Professional Documents
Culture Documents
The ECCD Council and the Local Government Units (LGUs) which have
benefited from ECCD services, acknowledge with deep appreciation
the financial assistance of the Philippine Amusement and Gaming
Corporation (PAGCOR). This assistance has enabled the Council to
pursue its objectives as articulated in the R.A.10410 (Section 11),
particularly the provision of ECCD programs prioritizing children from
age zero (0) to four (4) years from families who are in greatest need for
learning opportunities.
2017 ANNUAL REPORT
EARLY CHILDHOOD CARE AND DEVELOPMENT COUNCIL
Table of Contents
1 HIGHLIGHTS
7 2017 ACCOMPLISHMENTS
59 RESEARCHES
60 Implementing and Sustaining the ECCD System at the Local Level: A Case of
Best Practices in Local Financing ECCD Programs
61
Project Approach as an Innovative Teaching – Learning Tool in Selected NC-
DCs: A Case Study
62 Monitoring and Provision of Technical Assistance
67 INTER-AGENCY COLLABORATION
68 Local Initiatives
74 International Initiatives
85 ANNEX
Foreword
FOREWORD
In the past three years, the ECCD Council has been reaching out to Local Government
Units to enable them to deliver better integrated services to young children in the areas
of health, nutrition, early education and social services. This partnership has ensured
that their perspectives and actions influence in shaping the children’s future.
We, as a policy making body, are trying to institute exciting program strategy changing the
lives of the 0 to 2 years old children through the Infants and Toddlers Early Development
(ITED) Program being offered in the National Child Development Centers. Likewise, the
policy of inclusion for the vulnerable and the disadvantaged children has started to roll
out in the Centers to improve their quality of life.
Across our portfolio, we have undertaken consultation and analysis with the stakeholders
to make sure we have adapted and expanded our programs to directly address barriers
on access and quality of services as well as achieve our commitment to “nurture the
young child today”. We are also implementing researches to determine how ECCD
programs could have sustainable financing and how learning delivery could develop the
21st century skills of critical thinking, communication and collaboration among young
children.
With our many partner-LGUs, NGOs and UNICEF, the ECCD Council has
been able to achieve significantly a positive and lasting impact on the
lives of children through the conversion of more than 2,000 Day Care
Centers into model Child Development Centers benefiting thousands
of children. The achievements outlined in this Report would not have
been possible without their support.
Highlights
HIGHLIGHTS
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NUMBERS AND
PERCENTAGES AT A
GLANCE
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ACTIVITIES OF
PROGRAMS AT A GLANCE
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2017 Accomplishments
2017
ACCOMPLISHMENTS
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ESTABLISHMENT OF NATIONAL
CHILD DEVELOPMENT CENTERS
AND CONVERSION OF DAY CARE
CENTERS TO CHILD DEVELOPMENT
CENTERS
• PHYSICAL TARGETS vs. ACCOMPLISHMENTS FROM 2014 TO 2017
The prioritization and programming of target LGU recipients of the National Child Development
Centers (NCDCs) enabled the NCDC Unit to facilitate a more realistic, implementable and
workable project implementation. Likewise, project training was conducted to 69 LGU staff
from the targeted sites and monitoring was undertaken regularly to get substantial data
and status report prior to the NCDC building construction physical accomplishment. Such
data were used for the monthly review, evaluation, and site inspection schedule and project
assessment.
Table 1 shows the summary status of the project implementation of NCDC building construction
for four (4) consecutive years from 2014 to 2017 in terms of release of budget allocation.
The cumulative target from 2014 to 2017 achieved 100% of fund allocation with percentage
distribution of 47% (Luzon), 23% (Visayas) and 30% (Mindanao) corresponding to 283, 136 and
181 LGU sites respectively completing the 600 total targeted sites within four-year full term of
project implementation. These data are shown in the pie chart shown on the next page
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Visayas
Mindanao Luzon
However, Table 2 below shows that there is still a lower percentage rate for the Visayas
area. The hauling cost and availability of construction materials are the common factor that
greatly affects the total budgetary allocation for each respective island sites. More often,
lack or scarcity of construction materials and labor/manpower within the vicinity, distance
challenges and even safety and geographical concerns are to be taken seriously.
With the 100 sites funded for the year, only two (2) sites completed the building construction.
Eleven (11) sites are with on-going construction and 75 are still on the procurement stage or
completing the contract perfection activities as presented in Table 3.
Funded/Under Procurement 75
Funds pending release 12
TOTAL 100
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Table 4 below indicates the status of implementation for the conversion/ modelling of Day
Care Centers (DCCs) to Child Development Centers (CDCs) for 2017. The original target for
the project was 50 LGUs, 10 DCCs per LGU which is equivalent to 500 recipient DCCs. It
was revised to 35 LGU sites to accommodate the implementation of the first National Child
Development Center cum Training and Laboratory facility to be located at the Pamantasan
Lungsod ng Maynila.
Despite some delays and backlog of FY 2015-2016 project implementation for the conversion/
modelling of DCCs, 35 sites were considered and given funding allocation of Php 1M each
for the year. This resulted to a cumulative total of 950 DCCs converted to CDCs in 95 LGUs
sites from 2015-2017.
Both projects were guided by technical design specifications and descriptions. Although
implemented with strict compliance and adherence, allowable percentages for adjustment
and corrections or rectifications were considered in 2017.
The standard Detailed Engineering Design (DED) was prepared for the project under normal
site condition and is currently being used and implemented nationwide. However, for the
past four years, modifications and revisions on the standard design were deemed inevitable.
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Teacher’s Part of the content being Included in the standard POW as carpentry
nook delivered work
The DED was revised and checked for completeness and consistency vis-a-vis the technical
specifications and scope of works and estimates. Such is necessary to prevent or at least
minimize disputes with contractors during project implementation. Isolated cases were
monitored with none-compliance on the DED during project construction despite issuance
of “Blue Print” copies of the DED for reference. Punch list and final inspection report were
given for rectification and corrective works to fully adhere and comply with the standard
DED.
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Adjustments were made to the program of works (POW) as the standard design and detailed
engineering plans were modified. An additional amount of approximately One Hundred Fifty
Thousand Pesos (Php 150,000.00) to a maximum of Two Hundred Fifty Thousand Pesos
(Php 250,000.00) was set as allowable limit to reconsider modifications made (additional
backfill and floor level) and price escalation on construction materials and labor cost since
no adjustments were made for the past three years (2013-2016).
Recipient LGUs were also advised to use or adopt the updated and revised Department Order
of the DPWH (D.O. 179 s. 2016) issued for the preparation of Approved Budget for the Contract
(ABC) for government infrastructure projects to come up with a more reasonable allowable
percentage consideration for indirect cost, contingencies, miscellaneous, contractor’s profit
and taxes.
Ocular inspections were conducted to proposed site to validate the building location and
to guarantee that the site selection criteria were observed prior to the actual building
construction. Technical inputs were recommended to be reconsidered and be included in
the final and approved POW and budgetary allocation for each site whenever applicable and
necessary. Although ocular inspections were made, there were some isolated sites that
experienced difficulty in acquisition or complying with the required minimum total lot area
of at least 500 meters away from an existing Day Care Center.
The site validation conducted helped determine any additional cost/ budgetary requirements
for single/double handling in the three geographical locations (lowland, upland and costal/
island location) where cost exceeds 5% of direct cost. It was noted that additional costs
on backfilling as well as the corresponding DED adjustments /modifications were included
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in the final POW/BOQ and ABC. Reasonable and workable POW/BOQ based on local cost
for both labor and materials intended to support a manageable project. Although pro
forma/standard POW was given to LGUs, adjustments were made by each City/Municipal
Engineering Office to come up with a more appropriate local costing and estimate.
For some LGU sites with more than 10% additional allowable cost adjustments, a total
of PHP 250,000.00 maximum allowable additional amount was provided. Beyond such
allowable additional funding allocation, LGUs were encouraged to provide additional funding
support as counterpart on top of the site development/improvement, perimeter fence and
playground.
While there were some LGUs that exceeded the initial budgetary allocation, there were some
that submitted their request for utilization of incurred savings and were required to submit
proposed POW for the said utilization.
The Memorandum of Agreement for both the construction of the National Child Development
Centers and conversion/modelling of existing Day Care Centers to Child Development
Centers that underwent revisions and amendments in 2016 were still used for 2017.
LGUs with delays on project implementation were notified immediately through formal
communication informing them on the total numbers of elapsed days for the project
implementation and reminding them on the sanction and penalty clause that was added
to the MOA under Article 7 –Other Provision (Penalties and Sanctions on Section 7.2 which
states that “The LGU shall refund the ECCD Council the total fund release for the Main
Project for its failure to complete the Main Project’s implementation within the prescribed
two hundred ten (210) calendar days reckoned from receipt of the fund transfer” ; and Section
7.2.1 “Failure to complete the “Supplemental Project” including the provision of CDT shall
result to non-entitlement to the grant for the following”:
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Using the said strategy, delays in project construction became lesser while other issues
and concerns were addressed immediately. LGUs with most number of elapsed days were
requested to submit justification and supporting documents with regards to the incurred
delays. About 45 LGUs with delays on the project implementation were reminded about
the penalty clause and were requested to fast track the project completion and submit
justification letter, crash program and revised project schedule.
