IMPLEMENTATION OF ECCD & PROFESSIONALIZING CHILD DEVELOPMENT WORKERS: WHAT WORKS? PDF

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Fundacion Educacion y Cooperacion (EDUCO) December 2017 Marlene Floresca Allan Lee Nuñez Cecilia Cristobal IMPLEMENTATION OF ECCD & PROFESSIONALIZING CHILD DEVELOPMENT WORKERS: WHAT WORKS? 1 Table of Contents I. INTRODUCTION ..........................................................................

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Fundacion Educacion y Cooperacion (EDUCO) December 2017

Marlene Floresca Allan Lee Nuñez Cecilia Cristobal

IMPLEMENTATION OF ECCD & PROFESSIONALIZING CHILD DEVELOPMENT WORKERS: WHAT WORKS?

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Table of Contents I. INTRODUCTION ............................................................................................................................ 2 Background ................................................................................................................................. 2 Objectives of the Study ............................................................................................................... 3 Conceptual Framework ............................................................................................................... 3 Significance of the Study ............................................................................................................. 4 Limitations of the Study .............................................................................................................. 5 Data Collection and Methodology .............................................................................................. 6 II. RESULTS AND DISCUSSION.......................................................................................................... 8 Profile of Study Areas.................................................................................................................. 8 Profile of Respondents ................................................................................................................ 8 Developments in the Philippine Legal Frameworks for ECCD .................................................. 11 Noteworthy Practices for Day Care Service .............................................................................. 14 Day Care Service Delivery in the Study Areas ........................................................................... 15 Towards Professionalizing Child Development Workers .......................................................... 22 Other Findings ........................................................................................................................... 24 III. CONCLUSION ............................................................................................................................ 27 IV. RECOMMENDATIONS .............................................................................................................. 28 V. BIBLIOGRAPHY .......................................................................................................................... 30

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I. INTRODUCTION

Background

The Philippines declares its population as the most valuable resource of the nation. National policies particularly impart that children are the country’s best asset and measures should be taken to ensure that they achieve their full potential (PD 603, 1974). In doing so, the National Government recognizes the importance of starting early and hence, joins the global community in promoting quality Early Childhood Care and Development (ECCD) programs and services for children 0 to 8 years old (RA 10410). The brain develops at its most rapid pace during the early years of life. 1 Early experiences play a vital role in establishing neural connections responsible for different functions. This is harnessed when children are provided with a full range of services addressing social protection, proper health and nutrition, and opportunities for socialization and early stimulation. The Day Care Centers (DCCs) are the primary service venue to fulfill the growth and developmental needs of children under 5 (PD 1567; RA 6972). Child Development Workers (CDWs) are among the first nurturers of young children through the day care services. Current developments and initiatives on the delivery of ECCD service involve enhancing the technical capacities of the CDWs, as well as promoting for their professional tenure. Further, one of the mandates of the Early Childhood Care and Development Council (ECCDC) is to ensure that CDWs are equipped with the competencies to deliver comprehensive and integrative ECCD service, and thus the initiative of professionalizing CDWs. The current programming cycle of EDUCO Philippines enlists a pilot project on ECCD in partnership with the LGU of Castilla, Sorsogon. The Organization shares the LGU’s vision to upgrade Day Care Centers and enhance capacities of its Child Development Workers. As EDUCO develops its 2018 Country Plan shifting towards becoming a learning organization, it embarks on a research on the delivery of ECCD in the municipalities of Castilla, Donsol, and Pilar in the province of Sorsogon. Specifically, the research would likewise collect legal frameworks and documented good practices relative to sustainable and quality implementation of ECCD in the country. The research would serve as EDUCO Philippines’ basis in the development of its organizational advocacy and program interventions for ECCD.

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Objectives of the Study As part of EDUCO Philippines’ commitment to provide an enabling environment for children, it aims to assist communities in delivering quality ECCD services through evidencebased advocacies and program interventions. This research, “Implementing ECCD and Professionalizing Child Development Workers: What Works?” will establish baseline for EDUCO’s future ECCD programming. Specifically, the research will capture the following: i. Consolidated laws on ECCD, standards and components in implementing good ECCD or child-centered ECCD program banking on the rights context and the Philippine context, if any; ii. Consolidated status of ECCD delivery in the country under LGU mandate based on available online information; iii. Consolidated learnings and good practices that have been previously applied in terms of improving CDWs tenure and efficiency as off-home front liners in terms of ECCD; iv. Factors affecting professionalizing CDWs, including cost implications; v. Consolidated ECCD implementation practices, compliance level to ECCD standards and reasons for non-compliance, if any, in Donsol, Pilar, and Castilla, Sorsogon; vi. Consolidated ECCD Councils plans with regard to the compliance with the ECCD standards; vii. Consolidated annual investment plans and fund utilization in ECCD in the study areas including plans towards compliance with ECCD standards; viii. Written document by which EDUCO could base its future advocacies and interventions in terms of intensifying ECCD.

