1 ACCOMPLISHMENT REPORT 2016 | - ECCD Council

1ACCOMPLISHMENT REPORT 2016 |

ABOUT US

The Early Childhood Care and Development (ECCD) Council is a national government agency first tasked as a coordinating body on early childhood education by virtue of Republic Act 8980 of 2000, and officially established as a Council in 2009 through Executive Order No. 778. In 2013, R.A. 10410 or the “Early Years Act of 2013” also known as the EYA Law was enacted. This is “An Act Recognizing The Age From Zero (0) To Eight (8) Years As The First Crucial Stage Of Educational Development And Strengthening The Early Childhood Care And Development System (ECCD System) Appropriating Funds Therefor and For Other Purposes.” PAGCOR funds majority of the Council’s programs.

Guided by the responsibilities specified in the EYA Law, the Council focuses on the establishment of the national ECCD system that shall ensure the implementation of quality ECCD programs. The ECCD system has four major components, namely: (1) ECCD curriculum; (2) parent education and involvement, advoca-cy and mobilization of communities; (3) human resource development, and (4) ECCD management. The Council is tasked to: establish national ECCD standards, develop policies and programs, ensure compliance thereof, and provide technical assistance as well as program support to ECCD service providers.

The flagship program of the Council at the local level is the National Child Development Center (NCDC), also known as the Bulilit Center. It is a community-based and ground level venue of the implementation of ECCD activities. The major implementing partners of NCDCs are local government units where they op-erate. The NCDC is a child-friendly facility with a welcoming and nurturing environment that attracts the interest of young children 0-4 years old and develops in them the love for learning.

Of paramount importance is the partnership that the Council has developed since 2014 with local govern-ment units, especially in the establishment of NCDCs. The Council provides funds for the construction of the NCDC and teaching-learning resources. For its part, the local government provides the required land area and its development, the perimeter fence and playground structures including the salary of the Child Development Teacher (CDT) from the second year of its operation.

The Council consists of a Governing Board and a Council Secretariat. The member agencies of the Council are also its core partners, namely: the Department of Education (DepED), Department of Social Welfare and Development (DSWD), Department of Health (DOH), National Nutrition Council (NNC), the Union of Local Authorities of the Philippines (ULAP) and a private ECCD practitioner.

FOREWORD 1

EXECUTIVE SUMMARY 2

2016 accomplishments 5

ESTABLISHMENT OF NATIONAL CHILDDEVELOPMENT CENTERS DEVELOPMENT CENTERS (NCDC)

6

Physical Target vs. Accomplishment 7Technical and Engineering Mechanisms for NCDCs 9The NCDC Content 13Status of Conversion/Modelling of Existing

Day Care Centers (DCCs) to Child Development Cen-ters (CDCs)

13

QUALITY STANDARDS FOR ECCD 14Standards and Accreditation of Child Development Centers (CDCs) 15

Competency Standards for Child Development Teach-ers (CDTs) and Child Development Workers (CDWs) 17

HUMAN RESOURCE DEVELOPMENT PROGRAMS

18

Early Childhood Teacher Education Program (ECTEP) 19Early Childhood Education Program (ECEP) 21Induction Program 24Human Resource Development Program on Creating Child Development Teacher-Leaders in ECCD 29

Training of Trainers on the Utilization of the National Early Learning Curriculum (NELC) 37

CDC Management Course: Leading and Managing an Integrated ECCD Program 40

SYSTEM FOR EARLY IDENTIFICATION, PRE-VENTION, REFERRAL AND INTERVENTION OF DEVELOPMENTAL DISORDERS AND DISABILI-TIES IN EARLY CHILDHOOD

42

CONTENTS

INFORMATION, EDUCATION AND COMMUNI-CATION (IEC) 44

ECCD Council Participation in AnakTV 2016 45Development of a Compendium of NCDCs (1st Vol-ume) 45

INFORMATION, AND COMMUNICATION TECHNOLOGY

46

NCDC Enrolment, Tracking and Information System (NETIS) 47

Procurement of Information Technology Equipment 47Updating and Maintenance of Social Media Portals 48

MONITORING AND PROVISION OF TECHNICAL ASSISTANCE 50

Monitoring, Review and Evaluation of NCDC Projects 51Monitoring and Provision of Technical Assistance to Child Development Teachers 51

INTER-AGENCY COLLABORATION 56Local 57International 62

ADMINISTRATION AND FINANCE 70Personnel Management and Development 71General Services 71Supply Management 72Financial Management (Budget, Accounting and Cashiering) 72

Budgetary Appropriation vs. Obligation 72

CHALLENGES 74

FUTURE DIRECTIONS 75

ANNEX 76

FOREWORD

The Early Childhood Care and Development (ECCD) Council is mandated by R.A. 10410 or The Early Years Act of 2013 to institutionalize the National ECCD System consisting of; the ECCD Management, the ECCD Curriculum, Parent Ed-ucation and Involvement, Advocacy and Mobi-lization of Communities, and Human Resource Development.

Towards this pursuit, the Council designed the three-pronged approach to realize the System’s initiatives; access, quality, and sustainability. On access, establishment of National Child Development Centers were continued proving that more and more local government units share the vision of the ECCD Council towards preparation of 0-4 children for basic education. On quality, the ECCD Council together with ECCD stakeholders continue to enhance and enrich its policies, standards and guide-lines based on evolving landscape of early childhood care and development. On sustainability, human resource development programs of the Council were strengthened to ensure that child development practices are at par with ECCD Council policies. Moreover, the ECCD Council shall support for the cre-ation of a regulatory body that will professionalize ECCD service providers. It is not enough that their capacities are built and enriched. The Council believes that providing them with a regulatory body pro-vides them with a professional belongingness which is envisioned to increase their social capital.

2016 proved to be a reflection of the people’s unifying clamor for change and it is through ECCD, as foundation of children towards a “changed” generation, that priority has been bestowed. This year was a continuation of this Agency’s efforts to provide quality ECCD to 0-4 Filipino children through strong linkages and further establishment of strategic partnerships with the academe, with international part-ners, and ECCD champions at the local and national level. Much has been done, but more is expected. As colleagues in public service, let ECCD be our battle-cry towards a future that the next generation deserves.

TERESITA G. INCIONG, Ph.D., D.P.M.Vice-Chairperson and Executive Director


EXECUTIve SUMMARY

This Annual Report meets the requirements of RA 10410 or The Early Years Act of 2013, which says: “The ECCD Council shall, at the close of each calendar year, submit annual physical and financial reports to Congress, giving a detailed account of its proceedings and accomplishments during the year, mak-ing recommendations for the adoption of measures that will improve the National ECCD System and ensuring achievement of universal coverage of ECCD benefits to all children from zero (0) to four (4)

years, within a period of five years.”

The National ECCD System in the Philippines is an important investment for the youngest learners. The System must deliver high quality services and safe and nurturing learning environments that address outcomes and goals essential for health, nutrition, early education and social services for the optimum growth and development of young children. Results of researches are clear: the children’s ability to learn is developed in the 1st years of life when the brain developnt is most rapid and children exposed

to high-quality early learning programs, begin formal schooling better prepared for educational success.

The 2016 accomplishments of the ECCD Council are anchored on its VISION and MISSION cited below.

VISION

Filipino children aged 0-4 years whose rights are protected and promoted and whose potentials are developed to the fullest regardless of their conditions, socio-economic status,

gender, religion and cultural diversity.

MISSION

Strengthen a system that raises awareness towards the improvement of the quality of life of young children, 0-4 years old, their families and communities through coopera-

tive and collaborative delivery of services on health, nutrition, early education and social development.

Section 4.7 of RA 10410 cites that the ECCD Council Secretariat shall provide support services for the achievement of the objectives, implantation of functions and coordination and monitoring of policies

and program formulated by the ECCD Council.