Although the implementation for the four (4) sites of (Puerto Princesa City, Palawan; Puerto
Galera, Oriental Mindoro; Tabuelan, Cebu and Bayawan City, Negros Oriental) remaining
incomplete NCDC building construction are still on red mark, these LGUs expressed their
strong commitment on completing the buildings and supporting the succeeding ECCDC
programs and projects. Said LGUs were closely monitored and reminded about the
consequences of the said MOA provisions.
Revisions on the conversion and modeling parameters made on both technical and program
components in 2016 were carried out and implemented this year. These revisions were made
after some issues and concerns were encountered prior to the initial implementation.
The revisions were encouraged to come up with a more appropriate scheme and prioritization
needed for the conversion/modeling project since most of the LGUs have more than 10-
DCCs within their respective municipalities to provide allowance to DCCs to qualify or meet
the criteria set for hard (building repair /content) and soft (training) component.
Assessment and validation of recipient Day Care Centers for the Conversion/modelling of CCC to Child
Development Center in Dipolog City (left) and Tangub City (right)
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Both infra and program component were taken into consideration simultaneously to deliver
a qualitative type of ECCD services. A more precise and specific guidelines and parameters
were formulated for immediate reference to LGUs.
However, there were still some LGUs requesting for change of recipient DCCs for the project
due to the following reasons:
2) The DCC building being used is just a makeshift classroom or building not owned by
LGU nor the Barangay;
3) The Day Care Worker either does not meet the minimum requirements and/or he/
she is not ready to undergo training; and
4) The recipient DCC is located in hazard prone area and needs to be relocated; thus, the
fund to repair or rehabilitate the building is not sufficient to finance new construction.
The NCDC Project Unit developed a more systematic way of documentation and filing of
documents and other correspondents. Recipient LGUs were clustered into batches according
to the year of project implementation. Thus, projects implemented in 2014 beyond were
considered as one group.
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Routing slip was made to track and file incoming and outgoing documents. Electronic filings
were also considered to easily send files or documents for requesting staff while on travel.
Review of formal communications was done to rectify grammatical errors and wrong
spelling/phrases, wrong recipient/receiver of letters and more.
A data base for both NCDC building and conversion/modelling of DCCs to CDCs was
formulated in order to get vital information and to easily monitor the status of each project.
The NCDC content marked its accomplishment by completing its cumulative target for the
past three years (2014-2017) despite several issues and concerns encountered during the
procurement/ pre-bidding activities.
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Several factors that greatly affected the project implementation were given immediate
actions to minimize further conflicts and disputes. Among the major issues and concerns
dealt with are the following while the others were considered for policy revisions.
1. Prioritization of the project should be given full support by the LGUs and the staff
concerned in terms of the following:
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QUALITY
STANDARDS
FOR ECCD
The standards for early childhood care and development are
grounded in a strong framework for delivering high quality
integrated services in health, nutrition, early learning and social
services to young children. The development and utilization of
these standards are in different phases.
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STANDARDS AND
ACCREDITATION OF CHILD
DEVELOPMENT CENTERS
For CY 2017, the circulation and orientation on the utilization of the two documents: 1) the
Standards and Guidelines for Center-Based Early Childhood Programs for 0 to 4 Years Old
and 2) Guidelines on Registration and Granting of Permit and Recognition to Public and
Private Child Development Centers/Learning Centers Offering Early Childhood Program
for 0 to 4 Years Old Filipino Children were the major activities. The discussion on these
standards in the course on Leading and Managing an Integrated ECCD Program (LMIEP)
was critical as the City/Municipal Social Welfare and Development Officers (C/MSWDOs)
were given directions in their task to upgrade the Child Development Centers as models of
learning centers that showcase best practices on integrated ECCD services. Conducted
by SEAMEO-Innotech in coordination with teacher education institutions, this course is
focused in the report on LMIEP. Likewise, discussion on the utilization of these documents
is featured in the report on Induction.
The activity started with the discussion on the process and materials that should be used
for the external assessment. The external assessment was conducted in two sites: Panabo
City Child Development Center and Tagum City Child Development Center. Teachers were
able to report their practices, but no supporting documents were presented that resulted to
them not gaining any point for the different indicators.
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Through this activity, questions and concerns of the participants were addressed appropriately.
The most notable were: a) clarification of terms used in the New Standards and Guidelines tool;
b) clarification on the roles of the internal and external assessors alike; c) payment of public
and private Child Development Centers for application of recognition; and d) requirements
needed for certain indicators to earn points.
Generally, the participants expressed positive feedback, stating their enlightenment and
anticipation for the authentic implementation of the New Standards and Guidelines. They
were also hopeful that further steps be taken by the DSWD Region XI Office and ECCD
Council Secretariat in providing protocols for the requirements indicated in the assessment
tool so that the CDTs/CDWs could be provided this information and so that they will have full
knowledge on how these will be utilized.
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STANDARDS AND
GUIDELINES FOR HOME-
BASED ECCD PROGRAMS
While there are already established standards and guidelines for center-based early
childhood programs, there has yet to be a set of standards specific for home-based ECCD
programs. Results from the baseline study on the status of home-based ECCD in the
Philippines suggest that there is a need to clearly articulate models, policies, and guidelines
in the provision of home-based ECCD services, especially when home-based programs are
provided to augment access and quality of ECCD services for children and parents/primary
caregivers.
Given the mandate and clamor of stakeholders to prioritize home-based ECCD, the Council
initiates the development of standards and guidelines for home-based ECCD programs. The
first phase of the development of standards and guidelines involves reviewing and taking
stock of existing national and international standards on home-based ECCD and identifying
the features and needs of a workable home-based program integrating the insights and
experiences of ECCD specialists, supervisors, teachers, and government stakeholders.
The Consultative Meeting on the development of Standards and Guidelines for Home-Based
ECCD Programs on May 3 to 5, 2017 was the first step to provide an opportunity to flesh out
details of the home-based ECCD modality. The series of workshops held throughout the
three-day period was focused on coming up with a united and inclusive definition of “home-
based ECCD programs and services.”
Several persons were in attendance of the workshops – representatives from the Department
of Social Welfare and Development, the Local Government Unit of Muntinlupa, the University
of the Local Government Unit of San Fernando (Pampanga), the Philippines (Department of
Family Life and Child Development), Save the Children, Plan International, Playard, Sienna
College, UNICEF and staff of the Policy and Program Unit of the ECCD Council Secretariat.
During the first day, presentations were made by the participants as they were current
implementers of home-based ECCD programs while the ECCD Council Secretariat presented
foreign home-based ECCD programs to give a different perspective on the topic.
Through workshops facilitated by the ECCD Council Secretariat on the second day, the
body was able to establish that home-based ECCD services had the main goal of reaching
children aged zero (0) to four (4) for places where center-based ECCD services were not
easily accessible. However, it was also established that home-based ECCD services should
be designed as complimentary to center-based ECCD services in areas where the latter is
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accessible. The body was also able to identify the different possible manifestations of home-
based ECCD services, acknowledging that those present during the Consultative Meeting
may not be aware of other current practices of home-based ECCD services.
By the third day of the Consultative Meeting, the body was able to identify general areas that
need to be examined in order to determine the quality of home-based ECCD services. The body
was also able to identify an organizational structure (see figure below) that could take charge
in supporting, regulating, and monitoring home-based ECCD services in the Philippines.
Follow-up Consultative Meetings will be held throughout 2018 until the Standards and
Guidelines for Home-based ECCD Services are finalized.
Figure 1
Organizational Structure of Home-Based Program at the Municipal Level
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The Handbook serves as Guide to all concerned, especially: teachers, school administrators
and parents, for them to understand the developmental needs of all children including those
affected with disabilities. This helps all service providers and early childhood professionals
ready to meet young children with disabilities and families in providing quality inclusive early
childhood education. What and how to bring about an effective inclusive program for young
Filipino learners covers the whole content of this Handbook, as stated below:
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HUMAN RESOURCE
DEVELOPMENT
PROGRAMS
The ECCD Council, in recognition of the value, benefits and
impact that good human resource development programs add to
quality early year’s services, developed various training programs
for CDTs and CDWs and for the C/MSWDOs or Focal Persons in
ECCD in the NCDCs sites. Likewise, other service providers in the
LGUs and those in the private sector were provided with induction
program. These programs have been great success with strong
positive feedback from participants. In 2017, these programs were
further enhanced to incorporate additional topics that participants
identified as training needs.
