions.


•   The situation was further worsened by the growing economic crisis and financial crunch that almost all sectors were experiencing during the early 1980s. The CEAP had to make its stand known regarding the need to restructure not only the fee structure, but also the over-all set-up of the educational system. The CEAP had, for long, been known for its advocacy for a system of accreditation, deregulation and self-disciplining of private schools. Throughout the period, CEAP confronted the issue by consistently showing its long-known policy guidelines.


•   Other issues of significant concern to the CEAP were the government’s plan for the Filipinization of educational personnel, the unionization of teachers as schools began to be de-listed from vital industries, and the increasing militancy and politicization of students.


•   Since 1976, the Association has been instrumental in sending high school principals to study at De La Salle University Graduate School to earn a Master of Science Degree in Educational Management.


•   CEAP also handled the Formation Institute for Religious Education (FIRE) program. The program aims to develop a pool of competent lay theologians and religious teachers.


•   In 1982, the CEAP-CMT (Colloquium on the Ministry of Teaching) conducted its first session and since then has been successful in strengthening the vocation of teachers in Catholic schools.


1983-1992: Consistency with the Catholic Calling

 

•   During the period after 1983, CEAP underwent a qualitative transformation, focusing on social involvement and a seemingly activist inclination towards a more socially and politically committed Association. Under the leadership of Brother Rolando R. Dizon, FSC (president, 1983-1987) and Father Jose D. Ante, OMI (president, 1987-1992), CEAP exhibited its concern to be more involved in resolving the crisis of society.


•   February 8, 1983. A letter of concern signed by the presidents of both CEAP and ACUP was given to then President Ferdinand Marcos. The letter expressed the two Catholic associations’ protest on the exhibition of low-quality, sex exploitation films in Metro Manila theaters during the 1983 Manila International Film Festival.


•   CEAP also expressed its opposition to major government projects that were seen as contrary to the true essence of Catholic existence, such as the Bataan Nuclear Power Plant and National Service Law.


•   Moreover, the CEAP actively participated in the campaigns of the National Movement for Free Elections (NAMFREL) for the realization of free, honest and informed elections. Towards this end, CEAP officially participated in the NAMFREL rally held at Ugarte Field in Makati, to petition for, among others, the restoration of NAMFREL as citizen’s arm of the COMELEC.
•   In a letter made by the Board of Directors and officers of CEAP, dated 30 August 1984, the Association expressed anxiety over the arrest of Cynthia D. Nolasco of Saint Joseph’s College, a CEAP member-school. The letter of concern was addressed to then Minister of Defense Juan Ponce Enrile.


•   CEAP also expressed concern over the deterioration of education in the country, as manifested in its position on the Maharishi presence and the University of the East case.


•   A cursory look at the theme of the 1984 pre-conference workshops may indicate the CEAP’s growing inclination to involve itself in non-educational issues. Issues like the restoration of human rights, presidential succession, free and honest elections, free press, independent judiciary and the role of military became subjects of conference workshops.


•   The Association was actively involvement in the 1986 movement for non-violent transformation in Philippines society. Responding to the call to action of the Catholic Bishops Conference of the Philippines (CBCP), CEAP actively joined the protest movement, emphasizing its spiritual and moral dimension and its non-violent character. The condemnation of electoral fraud, the endorsement of protest actions against the government and the long-term vision of having an organization around a Christian perspective on non-violent action were among the highlights of CEAP’s involvement in the campaigns.


•   After the events of February 1986 and the ascension of the new government, CEAP immediately issued a statement commending the new government’s efforts towards the restoration of basic freedoms, expressing support for the new government through “its friendly but critical yet constructive collaboration with the government agencies that CEAP relates with.” The moral dimension of CEAP’s involvement with issues of national concern was again emphasized.


•   This trend continued well into the post-EDSA years of the Association. President Corazon Aquino, in fact, served as the Keynote Speaker in the 1986 National CEAP Convention, organized under the theme “National Reconstruction through Moral Regeneration.”


•   Later that year, CEAP board members were unanimous in their decision that “CEAP should be willing to affirm publicly whatever position its takes in regard to the draft constitution, the peace negotiations and other national concerns...the CEAP…shall address itself to the following issues: (a) the need to stabilize the government, (b) a clear position endorsing the ratification of the constitution, (c) a condemnation of the attempts to stage a coup d’etat, (d) sympathy and call for justice for slained labor leader Rolando Olalia, and (e) support for President Aquino’s peace initiatives.


