Understanding ECCE Programs in the Philippines

Types of ECE Schools and Programs

• Early childhood education is a period when children begin to learn basic, social, and emotional skills and develop relationships with their parents, peers, and teachers.
• ECCE aims for the holistic development of a child’s social, emotional, cognitive, and physical needs for lifelong learning and wellbeing, nurturing future citizens
• Philippine Republic Act 8980, known as the Early Childhood Care and Development Act, establishes a national system for ECCD and provides funding.
• The ECCD System includes health, nutrition, education, and social service programs for children from birth to age six, promoting optimum development.

Center-Based Programs

• Day care services under Republic Act No. 6972, public and private pre-schools, kindergarten, and school-based programs, community or church-based early childhood education initiatives.
• Programs by non-government or people's organizations, workplace child care, child-minding centers, and health centers/stations.

Home-Based Programs

• Neighborhood-based play groups, family day care, parent education programs, and home visiting programs.

School-Based ECCD

• Private pre-schools are often in urban areas and serve higher income groups.
• Many Grade 1 entrants lack pre-school, resulting in adjustment and learning gaps.

Clinic-Based ECCD

• Integrated into Maternal and Child Health (MCH) services.
• Delivered through public and private hospitals, private clinics, municipality health centers (MHCs), and barangay Health Stations (BHSs).

Key Organizations

• The Department of Social Welfare and Development (DSWD) is responsible for policy and program development, and sets guidelines for local governments.
• Village health centers complement day-care centers by providing decentralized maternal and child health services like immunization.

ECCD Personnel Roles

• Pre-school teachers and day-care workers
• Day-care workers are the main service providers in the public day-care system, typically recruited from the local community.

Qualifications for Day-Care Workers (DSWD):

• Must be female, 18-45 years old, with a high school diploma, good moral character, physically healthy, and willing to undergo training with DSWD supervision.
• Must render full-time service for at least two years

Qualifications for Teachers (Department of Education Order 107s, 1989):

• A Bachelor of Science degree with specialization in Early Childhood or Kindergarten Education, Family Life and Child Development, or Elementary Education with at least 18 units in ECCD.
• Allied non-education college degree with at least 18 units of ECCD.
• Must be male or female, 21-35 years old, with training, experience, and interest in working with young children.
• Must be physically and emotionally fit.

Republic Act 6972

• Also known as the "Barangay (village) Level Total Protection of Children Act”
• Mandates all local government units to establish a day-care center in every village.

Role of the National Government in ECCD Implementation

• National agencies develop policies and programs, provide technical assistance to ECCD service providers, and monitor service benefits based on Section 8 of the Act.

Role of Local Government Units

• Local government units (LGUs) are the primary implementers of the National ECCD Program, providing basic public ECCD services.
• LGUs shall support parent cooperatives, ensure fair compensation for public ECCD service providers, and maintain conducive working conditions.
• They also provide funds for training of ECCD providers and support the operations of ECCD Coordinating Committees.

Role of Families

• Families and communities should be partecipating in local ECCD programs for child development.

Financing and Support for ECCD Programs

• Public ECCD is supported through cost-sharing between LGUs, national agencies, intergovernmental donors, and financial institutions via the National Economic and Development Authority (NEDA) to aid municipalities.

• The Day Care Program, Parent Effectiveness Service, Child-Minding Centers, Family Day Care, and Parent-Child Development Programs are supported by LGUs through infrastructure, facilities, and compensation.

• The DSWD shall provide technical assistance.

• The DSWD, DepEd, DOH, and DILG shall support LGUs in implementing the National ECCD Program with funding in their annual appropriations to achieve national coverage in five years, coordinating with the Council.

• The Philippines aims to protect children with proper care/nutrition and protect them from neglect, abuse, and exploitation.

A New School Year

• The beginning of the academic year with a focus on personal as professional aspirations and a fresh start.
• Important considerations include location, staff selection, finances, and licensing compliance.

Location

• Location is crucial ensuring accessibility, safety, and an environment conducive to learning.

Location Factors:

• Population and Demographics of local population including age distribution, determine whether the school will have enough enrollees.
• Accessibility and Transportation including proximity to major roads, public transportation, and safe walking routes are essential for daily commuting.
• Availability of Utilities and Infrastructure: Schools need access to electricity, water supply, internet connection, and proper waste management.

Staff Selection

• Involves interviewing and assessing candidates based on qualifications, skills, and experience to match organizational needs.

Core Components:

• Core components include: Staff selection and recruitment, pre-service and in-service training, coaching/mentoring/supervision, facilitative administration, and system-level partnerships

Finances

• School financial offices oversee budget balancing, contracts, vendor payments, and asset management.

Role of School Principals in Finance Management:

• School principals act as managers of micro-businesses, competing to obtain funds and control their school's direction.

School Funding:

• School districts allocate money based on student numbers; low-income areas/magnet programs may receive additional funding.

Primary Duties for School Principals:

• Principals must: Create a budget, manage teacher salaries, oversee fundraising, and keep accurate accounting.

Complying with Licensing Requirements

Key Steps:

• Conduct extensive research and understand legal/regulatory requirements
• Establish a legal entity registering as non-profit/for-profit.
• Obtain the necessary licenses and accreditations to meet standards
• Develop a curriculum meeting local educational standards.
• Comply with the relevant employment laws.
• Incorporate provisions for students with special needs.
• Prioritize creating a safe and healthy learning environment.

Licensing for Local Schools:

• Elementary schools need a principal and teachers with licenses, with the principal possessing a master's degree in education.
• Secure schools require strong structures, fire safety measures, ventilation, restrooms, classrooms, and facilities.
• A school organization must be composed of a school administrator, principal, head teacher, teachers, librarian, office staff, nurse, security, maintenance, and canteen staff.
• Requires a board of trustees, officers (chairman, vice chairman, secretary, and treasurer), or president and vice president for the SEC side of the requirements.