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EARLY CHILDHOOD
TEACHER EDUCATION
PROGRAM (ECTEP)
In its continuing effort of professionalizing the ECCD service providers, the ECCD Council
has conducted two batches of trainees for the ECTEP in the first two quarters of 2017 with a
total of 73 trainees. A total of 322 Child Development Teachers were already trained under
this scholarship program from 2014 to 2017.
Total = 37
Instructional
Planning and 3
Materials
Development
Assessment in
the Pre-School
3
Management of
the Preschools
3
Total 18 units
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Region XII=1
CARAGA = 1 Early Childhood
Education 3
Curriculum
Development
Total = 36
Early Childhood
Education
Programs & 3
Pedagogical
Approaches
Organization &
Management of 3
Early Childhood
Education
Program
Practicum 3
Total 18 units
ECTEP is a six (6)-week, in-house training program that provides the CDTs with 18 masteral
units in Early Childhood Education that equips them with knowledge and skills on providing
developmentally appropriate practices to ensure high-quality ECCD service in their
localities. Their teaching-learning experiences in the classroom were enriched during their
practicum where they were exposed to young children in the Child Development Centers/
Learning Centers whom they taught using the developmentally appropriate strategies that
they learned.
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CDTs proudly showing the learning materials developed for use in their classes
The Council’s Programs and Services were also included as topics during the training in
order to enrich the participant’s knowledge in their expanded role as Child Development
Teachers in their respective NCDCs. The mentioned topics were as follows:
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At the end of the course, the trainees developed their National Center Improvement Plan
(NCIP) for CYs 2018-2019 & 2019-2020 which is a blueprint in implementing ECCD quality
services for children, 0 to 4 years old. The Center Plan must be presented by the trainee to
the LGU officials where the NCDC is located for their information, suggestions and more
importantly their commitment to support the planned activities for the NCDC.
The evaluation of ECTEP at the end of each training by the trainees and University professors
pointed out that the knowledge and skills gained in the courses are relevant and useful in
their task of planning and implementing developmentally appropriate curriculum and in the
operation and management of the Center.
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Early Childhood
Education Program
(ECEP)
The Early Childhood Education Program (ECEP) is a customized academic training course
designed for Child Development Workers (CDWs). It aims to equip CDWs with the technical
knowledge, skills, attitudes and values in early childhood education as an integral part
of the programs and services provided for 0 to 4-year-old children. The training shall be
equivalent to 18 Masters or Undergraduate units in Early Childhood Education, depending
on the educational qualifications of the CDWs.
The first run of the ECEP for 2017 was held in Consuelo Hotel, Lingayen, Pangasinan in
partnership with Pangasinan State University-Bayambang Campus following the continuous
6-week scheme. It started on April 24, 2017 and ended on June 3, 2017.
A total of 44 CDWs participated in this program. Below is a table summarizing the participants
for this run:
The second run of the ECEP for 2017 was also held in partnership with Pangasinan State
University-Bayambang Campus and was conducted in the said campus in Bayambang,
Pangasinan. It followed a modified 3-term scheme, due to the availability of the partner
university as well as the availability of the CDWs. For this run, the training was scheduled
as follows:
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The abovementioned courses were the same courses conducted during the first run of the
ECEP during 2017.
For the second run of ECEP 2017, a total of 40 CDWs participated in the program. The table
below summarizes the participants for this run:
The ECEP programs for both runs enabled CDWs by equipping them with the technical
knowledge in implementing ECCD programs and provided them with learning experiences to
bridge this knowledge to their teaching practice. Such learning experiences include, but are
not limited to, lectures, workshops, Center visit, creation of teaching and learning materials,
etc. Participating CDWs in both runs admitted to feeling more confident in conducting ECCD
programs in their locality through their gained knowledge and skills in throughout the ECEP.
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INDUCTION
PROGRAM
The ECCD Council began implementing the Induction Programs to the Local Government
Units in 2011 and since then it became the introduction to ECCD service providers on what
Early Childhood Care and Development’s direction is in the Philippines. The continued
implementation of the Induction Programs has provided the LGUs and other institutions and
non-government organizations updates on the development of policies and guidelines for
quality ECCD services. It has also firmed up the invaluable partnership between and among
the ECCD Council, the LGUs and NGOs service providers.
In 2017, the Induction Program covered areas targeted by the ECCD Council as well as
those requested by LGUs, other institutions and NGOs. Its participants expanded to include
not only the child development teachers/workers in the public sector but also those in the
private sector. The school administrators of private institutions as well as the social welfare
& development officers became interested in the Standards and Guidelines that ECCD
service providers should comply with.
Below is the table that shows the dates, venue, the coverage and sponsors and number of
participants in the Induction Programs.
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Coverage &
Date & Venue LGU/NGO/DSWD Sponsor No. of Partici-
pants
B. Special Requests by LGUs and NGOs
Jan. 24-26 Vigan City 32
Vigan City Tan Yan Kee Foundation
Feb. 21-24 Palawan 50
Puerto Princesa City LGU
March 21-22 Natonin – Mt. Province 92
Natonin, Mt. Province LGU
March 28-30 Tayabas City 44
Tayabas City LGU
April 23-27 Prieto Diaz – Sorsogon 35
Prieto Diaz, Sorsogon Prov. Office of Sorsogon & Good
Neighbors International
June 10 Taguig City & Pateros 45
Taguig City APSATAPAT (Association of Private
Schools Administrators of Taguig &
Pateros)
June 12-17 Castilla-Sorsogon 34
Sorsogon City EDUCO & Castilla LGU-Sorsogon
June 13-14 Pasig City 124
Pasig City LGU
June 14-15 Palawan Child Development Workers 500
Federation
Puerto Princesa City
June 19-22 Cabanatuan City 119
Cabanatuan City LGU
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Many CDWs inductees appreciated the training as they were able to modify and improve
their management of the classroom and relationship with their children. Their questions
regarding the use of classroom space were also addressed, as some Child Development
Centers (formerly Day Care Centers) have limited space or may have too much space. CDWs
were also given techniques and strategies to give them guidance on how to oversee their
classroom more efficiently.
Other concerns that were addressed in the Induction Programs were 1) the limited
background and training of those CDWs had to take care of children with special needs,
2) the correct use of the ECCD Checklist specifically the accurate way of giving scores and
using the results in planning the classroom activities, and 3) teaching the CDWS to be more
creative and innovative in using the limited resources they have in their centers.
The topic “The Development of System of Identification, Prevention, Referral and Intervention
for Development Disorders and Disabilities in Early Childhood” provided the CDWs the clarity
and direction they needed in dealing with children having special needs.
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To ensure support for the CDTs’ and CDWs’ quality implementation of ECCD services
in the NCDCs and to respond to increasing need of young children for integrated ECCD
Program, the ECCD Council continued the training of the City/Municipal Social and Welfare
Development Officers (C/MSWDOs) and other ECCD Focal Persons in leading and managing
an integrated ECCD program. This training provided the participants an International
Certificate of Competency by South East Asian Ministers on Education Innovation Technology
(SEAMEO INNOTECH) the partner agency in the development and implementation of the
training, which is equivalent to twelve (12) academic units for the degree in Master of Arts in
Education Major in Early Childhood Education.
The table below shows the breakdown of the two batches for CY 2017.
Phase 3
Venezia Hotel, Legazpi
August 2-4, 2017 City, Albay
Sub-Total 37
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BATCH 4
Phase 1 CAR 10
Sept 4-8, 2017 Chalet Baguio Hotel, Region I 13
Baguio City
Region II 4
Phase 2 Region III 12
On-line
Oct-Nov 2017 Region IV 4
Region V 6
Phase 3 Region VI 6
Chalet Baguio Hotel,
Nov 7-9, 2017 Baguio City Region VII 1
Region VII 6
Sub-Total 62
GRAND TOTAL 99
Participants to this training gained deeper understanding on the current trends of Early
Childhood Care and Development around the globe. They were introduced and oriented to
the new Standards and Guidelines and Process for Registration, Granting of Permit and
Recognition to Private and Public Child Development Centers/Learning Centers Offering
Early Childhood Programs to 0 to 4 Years Old Filipino Children. They were also able to
establish ECCD Local Committee that will sustain their program and Convert the Day Care
Centers (DCCSs) to Child Development Centers (CDCs) and Day Care Workers/Teachers
(DCWs/Ts) to Child Development Workers/Teachers (CDWs/Ts) through a resolution,
executive order or ordinance.
There was evidence of good practices from the participants of this training that the Council
was able to showcase in different ECCD events and programs. Some also were already
invited in the different parts of the country to serve as trainers and lecturers.
