21

Institute for Christian Teaching Education Department of Seventh-day Adventists

A RATIONALE AND MODEL OF A WORK EXPERIENCE PROGRAM FOR COLLEGE STUDENTS IN THE PHILIPPINES

by

Jonathan C. Catolico Director

Departments of Education and Communication South Philippine Union Mission

Cagayan de Oro C)_ty, Philippines

Prepared for the Integration. of Faith and Learning Seminar

held at Adventist International Institute of Advanced Studies

Lalaan I, Silang, Cavite July 18-28, 1993

142-93 Institute for Christian Teaching 12501 Old Columbia Pike Silver Spring, MD 20904, USA

22

INTroDUCTION

The prime function of education is to prepare men ar.d women for l~fe a,r,d

service. As such, it does not only develop the mental, moral, and spiritual

faculties but also the physical powers ,.. .. .p VL This is not an easy tas~:

for educators to perform. It demands special facilities and equ1pmer,:.,

qualified teachers with s-pecial ta.ler~ts to ~natch the need, a-1d abcve all,

dedication and commitment on the pa.rt of the teae:her-s and scnooi.

administrators to achieve the purpose as envisioned ln the mission of every

Seventh-day Adventist college. However; though hard it may seem, this calls

for im111ediate action to a more practical tra.5.nir~ for our Y,. .. ,.,.,...J,-: V"-<'-"•4•

Ackerman relates that a trend toward this purpose was observed

century. It was at this time when .John Dewey experimented on this activity at

the University of Chicago.z Since then, many great educati~nal leaders have

seen the importance of a work-study experience program for the youth.

The concern that the educators and government leaders h&J on this matter

was manifested in their efforts to assist the youth where the latter could

best serve society. This prograrrt fits well into the progra~ of the Seventh-

day Adventist educational system as outli~ned by E. G. White:

Schools should be established that, in addition tc the highest mental &'"ld moral culture; shall prov1de the best possible facilities for physical developn1er1t artd ir-,dustrial trair1 ing. s

Education, therefore, has become import&"1 t corr.ani tmt:n t and

responsibility of the Seventh-day Adventist Churc:h from its earliest period of

organization and development.4

2

23

writer· was intrig;.Jed and so.ddened by o~ a2.most

answers to the query on how effectively the wori-r. ex-per·iet1ce prcgr~.m. OJ.t;t')

ac!-!ieves the goals a.s set forth in the wr·it.ings of M~s. ~\Thit.e. A deaf'enir.g

answer points to the w'EP as o.lmost a "thing cf the past. " TJ i th this as a

backdrop, the writer will attempt to provide a rationale for the :1eed of

maintaining a program of work and a mo.::lel for college students the

Philippines and a conceptual framework to determ~'le the factors ccrre lated

with fui effective work experience program. Due to lL~ited space, the reader

is directed to the endnotes for a better grasp of the topic.

In this paper, work experience progra.'tl is defL"1ed ac;; a component in the

college curriculum, whereby a student goes through a work

introduces him to the world of work. This aJ.sc includes m;3rtual training but

not necessarily limited to it. In si.~plier· term, :;..s defined as

experiential learning.

In the Philippines, Mountain View College (MVC) and P~ilippi~e UDion

College (PUC) had been the institutions described as models for work prog£a~

by the Philippine goverrooent during the '60s and ear·ly ·70s. This was

reported by Dr. Raymond Moore in his bock, Adventist Education at the

Crossroads. 5 D~ Agrifino Segovia also mentioned about this in his 1965

study. 6 MVC and PUC" s adherence to the philosophy of work cr·eate::l some

desires arrtong admL~istrators of non-SDA institutions government

educational leaders to implement similar programs on their ca1npuses. At

present, however, the picture has char~ed. A survey or t:he rr;aj or reasons

the decline of emphasis on work program reveals the followir~:

1 ..... Size of enrolment. In the early years of MVC an::! PUC~ enrol~e:-.7.

was low but as the enrolrr1ent grew, there was r'ot much work departments to

3

24

accommodate the st.ucer.ts.