3 | ACCOMPLISHMENT REPORT 2016

For the Year 2016, the following are the highlights of the ECCD Council’s accomplishments:

198 or 99% of the targeted National Child Development Centers (NCDCs) were started in selected cities/municipalities and are in different stages

9 were completed

35 have on-going construction

134 were funded and are under procurement

570 or 100% of the targeted Day Care Centers were selected for conversion into Child Develop-ment Centers and are in different stages

50 were completed

310 have on-going construction

210 are awaiting for fund releases

For the NCDC contents, 50% of the backlogs of the previous two years were addressed through the delivery of the following:

211 computers

188 furniture/fixture

52 equipment

31 sets of instructional materials

193 ECCD signages

Three (3) of the Standards for Quality ECCD were circulated and presented in various training with 3,059 officials and staff from the Regional, Provincial, City and Municipal Social Welfare & De-velopment Offices, private institutions’ administrators/owners and Child Development Teachers/Workers in attendance


Six (6) or 100% of the targeted Human Resource Development Programs were organized and conducted by the ECCD Council Secretariat and offered by 4 Partner Local Universities and 1 Southeast Asian Educational Institution

61 Child Development Teachers (CDTs) attended the Early Childhood Teacher Edu-cation Program (ECTEP) and earned 18 units for the Master in Early Childhood Edu-cation

90 Child Development Workers (CDWs) attended the Early Childhood Education Pro-gram (ECEP) and earned 18 units for the Master in Early Childhood Education

860 ECCD Service Providers (CDWs and CDTs, C/MSWDOs, Mayors, Barangay Cap-tains, Municipal Health Doctors,/Barangay Health Worker and Principals of elemen-tary schools) attended the Induction Program

61 CDTs from Regions 1, II, III, IV-B, V, CAR & NCR participated the HRD Program on Creating Child Development Teacher-Leaders in ECCD

83 P/C/MSWDOs and other Social Welfare Officers , a Mayor and officials from DSWD Central Office, UNICEF and from a private institution joined in the Training of Train-ers on the Utilization of the NELC

109 C/MSWDOs completed the CDC Management Course that provided them six (6) units in Masters in Education

Framework on the system for early identification, prevention, referral and intervention of de-velopmental disorders and disabilities in early childhood was enhanced through inclusion of existing materials and tools from other government agencies

For Information, Education and Communication, ECCD Council participated in Anak TV 2016 and continued the collection of data/information from the targeted LGU- participants for the Compendium of NCDCs (1st Volume)

Information and communication technology addressed needs on statistical data and quick exchanges of information


Design of the NCDC Enrolment, Tracking and Information System (NETIS) was devel-oped and validated

Social media portals like ECCD Council’s webpage, Facebook page, You Tube account and email addresses were updated and Online Help Desk was set up

308 or 100% of the targeted sites were visited during the NCDCs’ construction and completion and their CDTs were observed in their classroom activities and provided technical assistance on the implementation of NELC, appropriate physical classroom structure and coordination with their Local ECCD Committees

Inter-agency collaboration with ten (10) local government and non-government agencies and six (6) international agencies was established

PhP730.213 or 90.45% out of the PhP807.418 allocation was obligated to support the imple-mentation of programs, projects and administrative expenses

The major Challenges that were dealt with or addressed immediately are: i) absorptive capacity of the Local Government Units (LGUs); ii) unfavorable conditions during construction; and iii) quality of ser-vices in National Child Development Centers.

While the ECCD Council has started its flagship program, the National Child Development Centers and the Conversion of Day Care Centers to Child Development Centers in 500 pilot sites in the last three years, its Future Directions over the next five years will focus on the following: i) Development of a Five-Year Strategic Plan with the theme ”Transforming ECCD Services for Access and Quality Programs;” ii) Establishment of Student Online Data for Real-Time Access to align with the baseline data on popu-lation of children 0 to 4 years old and the supply and demand of current services on health, nutrition and early education; iii) Implementation of Evidence-based High Quality ECCD Programs in the NCDC that bring together the CDT, parents, professional and community –volunteers and youth mentors; iv) Organization of Home-Based Children’s Programs for At-Risk Families by engaging family and commu-nity workforce under the tutelage of an Itinerant Child Development Teacher using the National Early Learning Curriculum with adaptation or modification; and v) Enhanced Coordination Efforts Among Local and National Government and Non-Government Agencies for data and information sharing, researches, professional development of service providers, and provision of integrated services for health, nutrition, early learning and social services.


The NCDC Project Unit facilitated the work progress to ensure that the standard detailed engineering plans, technical specifications and Program of Works (POW) prepared for the project were complied with during the NCDC construction.The standard engineering design, the major NCDC construction document, was thoroughly discussed with beneficiary LGUs in several dialogues, particularly when there were no cluster conferences wherein the sessions on the NCDC construction would be included. The scope of work translated into detailed en-gineering plans and technical specifications were deliberated on during the individual meetings with the technical team of the individual LGUs. The ECCD technical team regularly provided necessary advice and suggestions in the programming tasks of the LGU beneficiaries, resulting in well-implemented construc-tion activities.

Physical Target vs. Accomplishment

The project implementation for the construction of the National Child Development Centers had signif-icant performance in 2016, having accomplished 198 or 99% of the physical target. There was strategic coordination with beneficiary LGUs nationwide. Despite the conduct of the national election last May, no major delays happened.Below is the table that shows the summary of the NCDC construction in Luzon, Visayas and Mindanao with the corresponding percentage shown in the chart found on the next page.

2016 National Summary for the Construction of

National Child Development Center

LUZON (CAR, NCR R1-R5) 78

VISAYAS (R6-R8) 35

MINDANAO (R9-CARAGA) 85

TOTAL 198


The foregoing shows a lower performance in the Visayas area. Hauling cost and availability of construc-tion materials affected the total budgetary allocation for each respective island sites. Sometimes, lack or scarcity of construction materials and labor/manpower within the vicinity, distance of projects and even safety and geographical concerns were also addressed in the construction activities.

With the 198 sites funded for the year, only 9 sites completed the implementation, while 35 sites are with on-going construction and 154 are still at the procurement stage or in the process of completing docu-mentation related to the contracts. These details are shown below.

2016 Status of NCDC Project Implementation

Completed 9 4.5%

On-going Construction 35 17.50%

Funded/Under Procurement 154 77%

For funding 2 1%

TOTAL 200 100%

The 2016 national elections affected the work of the LGUs which were undergoing procurement and bid-ding tasks.


From CY 2014 to 2016, 498 or 99% were completed as indicated in the table below.

Accomplishment (Funded LGUs) for the Construction of the

National Child Development Center

CY 2014-2016YEAR TARGET ACCOMPLISHMENT

2014 200 200

2015 100 100

2016 200 198

TOTAL 500 498

The graph below shows that more NCDC construction/establishment activities were implemented in regions 4A, 5, 8, 9 and 10. The increase was due to the advocacy and support of both the Provincial and Municipal Government to mainstream the ECCD programs and projects within the respective provinces.

Technical and Engineering Mechanisms for NCDCs

The conduct of the review, evaluation and updating of the following documents were undertaken:

1. Detailed Engineering Design and Technical Specifications

Standard detailed engineering designs were prepared for the project under normal site condition and are currently being used and implemented nationwide. However, for the past three years, revisions on the standard design were deemed inevitable. Modifications on the standard detailed engineering plans were implemented and considered in some cases or whenever necessary, with minimal adjustment on budgetary allocation.


For sites with more than 10% additional allowable cost adjustments, LGUs were encouraged to provide additional funding support as counterpart on top of the site development/improvement, perimeter fence and playground.

Modifications were made on the following item of works:

Revisions on CDC Conversion/Modelling Parameters

Item of Works Original Design Modifications Made

Main Doors (Front and Rear)

Powder coated aluminum frame glass door

Wooden Panel with 6mm thick panel clear glass on tanguile kiln dry wooden frame/jamb complete with accessories

Windows 7 sets of windows, pow-der coated aluminum frame color white with ¼” thick colored or frosted glass

8 sets of windows, powder coated alumi-num frame color white with ¼” thick clear glass

Children’s toilet partition and door

Phenolic board 4”CHB wall partition with wall tiles and wooden louver door

Pantry Along the right portion of the interior part of the room

Relocated at the left portion of the room near the rear exit door

Teacher’s nook Part of the content being delivered

Included in the standard POW as carpentry work

Hand washing counter 0.65m finish level eleva-tion

Revised to 0.50m finish level elevation

11| ACCOMPLISHMENT REPORT 2016

Further, compliance on painting works for both exterior and interior walls us-ing the standard color scheme was strictly implemented as shown in the pictures

The translated drawings were revised as shown in the pictures above and checked for completeness and consistency vis-a-vis the technical specifications and scope of works and estimates. Such is necessary to prevent or at least minimize disputes with contractors during project implementation. Important aspects among the drawings and agency estimates were reconsidered and corrected specifically on the consis-tency of dimensions and material specifications with the Program of Works and estimates. Blue print copies of the Detailed Engineering Drawings and standard color scheme were also provided for immediate reference.

2. Scope of Works, Detailed Estimates and Approved Budget for the Contract (ABC)

Adjustments were made to the budget as the standard design and detailed engineering plans were modified. An additional of approximately One Hundred Fifty Thousand Pesos (Php 150,000.00) was set as allowable limit to reconsider some modifications made and price escalation on construction materials and labor cost since no adjustment were made for the past three years. Further, the use of the revised Department Order of the DPWH (D.O. 179 s. 2016) issued for the prepara-tion of Approved Budget for the Contract (ABC) for government infrastructure projects proved beneficial in order to come up with a more reasonable allowable percentage consideration for indirect cost, contin-gencies, miscellaneous, contractor’s profit and Taxes.