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2017 ANNUAL REPORT
HUMAN RESOURCE
DEVELOPMENT PROGRAM
ON BECOMING A CHILD
DEVELOPMENT TEACHER IN
ECCD
In order to efficiently accommodate the number of teachers in need of training, it was decided
to implement the activity in two (2) batches. Fifty-two (52) participants from Visayas and
Mindanao were trained at the Golden Prince Hotel and Suites, Cebu City on November 27 to
Decemeber 1, 2017. Thirty-six (36) participants from Luzon were trained at the Chalet Baguio
Hotel, Baguio City on December 10 to 14, 2017. The participants are Child Development
Teachers (CDTs) assigned to run the National Child Development Center. Majority of the
participants are new CDTs, while a few were hired to replace formerly trained CDTs of the
NCDC. The event was funded and hosted by the Early Childhood Care and Development
Council (ECCDC). A total of 88 CDTs out of the targeted 125 were able to participate in the
activity. Reasons for absence were varied: some were ill or were recovering from illness,
while some municipalities/cities were not responsive to the invitations.
No written pre- and post-tests were conducted. A Focus Group Discussion (FGD) on best and
challenging practices was conducted in lieu of a pre-test. The participants were divided into
groups of 9-10 members so that each group could be facilitated by a program development
officer from the ECCDC. Following such an activity, the ECCDC staff discussed each group’s
answers in order to present the sessions with a more grounded perspective. This activity
was conducted at the end of Day 0, and participants were given assignments (as attachment
to the letter of invitation) to prepare for such a discussion.
Majority of the sessions were designed as workshops so that participants were given the
opportunity for experiential learning. Topics such as (1) Assessment in Early Childhood, (2)
ECCD Checklist, (3) Portage Guide to Early Education, (4) System for Early Identification,
Prevention, Intervention and Referral, (5) Planning Activities Based on Assessment
Results, (6) Physical Learning Environment, (7) Temporal Learning Environment, and
(8) Affective Learning Environment were all delivered with initial lectures and then were
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followed by workshops aimed to help participants apply the concepts discussed. After all
child development topics were discussed, the participants were asked to plan a teaching
demonstration in order to showcase the learnings they acquired throughout the training.
Before the demonstrations were assigned to the participants, the ECCDC staff demonstrated
a full session for participants to observe. Time was allotted to process the demonstration
with the participants. Feedback from both ECCDC Staff and co-participants was given after
every demonstration. This practice not only helped those being critiqued by giving them
recommendations and affirmations, but also practiced participants to provide and receive
constructive criticism.
Resource speakers from the ECCDC facilitated the discussions on the topics which were
determined through a meeting amongst the Programs and Policy Unit (PPU). Dr. Maria
Rita Lucas from Centro Escolar University was invited as resource person on Strategies for
Pre-K; however, she was only able to attend the Cebu training.
New topics such as (1) Value of Play, (2) Assessment in Early Childhood, and (3) Ethical
Considerations for Teachers were formulated in accordance with the recommendations from
the PPU meeting. Value of Play was a session conducted to help participants understand
play, its different manifestations, and its positive effect on holistic development. Assessment
in Early Childhood, in this activity, was presented independently of the ECCD Checklist and
was designed to introduce variants of Observation Recording Tools. Meanwhile, Ethical
Considerations for Teachers was a totally new session designed to help CDTs gain insights
on how to behave, and how to carry themselves as professionals.
Participants from both batches were expressive of their thoughts during the entire run of the
program. Concerns raised during the Cebu training were about the inclusion of children with
developmental delays and special needs as the CDTs felt ill-equipped in terms of knowledge
and skills to handle such cases in the conduct of ECCD programs. They voiced out that they
were in need of more training in this field. Likewise, concerns regarding the required feeding
program was also raised as a challenge in classroom management. Meanwhile, concerns
raised during the Baguio training were mostly about using rewards to motivate children
to perform activities. All these concerns were lengthily addressed throughout the entire
program.
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During the program, the following materials were received by all participants: 1) complete
set of Learning Resource Packages, 2) copies of the ECCD Checklist (Child’s Record 1 & 2,
Manual, Table of Scores), and 3) complete set of the Portage Guide to Early Education.
At the end of the program, laptops, printers, and broadband devices were also received by
participants whose NCDC had not yet been delivered these equipment. After receiving the
equipment, the participants were instructed to create an official email address for their NCDC.
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INFORMATION
EDUCATION
COMMUNICATION
AND ADVOCACY
(IECA)
IECA as a component of the ECCD program creates awareness and
disseminates information regarding the benefits from the Council’s
programs and services. In keeping with the focus on promoting
partnership with different government and non-government
agencies and the community to support early education, the IECA
strategy is designed to the different ECCD publics through various
communication tools.
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The Information Caravan was a one-day advocacy activity that aimed to expand and
strengthen the implementation of ECCD System in the country. To achieve this goal, the
primary partners in local level who have direct contact to the clientele were apprised of
the current ECCD programs and policies on promoting children’s holistic development and
programs supporting practitioners’ economic and professional development. This activity
was envisioned to make them more proactive in fostering the ECCD in their respective
communities. Invited were Child Development Worker (CDW)-leaders such as the Officers
of the National Day Care Worker (DCW) Federation Inc. and the Presidents of the Regional
and Provincial Day Care Worker (DCW) Federations.
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Two of the local ECCD champions were also invited, namely, the Honorable Mayor Ronilo
Caspe of Cabatuan, Iloilo and Ms. Maricel Labra, Head of Early Childhood Education Division
of the Local Government Unit (LGU), Muntinlupa City. They described activities focusing
on opportunities for Child Development Teachers/Workers (CDT/Ws) to engage in socio-
economic and professional development activities. They also presented strategies to roll-out
the implementation of ECCD services in relation to early learning, health, nutrition and social
development. A representative from the Department of Budget and Management (DBM),
Ms. Cecilia Narido presented the newly issued policy, the Joint Circular on the Guidelines
on the Utilization of the Special Education Fund the DBM created with the Department of
Education (DepED) and Department of Interior and Local Government (DILG). This policy has
provisions for the ECCD program implementation at the local level.
The topics and discussions during the Caravan provided insights on how the CDW- leaders
can lobby effectively on the importance of ECCD in their localities. The experiences shared by
the local champions could be adopted and utilized in requesting their local chief executives
to give more support to ECCD, considering the long-term effect of investment to children’s
development.
The CDW-leaders signed a Manifesto of Support for the creation of a regulatory body and for
the sustainability of ECCD System’s programs and services. As an offshoot of the Information
Caravan, the DCW Federation Presidents of the provinces of Palawan and Benguet organized
an activity attended by all Child Development Workers in which R.A 10410 was one of the
main topics. During the activity, the Council had an opportunity to do advocacy work on the
ECCD System.
Features of R.A. 10410 are discussed in-depth during the DCW Federation Presidents of
the provinces of Palawan and Benguet
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The Inter-sectoral Dialogue was a one-day activity of the ECCD Council which aimed to
showcase the noteworthy practices of ECCD partners/champions from the national and local
levels. The Dialogue was also designed to further strengthen and refine the ECCD System
in the country. Further, the activity afforded the Council to acknowledge the contribution
of ECCD partners/champions in policy development, program planning, advocacy and
social mobilization and capability-building undertaken by government and non-government
organizations including state universities and colleges, for the invaluable support they have
rendered since the promulgation R.A, 1040 in 2013.
Two hundred sixty four (264) partners including the high-level officials of organizations
and stakeholders from the national government, local and international non-government
organizations, mayors and other ECCD stakeholders from local government units whether
they are recipients of National Child Development Centers or not, participated. The activity
was also graced by the Philippine Amusement and Gaming Corporation (PAGCOR), the main
benefactor of the Council for the establishment of the National Child Development Centers
(NCDCs) in the person of Mr. James Patrick Bondoc, Vice President of Corporate Social
Responsibility Group. He gave the PAGCOR message during the opening ceremony and
demonstrated interest in providing additional funds for the construction of more NCDCs in
the country.
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One of the highlights of the dialogue was the launching of the ECCD publication entitled
“Shaping a Sustainable Future: A Compendium of NCDCs in Action”. The main feature of the
launch was awarding of plaques of recognition to the Council’s partners from the national to
the local levels. Copies of the Compendium were distributed during the launch.
Below is the list of ECCD Council partners who were recognized during the activity:
Plenary 2
4. Hon. Governor Sol F. Matugas, Surigao del Norte Province
5. Hon. Mayor Vic Paul M. Salarda Alabel, Sarangani
6. Hon. Mayor Leonardo L. Babasa Jr. Bayog, Zambonga del Sur
7. Hon. Mayor Carlo Invinzor B. Clado Majayjay, Laguna
8. Hon. Mayor Beverly Rose A. Batangas City, Batangas
Dimacuha
9. Hon. Mayor Cristina C. Diaz San Mateo, Rizal
10. Dr. Edito B. Sumile President, Davao Oriental State College
of Science and Technology (DOSCST)-
Mati City, Davao Oriental
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During the Dialogue, the ECCD Council awarded plaques of appreciation to partners
representing various sectors which have exhibited strong commitment and support to Early
Chilhood Care and Development
The one-day activity had a video coverage by one of the Council’s major partner in advocacy -
UNTV and ANAKTV. Dr. Inciong was also interviewed by the children of Kids Nation Channel
about the activity, her visions for the future programs and projects of the Council, including
its sustainability at the local level.