:::.ll students .

.-. ~- Academic pre$Sl]res on c-..ollege teachers . the ir~~r-easa ir1

enrolment, heavier academic load were assigned to teachers thus reducing

time to s~pervise work programs.

3. Change in the academic environment in societv. A shift was

from tecr.nica.l/vocationa.l to science/medical courses and

were highly academic in nature.

4. Change in attitude of students. St.uderzt~: equate ::..ator ':-~~ ~~ .. -,v~"-"·-

low status in society. The d igr:i ty of labcr J.S misunderstood. The mo~·e

affluent students refuse to work.

5. School IDdustries are financially losing with student labor.

Inexperienced students doing jobs which require skill was belie'T.r-ed to be

contributory to the losses incurred by the school industr-ies.

requiring much longer tim.e does not benefit much from students who only p;;,t

two or t~uee hours of work per week.

RATIONALE

As leaders of the educational system in the :3ev-enth-day Adventist Chu:r·ch

we caJ·u·"lot just fold our arms and close our eyes ar,d say, "~lall, this is the

reality," and from this jw1cture we approach the issue by "satisfie:ing" or by

stcruggL~ our shoulders. We canr1ot now renege f:r·om ou:t duties of pro'!J·iding o.

k:L'ld of education that will place our yot:th in "arr acceptable co:1dition wit.l-~

God. "7 Tu:mangday gives an important rejoinder by saying:

Our best thrr1kir~ and most earnest efforts are called on as we educators accept the ongoing challenge of prcducir4 educatic~al

4

25

progra..ms that will facilitate, foster ar1d rev:r.tal.J..ze the wcl--k cf resto:-ation.s

This work of restoration car1 mear" restoring them to the Edenic state of

happiness. Such is "the fruit of harmonious action of all powers. ''

A Basic SDA F.duca;tion Irutteciient

c~raty points out:

Progra.ms ar1d curricula may differ, but basic:ally the administrators and teachers in every Se"Clerith-day Ad•ientist. educational institutior' will consider prcvidirig :an envir·~nment for the holistic development of the students--physical, emotiona:, intellectual, spiritual, and vc:eational. e

Mrs. White admonishes that "some hours each day sho~ld be devc~.ed

useful education in lines of wo:r}~ tha-:: will help the students 1:~ lec-~r~ing -::r.e:

duties of practical life, which are essential fer all our youth.":Lo I~ t.his

is so, then, schools should endeavor not to phase ol1t ths work progrwi

component ir1 their curriculurr1 despite its adverse effec:t to t.he financial

condition of the school. Iri.stead, schools should look for ways to genera.te

income from other sources to finance this program.l1

Develoo Work Ethics and Sound Habits

White says, "Manual training should develo:r;. the ha.bi ts of acr::urac~y a:~d

thoroughness. . . pupils should learn to economize time, &~d to make ever-y I~·~ove

count." ~2 The Berea College founders:ts giye this assess1tent:

The work experience progr8.t'ri is far more than an oppcrturiltY for student to earn part of the cost of his educa~ion, for it is oa.sec on the belief that there is quality in labor which is essential tc learning. It gives the participant a respect fo:r work:- good 1'.Jor-k habits, ability to cooperate with others; a feeling of self­reliance, a pride in accomplishment, and abilities of value :~• earning P- living.

The WEP is a tool for developing C!Orrect attitudes. The UNESCO Panell4

identifies work ethics as ··industriousness, sense of respoDsibility,

creativity, honesty, and diligence;" and proper work habits as "discipline=-

s

26

pun.ctua.lity, work-safety habits~ sense of perrect1on, and excellence.

If this is one mechar1ism to reverse the attitude of

digr1ity of labor, this is worthy of consideration.

