1 Quality ECCD Programs - The Way Forward.pdf

A Program Presentation of the ECCD Council
Quality ECCD Program:
The Way Forward
Dr. Teresita G. Inciong
Vice Chairperson & Executive Director
ECCD Council

“The child is one of the most
important assets of the
nation. Every effort should
be exerted to promote his
welfare & enhance his
opportunities for a useful
and happy life.”
(Art. 1, P.D.603)

 refers to the full range of health, nutrition, early
education and social services development programs
that provide for the basic holistic needs of young
children from 0 to age 4, and to promote their optimum
growth and development
 involves a multifaceted process of development:
physical, cognitive, emotional, social and spiritual
covering the period from pregnancy through the
transition from home or ECCD programs into primary
school
 as an outcome, in ECCD, a child is “physically healthy,
emotionally sound, socially competent and ready to
learn”
Early Childhood Care and Development…

1964 – A
UNICEF Project
under SWA
1978 – PD 1567
a DCC in every
barangay
1987 – RA 6972 a
total development
and protection of
children program
1991 – RA 7160
or The Local
Government
Code
2000 – RA 8980 a
comprehensive
policy and a
National ECCD
System
2009 – EO 778
established the
ECCD Council for
the 0 – 6 years old
2009 – EO 806
reaffirmed functions
and powers of the
CWC pursuant to
PD 603 and EO
233
2013 – RA
10410 Early
Years Act of
2013
THE LONG JOURNEY

THE EARLY YEARS ACT OF 2013
(RA 10410)
“An act recognizing the age from zero
(0) to eight (8) years as the first crucial
stage of educational development and
strengthening the early childhood care
and development system, appropriating
funds therefor and for other purposes”
Approved by the President last March 26, 2013

SALIENT FEATURES
OF EYA 2013

Declaration of Policy (Sec. 2)
To promote the rights of children to survival,
development and special protection with full
recognition of the nature of childhood and as
well as the need to provide developmentally
appropriate experiences to address their
needs and to support parents as primary
caregivers and children’s first teachers.

Declaration of Policy (Sec. 2)
Children ages zero (0) to eight (8) as first
crucial stage of educational development of
which
EARLY CHILDHOOD CARE AND DEVELOPMENT
(ECCD) COUNCIL’s responsibility are children
ages zero (0) to four (4).
children ages five (5) to eight (8) years shall
be with the (DepED)

STRENGTHENING THE ECCD COUNCIL
(Sec. 8)
Strengthening of ECCD Council to ensure the
State’s focus on building a strong foundation for
the development and learning of 0-4 year old
children
Ensuring sustained inter-agency and multi-sectoral
collaboration

THE ECCD COUNCIL
AND
THE NATIONAL ECCD SYSTEM

ECCD Council Governing Board
ECCD
COUNCIL
GOVERNING
BOARD
DepED
Secretary as
Ex-Officio
Chair
ULAP
Executive
Director as
Member
NNC
Executive
Director as
Member
DSWD
Secretary as
Member
DOH
Secretary as
Member
Private
Individual as
Member
ECCDC
Executive
Director as
Vice-Chair

MANDATE
Implement the National Early Childhood Care
and Development (ECCD) System
refers to the full range of health, nutrition, early
education and social services development programs
that provide for the basic holistic needs of young
children from age zero (0) to four (4) years; and to
promote their optimum growth and development
ECCD System

System Components

ECCD Curriculum
shall focus on children’s total development and
take into account age, individual and socio-
cultural appropriateness. It shall promote the
delivery of complementary and integrative
services for health, nutrition, early childhood
education, sanitation and cultural activities. It
shall use the child’s first language as the
medium of instruction.
ECCD System Components
(Sec. 5. System Framework and Components)

Parent Education and Involvement, Advocacy
and Mobilization of Communities
shall harness and develop parents’ strengths as
providers of ECCD programs at home, as active
partners of other stakeholders, as advocates for
community concerns that affect children, and as
pillars of support for local and national ECCD
programs through community organization efforts.

Human Resource Development Program
shall establish mechanisms for the systematic
professionalization of ECCD service providers
through enrolment in educational program in site-
based or distance education modes, through pre-
service or in-service training including continuing
education programs, whereby a registration and
credential system shall be developed in the ECCD
System.

ECCD Management
shall consist of a continuing process of planning,
implementation, supervision, financial
management, Monitoring, evaluation and
reporting to persons concerned and shall
encourage the active involvement of and build
the capabilities of service providers, parents and
local government officials to sustain the program

Filipino children aged 0-4 years whose rights
are protected and promoted and whose
potentials are developed to the fullest
regardless of their conditions, socio-
economic status, gender, religion and
cultural diversity
VISION

Strengthen a system that raises awareness
towards the improvement of the quality of
life of young children 0-4 years old, their
families and communities through
cooperative and collaborative delivery of
services on health, nutrition, early
education and social development
MISSION

ROLES & RESPONSIBILITIES OF ECCD COUNCIL
Section 7a: In consultation with coordinating committees at the
provincial, city, municipal and barangay levels, the ECCD
Council shall be responsible for:
 Establishing national standards
 Developing policies and programs
 Ensuring compliance thereof,
 Providing technical assistance and support to ECCD
service providers

ROLES & RESPONSIBILITIES OF ECCD COUNCIL
Section 7a (2):
The Council (DepED, DOH, NNC) shall provide
continuing professional development program
support, supplementary learning materials, reference
materials, supplemental nutrition and health care
services.