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The research and development of the publication was contracted by the ECCD Council
Secretariat to a resource team composed of researchers/writers and lay-out artists led by Dr.
Conchitina Cruz and Mr. Adam Julian David together with three videographers: Mr. Ronald
Verzo II, Mr. Vladimir B. Gonzales and Mr. Vincenz Serrano. The data gathering tools were:
Key Informant Interview (KII), Focus Group Discussion (FGD), and actual field observations.
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The main respondents/interviewees in each site were the Local ECCD Committee composed of
the Mayor, City/Municipal Social Welfare and Development Officer (C/MSWDO), City/ Municipal
Health Officer, Brgy. Captain, Barangay Nutrition Scholar, Principal of elementary school
located near the NCDC and the Child Development Teacher (CDT). Also interviewed were five
(5) Child Development Workers (CDWs) who were trained during Early Childhood Education
Program (ECEP) and three (3) parents who gave their views on the LGU’s initiatives on ECCD.
The sites were selected to provide representation from 3 major islands, Luzon, Visayas and
Mindanao on the implementation of ECCD programs and services. They were primarily from
the 1st and 2nd batches of NCDCs established which showed innovative practices and strong
leadership. Another basis for selection was demographic profiles in terms of location,
diverse cultures, income and governance particularly the management of ECCD programs
and services.
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PRODUCTION AND
PRINTING OF ECCD
ADVOCACY PUBLICATIONS
AND MATERIALS
The lay-out and design work would be completed in the first semester of 2018.
The production of advocacy materials is one of the ECCD Council’s efforts in disseminating
information on the ECCD System. These materials showcase collaborative efforts of the
ECCD Council and its partner government agencies and private organizations in cascading
the essential initiatives of the Council. The primary recipients of these materials are the
ECCD stakeholders in the country.
The advocacy materials produced in 2017 were in various formats: documentation or annual/
activity reports, brochures, videos and institutional giveaways. The following are the data
of each advocacy/learning material produced/printed in 2017: 1,500 copies of Competency
Standards for Child Development Teachers (CDTs) and Child Development Workers (CDWs):
A Manual; 300 tri-fold brochures; 50 Annual Reports; 300 calendars; 200 ECCD Tumblers;
and one (1) advocacy video/logo on NCDC-Enrollment Tracking and Information System
(NETIS). Currently, these advocacy materials are being distributed to the NCDC Sites, other
stakeholders and NGOs.
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INFORMATION AND
COMMUNICATION
TECHNOLOGY UNIT
(ICTU)
Improving the delivery of the ECCD program depend
increasingly upon information and communication
technology. This area has to be expanded and getting
information quickly is important to be built up and nourished
by giving stakeholders access to tools and technologies with
the education and training to use them effectively. This is to
ensure the possibility of using the communication and data
processing services available everywhere else.
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NCDC ENROLLMENT
TRACKING AND
INFORMATION SYSTEM
(NETIS)
have received a copy of the Compendium.
A series of pilot activities for the utilization of NETIS was conducted after a working version
of the system was finalized. The ECCD Council Secretariat staff together with a team of
Information Technology consultants conducted an initial training for selected users from
various local government units nationwide. The training was necessary to address possible
issues, bugs, technical concerns and to maximize its full utilization before the roll-out
implementation of the system.
The NETIS which is a web-based information system will be used by the ECCD Council and
its partners in monitoring and tracking the status of NCDCs operating across the country.
It will contain a database of all NCDCs, the children enrolled, Child Development Teachers
(CDTs), the partner LGUs and the resources used in the centers. Further, the NETIS is also
designed to cover all the ECCD data of the city/municipality where the NCDC is located.
The initial training was succeeded by four (4) other trainings within the year and were divided
into four (4) clusters covering the CDTs from Early Childhood Teacher Education Program
(ECTEP) Batches 1 – 4, and their respective City/Municipal Social Welfare Development
Officers (C/MSWDOs).
The table below shows the training for four (4) clusters including the training for the pilot
implementers of the system.
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The timeline for the NETIS roll-out implementation was agreed upon during the planning
session of the trainings. As early as the first quarter of 2018, the system will be online and
the registration of the different users will commence. An advisory coming from the Council
will be issued for the guidance and reference of the users including the duration of the
process before the actual encoding of the data. The encoding will happen only after all the
users have registered and it is targeted in the 2nd quarter of 2018. The ECCD data, including
NCDC enrolment, Child Development Center/Child Development Worker profile are planned
to be in the webpage by August 2018, in time for the annual budget deliberation of the
government.
An upgrade/update of the system is also envisioned after all the data for 2018 are gathered.
This is to include all the needed adjustments/fixes/patches as well as recommendations/
suggestions from the participants of the training for the System’s utilization. During this
process, the system will be offline temporarily and will be up again as soon as possible and
another advisory shall be posted for the guidance and reference of the users.
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• OTHER ACCOMPLISHMENTS
The ICT Unit in collaboration with the other units of the Council Secretariat also continued the
procurement and delivery of IT equipment such as laptop computers, productivity software,
printers and pocket-wifi for internet connectivity.
Other accomplishments of the ICTU were mostly related to the Council’s day-to-day operation
such as: 1) maintenance, troubleshooting and configuration of the Local Area Network , 2)
maintenance and updating of the Council’s webpage, Facebook page, Youtube account and
email addresses, 3) packaging of informational brochures, audio-visual presentations and
video packages, 4) registration of the CDTs to the ECCD Council’s Yahoo Group and Facebook
Page, 5) technical assistance during conferences, trainings, summits/congresses and other
activities initiated by the ECCD Council Secretariat, and 6) helpdesk/online support to CDTs
working in the NCDCs across the country.
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2017 ANNUAL REPORT
RESEARCHES
Researches are vital to the success of endeavors in ECCD to give
policymakers hard data on which they can base their decisions. Not
only do researches form the foundation of program development
and policies at the national and local levels, but these can also
be translated into effective programs. Researches draw their
power from the fact that these are empirical; rather than based
on theories about what might be effective or what could work.
Furthermore, good researches utilize methodologies that can be
replicated, produce results that are verifiable by peers, and create
knowledge that can be applied to real situations.
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The research aims 1) to identify measures on how the rest of the LGUs which are not NCDC
beneficiaries can implement and sustain the program; 2) identify per income class of the
LGU the budgetary requirements of implementing the ECCD System through the NCDC,
including its sustainability and HRD programs and professionalization of ECCD service
provider; 3) identify LGUs without NCDCs which can finance the Program and those which
cannot identify local and national resources for funding.
The details and output of this research are envisioning to provide empirical data on: 1)
Enhancement of current ECCD programs; 2) Future policy development and management,
including basis for further funding; 3) Information dissemination at all levels of the
government and the general public; and 4) Institutionalization of the ECCD system in the
local government units.
The design of the research is descriptive, specifically, cumulative case studies of LGUs
based on their income class which are implementing the ECCD System, and the LGUs which
are non-recipients of NCDCs which are implementing their ECCD program. The data will be
gathered through a 3 to 4 days fieldwork that utilizes observation survey, and focus group
discussions in the different LGUs.
For 2017, the team from the ECCD Council and JRU visited and conducted the different
activities for the research study in the following Local Government Units: 1) Municipality
of Kalibo, Province of Aklan, 2) Municipalities of Cabatuan and 3) Pavia, Provinces of Iloilo,
3) City of Kidapawan, 4) Municipality of Antipas, Province of North Cotabato, and 5) City of
Tagum, Province of Davao Oriental.
The research activities are expected to be completed by end of the second semester of 2018.
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PROJECT APPROACH AS
AN INNOVATIVE TEACHING-
LEARNING TOOL IN SELECTED
NCDCS: A CASE STUDY
One of the functions of the National Child Development Center is to serve as a laboratory for
conducting research and innovations on early childhood care and development. Section 3
(h) in RA10410 states that “To upgrade and update the capabilities of service providers and
their supervisors to comply with quality standards for various ECCD programs” is an ECCD
Council objective.
The research project is a tripartite initiative of the Commission on Higher Education, the Jose
Rizal University, and the ECCD Council. The study will determine the viability of the Project
Approach as an innovative teaching-learning tool in selected National Child Development
Centers (NCDCs) as well as the capability of the Child Development Teachers (CDTs) to
implement it.
The research’s aims to assess the implementation of the Project Approach in the
development of critical thinking, communication, collaboration, and other 21st century
skills among the 4-year old children enrolled in the NCDCs. Specifically, it will answer the
following questions: 1) What are the perceived learning of the CDTs on Project Approach
after their training? 2) What activities did the CDTs implement to develop critical thinking,
communication, collaboration, and other 21st century skills to the 4-year old children? 3)
Through the three phases of the project approach, which behaviors of the children can be
linked to critical thinking, communication, collaboration, and other 21st century skills? 4)
What are the facilitating and hindering factors in the implementation of the Project Approach
as perceived by the CDTs?