Ocular inspections were conducted to proposed sites in order to validate the building location and to guarantee that the site selection criteria were observed prior to the actual building construction. Techni-cal inputs were recommended to further be reconsidered and to be included in the final and approved POW and budgetary allocation / Approved Budget for the Contract (ABC) for each respective sites when-ever applicable and necessary.

The site validation helped to determine any additional cost/ budgetary requirements for hauling cost/ double handling in the three geographical locations (lowland, upland and costal/island location) where cost exceeded 5% of direct cost. It was noted that additional costs on backfilling as well as the corre-sponding DED adjustments /modifications are to be included in the final POW/BOQ and ABC. Reason-able and workable POW/BOQ based on local cost for both labor and materials is envisaged to support a manageable project. Although proforma /standard POW were given to recipient LGUs, adjustments were being made by each respective City/Municipal Engineering Offices to come up with a more appropriate local costing and estimate.

Any POW/ABC prepared by City/Municipal EO with an amount that exceeded the initial funding alloca-tion of Two Million Three Hundred Thousand Pesos (Php 2.3M) were reviewed and evaluated thoroughly.


Conforme letters were issued to LGUs with POW that exceeded the funding support. Any additional bud-getary requirements were facilitated and downloaded only to recipient LGUs with signed conforme letter together with the submission of the procurement and perfected contract documents.

3. Memorandum of Agreement Document

The Memorandum of Agreement for both the construction of the National Child Development Centers and Conversion/modelling of Existing Day Care Centers to Child Development Centers had undergone revisions and amendments. Sanction and penalty clause was added to the MOA. Under Article 7 –Other Provision (penalties and Sanctions on Section 7.2 states that “The LGU shall refund the ECCD Council the total fund release for the Main Project for its failure to complete the Main Project’s implementation with-in the prescribed two hundred ten (210) calendar days reckoned from receipt of the fund transfer”; and Section 7.2.1 “Failure to complete the “Supplemental Project” including the provision of CDT shall result to non-entitlement to the grant for the following”:

7.1.1 Conversion of selected Day Care Centers into Child Development Centers within the City/Munici-pality

7.1.2 Upgrading through training of selected Child Development Workers (Day Care Workers) to be-come Child Development Teachers

7.3.3 Other support programs to be provided by the ECCD Council The NCDC ContentIn terms of provision of NCDC content, the Council completed almost half of its cumulative target for the past two years (2014-2016). Several factors, issues and concerns were also encountered during the pro-curement/ pre-bidding activities for the said component.

Status of NCDC Contents

Contents Delivered On-go-ing

For Deliv-ery

Under Pro-curement

For Procure-ment

Computers 211 59 30 200

Signage 193 211

Furniture/Fixtures 188 10 96 200

Equipment 52 242 200Instructional Mate-

rials 31 263 200

Two procurement agencies were tapped/commissioned for the purchase of both office supplies/equip-ment and for the NCDC building contents. DBM PS and PITC procurement activities were regularly re-viewed in order to meet the target and to deliver required services for respective NCDC furnishing re-


Furniture delivered to an NCDC

Since the procurement activities for the furniture/fixtures encountered several difficulties, the manage-ment recommended and downloaded the budgetary allocation for selected municipalities with resources and capacity to implement the procurement of such goods. This is to expedite the procurement/ purchase of NCDC contents to sites with completed NCDC building and with trained CDTs.

Status of Conversion/Modelling of Existing Day Care Centers to Child Development Centers

Phase two for the infrastructure component of the ECCDC is the conversion and modelling of 10 existing Day Care Centers (DCC) into Child Development Centers (CDC) within recipient NCDC sites.

Revisions on the conversion and modelling parameters were made after some issues and concerns were encountered and resolved prior to the implementation and consideration on both technical and program components.

The revisions were made in order to come up with a more appropriate scheme and prioritization needed for the conversion/modeling project since most of the LGUs has more than 10 Day Care Centers within their respective municipalities.

Both infra and program component were taken into consideration to deliver a qualitative type of ECCD services. More precise and specific guidelines and parameters were formulated for immediate reference to LGUs.

With corresponding amount of Php 1M pesos (Php 100,000.00 for each DCC site), the Php 1M pesos bud-get would be downloaded to LGUs which completed the NCDC building and LGU counterpart and submit-ted the financial liquidation report.

Status of Conversion/ Modelling of DCCs to CDCs

Status/ Activities No. of LGU No. of CDCs

Funded/Released 57 570

On-going conversion/modelling 31 310

Completed 5 50

For release 21 210


Standards and Accreditation of Child Development Centers (CDCs)

The ECCD Council Secretariat has started the circulation of two documents, namely, the Standards and Guidelines for Center-Based Early Childhood Programs for 0 to 4 Years Old and Guidelines on Registration and Granting of Permit and Recognition to Public and Private Child Development Centers/Learning Cen-ters Offering Early Childhood Program for 0 to 4 Years Old Filipino Children approved by the ECCD Gov-erning Board in Sept. 2015. These Standards and Guidelines provide opportunity for Child Development Centers and their service providers to achieve excellent facility and programs which the young children deserve.

For CY 2016, the ECCD Council Secretariat intentionally integrated the orientation of these two docu-ments in its existing ECCD HRD programs for Provincial / City / Municipal Social Welfare and Development Officers. Noteworthy are the initiatives shown by a Regional Office ofDSWD, Provincial / City / Municipal Social Welfare and Development Officers (P/C/MSWDOs), private in-stitutions and an NGO to feature the Standards and Guidelines in their organized assemblies. In these initiatives, the ECCD Council Secretariat staff and members of the Technical Working Group (TWG) that developed the Standards and Guidelines served as the resource speakers.

A total of 2,804 officials and staff from the Regional, Provincial, City and Municipal Social Welfare and De-velopment Offices, private institutions’ administrators/owners and CDTs/CDWs coming from both public and private Centers acquired working knowledge on these Standards and Guidelines.

Ms. Virgie Rada, TWG member discussing the Standards and Guidelines to the City Social Wel-fare & Development Officers and Focal Persons in ECCD of NCR


Activities Dates Conducted No. of Partici-pants

A. ECCD Initiated Activities 1. Leading and Managing an Integrated ECCD Program (LMIEP)

-Batch 1 (Pangasinan State University)

-Batch 2 University of Southeastern Phil-ippines, Davao City)

Feb. 19, 2016

Aug. 10, 2016

34

75

2. Training of Trainers

-PSWDOs

-C/MSWDOs

March 30, 2016

Nov. 17, 2016

63

833. Orientation on Quality Standards for CSWDOs/ECCD Focal Persons of NCR

July 12, 2016

22B. Region V-DSWD and P/C/MSWDOs/Private Institutions and NGO Initiated Activities1. ECCD Convention in Kidapawan City June 6-7, 2016 3002. Orientation on Standards and Guidelines for ECCD Private Service Providers from Marikina City and Antipolo City

June 28, 2016 29

3. Induction Program for CDWs and Social Workers of Kaisahang Buhay Foundation, Inc., Quezon City

Aug. 24, 2016 15

4. Training on the Utilization of NELC & Orien-tation on Standards & Guidelines for Malate Church CDWs & Volunteers in ECCD

Sept. 20, 2016 21

5. Seminar on Starting Right for Early Edu-cation for CDTs/CDWs of San Fernando City, Pampanga

Sept. 29, 2016 62

6. First Local ECCD Congress for CSWDOs & Private Sch. Administrators of Malabon City

Oct. 26, 2016 180

7. Gender Sensitivity Training for School Prin-cipals cum Standards & Guidelines in Pre-Kin-dergarten in Muntinlupa City,

Nov. 8, 2016 120

8. Regional Conference for CDTs/CDWs in Naga City

Nov. 17, 2016 1,800

Total 2,804

Below are the specific activities that include an orientation of the Standards and Guidelines.


Competency Standards for Child Development Teachers (CDTs) and Child Development Workers (CDWs)

As a sequel of the approved Standards and Guidelines for Center-Based Programs for 0 to 4 Years Old Children, the Competency Standards for CDTs and CDWs were developed by a Technical Working Group composed of the members of the ECCD Council (DepED, DSWD, DOH, NNC), selected C/MSWDOs, CDTs/CDWs, service providers from private institutions, and professors from universities in 2015. The docu-ment was later validated by selected CDTs/ CDWs, P/C/MWSDOs and parents from Malabon City-NCR, Bon-bon-Northern Samar, and Tagum City-Region XI representing Luzon, Visayas and Mindanao, respectively. These activities were undertaken with funding assistance from UNICEF.