Skills Pevelopment

E. G. White asserts, "Every youtb, on

acquired a knowledge of some tra.de or :)ccupation by w~1ich,

earn a live 1 ihood . "1.s

We desire that O'lJ.r youth a:re able to

.......

..1...1.

sr_ould

r:.eed oe,

technologically advancing work-world by developing their con·ipeter~cy ir-1 s. skill

or trade. It is a well-knov..-rn fact that. in developing countries, gradaates wl-to

have skills on top of their academic degrees get bet t.er cha1ce lar~d ing or~ a

.job and tend to remain longer on the .job; 8r!d should therE: be aJ1:l

retrenchment, he is the last one to go. This was the gist of Mensah's

introduction in his paper. ~s

Ptwsica.l and Mental Health

While i.n schoo 1 , we want our youth to be physically and me;:-! tally alert.

Sister White admonishes that the first study of life should be to keep beth

the body and mind work harmoniously as it "carrnct be to tr;e glory of Gcd for

His children to have sickly bodies or dwarfed minds."~?'

The exercise of the brain in study, without corresponding physical exercise, has a tendency to attract the blood to the braL.'1 , and the circulation of the blood through the system becomes unbalanced . 1.a

She also counsels us that "the whole system needs the invigor·atin_g

L~fluence of exercise in the open air. A few hours of m;~iual labor each day

would tend to renew the bodily vigor arid rest and r~lax the ~ind. ":Ls

There can be no greater reward than seeing oGr youth develcp their rr~or·al

8

27

powers to withstand the strong L:fluence of a world gerir:g morally berserk.

There would now be more elevated class of youtt to come upo~ the stage of action to have influence in melding society. Ma."1y of the youth who would graduate at such i:-~stitutions would come for-t.h with stability of characte~·. They would trave perseverance: fortitude ar1d courage to surmount obstacles and st~cb p:cin.ci~les that they would not bE: swayed by wrong :nr 1.uence, however popular.2o

D!mQ;rtunity for Community Servj ce

D.,. L • Wilson Evans, Dean of Labor :or Berea College lists

important values the students derive from the WEP as "::.;ormnun i ty improvement--

the working student is mor-e aware of community needs and takes pride ..1.4~ a

beau.tiful community. ''2:1. Visger-22 postulates that "work and study p::::·ogr-ams

equip men and women to reach beycnd their campuses, to the c:o::rJnunity, ar!d then

to the wor-ld." Moore2s reinforces this by sa.yir~ t.he W.t:t'

opport~~ities for service while ~~derson24 spells out tr~t

helps ~Jide the students into an awareness of his responsibilities as a

citizen."

Social Interactjonanteroersonal ReJ ationship

"The work experience education job site provides <:. ,_ .... setting where

it""lterpersonal skills can be developed through student- teacher-employer

relationship," says Anderson. Kieslar25 states that "students must be

given real opportunities to work with older and more ex~erienced en1ployees,

with supervisors, with the public, and with other beginning workers."

L~iESCO Pane12s sees the desirability of teachers working wit~

learners, '' and Moore27 expresses the same thoug~,t by s;.?._yir;.g

thoroughly proved itself as a sow-,d setting for developmer~t

relationship of a high order, in a natural way."

'7 I

the "KEP has

of 1nte::-se:-~

28

Participation in Global Mission

At this time when the church is vigorously pursuing i~s objactive :.c

evangelize the world, more strategies are needeci. One of the best strategie.s

is equipping men and women with livelihood skills which they could use

are sent out tc the community fer missionary work.

places where residents a.,..o ....... predomina.'1tly Rc~rrar.t Catholics

Christia1'1S, the gospel's penetration is Howeve:·:.~

livelihood lectures and demonstrations are held,

broken and the message of truth are eventually spr-ead out.

Imoroves Economic Condition of Church Members

The students who have undergone experiential

fear unemployment. They have resources within themselves

their economic condition. As they engage il1t.:) private enterprise;

economic stability is strengthened.