Conceptual Framework This research was guided by the review of three areas of concerns: (1) Philippine Legal Policies and Frameworks regarding implementation and institutionalization of ECCD Services (i.e. Day Care Centers); (2) International Standards and Policies in Early Childhood Development (ECD) and Early Childhood Education (ECE) which serve as primary anchor of quality ECCD service delivery, and; (3) the actual implementation of Day Care Service in the study areas. The convergence of these three areas of concern defined the current experiences, including gaps and best practices of Day Care Service implementation.

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Figure 1. Illustrative presentation of the study



Significance of the Study The results of this research will influence the strategic programming of EDUCO on ECCD. This will inform EDUCO and its partner communities with potential areas for collaboration to further promote the delivery of ECCD services that adhere to the quality standards. The results reflect the program management of ECCD services in the study areas, including financial management. Thus, this will inform local stakeholders of budget allocation and processes provided specifically for young children, subsequently creating advocacy platforms for further investment in ECCD. Within the spheres of influence of ECCD1 the service providers, such as CDWs play a vital role in nurturing the wellbeing of young children and being instrumental to parent education on responsible child rearing. The Early Years Act of 2013 specifically stipulates the necessity for educational development among 0 to 4 year old children. Hence, ensuring that CDWs are equipped with the appropriate competencies will translate to the delivery of developmentally appropriate practices for their young clienteles. In accordance to the programmatic direction of ECCD Council to uphold the quality of ECCD service delivery, CDWs should be professionalized through opportunities for further education and accorded tenure. The results of this research will create knowledge base particular to the factors related to professionalizing CDWs to serve as reference for local governments in supporting the said initiative of the national government. 1

ECCD Spheres of Influence include the individual child at the core; surrounded by the family sphere; immediate community, including service providers; regional and national community, and; supporting policies and legal frameworks. (WHO, 2007)

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Limitations of the Study The Early Years Act of 2013 (RA 10410) indicates center-based and home-based service delivery modes for ECCD to ensure wide coverage of children below eight years old. However, the results of this study only reflected center-based ECCD programs (i.e. Day Care Centers) as it gathered information on the existing and actual implementation programs for young children. Currently, delivery of ECCD services in the study areas, particularly to children aged 3 to 4 years old are concentrated in Day Care Centers.

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Data Collection and Methodology This study employed a qualitative methodology, specifically Descriptive and Exploratory approach. The following methods were executed in order to fulfill the research objectives. Review of Policy Documents and Secondary Data. The team reviewed documents and reports regarding legal policies and frameworks on ECCD. More importantly, the review of documents and similar studies that tackle standards and components of quality ECCD or child-centered ECCD program banking on the rights context and Philippine context (e.g., National Government’s Administrative Orders; ECCD-related policies, standards, and guidelines, and; Impact Evaluation of ECCD interventions). Key Informant Interviews (KIIs) The team conducted interviews with Local Social Welfare and Development Officers regarding the following areas of Day Care Service implementation: (1) content development of the Day Care Curriculum; (2) Day Care Worker Capacity-building; (3) Day Care Service Administration; Focal Person for the Local Council for the Protection of Children were also interviewed to gather information how barangay plans for children’s welfare, specifically for children covered by ECCD age group were consolidated and formulated. Focus Group Discussion (FGDs) The Team conducted FGDs with identified ECCD community stakeholders. The FGDs were conducted with selected (1) Day Care Workers, and (2) SB Committee Chair on Education/Children’s Welfare through stratified random sampling. Parents of children aged three to four years old were selected randomly to gather perspectives of families and communities on ECCD. Participatory Observation was conducted in order to document actual implementation of the Day Care Curriculum. A member of the Research Team immersed in the Day Care Center while observing proper decorum so as not to disrupt the usual routine and distract children. This method served as the primary approach to infer information from children. Due limitation of time and resources, the Participatory Observation was conducted to one Day Care Center of Pilar and one in Donsol. The areas for participatory observation were selected to determine any difference in the implementation of ECCD between a municipality receiving support augmentation (Donsol) and a municipality without external assistance (Pilar). Immersion lasted for two days in each day care center.

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The following table summarizes the method used for this research, including sample sites and size, as applicable: Table 1. Summary of Data Gathering Method vis-à-vis sample size and sites

Method Respondents Desk review of N/A secondary data



FGD

Participatory Observation

Area Documented ECCD practices nationwide; national policies; international standards; local plans (AIP, etc.); socio-demographic data of study areas: noted (MSF); ?? Provincial SWDO with ECCD Focal person Sorsogon Province Municipal SWDO Castilla Municipal SWDO Donsol Municipal SWDO Pilar MCPC Focal Person Castilla MCPC Focal Person Donsol MCPC Focal Person Pilar 9 DCW selected through stratified random Castilla sampling 9 DCW selected through stratified random Donsol sampling 4 DCW selected through stratified random Pilar sampling 6 SB Committee Chair on Education Castilla 6 SB Committee Chair on Education Donsol 9 SB Committee Chair on Education Pilar 6 randomly selected parents of 3-4 year- Castilla old children 8 randomly selected parents of 3-4 year- Donsol old children 7 randomly selected parents of 3-4 year- Pilar old children 1 selected Day Care Center Donsol 1 selected Day Care Center Pilar

The proposed size for each FGD session was 10 respondents, however due to personal reasons of some of the pre-confirmed respondents, thus the lesser actual count of FGD participants.