The research utilizes qualitative design and descriptive method. Nine (9) project sites were
identified and these are: 1) Meycauayan, Bulacan; 2) Lingayen, Pangasinan; 3) Lipa City,
Batangas; 4) Tuy, Batangas; 5) Santa Rosa, Laguna; 6) Santiago City, Isabela; 7) Sorsogon
City, Sorsogon; 8) Gubat, Sorsogon; and 9) Palo, Leyte.
The Project Approach Research has three phases for its implementation and data gathering.
Phase One is a Training-Workshop for CDT-implementers and project monitors which
specifically provides information about the concepts of Project Approach and the process on
the utilization of observation needed for the implementation of the strategy and conducting
workshops for the experience of Project Approach. Phase Two is the Implementation of
the Project Approach in the NCDCs and Phase Three is the Writing of the Project Approach
Research Report.
Phase One was held in December 2017 and the implementation and report writing will follow
on the first and second quarters of 2018.
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2017 ANNUAL REPORT
MONITORING AND
PROVISION OF TECHNICAL
ASSISTANCE (M & TA)
For 2017, the conduct of monitoring and provision of technical assistance helped evaluate
the implementation of Early Learning Programs promoted by the ECCD Council. It aimed
specifically to observe the implementation of Infant-Toddler Early Development (ITED)
program, Pre-Kindergarten 1 (for 3-year-old children) and Pre-Kindergarten 2 (for 4-year-
old children) programs and Family Support Program. It also gathered data on how the Child
Development Teachers (CDTs) utilized the Learning Resource Packages to implement the
National Early Learning Curriculum (NELC) as well as to administer properly the ECCD
Checklist and other assessment tools. Technical assistance was given to CDTs right after
their session to ensure smooth delivery of ECCD programs and services.
From April until November 2017, a total of 3 cities and 20 municipalities were visited. Of
these 23 sites, six (6) had established a Local ECCD Committee, some of which had put it
as sub-committee under the Local Committee on Protection of Children (LCPC). Seventeen
had participated in the orientation of RA 10410 or “The Early Years Act/EYA” to create and
organize their own local ECCD Committee.
During the monitoring work, certain challenges and issues with regards to over-all
management of NCDCs, employment status of CDTs, utilization of instructional materials
and LRPs and other important concerns were discussed freely to come up with rational
solutions and agreements from different members/sectors.
Additionally, in the monitoring work, five (5) CDTs were found to be replacement teachers for
the current school year 2017-2018. It was also found out that four former NCDC CDTs who
passed Licensure Examination for Teachers (LET) transferred to DepEd schools for a higher
salary grade and possible regular/permanency position. The other CDT meanwhile was not
able to attend previous (ECTEP) training because of health reasons and family matters.
These 5 CDTs coming from Laoag City and Solsona of Ilocos Norte, Pavia and Batad of Ilo-
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2017 ANNUAL REPORT
Ilo, and Candelaria, Quezon were given opportunity to attend seminar/training to know about
the ECCD programs and services. They joined the newly hired CDTs of newly built NCDCs in
the Human Resource Development Program for Child Development Teachers.
Most of the sites visited are offering Pre-Kindergarten 1 and 2 programs and ITED. The
Child Development Teachers conducted Pre-K 1 and Pre-K 2 classes regularly for 2 to 2.5
hours per session. They implemented activities derived from LRP modules 5 and 6 and
followed specific themes on a quarterly basis. They followed the schedule of daily activities
as suggested in LRP No. 4.
Other findings were: many children lacked time for play as free play time is limited to a mere
5 to 10 minutes only; outdoor play or indoor games were not provided regularly; incomplete
set of toys, books, puzzles and other learning materials may have contributed to CDT’s lack
of play time allotment and inability to make certain accommodations to fill in the gaps; and
classroom rules and routine were not clearly established resulting to CDTs’ having difficulty
in managing the classroom and children’s behavior as well as efficient administration of
activities. The CDTs were provided suggestions for: 1) establishment of classroom rules
and routines; 2) use of transition songs; 3) improvement of physical classroom layout with
distinct learning areas and its usage; 4) review on Developmentally Appropriate Practice
(DAP) and NELC; and 5) basics of storytelling/story-reading.
Many of the CDTs of the NCDC sites that are offering ITED program felt that they still had
apprehensions on the conduct of the new program but were enthusiastic and looking forward
to a more family involvement in the development of their children. And even though mothers
and other female caretakers dominated the parent/adult participants in ITED program,
it was observed that a number of fathers were actively participating in the said program.
Only a few have not yet started with the ITED program because families were still hesitant
in enrolling their child at such a young age, but the CDTs said that they will continue to
encourage families and introduce it the following school year.
Half or 11 of the sites visited are offering Parent Support Program (FSP). Even for once every
month, parents were able to attend and participate in a worthy activity not only for their
children but for their families and self as well. For those who did not offer/implement the
FSP, many parents reasoned out the lack of time or having conflict with session schedules.
The CDTs expressed concerns on parents’ disinterest of the program, and so advocacies to
reach out and encourage participation would be a great challenge and a move for better
family and community commitment.
Most of the NCDC sites visited are bulding perimeter fencing to secure children’s safety
from danger and other elements. Half of the sites visited have not yet installed outdoor play
equipment as part of the Local Government Unit (LGU) counterpart. The ECCD Committees
however vowed to follow it up with their LGUs and/or has confirmed that they would allot
budget for 2018 to build outdoor play equipment. They were advised to put on climbing
facilities of right height instead of swings and see-saws, and may use different materials
such as old tires, wood planks and ropes.
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Below is the list of NCDC sites visited for the year 2017.
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INTER-AGENCY
COLLABORATION
The ECCD Council actively pursues the inter-agency collaboration
as a strategy that facilitates program development through a
partnership agreement among education professionals coming
from public and private agencies/organizations, private sector
businesses and other nonprofit organizations willing to work as
part of the agreement to achieve a common goal.
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2017 ANNUAL REPORT
LOCAL
INITIATIVES
The Early Childhood Care and Development (ECCD) Council, in partnership with Fundación
Educación y Cooperación (EDUCO), Foundation for Advanced Professional Development,
Inc. (FAPD), Plan International, Resources for the Blind, Inc. (RBI), Save the Children, Tan
Yan Kee Foundation, Inc. (TYKFI), UNICEF, and World Vision (WVDF) initiated the 2017 Early
Childhood Care and Development Congress. This activity was intended as a follow-up to
the 2016 Early Childhood Educators Congress, but with an expanded set of objectives. The
2017 activity covered multiple facets of early childhood care and development – health and
nutrition, social services, and early education.
The 2017 Early Childhood Care and Development Congress’ objectives were to: 1) provide
a wider perspective on current policies, standards, strategies, approaches, researches,
innovations on early childhood care and development to ECCD service providers, namely:
Social Welfare Development Officers as supervisors, Child Development Workers, teachers
and other stakeholders from the public and private sectors; 2) identify real and perceived
barriers in the implementation of the ECCD programs across various sectors; 3) address
real and perceived barriers in the implementation of the ECCD programs across various
sectors; and 4) create a network of ECCD service providers between and among the ECCD
Council, partner organizations and other stakeholders from both public and private sectors
to: 4.1) support the transformation of the Day Care Centers (DCCs) to Child Development
Centers (CDCs), and 4.2 ensure the sharing of resources to fully develop the potentials of
the early learners
A total of 354 participants were in attendance during the three-day event. The Congress
theme was “Strengthening ECCD for Sustainable Development: Achieving Lifelong Learning
Opportunities for All.” From the theme, strands were derived to guide the selection of topics
presented each day: Day 1 – Expanding the ECCD Landscape, Day 2 – Holistic Interventions
for Early Childhood Development, and Day 3 – Evidence-based Innovations in HRD.
The first and third days of the Congress were composed of plenary sessions, while the
second day started with a plenary session and was followed by two (2) concurrent sessions
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2017 ANNUAL REPORT
after lunch. Each Concurrent Session had six (6) simultaneous sessions held at different
venues around Baguio Teachers Camp.
Plenary and concurrent speakers had diverse contributions and advocacies in ECCD –
government services, academic findings, non-government efforts, center- and community-
based interventions. The first day was opened with a keynote address from Usec. Lorna D.
Dino, and the second day was opened with a keynote address from Assoc. Prof. Dr. Suriyadeo
Tripathi.
Participants generally gave positive feedback on the event, emphasizing how the topics and
speakers were very engaging. Some even suggested that Local Chief Executives be invited
as participants because the Congress seemed to be a very effective way to advocate ECCD
programs and services.