Promotes Self-Realization and Fulfil~nt

The student, after gradua.t ion or per-char;ce d:::-ops out of sc!·'icol before

graduation, has acquired basic vocational sia.l.J..s which ne can use to suppc::::·t

himself and his f8.t'tlily. He can be self-employed and self-deper,dan~

him achieve self-fulfillment in life.

CONCEPTUAL FRAMEWORK

The work experienee progratn (WE?) has a rich historical begi~n1ir~ ~1d is

a.'1chored on a solid philosophical foundatio~. This praot~ce ~as ba.sed on a

philosophy that education provides a balanced development of mental,

social, moral, spiritual, and physical powers of mar.i to prepare

29

"complete living." Great men like Socrates~ Comeni~s, Rcusse~u,

Pestalozzi, Dewey,2e Ga1'1dhi, 2s Ellen White30 and many o:.he::-s nao.

advocated the philosophy of wor·k and study.

help man to internalize such . . -exper·:.er! :J...;:::.l

learning.

A work experience for the youth introduces them ..!...-. ;_, ... .) .-.~

V.I..

in school to develop correct attitudes, habits and et.n1cs; il1crease

mental and physical capacity; improve their health; ar~d help tr~em o=::tain oas1c:

skills; develop their vocational maturity; prepare them fo:t·

promote their self-realization &""ld fulfillment; provide opportunit:.es for

service and expose them to new patterns that cope with the modernizatio~

process.

Notable educators and scholars reveal that an effective work eX';.erienc.:e

program does not happen by chance. This is influenced !:Jy some fac:tors which

include psycho-social, institutional, orga..1izational, corrmmn i ty resource,

motivational, communication flow/network, feedback mecha-Lism, a;zd school-

community relations.

Under the psycho-social fa.ctors the students' socio-economic star.us,

membership in orgartization, perception of work, work ethics and habits;

participation involvement .;,.... .J.•I the WEP, expectations and

educational benefits are considerations that dictate the st::tdents·· work

behaviors. Shertzer mentions that training and education are largely a matter-

of social class. The lea.rning of nla.'1r~ers. , . C!hoice cf educational goa.J.s and

occupations are influenced by the class ir' -.;~hich he lives. s1. Membership ir:.

organization also predicts better performru1ce.s2 It has been observed that

students' membership aJ1d participation in organizatio~ rr;ade them more

9

30

pa.rticipatiYe in work ac~ivities

c~t that physicai action 1s steered by percepti8ns;

WEP. According to a UN,t;SCC repcr::., :·wor·~~ ethics arid habits are ir:cicatec by

industriousness, sense of . . . , .. responslDl..Llty, diligence

discipline, as well as a sense of per·f ee:t ion It is also

assumed that participation and involvement decisior;-

makhtg process of the WEP spur better outcom:=.s. Everyorre wl1o joir1s a prcgrB..&'U

has his personal expectations and if he gets them by joi:"Iing tl"1e =~!EP, these

tend to improve his performance. His perceived edt:catio:1al

from the WEP also stirs his desire for something better.34

The institutional factors that affect the -work program ir~clude:

philosophy, goals, administrative practices, trai;-ring and qualification of the

staff, teacher recruitment and training for the apprenticeship .-.,.-,,-1 a.. .....

physical facilities. As .Johrl DeHey points out) philosophy give.s mear!ing a;1d

direction to our action.ss Philosophy spells the mission of

program. People usually work harder and perform better when specific task

goals are esta.blished."3S The role of an adrr1inistrator is also crucia.:. to

the organization.s7 Researchers confi~m that sound adrr1L~istrative ~ractices

make the program more functional.