The development of the Competency Standards for CDTs and CDWs is anchored on the belief that well-trained service providers are an essential element in achieving high learning outcomes among the main beneficiaries, the young children. The urgency to complete the Competency Standards is in recognition that quality services in the Centers are largely determined by CDTs’ and CDWs’ passing the basic require-ments as indicated in Area IV: Staff Qualifications, Staff Development and Continuing Education of the Standards and Guidelines. Likewise, they are expected to perform a set of competency standards relevant to Area III: Interactions and Relationships Between Children and Other Adults, Area V: Curriculum, Instruc-tion and Assessment, among others.

For CY 2016, the Competency Standards for CDTs and CDWs were finalized. This document was present-ed in two ECCD-initiated training, namely Leading and Managing an Integrated ECCD Program (LMIEP): Batch 1: Pangasinan State University and Batch 2 University of Southeastern Philippines, Davao City and the Training of Trainers. Two-hundred fifty-five (255) P/C/MSWDOs participated in these training batches. Discussed in the training were the Framework and the standards and competencies which the CDTs and CDWs must acquire.


Early Childhood Teacher Education Program (ECTEP)

The continued establishment of the National Child Development Centers (NCDCs) in selected sites nation-wide requires the training of Child Development Teachers (CDTs) who will manage these NCDCs to ensure the delivery of quality integrated services of health, nutrition and early learning to young children and their parents.

For 2016, another two (2) batches of training for ECTEP were completed for sixty one (61) CDT scholars.

Below is the table that shows the details of ECTEP implementation.

Inclusive Dates / Venue

Partner University

/ Venue

No. of Schol-ars by Region

Courses Offered

No. of Units

EarnedECTEP-Batch 6

Jan. 15 – Feb. 27, 2016

Mariano Marcos State University (MMSU), Laoag City

I – 14

II – 2

III – 3

IVA – 7

V – 3

CAR – 3

Total = 32

Psychology of the Pre-School Child

Pre-School Program and Curricu-lum Development

Instructional Planning and Mate-rials Development

Music, Art and Literature in the Pre-School

Assessment in the Pre-School

Management of the Preschools

Total

3

3

3

3

3

3

18

Both training were conducted for six (6) weeks. The courses provided the scholars a working knowledge on the theories, principles and strategies on ECCD with focus on providing developmentally appropriate learning experiences for children ages 0-4 years old who are the clients of the NCDCs.


Child Development Teachers showing their self-made animal origamis as an activity in their Creating Instructional Materials class

CDTs enjoying a game of hoop ring toss, a hands-on activity in their Play-based In-struction class

To complement the courses delivered by the universities mentioned in the foregoing table, other critical topics in the management and operations of the NCDCs were discussed by the ECCD Council Secretariat officials and staff. These topics are:

• ECCD 101 – Quality ECCD Program: The Way Forward,• The National Early Learning Curriculum (NELC) and the Learning Resource Packages (LRPs) Nos. 1 to 8, • The ECCD Checklist and Portage Guide to Early Childhood Education (PGEE), and • System for Early Identification, Prevention, Referral and Intervention for Children with Disabilities.

At the end of the training, the scholars were required to come up with their own NCDC Improvement Plan that will guide them on the activities that they will carry out for two school years. The Cen-ter Plan has to be presented by the scholar to the LGU officials where the NCDC is located for their information, suggestions and more importantly their commitment to support the planned ac-tivities for the NCDC.

Evaluation of ECTEP at the end of these training by the scholars and University professors noted that the knowledge and skills gained by each scholar are very useful in their tasks on curricu-lum implementation and modification for inclusion of ALL young learners’, preparation of appropriate instruction materials, assess-ment of children, and operation and management of the Center. Worth mentioning is the self-confidence of the CDTs that was im-proved by the learning experiences they were exposed to.

With all smiles, CDTs present their handcrafted instructional materials based on the song Bahay Kubo

The CDT-scholars were granted 18 units under the Master of Arts in Early Childhood Education by the part-ner universities of the ECCD Council.

From CY 2014 to 2016, a total of two hundred fifty-six (256) CDTs have been recipients of ECTEP scholar-ship from four (4) partner universities, namely Philippine Normal University- Manila, MMSU-Laoag City, USEP-Davao City and Cebu Normal University.


Early Childhood Education Program (ECEP)

Parallel to the ECTEP courses offered to the CDTs in the NCDCs, the ECCD Council expanded its concept to provide training to ten (10) Child Development Workers (CDWs) in municipalities where the NCDCs are established. This scheme aims to create a Team of Child Development Teachers and Workers who possess the competencies required to deliver excellent ECCD integrated services and model good practices for other service providers to learn. In the last quarter of 2015, a new scheme in delivering ECEP was implemented for Batch 2. Instead of the six (6) - continuous week similar to Batch 1 training conducted in the summer of 2015, the duration was changed and divided into three (3) terms. One term is equivalent to two weeks with one course delivered per week. The shorter terms allowed the Local Government Units (LGU) to send more participants/scholars without so much disruption of classes in their respective Child Development Centers.

There were two simultaneous ECEP training conducted for Batches 2 and 3 which started in December 2015 and completed in February 2016. These training were delivered by Leyte Normal University (LNU), Tacloban City and West Visayas State University (WVSU), Iloilo City.

The details of the training are found in the table below:

Partner University / Venue

Term Inclusive Dates City / Municipality No. of Scholars

ECEP-Batch 2

Leyte Normal Univer-sity / La Rica Hotel, Tacloban City

Term 1

Term 2

Term 3

Dec 1-15, 2015

Jan 4-16, 2016

Feb 1-14, 2016

Matalom, Leyte

Sogod, Southern Leyte

Inopacan, Leyte

Pambujan, Northern Samar

Total

10

10

10

10

40

ECEP-Batch 3

West Visayas State University / Sarabia Manor Hotel

Term 1

Term 2

Term 3

Dec 1-15, 2015

Jan 11-23, 2016

Feb 8-20, 2016

Pavia, Iloilo

San Jose, Antique

Kalibo, Aklan

Leon, Iloilo

Cabatuan, Iloilo

Total

10

10

10

10

10

50

GRAND TOTAL

90


Partner University / Venue


ECEP-Batch 2

Leyte Normal Univer-sity / La Rica Hotel, Tacloban City

Term 1

Term 2

Term 3

Dec 1-15, 2015

Jan 4-16, 2016

Feb 1-14, 2016

Matalom, Leyte

Sogod, Southern Leyte

Inopacan, Leyte


Total

10

10

10

10

40

ECEP-Batch 3

West Visayas State University / Sarabia Manor Hotel

Term 1

Term 2

Term 3

Dec 1-15, 2015

Jan 11-23, 2016

Feb 8-20, 2016

Pavia, Iloilo

San Jose, Antique

Kalibo, Aklan

Leon, Iloilo

Cabatuan, Iloilo

Total

10

10

10

10

10

50

GRAND TOTAL

90

The different courses offered by each Partner University delivered in 2015 prompted the Council to urge the Universities to come up with standard courses in ECE. This will ensure that all CDTs and CDWs have acquired the teaching competencies required in ECE for the 0 to 4 years old children.

On October 24, 2016, a consultative meeting with partner universities was held at the ECCD Council Sec-retariat to improve the succeeding ECEP training. Present during the meeting were Dr. Lorna Miña, Dean of the College of Education, Bicol University, Dr. Irene Acuña, Project Coordinator for ECTEP and ECEP, Mariano Marcos State University and Dr. Raquel Larang, Program Adviser, MAED-ECED, Pangasinan State University. From the ECCD Council, present were Dr. Yolanda S. Quijano, Education Consultant, Ms. Pia Leah M. Abad, Supervising Program Officer, Mr. Wilson Diola, Program Development Officer, and Dr. Teresita G. Inciong, Executive Director, who presided the meeting. The agreements made during the meeting are: i) ensure that the scholars learn more of the progressive approach and the principle of Developmentally Appropriate Practice (DAP) for the 0 to 4 years old through more exposure to Centers practicing the ap-proach; ii) topics that the ECCD Council Secretariat staff will focus on should augment the courses offered; and iii) approval of the standard courses after the comparison and integration of specific topics covered; and iv) regular scheduling of ECCD mentors to monitor performance of scholars.

Simultaneous training for Batches 4, 5, and 6 were started in three Universities in November 2016. A total of one hundred forty seven (147) DCW scholars from 15 cities/municipalities attended the training pro-gram. These training will be completed in February 2017.

The details are found in the table below.