•   CEAP schools became the lead agencies for peace education, and, through its Citizens’ Education Program, launched an education/information campaign on issues like the congressional elections, the debt problem, the failed coup attempts and the Welga ng Bayan.


•   The Association was also instrumental in the creation of the Philippine Steering Committee of the Asian Renewal Institute for Catholic Education (ARICE). The program aims to set up a renewal center to upgrade the moral and spiritual values formation of teachers and administrators.


•   CEAP schools were also involved in activities in the celebration of the National Catechetical Year in 1990.


•   The CEAP Literacy Program addressed the problem of Manila street children. The program provided literacy programs, values formation and continuing education for Manila’s street children.


•   The Community Outreach Program, on the other hand, was launched by CEAP to provide services to depressed communities in 11 regions throughout the country.


•   CEAP continues to keep its members informed via the CEAP Bulletin which features the latest news about the Association and the current government educational policies and requirements; and the CEAP Perspective which updates educators on current topics and issues of Philippine education.


•   In 1986, the CEAP By-Laws was amended to differentiate the membership into founding members, regular members and affiliate members (regional groups). These changes were viewed as manifestations of the growing strength of CEAP as an Association. Organizationally, the Board of Directors is made up of 13 regional representatives, four commission chairmen and four elected at-large.


•   The period also saw the strengthening of the CEAP Retirement Plan, and the Faculty Development and Administrators’ Development Programs. CEAP also maintains a Data Bank, and through the Planning and Development Center (PDC) assists members in project proposal preparation and implementation.


•   In 1987, the Congress of the Philippines was in place. The venue for securing educational legislation had changed. The CEAP was now consulted more and more by Congress on educational bills and other educational matters.


•   Under Fr. Jose Ante, OMI, the CEAP assumed leadership of the Coordinating Council of Private Educational Associations (COCOPEA). During his term, COCOPEA was regionalized. This may eventually lead to the transformation of COCOPEA into the Organization of Private Educational Associations. Fr. Ante was also a member of the State Assistance Council (SAC).


•   It was also during his presidency that Republic Act No. 6728, or the Government Assistance to Students and Teachers in Private Education (GASTPE), was enacted.


•   During this time, other CEAP programs like the Community Outreach Programs, CEAP Calamity Fund, Citizens’ Education Program and the Colloquium on the Ministry of Teaching were vigorously pursued.


•   Values education was also institutionalized in most CEAP schools.


•   Fr. Ante also initiated the computerization program of the Association, which consequently improved the CEAP Bulletin, CEAP Perspective and the CEAP Data Bank.


1992-2001: Crossing Over the Third Millennium

 

•   Fr. Roderick C. Salazar, Jr., SVD served as the Association’s president during this period.


•   The Department of Culture and Sports have consulted CEAP on policies and actions in such areas as tuition fees, religious instruction, values education, establishment of new schools, opening of new tertiary courses, the conversion of schools to colleges and colleges to universities, allocation of the incremental proceeds required under RA 6728, deregulation for “excellent” schools and higher education programs, and others.


•   The Second Plenary Council of the Philippines (PCP II) came up with recommendations pertinent to Catholic schools. These were later on translated into CEAP programs and projects concerning the (a) formation for Catholic school administrators, faculty and non-teaching personnel; (b) curriculum improvement by centering on the Faith-Life experience; (c) improved administrative policies and school thrusts emphasizing preference for the poor; (d) a value formation/moral recovery program through media awareness and education seminars; (e) student conscientization programs whereby the youth are involved in community outreach projects; and, (f) advocacy programs whereby teachers and parents are involved in lobbying for educational reforms.


•   CEAP continued its efforts to rationalize religious instruction in public schools by initiating the introduction of a bill on this very subject both houses of Congress. The proposed law provided that religious instruction would be taught only during regular class hours, with a minimum of 60 minutes spread over at least two but not more than three meetings per week. Upon agreement with the religion instructors, optional religious instruction may also be given at least two of the five time slots for Values Education in case no available time slot for the former can be found.


•   The Association implemented its assistance program for schools, teachers and students in areas affected by the eruption in 1991 of Mt. Pinatubo in Central Luzon, and in 1998 and 2001 of Mt. Mayon in the Bicol Region. Contributions to the program continued to come in from concerned agencies and institutions. The rehabilitation program features a school-to-school adoption component, faculty loans, and scholarships for students in affected areas.