One of the mar1y causes of failure of the schools to deliver the right

trainir~ to their students is the lack of teachers who possess necessary

skills, commitment and dedication to do their jobs. Others possess wrong

attitudes toward the progra.tu of work that leave bad L~fluence.

recruitment of competent and spirit~J.ally integrative t.es.cher·s is vi:.al

success. 38 The of phys ica.l :acilities modera.t.ed

effectiveness of the work prcgra.t1l in Philippinesss 1.rr scme

10

31

developing countries of the world.40

There are some orgardza-::.iona.l factors that. inf'luenoe

Barnard4 :J. says that "c:entra.l to t.he orgar. iza.t io:;:-1 is the spee:ialized

administrative activ:ty that serveE~ the function maintair•ing

organization in operation." NSSSE42 included in its cl-!ecklist for

evaluating the program the following characteristics: S'~pport ar1d ciir·ecti~)ri h"l•t ..., . ..,

the administrative officers of the school,

coordinators, financial support, and

personnel.

Local commll£"1ity resources make iJP for most

for ,-. :.· ... ;.i..

facilities in most training schools. This was shewn by a UNESCO study report.

Moreover, some government agencies tie up with pr·iva.te i:;:-lstituti:x,s t..) insure

a supply of persor,.nel needed to boost the economy of t!·1e r:a.ticr1. These

resource factors are assumed to influence the Wi~.

Stembridge43 expresses1 "Motivation activates ene:rgy." lS

as5umed tr~t people attend work-oriented programs to develop skills, augment

income, and to increase their employment opportw·,;, it ies. A1derson says,

"Motivation needs to begin before problems arise. In motivating, the

followir~ factors are vital: self-image, good example, progression a~d pay

incentives, and personal fulfillment. Babcock44 states that students are

motivated to join w~Ps to fulfill their social obligations such a.s associ;:J.ting

with their supervisors1 teachers, 8nd fellow students. Some receive

and courtsels from their teachers while others value the oppor·tunity to

community service.45

Communication plays a very important the success the ~~SP.

Researches indicate that failure to disseminate the asefulness of the work

11

32

experience tends to mask the effectiveness of this innovative prog:::·arr.;.

students join the WEP because they r-ead, heard, a.J1d saw hm.; the program

changes lives for the better. Moreover, the parents u:1derstar~d bettE:~· the

T1tis

is true when progress reports are sent t.c the parents. As a. re~~tll t,, pa.~~rrts

~Jpport ensues.46

Periodic eva.luat.iorl is vital 1:o tt!e ~.;lJcc:et:~s of tr1e

Moore47 expJ.a1ns, "students :.1sually reacts well to a challenge ~~:-!ich leads

them to excel at something... Employi~1g a feedback mecha;-.tism insures ~.:hat t[.te

WEP is on the right track.

The Committee on Curriculwu Development of the National Association 0f

Secondary School Principals4e claims that a properly carried out wcrk

experience program makes a fine link between school ar£d c:mnmunity. Ra:ymond

Moore adds that interinstitutional cooperation benefits those ·who partioipate

in carrying out ~~Y program of activity. According to Anderson,4s ''Thr·o~h

cooperation between commlliiity ~~d school; a student. will gaitt better

understanding of various occupations through the on-job tra.inir.g."

In this framework, it is conceptualized that relationships exist between

the effectiveness of the work experience progra:··n and the followi:-zg factors:

A. Psycho-social Factcrs

1. Socio-economic status

2. Membership in organization

3. Perception of work

4. Work ethics and to~bits

5. Participation and L~volvement in the WEP

6. Expectations

12

33

7. Perceived educational value

B. Institutional Factors

1. Philosophy of the WEP

2. Goals

3. Adminis~ration

4. Training and c;u&.lific~ation of staff

Teacher recruitment a'1d. training for the apprenti;)ehip

6. Physical facilities

C. Organizational Factors

D. Co~~ur1ity Resource Facto?s

1. Resources within the locality

2. Presence of l~1e agencies/linkages

E. Motivational Factors

F. Comrrrunication Flow/Network

G. Feedback Mechanism

H. School-Community Relations (see

SUGGESTED MODEL

Admmistrative

The president of the college shall serve as the over-all chairman of the

WEP. The busiJless manager looks into all fina'1cial planning and transactions.