Partner Uni-versity/Venue


ECEP-Batch 4

Pangasinan State University / Splash Suites Hotel, Tagaytay City

Term 1

Term 2

Term 3

Nov. 6 – 19, 2016

Jan. 8 – 21, 2017

Feb. 5 – 19, 2017

Agoncillo, Batangas

Batangas City

Lipa City

Lobo, Batangas

Nasugbu, Batangas

10

10

10

10

10

TOTAL = 50ECEP-Batch 5

Bicol University / Hotel Venezia, Legazpi City

Term 1

Term 2

Term 3

Nov. 6 – 19, 2016

Jan. 8 – 21, 2017

Feb. 5 – 19, 2017

Bulan, Sorsogon

Gubat, Sorsogon

Pilar, Sorsogon

Sorsogon City

Ligao City, Albay

10

10

10

10

10

TOTAL = 50


(Left) Participants’ small group session on linking assessment to instruction (upper right) group activity, using rubric on test items (lower right) participants observing an actual class in MMSU’s pre-school class

(Upper left) Group activity on drafting a session plan (lower left) class routine demonstration from one of the pre-school teachers in MMSU (right) Dr. Irene Acuña showing samples of teach-er made learning materials participants observing an actual class in MMSU’s pre-school class


Induction Program

The Induction Program is intended to i) introduce the CDWs to new and emerging global trends and views on early childhood education, ii) equip them with sufficient knowledge on the relationship between early education curriculum and kindergarten curriculum, and the implications to their current responsibilities, iii) strengthen and improve communication between the ECCD Service Providers and the ECCD Council, and iv) organize the City/Municipal or Local ECCD Committee of every NCDC site to ensure support from the stakeholders for the smooth and effective implementation of ECCD Programs and Services.

There were thirteen (13) Induction Programs conducted in 2016 with a total of eight hundred sixty (860) ECCD Service Providers who participated in the activities. These Service Providers include the C/MSWDOs, CDTs/CDWs, Mayors, Barangay Captains, Municipal Health Doctors/Barangay Health Workers and Princi-pals of the elementary schools where the NCDCs are located.

The Induction Programs were facilitated by the management of the ECCD Council Secretariat, staff and consultants of the Policy and Program Unit. These begun with Expectation Setting and Learning Circles as the participants were asked about their ideas on early childhood by specifically answering the questions (1) What do I know? (2) What do I need to know? Or what do I expect from this training? (3) What are the benefits that can be taken from the training? and (3) How will I apply my learning? The responses to these questions were shared by the participants to their own Learning Circle then each of the Learning Circle posted the summarized responses which the resource speakers also noted so they can respond to the questions during their sessions.

Many of the participants have had decades of experience, who were very knowledgeable on how to man-age the classroom as they attend to the needs of the children according to their developmental milestones. They also have knowledge in providing learning opportunities using play in identifying children’s physical, emotional and intellectual needs. There is understanding on the impact of early childhood education in the future of the children.

Although, in the training the participants identified that there is a need to master the National Early Learn-ing Curriculum, particularly the Infant-Toddler Early Development (ITED) Program and how to adapt to this new curriculum using new strategies and activities that address the different domains and well as activi-ties to reach the different milestones. They also expect to teach parents and families to do their part in the care and development of the young children. Some participants also raised concerns of getting more knowledge in creating teaching materials like ma-nipulative toys, story books, picture books, etc. Also mentioned were their concern on the proper/correct classroom arrangement inside the NCDC and other administrative concerns regarding the NCDC improve-ment and issues about LGU and community involvement. But the participants were confident to bring the skills they gained to improve their roles as Child Develop-ment Workers and increase their performance as teachers in the barangay, and the community and to the children and their parents.


The topics presented were chosen with the awareness of the needs and what are essentials to the roles as CDWs. The two-day sessions provided the participants an orientation on the framework, basic theories, principles and programs on early childhood care and development through the variety of topics discussed below which were carried out through lectures, discussions, workshops and video presentations.

1. Quality ECCD Program: The Way Forward

Focuses on the update of R.A. 10410 or the Early Year Act (EYA) of 2013 and its implementing rules and regulations, the roles of the national and local governments, as well as the international commitments for children. The participants noted the roles of each governing board agency and the functions and features of the National Child Development Center.

2. National Early Learning Curriculum and the Learning Resource Packages

Workshop on the components of the NELC was facilitated, wherein the participants shared their insights on the components of the curriculum which are the beliefs, principles and goals, curriculum content and strategies, standards and competencies, learning environment, the teacher, assessment and the family and community linkages. After synthesis of their reports, there was a brief walk-through of the NELC- LRP, noting that each LRP is a guide for implementing a specific program in the CDC.

3. NCDC Programs

Brain Development and its link to the importance of providing access to quality ECCD to all children in each barangay started the discussion for ITED. The participants were reminded how important early stim-ulation and proper care for young children prepare them later for life. The main points of the discussions were the scientific basis of the importance, efficiency and practicality of stimulating the child’s brain as early as conception to toddlerhood – where the brain is at its most rapid growth and development. The participants were also given additional tips in stimulating the child’s senses in their specific conditions.

ITED (Infants and Toddlers Early Development) Program

Teaching 0-2-year-old children is a new concept to the participants in the Induction Program because the Day Care Service in the Philippines caters mostly to the 3-4.11 years old children with very few Centers taking in the 2 year olds. ITED is emphasized to be offered in the Center because of the prime time for brain development happening during the earliest years. LRP 3 was reviewed during the ITED discussion to familiarize the participants on the suggested activities. The participants were shown video clips of the Program. The guidelines of implementation and mechanics of teaching 0-2 years old children were also discussed using sensory engagement activities.

Pre-K Programs

For the Pre-K1 and Pre K-2 Programs, the participants were guided by LRP Nos 4, 5 and 6. The participants were provided inputs on the thematic-integrative approach, focusing on developmentally appropriate strategies taking into consideration the age, culture and individual capacity of each child, teaching strat-egies that are less teacher centered but more child- centered during the execution of Daily Routines. Par-ticipants were asked to do demonstrations for Pre-K1 and Pre-K2 sessions, and were oriented on the need to look at the process of developing the domains of the children, rather than the quality of their outputs.


CDTs from Malaybalay City and Salay City preparing their outputs on Routines for Pre-K

CDTs from San Antonio and Gumaca, Que-zon listening while Routines for Pre-K1 are presented

4. Assessment in Early Childhood

A refresher on the use of the ECCD Checklist was discussed, not only for the 3-4 years old but also for the ITED students, ages of 0-2 years and how often it should be administered. The utilization of assessment results to instruction was also examined.

5. Strategies in Teaching Young Children

The National Association for the Education of Young Children in 1986 coined Developmentally Appropri-ate Practice to emphasize the importance of “developmentally appropriate” teaching strategies, activities, materials, songs, rhymes, etc. Strategies that are effective have the main feature of developing the child holistically and recognizing a classroom that is inclusive and gender sensitive.

6. Development of System for Early Identification, Prevention, Referral and Intervention for Children with Special Needs (CSNs) The participants were introduced to the system for early identification, prevention, referral and interven-tion for children with or at risk of disabilities in early childhood. Discussed were the history, policies and current state of services for CSNs in the Philippines. It was explained that the CDWs have the responsibility to refer parent and children to the available community services (e.g. immunization, feeding, health assis-tance, SPED program, etc.) that could help them. Also discussed was the efficiency of early identification, wherein the child can be screened for disabilities and can be secured to prevent disabilities. Participants who had experiences with special children could share some strategies in assisting the child as well as managing their behavior.

7. Family Support Program

The Family Support Program must be implemented in the Center to enrich the knowledge and capabilities of parents, guardians and families in providing appropriate holistic care for their children. The core con-cepts and structure of the FSP, and how the CDW can utilize this program to better improve the develop-ment of the child by connecting learning from home to the CDC were given emphasis. The benefits of the FSP, for parents, the child and the teachers, and the community are evident because it is an adult-learning based program in which the contents and pacing of activities can be decided by the parents themselves. The participants had a demo teaching, with LRP 8 as a reference, to show how they would run a sample session guide on FSP. Based on their demonstrations, it was recommended that they give more talk time for parents, which means that rather than explaining all the concepts on their own, they could ask on what parents think of a scenario or a concept.


8. Organization of Local ECCD Committee

The Local Government Unit officials were convened to increase their awareness of early childhood care and development and to create a Local ECCD Committee, which will be the backbone for the implemen-tation of local ECCD services. Presented were the functions and roles of the Local ECCD. The members of the committee are:Chairman: MayorVice Chairmen: City/Municipal Social Welfare Development Officer and Principal/School Head of the Host/Partner SchoolMembers: City/Municipal Health Officer/Barangay Health Scholar Barangay Captain Barangay Nutrition Scholar Child Development Teacher Any local officer (e.g. PTA President) deemed necessary to be included in the committee to ensure the quality implementation of ECCD services

9. Presentation of the Center Improvement Plans

The CDTs of the NCDC presented their Center Improvement Plans as approved by the members of the local government namely the Mayor, Barangay Captain, City or Municipal Social Welfare Development Officer/ECCD Focal Person and the PTA president. The status of the implementation of activities in the Plan was presented.

Below is the table that shows the dates in the conduct of the Induction Programs and the number of par-ticipants per city/municipality.