•   It was in 1991, during CEAP’s golden jubilee that the general assembly decided to have the Association find a place that it could call its own. Several sites were considered in planning the construction of a six-storey building that will house offices, a conference room and dormitory facilities. Along this line, the Association implemented foreign and local fund-raising activities, including the launching of “A Million Signature Pledge” to help build the CEAP Center. During SY 1995-96, CEAP was given a ten-year gratuitous lease by the Archdiocese of Manila at the Paramount Building in Quezon City. The building was renovated. By the latter half of 1996, the CEAP national office began the process of moving out of the Pope Pius XII Center in Paco, Manila, this had been its home for many years, and into the Paramount building.


•   The CEAP Center was blest and inaugurated on October 11, 1996, with His Eminence Jaime Cardinal L. Sin, Archbishop of Manila, presiding. The modest ceremonies were graced by prominent figures in private education, including the members of the CEAP board.


•   During the year 2000, the CEAP Board decided to vacate and return to the Archdiocese of Manila the former Paramount Building which housed the CEAP national office for almost five years, due to enormous repair and maintenance cost which the Association can hardly afford. After 59 years, the CEAP national office is now housed in a place that the Association can call its very own – no longer rented or borrowed but bought. The two-storey building standing on a 567-square-meter lot located at Road 16 (near corner Mindanao Avenue) in Bagong Pag-asa, Quezon City, has been fully paid and renovated at a total cost of almost Php13 million borrowed from the Association’s savings and trust funds, which will be repaid in ten years time. The new CEAP building was inaugurated and blessed by Cardinal Sin himself on May 26, 2000. The CEAP Board Members, staff, and several guests, mostly friends of CEAP, and Metro Manila school administrators attended.


•   School administrators continued to benefit from the CEAP administrators’ seminar which covered such topics as the building of an institutional culture, legal issues affecting education, organization and functions of academic administrators, financial management, the rationale and process of accreditation, and the development and welfare of faculty, non-teaching staff and students.


•   The Campus Journalism Act of 1991 caused apprehensions among private schools particularly on their liability for articles published in student publications. The administrators’ anxiety was lessened when DECS issued the law’s implementing rules which allowed schools some elbow room in compliance with the law.


•   The year 1992 witnessed the issuance of the 8th edition of the Manual of Regulations for Private Schools by the then DECS Secretary Armand V. Fabella. It came some 20 years after the 7th edition was published in 1972. The revised manual was the product of over ten years of work by the Education Department and representatives from the Coordinating Council of Private Educational Associations, with Atty. Ulpiano Sarmiento III taking an active role in the review of important provisions, and conducting lectures to explain the manual’s provisions and their implications on the operations of member schools.


•   During the July 1992 CEAP General Assembly, the most important concern that surfaced was the need for stronger regional offices, with delegates adopting a resolution calling for the immediate implementation of the CEAP’s plan for regionalization. The plan resulted from a workshop held in February 1992 in Tagatytay City wherein the CEAP regional directors formulated the plans for their respective regions.


•   More than a year of waiting and anxiety finally ended in April 1993 when the Supreme Court upheld the authority of the DECS Secretary to prescribe tuition increases, in the process throwing out CEAP’s contention that only the schools can do so. The landmark decision, however, upheld the Association’s position that increases in other fees are not covered by the consultation requirement of R.A. 6728, or the GASTPE Law.


•   During this year, Congress passed a law requiring establishments without any retirement plan to provide retirement benefits to qualified employees equivalent to half-month’s pay for every year of service, which under the law means 15 days plus a twelfth of the 13th month pay and the cash equivalent of not more than five days of service incentive leaves.


•   The CEAP-PDC took a lead part in the pilot project called “Community Building Project Through Social Credit,” a two-year project being funded under the cooperative partnership program of the Philippine Development Assistance Program (PDAP). Under the project, participating schools organize communities into self-help groups through the provision of livelihood financial assistance and training.


•   July 8-9, 1993. The CEAP General Assembly held in Bacolod City focused on the response of schools to environmental issues and the Second Plenary Council of the Philippines, and on the CEAP Regionalization Program.


•   May 18, 1994. This date marked the signing of R.A. 7722 creating the Commission on Higher Education. Prior to the enactment, CEAP together with COCOPEA, had expressed reservations over the creation of such a commission.


•   Fr. Rolando De La Goza, CM was appointed as a CHED commissioner, together with Dr. Mona Valisno, Dr. Kate Botengan, Dr. Ester Garcia and Chairman Ricardo Gloria. Prior to his appointment, De La Goza had served as president of Adamson University and of the Philippine Association of Colleges and Universities (PACU), chairman of COCOPEA, and CEAP treasurer and board member.