An over-all coordinator does the specific details of scheduling in cooperatior,

with the work/industries department heads. teachers shall serve as

supervisors.

Teacher-Student Volunteer Work

It is suggested that all students and teachers in the colleg€: ;•artic:ipatc

INDEPENDENT VARIABLES DEPENDENT VARIABLE

Very Effectivo

-~

Fig. 1. Schematic diagram ohowing tho relationship betwoon selected variables and the effectiveness of the WEP.

OUTCOMES Attitudes, habits, and

work ethics

Application of skill a Development of vocational

maturity Enhance phyuical and

mental development Occupational preparation

Promote self-realization

. and fulfill mont

Teaching strategy used

Frequency of supervision/ visits

Selection of students fortheWEP

i.

35

in at least an hour daily for a volut1teer work on tr~eir field enolce. The

first two hours in the morning (7:00 to 9:00) is most suitable; for e.xer·cise.

This does not i1'1Clude trade courses which are included in -::.he daily class

schedule. The following is a. s<? .. mpJ.e assignment.

! r.r k n +- 0 l nor i. L. epar .... ment.s

! i 1. I I

i 12. i i

13.

I I ,4. ! i ~. lv. ! I

~~· I , . ,s.

I ,9. I ! 110. 1 I

!11. i !12. 113.

i jl4.

I 115. I

Food service

Farm

Ground and landscaping (GL)

Ground and concrete 1-1or~~

Bakery

Gym and grou."1d

Church ar1d ground

Boys· dormitory and ground

Girls' dorm artd ground

Health service

vJater service

Woodwork

Auto shop & ground

Classrooms

Registrar·· s off ice

15

Teacher(s) Incharge

a. b.

a. 0.

a. b. c.

8.. ..... U'.

o ..

a.

a..

a. b.

a. h I.Jo

a.

a.

3..

a. b. <:, .........

b.

i'la::.ron Asst . h!a.tron

Farm manager A.-. ..... 1· C', ,.L~,~v-.::. te'='~·he"'·~ £'l.S,.L. u ·-....c..L ........ '-" _,<,A...., .L .. .t. .....

GL supervisor· Sociology teacher Administrat.i ve se:cretar·ies Er~lish teachars

!1asonry superviscr­Garden sJper-visor-

Bakery st1pervisor Student assistants

PE teachers

Church pastor & assistants

Boys·· dorm deans Dean of students

Girls~ dorm deans Office secr-etary, de&i cf students

College physician College r!l.lrses

Maintenar:8e supervisor

Industrial ar-t supervisor

Autoshop supervisor

Classroom teachers Laboratory assistants Registrar Assistar1ts

16. Library

17. Other departments

36

0.. b. r. .....

a.

Libraria'1 Library Assistants Co~~unica~ion ar~s teache~s

Supervisors

CDNCLUSIONS

A service-oriented denomination such as the Seventh-day Aciventist.

needs to provide a program for its you tr~ to make them able t.c respond

various needs of the corru-nunity. Tf1is calls for balc:.nc=ed progra.:n

development which sees to it that this young people have tbe skills ~o e.mc:·loy

for any contingency. The work eA?erience prog~affi ~s a very viab i.e approa::;i.

However, should reach its goals or it will not do any gcx.

administrators should know whether or not their progrc~~ is effective. This

paper also provides a framework for such ar.c endeavor wr~ich, "t-1hen thoroughly

developed and enriched, will help them achieve satisfactory perform~"'lces.

1. A full-time work experience program coordinator should be appointed to

study the various possibilities of making the WEP a successful traird.J'lg

program.

2. Linkages with outside wor~t agencies should be established.

3. Local human and material resources should be determined to inc:iude those

who can provide technical counsels taking into consideraticn the

following:

a. Invite retired teachers and engineers to teach or give g-~idsnce

services.

