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On January 15, 1981, through P.D. 1778, the Don Mariano Marcos Memorial State University (DMMMSU) was created to cater to the people's aspirations. The University has three (3) major campuses located in different towns of the province of La Union: the North La Union Campus in Bacnotan and the seat of the Central Administration the Mid La Union Campus and the DMMMSU Open University System in the City of San Fernando, and the South La Union Campus in Agoo with the Institute of Agriculture in Rosario and Institute of Fisheries in Sto. Tomas. The North La Union Campus (NLUC) of the Don Mariano Marcos Memorial State University (DMMMSU) evolved through a metamorphosis series from June 18, 1969, to the present. The Campus had its beginning as the La Union Agricultural School (LUAS) established through R.A. No. 2692 and signed on June 18, 1960. Then Congressman Francisco Ortega was among the prime movers in drafting the law that had established the LUAS. LUAS became operational in 1963 with the appointment of then Mr. Victor V. Luis as a school principal with a total enrollment of 139 students. The first curricular offerings were limited to secondary vocational agriculture for boys and secondary agricultural home-making for girls. On June 15, 1968, LUAS attained its college status through R.A. No. 5310. LUAS became Don Mariano Marcos Memorial College of Agriculture (DMCA), in honor of the illustrious father of the late President Ferdinand E. Marcos, the late Don Mariano Marcos. He died in Salincob, a barangay adjacent to the school site. The school's conversion into a College was attained through concerted efforts of Congressman Francisco Ortega, Senator Magnolia Antonio, La Union Governor Juvenal Guerrero, and Bacnotan Mayor Francisco Fontanilla. Six years later, DMMMCA became a chartered state college. It became the Don Mariano Marcos Memorial State College (DMMMSC) through P.D. No. 615 was signed on December 19, 1974. Dr. Crispin E. Cabanilla became the first DMMMSC President until his death on November 9, 1977. Dr. Bienvenido P. Agpaoa became the second President on February 7, 1978. He took over from then NEDA Region I Director Joseph Alabanza, who acted as Officer-In-Charge since Dr. Cabanilla's death. Don Mariano Marcos Memorial State University (DMMMSU) was created to cater to people's aspirations. The University has three (3) major campuses located in different towns of La Union. Namely: the North La Union Campus in Bacnotan as the Main Campus and the seat of the Central Administration the Open University System and the Mid La Union Campus in San Fernando and South La Union Campus in Agoo with the Institute of Agriculture in Rosario and Institute of Fisheries in Sto. Tomas. n January 15, 1981, through P.D. 1778, the Don Mariano Marcos Memorial State University (DMMMSU) was created to cater to the people's aspirations. The University has three (3) major campuses located in different towns of La Union. Namely: the North La Union Campus in Bacnotan as the Main Campus and the seat of the Central Administration the Open University System and the Mid La Union Campus in San Fernando and South La Union Campus in Agoo with the Institute of Agriculture in Rosario and Institute of Fisheries in Sto. Tomas. The University has 78 academic programs broken down into seven (7) Post Graduate courses in Philosophy and Doctor of Education 24 Graduate Courses in Masters Degrees, 36 Undergraduate Courses, nine(9) post-secondary non-degree programs, two(2) laboratory programs, and the Open University System offers two(2) Masters degrees and four(4) Certificate courses. Don Mariano Mariano Marcos Memorial State University has three academic programs that have been re-accredited to Level III status by the Accrediting Agency of Chartered Colleges and Universities of the Philippines. These are Graduate College, Teacher Education, and Agriculture. For the past several years, DMMMSU had produced topnotchers in national board examinations in Mechanical Engineering, Electrical Engineering, Agriculture, Agricultural Engineering, Veterinary Medicine, Forestry, Midwifery, Master Electrician, and Education. The University was ranked among the top ten higher education institutions in the Philippines, as surveyed by the Commission on Higher Education in 2001. It was ranked number seven among the more than a thousand private and public colleges and universities. Areas evaluated were faculty, student admission, library, and research. The DMMMSU Open University System or DOUS was established in 1996. It first began as a particular project under the supervision of then-University President, Dr. Manuel Corpus. The project was conceived by Dr. Corpus to give people in remote areas access to higher education. A task force was formed to prepare a comprehensive proposal on the offering of DOUS. This proposal was submitted to Speaker Jose De Venecia for approval and funding with the assistance of then-Congressman Victor Ortega. After its approval, faculty members in the program prepared modules and instructional materials and later became the first DOUS tutors. On October 21, 1996, the DOUS program was approved by the DMMMSU Board of Regents under BOR Resolution Number 96-064A. Then, on November 28, 1996, DOUS was formally launched by Speaker De Venecia, where a memorandum of agreement was signed between government agencies and DMMMSU to support DOUS. To begin its operations, Speaker De Venecia released P4.8M in 1996 and P2.8M in 1997 from his Countrywide Development Fund through the then Department of Education, Culture, and Sports.