•   New educational laws were passed, including those creating the Technical Education and Skills Development Authority (TESDA), establishing centers of excellence for teacher education, abolishing the National College Entrance Examination (NCEE), lengthening the school calendar, and amending the Education Act of 1982 to allow the establishment of stock educational corporations. Other laws affecting education, especially the administrative aspect, including the anti-sexual harassment law and the Pag-ibig Fund law.


•   The July 1994 CEAP General Assembly revolved on the theme, “School and Family: Foundations of Church and Society.” The assembly featured presentations on such topics as the family-school partnership in building family values, the Filipino couple in support of Catholic education, the school as an instrument in reconciling family values with Gospel values, and the role of schools in responding to the needs of the Filipino youth.


•   The 1995 CEAP National Convention revolved around the theme “CEAP in the 21st Century: Vision and Relevance.” It features presentations and workshops on science and mathematics education; financial management and resource mobilization; quality, relevance and governance in tertiary education; quality and relevance in basic education; PCP II integration; review of the Catechism of the Catholic Church; and the use of the infusion technique to bring about a seamless sequence of teaching.


•   The Association finally got its center during its 50th anniversary celebration. The Archbishop of Manila granted CEAP a ten-year (January 1, 1996 to December 31) lease of a condominium unit at the Paramount Building. As a token of solidarity and gratitude, the Association will contribute annually to the catechetical ministry and programs of the archdiocese. The contribution may take the form of scholastic scholarships for deserving students named by the archdiocese.


•   A major COCOPEA event which was participated by most of the CEAP schools was the silent protest dubbed Silent Scream. The original plan entailed the cessation of operations by COCOPEA schools for a full day. Fortunately or unfortunately, the day of protest, which was scheduled on March 8, 1996, did not push through following a dialogue between COCOPEA and Pres. Fidel V. Ramos on February 28, 1996 at Malacañang.


•   CEAP held its 1996 national convention on July 1-2, 1996 at the Philippe Trade and Training Center (PTTC) in Pasay City. The event provided a venue for school administrators of CEAP member-schools to discuss such vital issues having to do with the convention theme, “CEAP in the third millennium: Evangelization and educational challenges.”


•   From October 1996 to March 1997, science instrumentation workshops were held for high school science teachers to help them develop their ingenuity, imagination and knowledge in the improvisation of needed science equipment using inexpensive and indigenous materials, which may help address the financial problems of small schools. The seminar-workshops were also designed to inspire teachers to invent more sophisticated science instruments to facilitate the teaching ad learning of science concepts and principles.


•   CEAP also held regional upgrading seminars for secondary school teachers in Science, Mathematics, English and Filipino during SY 1996-1997. The activity which was financed by FAPE, involved the participation of teachers who were previously trained under the Secondary Education Development Program (SEDP).


•   CEAP was actively involved in preparations for a major international event held in Manila in June 1997, namely the world congress on higher education. Revolving on the theme “Higher Education and Human Resource Development in the Asia-Pacific for the 21st Century: A World Congress”, the congress was held from June 23 to 25, 1997 at the PICC under the auspices of CHED, DOST, DFA, DOT, DOLE and TESDA, with the cooperation of the UNESCO Principal Regional Office for Asia and the Pacific, SEAMEO Regional Center for Higher Education, ASEAN University Network, Associations of Universities in Asia and the Pacific, International Association of University Presidents, the Philippine American Educational Foundation, and the Association of Southeast Asian Institutes of Higher Learning.


•   CEAP and its member schools operated in a milieu characterized, on the local level, by anticipation over the 100th anniversary celebration of Philippine independence and the presidential elections in 1998, and, on a Church-wide scale, the observance of the 2000th birth anniversary of Jesus Christ. Tertio Millenio Adveniente, or “The Advent of the Third Millennium,” was the theme of the three-year preparation for Jubilee Year 2000 beginning in 1997, with Christians around the world called upon to reflect on the Holy Trinity during the said period, focusing on Jesus Christ in 1997, the Holy Spirit in 1998, and God the Father in 1999.


•   At the international level, the CEAP president represented the country at the board meetings of the International Office of Catholic Education (OIEC in its French meaning) in Lisbon, Portugal, which called the world congress on Catholic education held in Jaipur, India in April 1998. In the said world congress, the CEAP Presidet, Fr. Salazar, was elected as vice-president for Asia.