16

37

b. Invite outstanding workers al"'ld veteran far·mers to deliver lectt:res

a.t1d share their experiences with the st~1dents.

4. Parents should be involved in the planning of var:.ous WEP pr-og::-ams ~-id

projects.

5. The program should be evaluated peric:di:::a.lly.

6. The guida.~ce services should be strengtl"re;-ied ·~~ -:o i:-,clt~de .::areer ar~c.

trade information.

Information: A 16-page question:1aire on an As:ar. set~ing desigri,~d tc determine the correlates of ar1 effective work eA-perie::-Ice progran is available upon request from: :Cducation Depar-tme~·1t, South Philippine Union Mission, P.O. Box 208, 90CO Cagaya~ de Oro City, Philippines.

Endnotes

1. Anderson, E. .J. "A Practical Approach to Car·eer· Education .. K -12 . " The .} our n A j of Ad yen t i s ~- Ed u c a t j on , V o l . 4 2 , No . 2 , (December 1979- January 1980), p. 18.

2. Ackerman, James M. "A Study of Campus Industries Cpera~ed by Seventh-day Adventist Colleges." Ed. D. ~;issert&.ticr~ .. University of Tennessee (1980), pp. 43-44

3. Education. Pacific Press, 1952, p. 218

4. Bower, Donald Lema Linda Dissertation,

George. "Fifty Years of Studen-c Ernplcyment. at University La Sierra Campus." Ed.D.

University of California (1974), p.

5. Moore, Raymond S. Adventist. Ednr:at.ion a~. t.he Crnssroads.

6.

Mountain View: California: Pacific Press Publishing Association, Nashville, Tennessee, 1923. P. 41.

Segovia, Agrifino C. "The Role in the Educational Program of the

of Work Opportunities Seventh-day Adventist

Co ll e g e s in the Far East. . " M . A . The s is , F ~1 i l i p p in e Union College, Manila (1975), 338pp.

17

7.

38

White, E. G. Mind. Character. (Souther~ Publishing Assoc:a~2on, 376.

and PerscnaJitv. Vc . 2. Nashville ?e~nessee p.

8. Tumangda.y, Miriam S. "A Christian View c.f Human Nc.-::.t.:rs: Some Implication;:; for· Severrtt1-da.~7 A~:l~~erit.is~ Eci~;c;3.tit:;n. =: A pa.pe::c presented during the 12th Integration of Faith and Learning Seminar, Institute of Christian Teaching held at the A!IAS, Silang, Ca.vite, July 18-28, 1983.

9. Geraty, Thomas S. "Work Experience Educat.ica for Seventh-day Adventist Colleges in the 21st Century." 11th IFL ::>em1nar, Union College, Lincoln, Nebraska, June 1993, p.4

10. Counsels to Teach~rs, p. 283

11. Testimonies for the Church, Vol. Vll, p. 232

12. Education, p. 222

13. Ackerman, pp. 96-97

14. UNESCO REGIONAL OFFICE IN ASIA AND THE PACIFIC. Educatjon and work in the Secondary Schools. (Bangkok, Thailand, 1982), p.59.

15. Education, p. 218

16. Mensah, C. A. "Voca.tio:::·1al Implications of Adventist Educational Philosophy for Secondary Edueat ion i:-1 Gha:-1a." Christ in the Classroom. (H. Rasi, Comp.) ICT, Education Department, GC. Vol 5, 1991.

