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TRAINING WORKSHOP FOR DAYCARE WORKERS

Preschool policies, challenges and directions. TOPICS FOR DISCUSSION PART I. Where is ecE in basic education?2. What are we currently doing ?3. What have we done ?. WHERE is ece in basic education?. . . . ?. Pre. -. school. Vision: Functionally Literate Filipinos. Schools. ?. SBM.

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TRAINING WORKSHOP FOR DAYCARE WORKERS

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    1. TRAINING WORKSHOP FOR DAYCARE WORKERS Teachers’ Camp, Baguio City June 10-12,2008

    2. Preschool policies, challenges and directions

    3. TOPICS FOR DISCUSSION PART I Where is ecE in basic education? 2. What are we currently doing ? 3. What have we done ?

    4. WHERE is ece in basic education?

    5. This is the Basic Education Framework in a snapshot, with the vision of “Functionally Literate Filipinos.” It shows the scope of the sector and the extent of coordination we do with other partner government institutions, the academe and the industry. From the provision of Early Childhood Education at age 5 (of which DepED is an active player alongside DSWD, the LGUs and the private sector), we start caring for the child when he or she enters the formal school at age 6. Prior to formal instruction, we check on his/her readiness for formal instruction through the Grade 1 Readiness Assessment Tool. If found ready, the child immediately proceeds to formal Grade 1 work; otherwise, the child undergoes the 8-week preschool education course. Next is the 6 years of elementary education and the 4 years of high school education. Learning assessment takes place at Grade 6 and at Year 2. And at Year 4, the student is administered the National Career Assessment Examination (NCAE) to guide him/her and the parents in the career choices to make – of whether proceeding to post-secondary education under TESDA or to higher education under CHED, or join the world of work. Students who cannot be accommodated in public high schools are awarded scholarship subsidies known as GASTPE to enable them to continue education in participating private high schools. Those who leave the system in between are offered alternative learning and we assess and certify them through the Accreditation & Equivalency Test.This is the Basic Education Framework in a snapshot, with the vision of “Functionally Literate Filipinos.” It shows the scope of the sector and the extent of coordination we do with other partner government institutions, the academe and the industry. From the provision of Early Childhood Education at age 5 (of which DepED is an active player alongside DSWD, the LGUs and the private sector), we start caring for the child when he or she enters the formal school at age 6. Prior to formal instruction, we check on his/her readiness for formal instruction through the Grade 1 Readiness Assessment Tool. If found ready, the child immediately proceeds to formal Grade 1 work; otherwise, the child undergoes the 8-week preschool education course. Next is the 6 years of elementary education and the 4 years of high school education. Learning assessment takes place at Grade 6 and at Year 2. And at Year 4, the student is administered the National Career Assessment Examination (NCAE) to guide him/her and the parents in the career choices to make – of whether proceeding to post-secondary education under TESDA or to higher education under CHED, or join the world of work. Students who cannot be accommodated in public high schools are awarded scholarship subsidies known as GASTPE to enable them to continue education in participating private high schools. Those who leave the system in between are offered alternative learning and we assess and certify them through the Accreditation & Equivalency Test.

    6. DEPED SCENARIO & ITS CHALLENGES

    7. Preparing 5-Year Olds for Formal Instruction 2. Reaching the unschooled 3. Retaining the insufficiently schooled 4. Raising the proficiency level of the poorly schooled The first serious issue pertains to the need to prepare 5-year olds for formal instruction. Worldwide studies point to preschool education as the best foundation to make children and their parents love schooling. Thus, if a child has a favorable preschool experience, chances are great that they can finish up to Grade 4, then Grade 6 and further up the basic education ladder. It becomes imperative therefore, that we expose the children to an interesting and fun-filled early childhood education. Presently, however, our Grade 1 readiness rate is only 30%, and we expect it to increase to 35% this school year. These 30% children immediately proceed to Grade 1 work at the start of the school year. For the 70% who are not yet ready, they are exposed to an 8-week course on preschool education. This is lamentable because 8 weeks of learning opportunity are lost right at the start of classes. Another is the unabated opening of private preschools whose programs are of doubtful quality. Yet, they charge high tuition fees, making preschool education doubly costly on the part of the parents – high tuition, but no meaningful preparation. Finally, DepED is constrained to enforce universal preschool education among parents, simply because it is not yet part of the 10 years basic education ladder.The first serious issue pertains to the need to prepare 5-year olds for formal instruction. Worldwide studies point to preschool education as the best foundation to make children and their parents love schooling. Thus, if a child has a favorable preschool experience, chances are great that they can finish up to Grade 4, then Grade 6 and further up the basic education ladder. It becomes imperative therefore, that we expose the children to an interesting and fun-filled early childhood education. Presently, however, our Grade 1 readiness rate is only 30%, and we expect it to increase to 35% this school year. These 30% children immediately proceed to Grade 1 work at the start of the school year. For the 70% who are not yet ready, they are exposed to an 8-week course on preschool education. This is lamentable because 8 weeks of learning opportunity are lost right at the start of classes. Another is the unabated opening of private preschools whose programs are of doubtful quality. Yet, they charge high tuition fees, making preschool education doubly costly on the part of the parents – high tuition, but no meaningful preparation. Finally, DepED is constrained to enforce universal preschool education among parents, simply because it is not yet part of the 10 years basic education ladder.