Building a community for eternity” through Christ-centred schooling in an atmosphere of love, respect, peace, and discipline, which will encourage students to achieve their full potential for God. Staines Memorial is an attractive, affordable schooling option for families in Ipswich. We are committed to working with families to help them discover God’s love and respond to His love. The first and most important school for a child is their family. We believe that the education of young people is a shared responsibility. Parents and teachers are role models, and so have the privilege and responsibility to be the best they can. This will involve staff and parents participating in learning to improve their understanding and skills. Our College has a non-denominational Christian ethos and caters to children from a wide variety of Christian backgrounds and traditions. It also caters to families who though not necessarily Christian themselves, desire a Christian school culture and educational experience for their children. All staff is committed to Christian people from various denominational backgrounds selected for their professional competence and their sense of calling to the ministry of a Christian school. We are a Christian Community Ministry (CCM) school and work closely with sister schools across Australia. Additionally, we benefit from relationships with a range of training organizations throughout Queensland and through our Independent Schools Queensland (IQS). We focus on training young people to learn to depend on God, give their best in all circumstances, and not limit their potential. In God’s kingdom, He needs professionals and tradespeople – one type of career is not more important than another. In 1 Corinthians 12, we read how even the least is most essential and that we all need each other. Our Vision is those who pursue righteousness and kindness, find life and honor. The essential and apparent characteristics of a community for eternity will be: Love for God Love for Others, as you love yourself. Our community values and priorities are best expressed in the 5 Rs. We value Relationships, Respect, Responsibility, Readiness, and Reasoning. Our Mission: Transforming Lives, Children who join us at Staines will: Discover more of God’s love for them and others. Be developed in Character. Be academically strengthened. We recognize that each child is an individual with different God-given talents that need to be nurtured by providing growth opportunities spiritually, physically, socially, emotionally, and intellectually. By observing, planning, and evaluating, we seek to provide for the child’s needs while allowing for the child’s individual, spontaneous, and creative interests to be explored.

The program consists of a balance of collaborative projects, small-group teacher-led experiences, and free play throughout the daily routine, focusing on smooth transitions. Children are encouraged to learn by observing, questioning, discussing, wondering, doing, making, collaborating, and expressing their thinking in ways that reflect their individuality, strengths, and creativity. A love of books, stories, role-play, reading, and writing are cultivated and form the basis of Literacy, Numeracy, and Science. Specialist Philosophy, Art, Music, French, and Dance teachers work with the children each week alongside the core program. Preshil's progressive approach draws from Montessori and Froebel, from Steiner and Reggio Emilia, each one offering abundant and ambitious elements to build on. But Preshil is not locked into a static, dogmatic approach shaped for a different place and time. We also draw on the work of Sir Kenneth Robinson and John Hattie. Our approach has much in common with the International Baccalaureate Primary Years Program (PYP), based on a strong commitment to conceptual and holistic learning and an inquiry approach. More than half of Preshil's Arlington teachers have undertaken PYP training. This alignment with the International Baccalaureate's values and pedagogy and a desire to build on it first motivated the School's adoption of the MYP at the Secondary School. At Arlington, we embrace exciting new technologies but discriminately. Our exceptional teachers collect and use many data styles to plan their teaching and refine their understanding of the learning progress. As a team, we read, discuss, plan, and collaborate to focus on each child's progress. The International Baccalaureate Middle Years Programme (MYP) provides a framework of academic challenge for the Australian National Curriculum. The MYP encourages students to become critical and reflective thinkers, identifying and making connections between traditional subjects and the real world. Students develop a depth of knowledge and balance through the study of eight subjects fields: Additional subjects and the real world. Students develop a depth of knowledge and balance through the study of eight subjects fields: Arts Individuals and Societies Language and Literature Language Acquisition Mathematics Physical and Health Education Sciences Design Personal Projects Preshil's community of learners is challenged to set goals that support them to reach their academic potential. The IB learner profile emphasizes the whole person's development, actively cultivating our students' attributes as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, courageous, balanced, and reflective, to become global citizens with an awareness of their common humanity. SECONDARY CAMPUS 12—26 Sackville Street Kew, Victoria Australia 3101 Telephone: +61 3 9817 6135 Fax: +61 3 9816 7943 Email: [email protected]

Mount Scopus Memorial College opened its doors in St. Kilda Rd in February 1949 with 143 students. Like the College's motto 'Chazak ve'ematz' - Be Strong and of Good Courage - its Founders engaged courage and strength to establish our first Jewish Day School amidst opposition from a community grappling with an influx of Holocaust survivors. Their dream was to have a school where all Jewish children could attend, regardless of means, to learn of their heritage, be proud Jews and dedicated Israel supporters while understanding their role in Australian society. From the very beginning, our students' academic achievements have been held in high esteem. As the College's popularity and reputation grew, so did the need for additional space and resources. In 1953 the College moved to larger premises on vast expanses of land in Burwood. Two junior campuses, closer to the Jewish center of Melbourne, cater to our younger students. Today, as one of the most respected Jewish Day Schools globally, it offers educationally enriching programs, dedicated staff, and world-class facilities. And in line with the dream of all those years ago, the College continues to strive to provide a Scopus experience for all Jewish children.