17. Testimonies for the Church, Vol. 5, pp. 485-486

18. Testimonies for the Church, Vol. 3, p. 13e

19. Mind. character, and Personalitv, p. 383

20. White, E. G. Fundamentals of Christian Education. Southern Publishing Association, Nashville, Tennessee. 1923. P d~

21. Ackerman, p. 98

22. Visger, Dale. "Industrial and Technical Edt.:.c:a.tion Oti

the College Level." The .Journal of Adventist Education (1980), 42 (5):8

23. Moore, Raymond S. Adventist Education at thA Crossroads. Mountain View, California: Pacific Press Publishing Association (1976), P. 157

'18

39

24. Anderson, p. 18

25. Kieslar, Evan R. Easing the Transit o~ ~rom s~tooli~g to Wor-k. Ne-w Direetjons for r.ommJJrdt.v Co: egF:. (Loncon: Bass-Josey, Inc., 1976) p. 17

26. UNESCO, pp. 80-82

27. Moore, 85-88

28. Ackerman, pp. 22-26

29. Sinclair, Margaret E. "Introducing Work Experience

30.

Programmes in Third World Countries: A Revie':.J." Learnin~ and Working. (A UNESCO publicatio~, 1979), P?· 51-78.

T,jj;..~e.-s...:.:.t._i~m.:.c;o ...... n_.i...:.:e:..=:.~s:.___f....:..o:..!or_· _----lt.:.lit~' A~< --~=-'-:: .r...r..hl:.:..1 r._· ·~·::: ~h . ( :1 o ;_: n t a in Vie~ , California:Pacific Press Publishing Association, 1882), Vol. v' 23

31. Shertzer, Bruce. Career Exolqration and PlBnni,g. (Boston:

32.

34.

35.

36.

37.

-:(1"'1 ...... o.

Houghton-Mifflin Co., 1973) p. 72

Powers, Hilton. Education for Social a.r:d Pu~: i c Responsibility. (New York: McMillan Publishing Co.,197G)

Nyswander, Dorothy B. "Public Heal tb Educat ior1 Sources, Growth and Operational Philosophy." Educatjonal Guarterlv of Community Health Education (1980), 1(1):11-12

Catolico, Jonathan C. "Participation and Involvement of Parents in the Activities of Two Selected High Schools in Region X." A survey paper presented to the School of Education, Central Mindanao University, Mus~an, Bukidnon, Philippines, 1989.

Tanner, Daniel and Laurel Tanner. Theory and Practice, 2nd Edition Publishing Co., Inc., 1980).

Curiculum Develonment. (New York: McMillan

Campbell, J. P. Industrial and

and R. D. Pritchard. Motivation Thenry in Organizational Psychology. (Chicago: Rand

McNally, 1978).

Tabuchi, Ichiro. "Work Education and School Industrias." A report to the Quadrennial Education Advisory and Student Life Seminar, FED, Singapore, July 11-16, 1984.

Mensah, p. 213

19

39.

40

Cat o 1 i co , Jonathan C . " Pro b 1 ems Affect in g the Work Experience Program in One Selected High School in Region X." A survey presented to the School of Education, Central Mindanao University, Musuan, Bukidnon, Philippines, 1890.

40. Mensah, p.206

41. Gawson and Gehrie quote Barnard in Planning and Changin~, Vol. 12, No. 1, Spring 1981

42. General Committee, National Study of Secondary School Evaluation. EvaJnat.jve Crjteri..a, Section: Trade .. TechnicaJ., and Industrial Education (Wahington, D.C., 1868) pp. 248-256

43. Stembridge, Allen F. ':Teacher Motivation: An Essential Requirement in the Integration of Faith and Learning i~ Seventh-day Adventist Colleges." Ghrist ir: the Cl a~sroorr: (H. Rasi, Comp.) Vol. 4, 1990, p. 171

44. Babcock, George P. :•work and :3tudy Programs in SDA :3chools."

45.

The Journal of Adventist Education (1980), 42(4):33

Visger, College 42(5):8

Dale. 0: Industrial and Techni:~al Education on Level." T..be .Journal of Adventi~t Edt~cation ( 1980);

46. UNESCO, p. 79

47. Education at the Crossroads, 155,156

48. Moore, p. 154

49. The Journal of Adventist Education, 42(2):18. For a very good reading on the benefits of the work experie~ce education program, Anderson's Continuing Education article will be of help.

20