Education

Issue

Action

Impact

 

Impact

© UNICEF Philippines/2008/Francia
UNICEF provides school packs and much-needed books for children.

Early childhood care and development

 Increased participation of 3-5 year old children in ECCD services in nine focus areas—Mountain Province, Masbate, Eastern Samar, Northern Samar, North Cotabato, Sarangani, Davao City, Maguindanao and Manila—reaching a 69.74 per cent gross enrolment rate in 2011. 

• Six of nine LGUs have issued policies increasing support and investments for ECCD.
 
• Over 9,000 3-5 year-old children from conflict-affected Bangsamoro communities are now attending culture-responsive ECCD services in 313 Tahderiyyahs (Islamic preschools).

• UNICEF provided technical inputs to the following policies: (a) R.A. 10157—Institutionalizing Kindergarten (KG) education into the basic education system (2012); (b) DepED Order 21 (2011)—Implementing the Universal Kindergarten KG Program; (c) DepED Order 23 (2011), on the Kindergarten Summer Program; and (d) DSWD Administrative Order 15—Guidelines for improved accreditation of day care  (early learning) centers and workers.

• UNICEF initiated advocacy to ensure a coherent curriculum and solid foundation for early learning.

• LGU resources maximized to expand support to ECCD innovations (home-based ECCD, “ECCD on-horse,”, “ECCD on wheels,” etc.). 


Child-friendly school system

• Established a network of child-friendly models in 5,300 primary schools and 61 high schools nationwide in 24 focus areas located in the three main islands of Luzon, Visayas and Mindanao.

• Established the Student Tracking System (STS) to enrich the School-based Monitoring and Evaluation Framework for BESRA. 

•  Developed tools for child-friendly school practices for teachers.
 
•  Improved community-school partnerships to advance child rights.

•  Contributed to the strengthening of Madrasah Education through development of instructional materials.


Education in Emergencies


 Functional Education in Emergencies Cluster integrated into the National Emergency Clusters.

• During emergencies, ensure a holistic, integrated response through technical assistance, provision of learning supplies and collaboration with sectors such as Child Protection for psychosocial support and Water, Sanitation and Hygiene (WASH) for WASH in schools. In the conflict affected areas, help establish learning institutions (ECCD centers and schools) as Zones of Peace.

• Contributed to the strengthening the capacity of the Department of Education in disaster risk reduction (DRR) and preparedness. 


 

 

 
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