•   In January 1998, the Association had its very first National Catholic Educational Congress (NCEC), which focused on “Forging Strategic Alliances in Catholic Education.” The NCEC was nothing less than a milestone in sheer attendance, coverage and logistics. A total of 3,187 delegates composed of superintendents, school administrators, non-teaching staff, faculty, parent and student representatives from CEAP member schools nationwide participated. The specific objectives of the Congress were (a) to create a better understanding and appreciation of the services rendered by Catholic schools to the Church and country, (b) to strengthen the linkages between the regional and national CEAP organization, and (c) to review the present CEAP organizational structure for greater relevance to the existing needs of Catholic education. The Congress was able to forge unity in the Catholic education sector based on the knowledge that each one is a stakeholder, and therefore has a role to play, for the sake of Catholic education.


•   As part of the attempt to forge strategic alliances in Catholic education, regional congresses were convened in all CEAP regional chapters. The regional congresses looked into the issues of advocacy, linkages and action plans on improving the degree of collaboration, unity and alliances among the schools within the regions.


•   Presented during the NCEC was the video production “Landscape of Catholic Education in the Philippines: Lights and Shadows. The video, which was produced by CEAP with technical assistance from the Probe Team, showed the plight of many Catholic schools in the country, particularly those in the rural areas. It was shown in the video that most of these schools started out as mission schools with very low tuition to reach out to the poorer members of society. With today’s high cost of maintaining schools, paying salaries and upgrading facilities, these schools could barely cope. Surprisingly, many continue to survive. In the end, the video calls for increased government support to private schools.


•   CEAP also published a book entitled “Raging Against the Dying of the Light (Catholic Schools Fight for Life)” which was a compilation of speeches during the regional congresses. The book was conceived, prepared and published to keep the fire burning so that in one voice and prayer all the stakeholders of Catholic education would as Dylan Thomas expressed, “not go gently into that good night but rage, rage against the dying of the light.”


•   The 1998-2001 CEAP Development Plan was prepared by the CEAP Programs Committee to set the direction and underscore the priorities of the CEAP in its quest to be better, more relevant and responsive national association for the new millennium. In its preparation, the Committee incorporated in the Plan important documents from 1992 to 1998. Foremost of which is the CEAP vision, goals and beliefs which was a major output of the Board of Directors’ planning workshop held in February 1995 and was approved in the 1995 General Assembly held in Cebu City. Also incorporated in the Plan were CEAP’s five-year development plan (1992-1997), and the resolutions from various regional and national assemblies and conventions. The Plan’s seven major components are organizational development, network and linkage building, advocacy, financial viability, integral Catholic education, research and human resource development.


•   SY 1997-1998 witnessed the conduct of an integral professional development program for administrators of CEAP schools, with the help of the University of the Philippines College of Education. The first phase of the program was implemented in February 1998 when a workshop of expert practitioners in elementary and secondary school management was held in Angono, Rizal. The workshop had the following objectives, namely, (a) to create awareness of the challenges and opportunities facing CEAP schools, (b) to make the participants understand the complexities and multi-faceted responsibilities of principals in a changing educational environment, (c) to identify the administrative and leadership skill needs of CEAP principals, and (d) to formulate strategies for the continuous training and professional development of CEAP principals.


•   Another CEAP program was the Strengthening of Religion as Core of the Curriculum. It was set up to respond to the basic question asked by PCP II of Catholic schools, i.e., “How can Catholic schools form graduates who have assimilated Christian values and live them out in their family and in society so that they become lay apostolates in their respective fields of endeavor?”


•   February 1998. The Philippine Congress passed into law Republic Act 8545, otherwise known as the Expanded Government Assistance to Students and Teachers in Private Education (E-GASTPE) Act. The law provided for mechanisms to improve the quality of private education by maximizing the use of existing resources of private education.



Since the middle of 1997, there has been a lot of discourse on whether the 1987 Constitution should be amended before the 1998 elections or not. Certain groups actually petitioned the COMELEC and even the supreme court to allow charter change. CEAP stood with Archbishop Jaime Cardinal Sin, former president Corazon Aquino and the CBCP to oppose moves to amend the Constitution prior to the 1998 elections. The Association as well as its member schools participated in various activities to oppose charter change, which culminated in a prayer rally on September 21 at the Luneta, attended by an estimated half a million people. In addition, CEAP issued a statement voicing its stand against amending the Constitution at a time when such moves would perpetuate government officials in power or at least extend their terms of office beyond what the 1987 Constitution mandates.