QuestionsQuestions (Republic Act No. 10410)
RA 10410 is known as the “Early Years Act (EYA) of 2013.” It recognizes the age from zero (0) to eight (8) years as the first crucial stage of educational development.
It assigns ages 0–4 years to the Early Childhood Care and Development (ECCD) Council, and ages 5–8 years to the Department of Education (DepEd) for helping develop children in the formative years.
They include improved survival rates via health and nutrition programs; enhanced holistic development (physical-motor, socio-emotional, cognitive, language, psychological, spiritual); smooth transition to community/school-based setting and kindergarten; readiness for formal learning at kindergarten; early identification and referral/intervention for special needs (0–4); professionalization of service providers; strengthening parents/caregivers as primary caregivers and educators; community support especially for poor/disadvantaged/linguistic minority communities; improved quality standards including registration/credential systems; appropriate education for blind/deaf/deafblind using suitable languages/modes; and employing/train professionals skilled in sign language and/or braille.
The ECCD System refers to the full range of health, nutrition, early education, and social services development programs for holistic needs of children 0–4. It includes center-based programs (e.g., day care under RA 6972, community/church-based programs, workplace-related child care, child-minding centers, health centers/stations) and home-based programs (e.g., neighborhood play groups, family child care, parent education, home visiting).
They include professionals, paraprofessionals, and volunteer caregivers directly responsible for care and education of children 0–4 in centers and home-based programs. Examples include day care workers/child development workers, child development teachers, teacher-aides, rural health midwives, social workers, community health workers, barangay nutrition scholars, parent effectiveness service volunteers, and family day care providers.
It is a set of developmentally appropriate educational objectives and practices, organized learning experiences, recommended learning materials, and appropriate assessment for children 0–4, implemented through center and home-based programs. It includes national program goals and guidelines, age-appropriate and culturally relevant instruction, and uses children’s first language as the medium of instruction.
Parent Education refers to formal and alternative means of providing parents information, skills, and support systems to assist them in their roles as primary caregivers and educators of their children. It includes public/private parent education linked to center, home, and media-based child care and education programs.
It includes: (1) ECCD Curriculum, (2) Parent Education and Involvement, Advocacy and Mobilization of Communities, (3) Human Resource Development Program (professionalization via training and a registration/credential system), and (4) ECCD Management (planning, implementation, supervision, financial management, monitoring, evaluation, reporting).
The curriculum must use the child’s first language as the medium of instruction.
The National ECCD System is implemented by the ECCD Council. The Council is strengthened and is attached to DepEd.
Members are: (1) Secretary of DepEd (ex officio Chairperson), (2) Executive Director of the ECCD Council (Vice Chairperson), (3) Secretary of DSWD, (4) Secretary of DOH, (5) Executive Director of the NNC, (6) President of the ULAP, and (7) one private individual ECCD practitioner/expert appointed by the President upon recommendation of the Board.
They include promulgating policies/guidelines; establishing ECCD program standards and ensuring interface with kindergarten curriculum; creating a national system for recruitment/registration/accreditation/continuing education/equivalency/credentialing of providers; developing awards/recognition; coordinating ECCD programs of DepEd/DSWD/DOH/NNC and monitoring delivery; evaluating program impact via an information system; building a system for early identification/screening/surveillance (0–4); maximizing resources with priority to needy/high-risk children; providing funds for poor/disadvantaged communities; encouraging private sector initiatives; issuing guidelines for solicitations and requesting private foundation support; and performing other necessary functions.
LGUs must include allocations from their SEF and GAD Fund plus other funds for: supporting implementation of ECCD Program; organizing/supporting parent cooperatives for community-based ECCD; providing counterpart funds for continuing professional development of ECCD public service providers; and providing facilities for ECCD Program conduct.
They are financed through a combination of public and private funds. Public ECCD providers must prioritize children 0–4 from families in greatest need who can least afford private ECCD. There is also support via financial/technical support packages from DepEd, DSWD, and DOH; encouragement for LGU funding; additional funds from donors/financial institutions (including for urban poor); an ECCD Program Contracting Scheme with accredited private providers at community levels; and monitoring fees/contributions to keep them affordable.
PAGCOR must contribute P500,000,000.00 per year for five (5) years from its gross income for National Child Development Centers and conversion of existing Day Care Centers into Child Development Centers in various LGUs. The amount must be directly remitted in four quarterly installments to a special account of the ECCD Council upon approval of the Act.
The ECCD Council must formulate and issue the necessary IRR within 60 days after effectivity. RA 10410 takes effect 15 days after publication in the Official Gazette or in at least two newspapers of general circulation.
RA 8980 (Comprehensive Policy and National System for ECCD) is expressly repealed. The Act also repeals or modifies any laws, decrees, executive orders, presidential proclamations, rules and regulations, or parts thereof, that are contrary to or inconsistent with its provisions.