Education

Issue

 

Action

© UNICEF Philippines/2008/Francia
UNICEF supports day care centers where children's learning is stimulated and readied for primary school.

In line with UNICEF’s thrust to focus on areas identified by Government as the most disadvantaged, the Education Program will be implemented in selected municipalities and cities experiencing one or combinations of vulnerabilities, such as extreme urban poverty, conflict or natural disasters.

To ensure that efforts are sustained and scaled up, UNICEF will work mainly with national government agencies in creating an enabling ECCD policy and programme environment. UNICEF will also collaborate with LGUs to demonstrate effective ECCD services and replicate these models. It will also work with national and local government partners and the donor community to leverage resources for quality ECCD services.

UNICEF’s support will be framed by the new education structure—the K to12 Program, which is embodied in the package of policy reforms under the Basic Education Sector Reform Agenda (BESRA). Priority interventions will assist Government to pursue an equity-focused approach to address disparities in education, and promote rights- and knowledge-based education.

UNICEF and its partners will develop a system of referral and intervention starting at the community level for cases of developmental disorders or early childhood disabilities. UNICEF will also work on culture-responsive kindergarten programs for indigenous peoples, and continue earlier work on Tahderiyyahs in majority Muslim communities.

This will address the holistic development of the Filipino child and enhance the use of both indigenous and latest scientific innovations. UNICEF will also focus on improving the capacity of the education system to address major barriers, scale-up tested and appropriate innovations, develop joint mechanisms among key stakeholders, and develop an integrated school-community monitoring and evaluation systems.

It also seeks to ensure that marginalized and excluded young children are ready to learn and enter school at the right age, and that marginalized and excluded children participate in and complete quality elementary education—by focusing on developing children’s “readiness to learn” in pre-school; “learning how to learn” in the early grades; and maximizing basic opportunities to learn in the higher grades.

 

 
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