Date & Venue City/Municipality/Institution

Covered

No. of Partici-pants

January 7-8, 2016

View Park Hotel, Tagaytay City

Manila 6th District 75

March 21-22, 2016

Agoncillo Senior Citizens’Hall, Batangas

Agoncillo, Batangas 33

April 19-21, 2016

Currimao, Ilocos Notre

Talisay, Batangas 28

April 28-29, 2016

GAD Resources Center, Lemery, Batangas

Lemery, Batangas 46

May 26-27, 2016

City Hall Audio Visual Room, Lipa City, Batangas

Lipa City, Batangas 110

July 5-6, 2016

Tan Ville Resort, Rosario, Batangas

San Nicolas, Batangas

Alitagtag, Batangas

Sta. Teresita, Batangas

15

17

12


Date & Venue City/Municipality/Institution

Covered

No. of Partici-pants

January 7-8, 2016

View Park Hotel, Tagaytay City

Manila 6th District 75

March 21-22, 2016

Agoncillo Senior Citizens’Hall, Batangas

Agoncillo, Batangas 33

April 19-21, 2016

Currimao, Ilocos Notre

Talisay, Batangas 28

April 28-29, 2016

GAD Resources Center, Lemery, Batangas

Lemery, Batangas 46

May 26-27, 2016

City Hall Audio Visual Room, Lipa City, Batangas

Lipa City, Batangas 110

July 5-6, 2016

Tan Ville Resort, Rosario, Batangas

San Nicolas, Batangas

Alitagtag, Batangas

Sta. Teresita, Batangas

15

17

12

July 26-27, 2016

Pagsanjan Falls Lodge and Sum-mer Resort

Pagsanjan, Laguna 24

August 23-24, 2016

KBF Conference Room, Cubao, Quezon City

Kaisahang Buhay Foundation 15

August 30-31, 2016

Days Hotel, Tagaytay City

GMA, Cavite

Tuy, Batangas

43

24September 6-7, 2016

Citystate Asturias Hotel, Puerto Princesa City

El Nido, Palawan

Rizal, Palawan

51

71

September 13-14, 2016

Queen Margarette Hotel, Lucena City

San Antonio, Quezon

Gumaca, Quezon

27

48

October 4-5, 2016

Dynasty Court Hotel, Cagayan de Oro City

Malaybalay City, Bukidnon

Salay City, Misamis Occidental

107

33

November 8-9, 2016

Ciriaco Hotel, Calbayog City


Lope de Vega, Northern Samar

52

29 Total 860


Human Resource Development Program on Creating Child Development Teacher-Leaders in ECCD

This program is designed to: i) demonstrate proactive efforts in implementing a model NCDC that utiliz-es the developmentally appropriate curriculum in a favorable learning environment for young children; and ii) create a network and cohort of CDCs/CDWs to follow the implemented curriculum with the favor-able learning environment modeled by the NCDC. Specifically, the participants of this program are able to: i) share experiences and learn additional concepts relevant to the implementation of the NELC in an inclusive setting; ii) demonstrate enhanced competencies in creating a favorable learning environment for young learners; iii) translate theories/concepts learned to practice through the development of mod-el routines for Pre-K; iv) demonstrate enhanced competencies in providing developmentally appropriate activities to Pre-K children through demo teaching/simulation; and v) prepare individual journals after critical reflections.

The HRD Program on Creating Child Development Teacher-Leaders in ECCD was delivered to two groups of Child Development Teachers (CDTs). The first group of 61 CDTs came from Regions IV-A, IV-B, V, and NCR while the second group of 69 CDTs was from Regions I, II, III and CAR. These were conducted on November 21-25, 2016 at Great Eastern Hotel, Quezon City and on December 5-9, 2016 at Chalet Baguio Hotel, Baguio City, respectively. The management of the ECCD Council Secretariat and its staff from the Policy and Pro-gram Unit and consultants served as resource speakers and mentors during the training.

The participants were immersed in the reflective method of learning. Such method enables participants to think on how to link experiences and new knowledge and skills and use these in the conduct of activi-ties in their Centers. Learning is then always linked to action and theory to practice.

The contents of this program were divided into three parts: 1) Creating a Learning Environment for Young Learners; 2) Linking Assessment to Instruction and Fostering Inclusion; and 3) Putting the National Early Learning Curriculum (NELC) to Practice. These contents were delivered through a variety of strategies which include case studies workshops, small and large group discussions, and demo teaching/simulation. Participants were expected to produce outputs of individual reflections on the topics discussed, group commitments, and model routines with activities for the ITED and Early Learning Programs (Pre-K1 and Pre-K2).

The accomplished activities and outputs are as follows:

1. Pre-Test and Post-Test

A test was administered to the participants in both venues before and after the training program. This was to help the Council Secretariat determine what the CDTs know regarding developmentally appro-priate practice and the National Early Learning Curriculum as they are responsible for its implementation through the various programs for children age zero to four in the NCDC. The table on the next page shows the summary of the scores garnered during the pre- and post-tests for the first two batches of CDTs who attended the HRD Program.


Great Eastern Hotel Chalet Baguio Hotel

Regions 4-A, 4-B, 5, and NCR 1, 2, 3, and CAR

Lowest ScorePre-Test 15 18

Post-Test 15 25

Highest ScorePre-Test 38 38

Post-Test 39 39

Average ScorePre-Test 26.8 28.79

Post-Test 30.7 33.47

Average Increase in Score 3.9 4.67

It is notable that during the Post-Test, several CDTs attending at Great Eastern Hotel failed to follow in-structions resulting in a lower score than their Pre-Test score. This, however, was not the case among the participants in Chalet Baguio Hotel. Despite this, some of the CDTs in attendance in Chalet Baguio Hotel still obtained lower scores on their Post-Test compared to their Pre-Test scores.

2. Creating a Learning Environment

Physical Space

The CDTs were first tasked to analyze three different NCDC layouts by describing each layout, how the children would behave in such a space, and how to improve each classroom layout. The CDTs at both train-ing venues could suggest the division of classrooms into different learning areas to improve the spaces. Through the considerations provided, the CDTs learned that there are principles to follow when dividing the classroom into different learning areas to make it decentralized. The CDTs were made aware of the need for the arrangement, as well as for the posted materials, to be purposeful. They also discovered that walls with too many teacher-posted items such as posters, quotes, teacher-made mobiles, etc. may serve as distractions for children with special needs.

Through the group discussions, the CDTs also concluded that there is no one specific layout that should be prescribed in each NCDC, as the arrangement of the classroom should also depend on what works best with the children and the existing contents of their respective NCDCs.

After the discussion on physical space, the CDTs were given the opportunity to plan a decentralized class-room that they can arrange in the NCDCs they manage. Also, several of the CDTs recognized and expressed their need to rearrange their classrooms once they return to their NCDCs as shared to their mentors.

CDTs engrossed on drawing their own decen-tralized classrooms using the existing NCDC layout and its contents.


Daily Class Routines

During this session, the CDTs watched video footage of an entire session of progressive Pre-K classes (from NEST School of Whole Child Development) where each routine showcased what is done by the class and the teacher for the particular age group. Effective use of transition devices (songs, finger plays, and counting) was also shown.

The CDTs noted the frequent use of music in the classroom not just as part of the routine, but also as effective transition devices to calm children down and to move from one routine to another. They were also able to observe how the teacher creates an affective environment where children are respected and heard, especially as the teacher uses daily jobs assigned to children for them to participate and feel responsible in their classes. Through the session on class routines, the CDTs were able to clarify the flexibility of routines in terms of sequence and duration. They realized that there are certain activities done in each routine that may be modified for better management of the temporal environment of the classroom.After the discussion of the considerations in planning class routines, the teachers were given the op-portunity to apply their knowledge through planning a new class routine for their ITED, Pre-K1, and Pre-K2 sessions.

Traditional vs. Progressive

A session on differentiating Traditional vs. Progressive philosophies in teaching young children was also discussed. To better illustrate their differences, selected CDTs were asked to participate in two different activities, one focused on coming up with one similar output, while the other was to come up with their own representation of a flower.

CDTs working on their flower artwork that made them realize whether their output is an image oftraditional or progressive method

Through this activity, as well as the discussion, the CDTs were able to reflect on their own teaching practice and identified certain traditional methods they employ. Many of those who identified such also acknowl-edged the need to be more developmentally appropriate and progressive in their approach to teaching children, especially in their Pre-K1 and Pre-K2 classes.


3. Linking Assessment to Instruction and Fostering Inclusion

Gauging Assessment Skills

Prior to the session on gauging assessment skills, the CDTs were taught how to summarize assessment results for ease in utilization and identification of children who need further assessment as well as to aid in planning for individual and curricular activities. The CDTs positively responded to this, as many expressed that summarizing assessment results simplifies their task to identify the level of development the children in their classes have.