    8. DIRECTIONS

    9. ECE TARGET ALL FIVE-YEAR OLD CHILDREN TO HAVE PROVIDED WITH PRESCHOOL EDUCATION OF EARLY READINESS SKILLS UNTIL 2015(EFA)

    10. ECE TARGET PRESCHOOL CHILDREN ARE THOSE CHILDREN AGES ABOVE FOUR AND BELOW SIX - YEAR OLDS SO GENERALLY PRESCHOOL AGE IS CONSIDERED TO BE FIVE

    11. URGENT TASKS to ATTAIN EFA GOALS TILL 2015 MAKE EXPANSION of EARLY CHILDHOOD CARE AND DEVELOPMENT (ECCD) COVERAGE YIELD MORE EFA BENEFITS:

    12. URGENT TASKS to ATTAIN EFA GOALS TILL 2015 2.Get ALL TEACHERS to CONTINUOUSLY IMPROVE their TEACHING PRACTICES

    13. HOW To COPE with the URGENCY 3.MEASURES are ADOPTED to ENHANCE CAPACITY for QUALITY TEACHING PRACTICE among FUTURE ESLIGIBLES into the TEACHING PROFESSION who will WORK in SCHOOLS

    14. HOW TO COPE WITH THE URGENCY THROUGH 1. Executive Order 685 Jan, 2008 2.Deped memo no.47s.2008

    15. JOINT EXECUTIVE GUIDELINESIN THE IMPLEMENTATION EXPANDING OF COVERAGE FOR PRE SCHOOL EDUCATION (DEPED) FOR 5-YR-OLD CHILDREN SHALL INCLUDE PRESC HOOL CHILDREN HANDLED IN DAY CARE CENTERS

    16. START: SY 2008-2009 INITIAL FOCUS: 50% of the LOWEST PERFORMING SCHOOLS BASED on the NAT 2006-2007

    17. ACTIVATION OF THE DAY CARE CENTERS AS FACILITY WHERE THERE are NO PUBLIC PS MANAGED by the DEPED

    18. THE FIVE-YEAR OLD SHALL BE ACCOMMODATED BY THE PUBLIC PRESCHOOL in AREAS WHERE THERE ARE EXISTING DAY CARE CENTERS AND PUBLIC PRESCHOOL CLASSES.HOWEVER, IN CASE THE PUBLIC PRESCHOOLS CANNOT ACCOMMODATE the 5 years old , DAY CARE CENTERS SHALL BE ACTIVATED

    19. DEPED SHALL ORGANIZE PS CLASSES IN AREAS WHERE THERE ARE NO EXISTING FACILITIES ( PUBLIC, PRIVATE, PTCA - FUNDED, LGU –FUNDED, PSCS, NGO, CHURCH – BASED,ETC.)

    20. HOW TO HANDLE PRESCHOOL CLASSES FOR 5-YR-OLD IN DAY CARE CENTERS: A. SEGREGATE - CHILDREN AGED 3-4 YEARS OLD WILL BE HELD IN THE AM SESSIONS - CHILDREN AGED 5 YEARS OLD WILL BE HELD IN THE PM SESSIONS

    21. B. SESSIONS FOR 5-YEAR OLD WILL BE HANDLED BY THE BARANGAY DAY CARE WORKERS DULY ACCREDITED BY DSWD AND TRAINED BY DEPED

    22. C.THE EXISTING SCHOOL CURRICULUM OF DEPED SHALL BE USED FOR THE IMPLEMENTATION OF EO 685 D.IF THE ECCD COUNCIL AND COUNCIL FOR THE WELFARE OF CHILDREN HAS ADOPTED THE EARLY LEARNING STANDARDS THEN THIS WILL BE UTILIZED

    23. E. ECCD CHECKLIST SHALL CONTINUE TO BE ADMINISTERED TO ALL 5- YEAR OLD CHILDREN IN DCs and PS CLASSES

    24. Existing DCWs shall be provided with teacher training on the curriculum and competencies for preschool education with the necessary INStructional materials by the Deped.

    25. The SUPERVISION of EDUCATONAL PROGRAMS, CURRICULUM and INSTRUCTIONS in DAY CARE CENTERS shall be exercised by the Deped

    26. DOH and the NNC shall continue to extend support to LGUs and the Department of Education for additional resources and technical support whenever these are available.

    27. ECe POLICIES AT A GLANCE

    28. Article 1 - P.D. 603 The child is one of the most important assets of the nation. Every effort should be exerted to promote his welfare and enhance his opportunities for a useful and happy life.

    29. BATAS PAMBANSA Blg.232- The EDUCATION ACT OF 1982 Elementary Education refers to the first stage of compulsory, formal education, and usually corresponding to six or seven grades, schooling including preschool programs normally consisting of nursery schooling and of kindergarten

    30. SECTION 4 OF RA 9155 - Governance of Basic Education Act BASIC EDUCATION is the education intended to meet basic learning needs which lays the foundation on which subsequent learning can be based. It encompasses early childhood, elementary and high school as well as alternative learning systems for out-of-school youth and adult and adult learners and includes for those with special needs.

    31. EARLY CHILDHOOD CARE AND DEVELOPMENT ACT (ECCD - RA 8980 DEFINES for a SUSTAINED INTER-AGENCY and MULTI- SECTORAL COLLABORATION from the NATIONAL , PROVINCIAL, CITY, MUNICIPAL and BARANGAY COORDINATING COMMITTEES

    32. RA 8980 - Early Childhood Care and Development Act Clearly defines for a sustained inter-agency and multi-sectoral collaboration from the national provincial, city/municipal and barangay coordinating committees.

    33. Executive Order 349 The government will incorporate preschool in the education ladder to encourage early childhood development – there is a need to strengthen the implementation of early childhood development program of the Department of Education.

    34. POLICY ACTIONS AT A GLANCE

    35. DepEd’s Initiative To pave the way for The INStiTUTIonalization of preschool : Access

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