ROLES AND RESPONSIBILITIES OF LOCAL
GOVERNMENT UNITS
Section 7b: The LGU shall include allocations from their SEF and GAD Fund in addition to other
local funds to be utilized for the following purposes:
 Support the implementation of their ECCD program;
 Organize and support parent cooperatives to
establish community-based ECCD programs;
 Provide counterpart funds for the continuing
professional development of their ECCD public
service providers; and
 Provide the facilities for the conduct of their ECCD
Program

ECCD Goals
 Universal access to quality ECCD programs
 - 100% of 5 years old are ready for K
 Strengthened collaboration between and
among national and local government agencies
including NGOs for efficiency and sustainability
of the ECCD programs
 Increased awareness of communities and
families in their pivotal role as primary service
providers.

ECCD Goals
 Inclusion of children with special needs with
provisions for appropriate and reasonable
accommodations
 Established mechanisms for the systematic

Why Invest
In ECCD?

Why Invest in ECCD?
Results of Neuroscience Researches
 Researches/studies showed that a person’s ability
to learn is developed in the 1st years of life when
brain development is most rapid.
 The early experience is the architect of the human
brain, putting in places both the foundations and
scaffolding for future development.

Remember!
Experience Builds
Connections
• Early childhood experiences
physically determine how
the brain is "wired.“
• Early sensory experiences
create new synapses.
• Repetition of experiences
strengthen them.

Why Invest in ECCD?
Social Equity
 Help to address inequalities rooted in
poverty as well as social, religious or gender
discrimination.
 Providing quality care and education
opportunities is the most powerful strategy in
breaking the intergenerational cycle of
poverty

Why Invest in ECCD?
Children & Women’s Welfare
 ECCD services allow older children/siblings to
attend school while ensuring the provision of
early education to very young children
 Provision of ECCD services opens economic
opportunities for mothers, benefiting the whole
family

Why Invest in ECCD?
Health Benefits
 Reduce costs of nutritional rehabilitation
services for children because of fewer low
birth-weight and pre-term infants and fewer
developmental delays and disabilities

Why Invest in ECCD?
Human Rights
 Safeguards the rights to survival,
protection, development, and
participation
- (UN Convention on the Rights of the Child)

Why Invest in ECCD?
Economic Benefits
 Investment in early childhood is a powerful
economic strategy that has high rates of
return (Heckman,2009).
 Reduced medical care, push-out (drop-out),
repetition, engagement in high-risk behavior
for both government and families contributes
to economic savings.

Why Invest in ECCD?
National & International Commitments
ECCD represents the first and essential
steps towards achieving the:
 Education for All (EFA) goals
 Millennium Development Goals (MDGs)
 Aspirations of the Convention on the
Rights of the Child

EFA GOAL No. 1
“Expanding and improving
comprehensive early childhood care
and education,
especially for the most vulnerable and
disadvantaged children.”

EFA GOAL No. 2
“Ensuring that by 2015
all children, particularly girls,
children in difficult circumstances
and those belonging to ethnic minorities,
have access to, and complete
free and compulsory primary education
of good quality.”

Sustainable Development Goals
No. 1
“End poverty in all its forms everywhere”
No. 2
“End hunger, achieve food security and
improved nutrition, and promote
sustainable agriculture”
”

No. 3
“Ensure healthy lives and promote
wellbeing for all at all ages”
No. 4
“Ensure inclusive and equitable quality
education and promote lifelong
learning opportunities for all”

No. 4.2
“Ensure that all girls and boys have access to
quality early childhood development, care and
pre-primary education so that they are ready for
primary education”
No. 4.a
“Build and upgrade education facilities that are
child, disability and gender sensitive and provide
safe, non-violent, inclusive and effective learning
environments for all “

Who should invest in Early
Childhood Care and
Development?