Through the discussion on assessment, some CDTs who have not conducted any assessment of their stu-dents learned how to do so from other CDTs who have. Many of the CDTs admitted that they used to con-duct assessment for compliance and documentation purposes only. After the session on gauging assess-ment skills, these CDTs expressed their eagerness to use their assessment results to better understand the children in their classes as well as to provide proper services and interventions to children’s needs.

Mr. Renn Wilson Diola providing CDTs with questions for discussion regarding assessment

CDTs analyzing assessment results for re-ferral and instruction purposes

4. Inclusion of Children with Special Needs

Through the discussions on Inclusion, the CDTs were equipped with the knowledge needed to better cater to children with special needs. Many from the participating CDTs expressed their apprehensions in accept-ing children with special needs in their NCDCs because they lack the knowledge in handling such children. However, the CDTs articulated their support in providing access to learning opportunities for CSNs as well as aid in referring CSNs and their families to other service providers. Through the discussion on strategies for each special need, the CDTs also acknowledged that they have gained more knowledge that will help them provide better inclusive services for CSNs who may go to the NCDCs.

5. Planning Activities Based on Assessment Results

Through this session, the CDTs gained knowledge on how to use a tool that can aid in simplifying their way of planning activities for the students in their Centers. Using the summary of their assessment results, the CDTs were made aware of additional skills that need to be strengthened or given special attention as they plan their activities. Through the Activity Web, the CDTs were able to group together activities from the LRPs and other activities that they came up with, according to the primary domain it targets. After classi-fying activities per domain, the CDTs were then taught how to better organize their plans through the use of a Weekly Activity Plan, which shows continuity and coherence of activities that target skills from simple to complex while in keeping with the thematic-integrative approach of the activities found in the NELC.


6. Putting Into Practice the National Early Learning Curriculum

Infant-Toddler Early Development Program

Prior to the large group discussion on the ITED Program and its importance, the CDTs were provided with questions to tackle in their respective groups. They were provided with the venue to share their experi-ences, thoughts, and concerns regarding the implementation of the ITED Program in their NCDC. In both groups, majority of the CDTs had not yet started with their ITED Program, and it is notable that those who had the program in place willingly shared their experiences in establishing and implementing it. Others even shared photos of their own ITED sessions.

During the start of the discussion, many CDTs stated that they were apprehensive in starting an ITED Program because they were unaware of what could be done. However, after gaining the appropriate knowledge on the importance of the ITED Pro-gram, especially on brain development, and the process of im-plementing the program, the CDTs shared their desire to start the ITED Program in their NCDCs. They also gained the knowl-edge on how to use the assessment results to better plan for their ITED sessions.

It is remarkable that the CDTs’ realization of the importance of the home and center partnership in the ITED Program helped in their understanding of the uniqueness and significance of implementing the said program. Given their new learnings, the CDTs were then tasked to plan for an ITED session.

Sample of a parent-child activity in the ITED session of Tuy, Batangas as shared by Ms. Hi-laria Umali

Pre-K Teaching Demo

In order to better show how to be more developmentally appropriate in their teaching practice in the Pre-K level, mentors from the Policy and Program Unit of the ECCD Council provided a Pre-K2 teaching demo that showcased a full Pre-K2 routine from Arrival Time to Goodbye Time and appropriate transition strategies.

Mentors from the Policy and Program Unit of the ECCD Council simulate a Pre-K2 class as they engage in Free Play with Ms. Micah Denise del Mundo as CDT


Throughout the teaching demonstration, other mentors took on their role as Pre-K2 children by exhib-iting behaviors accordingly. The CDTs observed that the demonstration exhibited the usual behavior of children that show conflicts that arise between them as well as when there are power struggles be-tween adults and children in the class. After the demonstration, the CDTs were asked to share their ob-servations as well as how the teacher could better improve her teaching practice. Both groups of CDTs observed the use of strategic transition devices and ways to calm children down without the teacher having to raise her voice and opined that it would be good to try it in their own classes. However, CDTs who attended the HRD Program in Baguio said that they could not suggest any improvements as the demo showed an ideal way of handling a Pre-K class from the teacher’s preparation of activities, the way the class and each individual child was handled, as well as the purposeful use of time during the ses-sion. Those who attended the HRD Program in Quezon City were able to suggest improving on the use of more sturdy materials for the class’ binocular activities. Both groups, however, did note that using a Dramatic Play strategy in telling a story is something worth trying and that asking questions that foster divergent thinking should be done more in their classes. After the teaching demo, the CDTs were given additional considerations in planning their Pre-K ses-sions. Equipped with this knowledge, the CDTs were then tasked to plan a Pre-K1 and Pre-K2 session that they may consider using for a demonstration. They were also encouraged to review the assess-ment results of their Pre-K students to better plan.

Teaching Demo with Feedback

Groups were randomly identified to prepare a teaching demonstration on the final day of the HRD program. One group demonstrated an ITED session, another Pre-K1 session, and the other a Pre-K2 session. Other groups were tasked to provide feedback and constructive criticism regarding the demo. Groups tasked to do a teaching demo were encouraged to review the plans they made for the specific age group assigned to them.For both groups of CDTs, feedback was mostly given to ensure that activities are developmentally ap-propriate and that the way teachers handle their class reflect a safe and caring learning environment—covering the affective and temporal environments.

7. Reflection Journal Writing

Among the innovations in this HRD program for CDTs is the use of reflection journals for the CDTs to ruminate on their learnings for the day. Initially, the reflection journal writing was to be done after each session. However, since reflection journal writing during a training seminar is new to them, the time allotted after each session for journal writing proved lengthy. To amend this, the second batch run of the HRD for CDTs allotted time for reflection journal writing at the end of the day. This enabled the CDTs to reflect on their learnings for the entire day, integrate each topic and reconcile these with their current teaching practice. Through the reflection journal writing, the CDTs were able to think about their answers to the questions regarding what they have learned, how they will apply what they have learned on how they teach, and any questions remained unanswered.

8. Article Reflection Journals

At the end of each day beginning day zero, the CDTs were given articles to read to further enrich their knowledge. After each assigned reading, the CDTs were also tasked to reflectively answer the same questions as those asked in their reflection journals, applying it to what they have read. Through these assigned readings, the CDTs were further informed on Developmentally Appropriate Practice, Early Childhood Inclusion, School, Family, and Community Involvement, as well as Positive Discipline in early childhood.


A number of the CDTs recognize some of the content of the reading materials as familiar, since some of these concepts were discussed in their previous trainings. Through their article reflection journals however, they also recognized the gap between what they know and how they handle their classes.

9. Mentoring Sessions

To cap off each day’s session, a time for small group discussion where one mentor from the ECCD Policy and Program Unit facilitated one group of CDTs. Each mentoring session was a venue for CDTs to dis-cuss any further queries or clarifications they may have regarding the topics discussed during the day. It also served as a venue where CDTs can express their concerns in handling their classes and learn from other CDTs.

Mr. Karl Sabalza (left) and Ms. Pia Abad (right) of the ECCD Council Secre-tariat facilitating the mentoring session

During these mentoring sessions, mentors also help in providing practical strategies to help CDTs put into practice what they have learned. The mentoring sessions also provided another venue for the CDTs to exercise their critical and reflective thinking skills as most discussions spurred questions from members of the group aside from their group mentor.

It was commonly observed, however, that during the first mentoring session, CDTs would ask questions unrelated to the topic but were of administrative concerns. Each concern was duly noted by the group’s mentor and passed on to the regional mentor of the CDT.

10. Purposive Energizers

This HRD Program also provided icebreakers for the day that the teachers could also use in their classrooms. These purposive energizers included introducing a simple song, entitled Mr. Sun where the actions were made by the CDTs. A sample song chart was also provided to help the CDTs improve on the song charts they use in their NCDCs. The next purposive energizer was done using clothespins and Popsicle sticks. The CDTs were given 10 minutes to create anything using these two materials. This energizer helped the CDTs exercise their creativity as they made use of these unstructured materials that are readily available and inexpensive. Aside from these, the CDTs were also provided a recipe chart containing the procedure in making play dough along with the corresponding ingredients. The CDTs then took turns in mixing the ingredients together to make their own play dough.


CDTs enjoying the activities provided in the Purposive Energizer sessions

The CDTs were thankful for these energizers and many of them expressed their excitement to try these in their own classes.

Through all the sessions with the accomplished activities done by the CDTs, the objectives of the HRD program were met beyond their expectations as reflected in the evaluation form accomplished by the CDTs.