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II. RESULTS AND DISCUSSION

Profile of Study Areas The municipalities of Donsol, Pilar, and Castilla comprise the First Congressional District of Sorsogon Province along with Sorsogon City, Magallanes, and Casiguran. Pilar is a first class municipality while Donsol and Castilla are both third class municipalities. All are situated in the northwest of the provincial capital, Sorsogon City. Donsol2 Most popular to tourists for the Butanding (whale shark) sightings, Donsol is composed of 51 barangays, nine of which are located along the coastal areas. Donsol is an agricultural municipality with fishing, farming, livestock production, cottage industries and food processing as major sources of livelihood. Pilar3 Pilar covers 49 barangays, 13 of which are considered coastal communities. Coconut trees abound the plain and hilly terrain of Pilar. Seventy percent (70%) of Pilar’s total land area is used for coconut tree farming. As such, copra production is a major source of livelihood for the locals, secondary are farming of other crops like rice and vegetables and backyard livestock. Castilla4 Castilla’s topographic landscape varies from mountainous and hilly to flat, and stretches to 34 barangays. While the municipality has experienced several land conversions to accommodate developments, agricultural land still dominates Castilla’s total land area. Similar to the municipality of Pilar, Castilla is a major producer of coconut as well, constituting 60% of its agricultural produce, followed by rice and rootcrops at 19% and 16%, respectively.

Profile of Respondents The study involved multi-stakeholders and key players of ECCD programs in the study areas. A total of 71 respondents participated in the study including the CDWs who were subjects for Participatory Observation.

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Table 2. Profile of FGD Respondents from Donsol Respondents Average Sex Civil Status Age (years) Male Female Single Married

Parents 39 CDWs 44 Brgy. 52 Committee Chair on Education

- - 3

8 9 3

- 1 -

8 8 5

Years in Educational Attainment Service

Elem

- 12 9

1 - 2

HS HS Grad under grad 5 2 4 - 2 -

College Level/ TecVoc - 4 -

College Grad - 1 -



Table 3. Profile of FGD Respondents from Pilar Respondents Average Sex Civil Status Age (years) Male Female Single Married Parents 41 CDWs 42 Brgy. 44 Committee Chair on Education



- - 6

7 4 3

1 - 1

5 4 6

Years in Educational Attainment Service

Elem

- 12 5

1 - -

HS HS Grad under grad 2 - - - 4 -

College Level/ TecVoc 2 1 2

College Grad

College Level/ TecVoc 1 4 3

College Grad

1 3 1



Table 4. Profile of FGD Respondents from Castilla Respondents Average Sex Civil Status Age (years) Male Female Single Married Parents 29 CDWs 34 Brgy. 43 Committee Chair on Education



- - 3

6 9 3



3 3 1

3 6 5

Years in Educational Attainment Service

Elem

- 6 4

- - 1

HS HS Grad under grad 4 - 1 - 2 -

1 3 2

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Parents The parents who participated in FGDs have their children enrolled in Day Care Centers; all are mothers of 3 to 4 year old children. The respondents’ ages ranged from 29 to 41 years old. Donsol parents were the oldest group whose children enrolled in Day Care Centers were fifth birthing, on average; youngest were the parents from Castilla whose children enrolled in Day Care Centers were their first born, on average. Of the 21 respondents, 4 (19%) are solo parents. Child Development Workers Out of the 22 CDWs who participated in the FGDs, nine (9) or 41% were college undergraduates or completed technical vocational courses; seven (7) or 32% were college degree holders; five (5) or 23% completed high school, while one (1) participant did not indicate educational background. On average, the respondents’ year in service ranged from six (6) to 17 years. Each handles the Day Care sessions alone, with an average class size of 28 children. Only five (5) or 28% were DSWD accredited with three stars2 as of 2016 – four (4) coming from Donsol, and one (1) from Pilar. Majority of the respondents were appointed by barangay captains, 90% of the respondents were under contractual service which shall be renewed annually. Only one went through the application process as indicated in the ECCDC’s Guidelines on the Registration and Granting Permit and Recognition to Public and Private CDCs (2015). Two respondents completed the ECEP institution-based training, and thus granted plantilla positions in the municipal LGUs. Barangay Committee Chair on Education Majority of the FGD participants were male, consisting 57% of the respondents. Average years of service as a Barangay Councilor ranged from 4 to 9 years. Thirty-eight percent (38%) completed high school education; 24% were college undergraduate or completed a technical vocational course; 14% were college degree holders, and were elementary graduates, while the others did not indicate educational background.

Three-star accreditation is equivalent to Level 1 with a “Satisfactory Compliance” rating, valid for 3 years. (DSWD Memorandum Circular No.12, Series 2006)

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