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The Early Childhood Care and Development (ECCD) Council, in partnership with Fundación
Educación y Cooperación (EDUCO), Foundation for Advanced Professional Development,
Inc. (FAPD), NORFIL Foundation, Plan International, Philippine Association for Intellectual
Disability (PAFID), Resources for the Blind, Inc. (RBI), Save the Children, Tan Yan Kee
Foundation, Inc. (TYKFI), UNICEF, and World Vision (WVDF) initiated the 2017 National
Conference on Inclusion of Children with Developmental Delays in the Early Years. This
activity was initiated by the ECCD Council in accordance with its mandate to promote the
inclusion of children with special needs (Sec. 2, RA 10410). It was also recognized that while
there are several movements for the advocacy of inclusion in the Philippines, none so far
have focused on the inclusion of children aged 0 to 4 years. This event would be the first
time a focus on the special needs of this age group would be done in a conference in the
Philippines.
The 2017 National Conference on Inclusion of Children with Developmental Delays in the Early
Years’ objectives were: 1) provide ECCD service providers, wider perspective on breaking
barriers or early years inclusion of children with developmental delays through policies,
strategies, researches and innovations; 2) increase awareness on the support practices for
inclusion in early childhood education to ensure equality, access and opportunities among
young learners with special needs; and 3) create a network of ECCD service providers
between and among the ECCD Council, partner organizations and ECCD service providers
from both the public and private institutions/organizations for promotion of inclusion in early
childhood education.
A total of 328 participants were in attendance during the three-day event. Majority of the
participants were educators (i.e. teachers, SPED teachers, etc.). A certain portion of the
participants was composed of supervisors of educators (i.e. LGU Administrators, School
Administrators). The Conference used the theme, “Inclusion from the Start: Creating the
Foundation for Child’s Holistic Development.” From the theme, strands were derived to
guide the selection of topics presented each day: Day 1 – Breaking Barriers for Early Years
Inclusion, Day 2 – Ensuring Equity, Access and Opportunities, and Day 3 – Service Providers
as Essential Support for Inclusion in Early Years.
The first and third days of the Congress were composed of plenary sessions, while the
second day started with a plenary session and was followed by two (2) concurrent sessions
after lunch. Each Concurrent Session had five (5) to six (6) simultaneous sessions held at
different venues around Baguio Teachers Camp.
Plenary and concurrent speakers had varying contributions and advocacies in Early Inclusion
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In general, participants generally gave positive feedback on the event, emphasizing how
the topics and speakers were very engaging. There were a number of participants who
suggested that the next run of the Conference could include visits to inclusive environments
so that participants may see for themselves what inclusion may look like.
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The Review was initiated by Save the Children, Philippines and participated in by
representatives from ChildFund, Community and Family Services International, Department
of Social Welfare and Development, Early Childhood Care and Development Council, E-Net
Philippines, Red Cross Youth, and UNICEF.
The objectives of the activity were to: 1) review and update the ECCD in Emergencies
training module based on the latest information, humanitarian trends and implementation
experiences during response, and 2) develop a plan of action for finalization and dissemination
of the ECCDiE training module.
The training workshop was formally opened with remarks from Dr. Zenaida T. Domingo,
the Advocacy and Social Mobilization Consultant of the ECCD Council. She emphasized
the importance of the training module for ECCD to provide the 0 – 4 years old children
with insights on emergencies and what they could do during these times. She thanked
each organization for efforts in this common goal. This was followed by a presentation on
the ASEAN School Safety Initiative (ASSI) by Ms. Rachael Fermin, Save the Children. This
presented international standards on school safety. An overview on RA 10821: Children’s
Emergency Relief and Protection Act and the Comprehensive Emergency Plan for Children
(CEPC) was given by Mr. John Ryan Buenaventura, Save the Children.
To initiate the review of ECCD in Emergencies training module, Ms. Marlene Floresca
presented existing materials from different involved organizations on ECCD in emergencies.
Similarities in the materials were highlighted. To level off on the definitions of specific terms,
the different participants came up with definitions that will be used in the context of the
ECCDiE training module.
The participants were then divided into groups to created guidelines for training module
based on the existing materials on ECCDiE specifically for each program target (i.e.
Caregivers, Service provider, Children aged 0-2, Children aged 2-3, etc.). These were then
presented to the body to be commented and discussed.
One of the concerns during the activity was the absence of representatives from the
Department of Interior and Local Government, as it plays an essential role in the dissemination
of information to the local government units. It was suggested that a possible step in their
role is the expansion of the membership of the ECCD Governing Board to include them.
This will allow the ECCDiE to be rolled out through a resolution issued by the DILG to the
Provincial/Municipal/City/Barangay Local government units, which includes: (1) budget
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appropriation, (2) deliberate integration of ECCD into LCPC, (3) the monitoring of compliance
of performance standards related to ECCDiE, and (4) the monitoring of compliance of LGUs
to develop Emergency Preparedness and Management Plans of Action.
Other concerns were: 1) the inclusion of the ECCDiE training in the existing capacity building
standards for Child Development Workers/Child Development Teachers, and 2) the clear
distinction of Day Care Workers with the Department of Social Welfare and Development
and the ECCDC with regards to reporting lines and directives.
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INTERNATIONAL
INITIATIVES
• 2017 Webinar Series of the South-South Cooperation: Taking Leadership in Early Childhood
July 25, Aug. 15 & 29 and Sept. 27, 2017
ECCD Council Office, Pasig City
The Webinar Series was part of the Sustainable Action Plan that was created by the technical
officers of the Colombian Government and the Philippine Government through the ECCD
Council under the South-South Cooperation partnership in 2015. The first three activities were:
a 2013 high-level visit of countries ECCD officers, including the ECCD Council Vice-Chair and
Executive Director, Dr. Teresita G. Inciong specifically with De Cero A Siempre and in the 2016
Technical Mission of Colombia’s Commission for Early Childhood. The 2017 Webinar Series
was a peer-to-peer exchange of ECCD experiences on education, health, nutrition, social
services and diversity. The Webinar Series also aimed to provide sharing of modalities utilized
in ECCD advocacy and mobilization by Colombia and the Philippines.
Planned last December 13, 2016 and conducted from July to September, 2017, the Webinar
details are indicated below.
Table 14. 2017 Webinar Series Conducted by Columbia and the Philippines
Ministry of
Pedagogical Technical Officers of
Education;
approaches ECCD Council Gov-
Colombian
erning Board Member
Columbia Welfare Insti-
July 24, 2017 July 25, 2017 Agencies
tute
(Monday, (Tuesday, 8:00
Specialized 7:00 PM) AM) Technical Officers of
contents for Ministry of ECCD Council Gov-
early childhood Culture erning Board Member
Columbia Agencies
Technical Officers of
Ministry of ECCD Council Gov-
Standards defi- August 14, August 15,
Education; erning Board Member
nition 2017 2017
Colombian Agencies and Early
(Monday, (Tuesday, 8:00
Philippines Welfare Insti- Childhood Education
7:00 PM) AM)
tute Division, LGU-Muntin-
lupa City
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Ministry of
Information Technical Officers of
Education;
system ECCD Council Gov-
Colombian
erning Board Member
Columbia Welfare Insti-
August 28, August 29, Agencies
tute
2017 2017
Methodologies (Monday, (Tuesday, 8:00
for territorial 7:00 PM) AM) Interpectoral Technical Officers of
management Committee for ECCD Council Gov-
(Advocacy) Early Child- erning Board Member
hood (CIPI) Agencies
Columbia
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strategies to be taken in creating a sustainable ECCD programs and policies for children.
The Webinar Series significantly contributed to achieving the goal of the South-South
Cooperation Program. As a way forward, there is a plan to develop an exchange program
which will open opportunities for both countries to witness the actual operation of ECCD
programs from the planning to monitoring and evaluation phases.
• UNESCO and SEAMEO Sub-regional Workshop on Early Childhood Care and Education
(ECCE) Teacher Development in Southeast Asia
August 7-9, 2017 | Anantara Siam Bangkok Hotel Bangkok, Thailand
Twenty-two participants from 11 SEAMEO member countries participated in the review and
revision of the first draft of the ECCE teacher/practitioner competency framework based
on Southeast Asian countries’ policies, practices, challenges, opportunities and needs
related to ECCE teachers/practitioners. Aside from the twenty-two participants, experts
from SEAMEO Innotech, UNESCO HQ, UNESCO Bangkok, SEAMEO Secretariat, ARNEC,
Thailand National ECD Committee, and Gross National Happiness Center Bhutan facilitated
the discussions and workshop sessions.
Representatives from the Philippines in the persons of Dr. Runvi Manguerra of the
Department of Education and Ms. Micah del Mundo of the ECCD Council were grouped
with representatives from the Ministry of Education of Lao PDR. The workshop sessions
involved the following: 1) indicating comments or changes in statements or sequence of
competencies on the ECCE Teacher Competency Framework Draft, 2) defining holistically
developed children; 3) visioning of ECCE Teachers in Southeast Asia; and 4) workshop on
Enabling Competencies.
Workshop outputs of each group were submitted to the UNESCO Bangkok and SEAMEO
Secretariat.
