VNHS HISTORY

Vallehermoso National High School (VNHS), formerly named as Vallehermoso Provincial Community High School, was first conceptualized last June 1993 by the former Mayor of Vallehermoso, Dr. Wodrow E. Serion and was later established by Mayor Buenaventura S. Olladas last October 24, 1993. With the constant perseverance of the previous school administrators and with the ample support of the local stakeholders, Vallehermoso National High School was able to realize its dream of becoming an independent implementing unit of the Department of Education by June 2017 and successfully opened its first special interest program, the special science program. As the only government high school in Barangay Poblacion, Vallehermoso, Negros Oriental, Vallehermoso National High School commits to provide quality education relevant to the demands of the society and inculcate the minds of the students with positive values that appreciate the cultural heritage of the community and its nearby cities and be a leading educational institution in the field of science within its locality.
Though Vallehermoso is surrounded by these major cities, it remains agricultural whose main source of livelihood is through fishing and farming with much of the areas invested on sugarcane. Thus, school age children are engaged to sakada and are forced to work as laborers and house maids while some are getting married at an early age, affecting the delivery of quality education.
Vallehermoso National High School has a total population of 2253, 431 are Grade 7, 445 are Grade 8, 398 are Grade 9, 351 are Grade 10, 365 are Grade 11 while 263 of which are Grade 12 students. As part of the Enhanced Basic Education Curriculum, Technical Livelihood Education subjects are offered in VNHS with the following major subjects, Electronics, ICT, Automotive, Commercial Cooking and Housekeeping.
Like any other school, Vallehermoso National High School has its own strengths, like tools and equipment for its laboratory and shop works, and share of challenges like teachers whose specializations are not suited to the needs of the school, provisions of school laboratories and facilities, operational water system, encumbered electrical system and dilapidated perimeter fence. While these problems are tasking they are never enormous, that when fixed, can be beneficial to the entire school system.
With this School Improvement Plan, it hopes to embody and carry out the plans and programs of the school that will set out clear policies in addressing the needs of the students, teachers and stakeholders to effectively respond to the pressing demand of the community.
For two (2) years it will lay down roadmap for specific interventions that a school, with the help of the community and other stakeholders, will undertake. Of the most viable steps that the school plans to achieve is the improvement of quality of instruction through the creation and mobilization of Learning Action Cell and maintenance of conducive learning environment for the students. Topmost priority programs that the school look into is the enhancement of the school career guidance program, in order to fully realize the DepEd vision to produce graduates that are better prepared and ready for the world of work and nurtured by competent teachers and supportive stakeholders and the rehabilitation of the school’s water and electrical system. It also designs monitoring and evaluation to accurately assess the progress of the planned activities and to draw positive mechanisms in order to ensure that the school adhere to the principle of continuous improvement (CI).
Evidently, the school would not be able to sustain all its needs in the next two (2) years due to inadequate resources. However, with the constant assistance of the stakeholders, the school would eventually be able to deliver basic education services that is more responsive, efficient, and effective through an enhanced school planning and communication process.