1. PRIOTIES FOR ADVENTIST EDUCATION PRESENTED BY M CHIBALA

2. PRIORITIES 1. Develop church schools in churches/districts 2. Promote Adventist Mission and identity 3. Develop leadership qualities and practices among teachers 4. Identify and employ mission-oriented/focused teachers in church schools 5. Disciple Seventh-day Adventist students in churches

3. EVIDENCE OF ADVENTIST MISSION AND IDENTITY a) Meaningful integration of faith and learning in the various disciplines and biblical worldview b) Balanced whole person, redemptive education that develops the ability “to think and do” and restores in students the image of God (Education pg. 17) c) Adventist Philosophy of Education even in the evening class-programs

4. d. Orderly programs/education activities (academic quality) e. Spiritual master plans-appropriate for the level and type of student f. Use of the Bible and academic textbooks. EVIDENCE OF ADVENTIST MISSION AND IDENTITY

5. EFFORTS TO DEVELOP LEADERSHIP a. Strengthen leadership and administration and demonstrate accountability and effective governance through coordinated institutional decision making process and structures supported by Seventh Day Adventist documents, handbook and board training workshops. b. Encourage Church members and leaders to read church books and other spiritual material

6. MISSION-FUCUSSED TEACHERS O Expand capacities of teachers to achieve redemptive purposed of Adventist education, model Adventist values and redemptive lifestyles, and increase, where needed, the percentage of Seventh Day Adventist teachers who work with a system through: O - Workshops and seminars O -Increasing access to the journal of Adventist education O Encouraging religions and theological discussion/ interactions

7. DISCIPLINING SEVENTH DAY ADVENTIST STUDENTS O Train/nurture Seventh Day Adventist students in Non-Seventh Day Adventist institutions and partner with Seventh Day Adventist schools in organizing activities that will influence Seventh Day Adventist Spirit among pupils. O -Influence the materials being used in our church schools.

8. DUTIES OF CHURCH EDUCATION SECRETARIES 1. Promote Adventist Education activities in Churches, home and work places 2. Guide and counsel youths in the Church on matters of education and spiritually. 3. Mobilize resources for church members in the area of education 4. Work with church leadership, homes and local schools in identifying education needs for the youths 5. Between youths and church leadership, homes and school teachers on various issues affecting growing persons.

9. SCHOOLS OF THE PROPHETS OUR MODEL O The pupils of these schools sustained themselves by their own labour in tilling the soil or in some mechanical employment. In Israel this was not thought strange or degrading; indeed, it was regarded as a sin to allow children to grow up in ignorance of useful labour.

10. SCHOOLS OF THE PROPHETS OUR MODEL O Every youth, whether his parents were rich or poor, was taught some trade. Even though he was to be educated for holy office, knowledge of practical life was regarded as essential to the greatest usefulness. Many, also, of the teachers supported themselves by manual labour.

11. SCHOOLS OF THE PROPHETS OUR MODEL O These schools proved to be one of the means most effective in promoting that righteousness which "exalteth a nation." Proverbs 14:34. In no small degree they aided in laying the foundation of that marvelous prosperity which distinguished the reigns of David and Solomon. – Ed. 47

12. SCHOOLS OF THE PROPHETS OUR MODEL O The principles taught in the schools of the prophets were the same that moulded David's character and shaped his life. The word of God was his instructor. Ibid p 48

13. SCHOOLS OF THE PROPHETS OUR MODEL O While there are different degrees of development and different manifestations of His power to meet the wants of men in the different ages, God's work in all time is the same. The Teacher is the same. God's character and His plan are the same. With Him "is no variableness, neither shadow of turning." James 1:17. Ed 50

14. Relation of Dress to Education O No education can be complete that does not teach right principles in regard to dress. Without such teaching, the work of education is too often retarded and perverted. Love of dress, and devotion to fashion, are among the teacher's most formidable rivals and most effective hindrances. {Ed 246.1}

15. Relation of Dress to Education O Fashion is a mistress that rules with an iron hand. In very many homes the strength and time and attention of parents and children are absorbed in meeting her demands. The rich are ambitious to outdo one another in conforming to her ever-varying styles; the middle and poorer classes strive to approach the standard set by those supposed to be above them.

16. Relation of Dress to Education O Where means or strength is limited, and the ambition for gentility is great, the burden becomes almost insupportable. {Ed 246.2

17. Relation of Dress to Education O With many it matters not how becoming, or even beautiful, a garment may be, let the fashion change, and it must be remade or cast aside. The members of the household are doomed to ceaseless toil. There is no time for training the children, no time for prayer or Bible study, no time for helping the little ones to become acquainted with God through His works. Ed. 246. 3

18. Relation of Dress to Education O The love of display produces extravagance, and in many young people kills the aspiration for a nobler life. Instead of seeking an education, they early engage in some occupation to earn money for indulging the passion for dress. And through this passion many a young girl is beguiled to ruin. {Ed 247}

19. O The Seventh-day Adventist church promotes the training of the heart, the hands and the head.