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ADMINISTRATIVE
AND FINANCE UNIT
The Administrative and Finance Unit supported the over-all
operations and programs of the Council in terms of providing
administrative, financial and logistical assistance in all activities
conducted. It is made up of Sections that are in charge of records
management, human resource management and development,
procurement management, property management, general
services, cashiering, accounting and budgeting.
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To complement the existing regular-plantilla personnel, the ECCD Council reinforced its
manpower by continually engaging the services of 37 personnel through the Contract of
Service. The Council also engaged five (5) Consultants of varied expertise to complement
the program requirements of the Council.
The Council continued to upgrade the job knowledge and professional skills of its personnel
in line with its staff development thrust through various types of capacity-building activities.
Some personnel attended various trainings, seminars, workshops and conferences on
different areas of concerns, such as:
1) Workshop on the ECCD First One Thousand (F1K) Days Program (NNC, January
2017);
2) 43rd National Convention of United Architects of the Philippines (UAP, April 2017);
6) Early Childhood Care and Development Congress (ECCD Council and Partner
Agencies, October 2017);
10) Strategic Performance Management System (SPMS) for Leaders (CSC December
2017); and
• GENERAL SERVICES
Administrative and logistical assistance to other Units of the Council were extended such
as envisioning adequate inventory of office supplies, reproduction and handling of materials
and handouts required for induction programs and other seminars/workshops to ensure
availability of needed documents on time.
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Support services through provision and maintenance of office premises, vehicles and
equipment were extended. Messengerial and liaison services including mailing of documents
were provided to all Units of the Office as well.
• SUPPLY MANAGEMENT
The Annual Procurement Plan for FY 2017 was prepared and updated and submitted to the
Department of Budget and Management. Office supplies and materials were purchased and
issued based on the quantity, quality and time needed.
The Budget Unit led in the preparation and consolidation of the FY 2018 budget proposal and
final submission to the Department of Budget and Management (DBM). Budget hearings/
deliberations were attended by the Council Secretariat officials and staff as called by
the DBM, Department of Education, as well as the different Committees of the House of
Representatives and the Senate.
Aside from the usual processing of payments to creditors, the Accounting Unit keeps financial
records using Revised Chart of Accounts in keeping the agencies books of accounts and
preparation of financial statements and related schedules and reports.
On the other hand, the Cashiering Unit continued to provide support services to the Program
Unit’s projects and activities conducted during the year.
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The amount of Php 409.524 million automatic appropriation or special account in the general
fund for the establishment of NCDCs and conversion of existing day care centers into Child
Development Centers sourced from the contributions of PAGCOR in accordance with R. A.
No. 10410 was released by the DBM to ECCD Council during the fiscal year.
In addition, the amount of Php 78.277 million as presented in Table 15 was made available
to the ECCD Council from the 2017 General Appropriations Act and continuing appropriation
intended mainly for operations and general administration and support services.
Continuing 7.434
Continuing 3.518
Thus, total funds made available to ECCD Council was Php 487.801 million from which
Php 458.586 million or 94.01% was obligated to support the implementation of programs,
projects and administrative expenses.
The 2017 budgetary allocation, obligations incurred, and the unobligated balance are
presented in pie charts shown on the next page.
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Total: P458.586
Total: P487.801
Total: P29.215
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The total budgetary appropriations by the Major Final Outputs (MFO) is shown in
Table 16. MFO 1 is the TECHNICAL ADVISORY AND SUPPORT SERVICES that include
a) Development of Policies, Standards and Guidelines, b) Capacity Building and
Institutional Development of Intermediaries and Other Partners, and c) Establishment
of National Child Development Centers and MFO 2 is the EARLY CHILDHOOD CARE
AND REGULATION SERVICES.
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Table 17 shows the obligations made under the regular fund and the Special account.
A comparison of budgetary appropriations (Table 16) and obligations (Table 17) by Major
Final Outputs shows that 78% of the appropriated funds in the regular funds were obligated.
While under the special account, 97% of the budgetary appropriations were obligated.
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CHALLENGE
AND PROSPECT
The desired state for Early Childhood Care and Development Program with high quality
resources, trained staff and supports from families and communities requires more
investment from the national government and local government units to achieve the healthy
development and early learning of young children.
The ECCD Council in its consultation with the partners identified the desired state in the
following areas:
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ANNEX
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CITY/
No REGION PROVINCE *MAYOR PROJECT LOCATION
MUNICIPALITY
Malabon Elem. School, Naval
Malabon City (Hulung
1 NCR Metro Manila ANTOLIN A. ORETA III Ext., Hulung Duhat, Malabon
Duhat)
City
Epifanio delos Santos ES,
2 NCR Metro Manila Malabon City (Tugatog) ANTOLIN A. ORETA III
Asogue, Tugatog, Malabon City
Pandacan Center Complex,
3 NCR Metro Manila Manila City (Pandacan) ALFREDO S. LIM
Pandacan, Manila
Phase 1, Block 8, St. Peter St.,
4 NCR Metro Manila Muntinlupa City JAIME R. FRESNEDI Sto. Niño Village, Tunasan,
Muntinlupa City
Tanza Socialized Housing
JOHN REYNALD M.
5 NCR Metro Manila Navotas City Project, Barangay Tanza,
TIANGCO
Navotas City, Metro Manila
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CITY/
No REGION PROVINCE *MAYOR PROJECT LOCATION
MUNICIPALITY
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MUNICIPALITY
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MUNICIPALITY
CITY/
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MUNICIPALITY
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MUNICIPALITY
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MUNICIPALITY
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MUNICIPALITY
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CITY/
No REGION PROVINCE *MAYOR PROJECT LOCATION
MUNICIPALITY
Barangay Poblacion,
475 10 Bukidnon Cabanglasan RENANTE V. INOCANDO
Cabanglasan, Bukidnon
476 10 Bukidnon Damulog PACOMEO S. GETIGAN Pobalcion, Damulog, Bukidnon
477 10 Bukidnon Dangcagan FRUTO B. DANDASAN, JR. Pobalcion, Dangcagan, Bukidnon
Impasugong CES, Impasugong,
478 10 Bukidnon Impasugong MARIO T. OKINLAY
Bukidnon
Central Poblacion, Kalilangan,
479 10 Bukidnon Kalilangan OMARADJI C. PIZARRO
Bukidnon
LEONARDO G.
480 10 Bukidnon Libona
CALINGASAN
Bangcud CS, Brgy. Bangcud,
481 10 Bukidnon Malaybalay City IGNACIO W. ZUBIRI
Malaybalay City, Bukidnon
482 10 Bukidnon Maramag JOSE V. OBEDENCIO
Poblacion, Pangantucan,
483 10 Bukidnon Pangantukan MIGUEL A. SILVA, JR.
Bukidnon
Barangay Libertad, Quezon,
484 10 Bukidnon Quezon, Bukidnon GREGORIO LLOREN GUE
Bukidnon
485 10 Bukidnon Valencia City AZUCENA P. HUERVAS
Barangay Poblacion, Catarman,
486 10 Camiguin Catarman NESTOR A. JACOT
Camiguin
Municipal Complex, Sitio Lakas,
487 10 Camiguin Mambajao MA. LUISA D. ROMUALDO
Pob., Mambajao, Camiguin
HASSANOR L. Purok 4, Barangay Poblacion,
488 10 Lanao del Norte Salvador
TAWANTAWAN Salvador, Lanao del Norte
Barangay Poblacion, Bacolod,
489 10 Lanao Del Norte Bacolod JOSELITO MIQUIBAS
Lanao Del Norte
Barangay Poblacion, Kapatagan,
490 10 Lanao Del Norte Kapatagan BENJIE Y. BAGUIO
Lanao Del Norte
Poblacion, Kolambugan, Lanao
491 10 Lanao Del Norte Kolambugan LORENZO MANIGOS
del Norte
Municipal Government Center,
492 10 Lanao Del Norte Lala ALLAN J. LIM
Lala, Lanao Del Norte
Municipal Plaza Ground,
493 10 Lanao Del Norte Linamon RANDY J. MACAPIL
Linamon, Lanao del Norte
Barangay Poblacion, Magsaysay,
494 10 Lanao Del Norte Magsaysay ASIZAH S. OMAR
Lanao del Norte
495 10 Lanao del Norte Maigo RAFAEL C. RIZALDA Maigo CES, Maigo
Municipal, Compound,
496 10 Lanao Del Norte Matungao AISHA AZIS Poblacion, Matungao, Lanao Del
Norte
Poblacion, Sapad, Lanao del
497 10 Lanao Del Norte Sapad PARUK U. ASIS
Norte
Barangay Poblacion, Tubod,
498 10 Lanao Del Norte Tubod NELIETA Q. NOVAL
Lanao Del Norte
Barangay Dalisay, Aloran,
499 10 Misamis Occidental Aloran JUNIPHER A. ROA
Misamis Occidental
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