 The Government
- National
- Local
 The Non-Government Organizations
- Civil Society
- Private Corporations
 Families / Communities
Who should invest…

ECCD Situationer

THE FIVE CYCLES OF EDUCATIONAL
DEVELOPMENT (UNESCO 2000)
No. Age Range Cycle Description* Responsible
Agency
1 Age 0 to 4 Foundation Cycle ECCD Council
Age 5 to 6 Formation Cycle DepED
2 Age 6 to 12 Elementary Education Cycle DepED
3 Age 12 to 18 Secondary Education Cycle DepED
4 Age 18 to 24 Tertiary Education Cycle CHED & TESDA
5 Age 24 &
above
Continuing Education Cycle CHED & TESDA

ECCD
Seven (7) Years
Four (4) Years Junior HS +
Two (2) Years Senior HS +
TESD Specialization (NC I
and NC II) + Arts & Sports
Technical
Education
and Skills
Development
Baccalaureate,
Post-
Baccalaureate,
Post-Doctoral/
Specialization
0-4
Yrs Transition

Universe of 0 – 6 and Status
Rapid Population
Growth
 105.72 million Filipinos
(Source: NSO)
 17,208,692 population of 0-
6 or 18.30% Projected 0 to 6
population by single age
(Source: NSO)
Age 2012 %
0 2,373,718 13.79
1 2,424,660 14.09
2 2,460,796 14.30
3 2,483,301 14.43
4 2,493,347 14.49
5 2,492,109 14.48
6 2,480,761 14.42
Total 0-6 17,208,692 100

There are 17 million Filipino children aged 0-
6 (National Census)
 6M ages 3-6 are enrolled in Child Development
Centers, Preschool, and grade one classes
 Only 7 out of 10 children belonging to 0-6 group
received some form of early care
 Only less than 2 of every 10 children (3M) were
part of early learning program that stimulates
brain development

Personnel handling very young children (SOTAR,
2009):
 49, 865 child development workers/teachers are
engaged in child care and child minding
programs in 49,712 day care centers
 50% are college graduates though not all in the
field of education
 30% are undergraduates
 critical need is to upgrade competencies and
capabilities through professionalization

42%
of the approximately 2.5M
Children are ready for formal
schooling

58%
of the approximately 2.5M
Children are NOT ready to
enter Grade 1 or formal
schooling

The highest Push-Out (Drop-Out) Rate in
enrollment occurs between Grades 1 – 3 due to:
 poor health
 severe nutritional deficiencies
 serious learning gaps in their early years
An estimated 3.8M children are forced to leave
school because they are simply not school-ready.

Addressing the Gap
It takes a whole village to educate a child

 Advocacy and innovative/creative resource
mobilization for increased investments
 Capability building/institutional development
 Networking with various stakeholders
 Establishing and strengthening committed
partnership
 Recognizing and engaging ECCD champions
in all levels
STRATEGIES:

 Mainstreaming and integration of ECCD in
national and local development plans
 Expanding coverage to reach the
unreached children 0-4
 Establishing ECCD data banking system
STRATEGIES:

The ECCD Council Approach on:
 Access
 Quality
 Efficiency and Sustainability

 Establishing National Child Development
Center
 Scaling of Home-based programs
 Providing Alternative Mode of delivery of
ECCD Programs
ON ACCESS

ON QUALITY
 National Early Learning Framework (NELF)
 National Early Learning Curriculum (NELC) &
Family Support Program (FSP)
 Standards for service providers
 Professionalization of Child Development
Workers/Teachers

ON EFFICIENCY AND
SUSTAINABILITY
 Recognizing and engaging champions in all
levels
 Capacitate LGUs to ensure inclusion of ECCD
programs and services in their priorities
 Formulation of policies and monitoring of
mechanisms for implementation
 Regular assessment of ECCD programs
and services

The Building Block for Comprehensive
Delivery Program for ECCD
The National Child
Development Center:
Flagship Program of ECCD
Council

The National Child
Development Center
(NCDC): The First School Concept

NCDC FUNCTIONS
 a learning center that would introduce best
practices of the integrated ECCD services
 a laboratory for conducting research and
innovations about ECCD that will promote the
continuing education and/or
 a resource center for the community to
enhance parenting skills and capabilities

DESCRIPTION
 Built within a public Elementary School
Campus or any appropriate government-
owned lot with a minimum area of 250
sq.m.
 Floor area : 124 sq.m.
 Child-Friendly and welcoming learning
facility

SALIENT FEATURES
 more area for windows and doors to ensure
daylight and fresh-air circulation avoiding excessive
heat
 color finish is of warm hues
 a backdoor is provided as entry or exit point in case
of emergencies
 construction materials are free of components or
elements that maybe hazardous to children
 basic first-aid kit and medicine cabinet
 Perimeter fence and playground are provided

NCDC CONTENTS
 Furniture, Fixtures and Accessories
 Manipulative Learning Materials & Educational
Toys
 Story Books, Posters and Audio-Video Materials
 Musical Instruments
 Arts an Crafts
 Hygiene, Toilet and Handwashing
 Equipment

ECCD in other Countries
Singapore

Singapore

Thailand

Vietnam

Permata, Malaysia

UP CDC

The National Child Development Center (NCDC)

Binangonan, Rizal
Completed NCDCs

Tugatog. Malabon
Completed NCDCs

San Jose De Buenavista, Antique
Completed NCDCs

Completed NCDCs
Sorsogon City

Urdaneta City, Pangasinan
Completed NCDCs

Lingayen, Pangasinan
Completed NCDCs

Thank you!

1 Quality ECCD Programs - The Way Forward.pdf

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