Training of Trainers on the Utilization of the National Early Learning Curriculum (NELC)

Being one of the four components of the National ECCD System, the utilization of the National Early Learning Curriculum (NELC) was one of the priority programs of the ECCD Council for CY 2016. Approved by the Council’s Governing Board on September 10, 2015 (Resolution 15-02), the NELC which is com-prised of the Learning Resource Packages

Recognizing the critical roles and responsibilities of the Provincial/City/Municipal Social Welfare Develop-ment Officers (P/C/MSWDO) in the advocacy and supervision of the implementation of the NELCs in all CDCs, trainings on their utilization were arranged with funding assistance from UNICEF. These training were organized into Tiers 1 and 2. Tier 1 was designed for the PSWDOs while Tier 2 was for the C/MSWDOs in Luzon, Visayas and Mindanao.

Tier 1 for PSWDOs was conducted on March 29 – 31, 2016 held at the Bayview Park Hotel in Manila. Six-ty-three (63) participants, fifty-five (55) from the Provincial Social Welfare and Development Offices and eight (8) from the other offices attended the training.

Tier 2 (Batch 1) started the training on November 16 – 18, 2016 for the C/MSWDOs in Luzon in the same venue. A total of eighty-three (83) participants representing their local government units attended the training.

The training commenced with the presentation on the topic Quality ECCD Program: The Way Forward by Dr. Teresita G. Inciong, Executive Director of the ECCD Council, which provides the scenario on the implementation of the ECCD Programs based on Republic Act 10410 or the Early Years Act (EYA) of 2013.

Discussions and simulation on the use of the eight (8) LRPs followed. These were facilitated by the Program Development Officers and Consultants of the ECCD Council Secretariat. Further, a mock-up assessment with the use of the Standards and Guidelines for Center-Based Early Childhood Programs for 0 – 4 years old Filipino Children was carried out to familiarize the participants on the process for the registration and granting of permit and recognition to public and private Child Development /Learning Centers. Finally, a Technical Assistance Plan with the details on the implementation of the NELC was prepared by each participant as an output of the training.

The table below shows the profile and summary of the participants who attended the Tiers 1 and 2 of the training:


Tier 1 Participants Tier 2 Participants (Luzon)

PSWDOs 17 Mayor 1

Social Welfare Officers II and others

38 C/MSWDO 47

DSWD Central Office 4 ECCD Focal Person 9

UNICEF 3 Social Welfare Officers 15

Private Institution 1 Asst. C/MSWDO 2

Total 63 C/MSWDO Staff and oth-ers

9

Total 83

The Tier 2 training for the C/MSWDOs in Visayas and Mindanao are scheduled in 2017.

As backup materials for the Provincial/City/Municipal Social Welfare and Development Officers could use in their training of the service providers who could also be trainers in their respective stations, the “Train-the-Trainers in ECCD Session Guides” were developed by selected ECCD staff and consultants in the Policy and Program Unit. These Train-the-Trainer Session Guides address the need for professionally designed trainings that en-hance, extend, and build the capacity of cadres of competent trainers. These trainers are expected to effec-tively facilitate knowledge acquisition, application and skills in the use of these guides.

These Session Guides were initially prepared and utilized by selected ECCD Council Secretariat staff who have been tasked as the first cadre of trainers in the different types of Human Resource Development Programs for Service Providers implemented in the last two years by the EECD Council. These guides doc-ument training practices from the initial utilization and try out. These went through the iterative process and their further development and modifications maintain the integrity and relevance of these guides. The second cadre of trainers are the Provincial/City/Municipal Social and Welfare Development Officers and the members of their Training Team who have the core responsibility to conduct capability building to Child Development Teachers and Workers and other service providers who deliver the integrated services of health, nutrition, early education and social services development to children, 0 to 4 years old.

The Session Guides focus on three ECCD components: Component 1 is ECCD Legal Mandates, Programs and Curriculum and Assessment, Component 2 is Parent/Family Support Program and Component 3 is Quality Standards in ECCD. Each Session Guide contains the following: 1) Training Outcomes, 2) Training Materials, 3) Training Strate-gies, and 4) Time Allotment. Two training strategies are used in the guides, namely, the KLP or What We Know, What We Want to Learn and How to Practice What Was Learned and the 4As or Activity, Analysis, Abstraction and Application.


Below are the titles of the Session Guides:

COMPONENT A: ECCD Legal Mandates, Programs and Curriculum and Instruction SESSION GUIDE 1: Quality ECCD Program: The Way Forward SESSION GUIDE 2: The National Early Learning Framework (NELF) SESSION GUIDE 3: The National Early Learning Curriculum (NELC) and the Learning Resource Packages (LRPs)SESSION GUIDE 4: Assessment Through the ECCD ChecklistSESSION GUIDE 5: Linking Assessment and InstructionSESSION GUIDE 6: Infants and Toddlers Early Development Program (ITED)SESSION GUIDE 7: Pre-Kindergarten 1 and 2 Programs for the Three (3) To Four (4) Years OldSESSION GUIDE 8: Strategies for Pre-K Programs SESSION GUIDE 9: Inclusion in ECCDSESSION GUIDE 10: System for Identification, Prevention and Referral (IPR) of Children with Special Needs (CSNs)SESSION GUIDE 11: SESSION GUIDE 11: Educational Modifications/Interventions for CSNs COMPONENT B: Parents and Family InvolvementSESSION GUIDE 12: Effective Parenting/Family Support Program

COMPONENT C: Quality Standards in ECCD SESSION GUIDE 13: Guidelines and Standards for Center-Based Programs for the 0 to 4 Years Old ChildrenSESSION GUIDE 14: Teacher Standards for Child Development Teachers /Workers (CDTs/Ws) For CY 2016, seven (7) of the Session Guides were already completed. The others are for review and editing.


CDC Management Course: Leading and Managing an Integrated ECCD Program

Recognizing the important roles of the City/Municipal Social Welfare Development Officers (C/MSWDOs) in the integrated ECCD services and their other numerous responsibilities in the Local Government Units (LGUs), the ECCD Council, in partnership with Southeast Asian Ministers of Education Organization Centre for Education Innovation and Technology (SEAMEO INNOTECH) and other Teacher Education Institutes (TEIs) designed a human resource development program that will address the need of the C/MSWDOs whose cities/municipalities have established NCDCs. The program’s name is “Leading and Managing an Integrated ECCD Program” (LMIEP) and

has the following enabling objectives: i) explain the broader ECCD work context vis-à-vis current and emerging challenges, opportunities and requirements of children 0 to 4 years and the ECCD program in general, ii) share and learn from the successful practices in leading and managing an integrated ECCD ser-vices, iii) demonstrate enhanced competencies in building sustainable partnership for ECCD, iv) translate the quality standards of ECCD program in the preparation and implementation of the individual action plan, and v) reflect on SWDOs expanded roles and functions as ECCD integrative leaders and work on their areas for continuous professional development.

Lecture on “Understanding the Broader ECCD Context” facili-tated by Ms. Edith Pimentel and sharing activity on “ECCD Ex-periences” facilitated by Ms. Analiza Serenias, Specialists from SEAMEO INNOTECH


The training program is equivalent to six (6) units in Masters of Education from the partner TEIs and an international certification from SEAMEO INNOTECH. The 3-month training is designed to suit the busy schedule of the C/MSWDOs and has three phases: i) Phase 1:Five–Day Face-to-Face Learning Interaction, ii) Phase 2: Practicum Phase Cum Online Mentoring and Monitoring, and Phase 3: Three-Day Face-to-Face Program Integration. For CY 2016, a total of 109 C/MSWDOs completed the LMIEP. Batch 1 was composed of thirty-four (34) C/MSWDOs from Regions I, II, III and CAR and were mentored by the faculty of SEAMEO-INNO-TECH and Pangasinan State University and two mentors from ECCD Council Secretariat from Feb to May 2016. The 75 participants of Batch 2 came from Regions VI, VII, VIII, IX, X, XI, XII, NIR and CARAGA with the University of Southeastern Philippines as the partner institution of SEAMEO INNOTECH. Their train-ing was conducted from Aug. to Oct. 2016.

A presentation of “Best Practices in ECCD” by Ms. Teresita Cañas, MSWDO of Trento, Agusan del Sur (left) and a mentoring session conducted by Mr. Mark Rey Batonghinog, from the ECCD Council Secretariat (right)


System for Early Identification, Prevention, Referral, and Intervention of Developmental Disorders and Disabilities in Early Childhood

The ECCD Council has continued its collaboration with United Nations Children’s Fund (UNICEF) for the second phase of the system for disabilities in early childhood. The objectives for the second phase are: i) enhance the System Framework to cover 0-6 year old children; ii) operationalize the System through development of a Manual for ECCD service providers; iii) enhance the training design of the System based on the lessons and experiences from the results of the piloting of the System in 3 UNICEF Sites; and iv) disseminate the System Framework, Tools, and Training Modules on Early Identification, Prevention, Referral and Interventions of Disabilities in Early Childhood in the field.

Taking into account the experiences from the modeling of the system in three (3) pilot areas across the country, an enhancement workshop for the system framework was conducted in March 2016. Additional processes were included specifically to cover the identification, prevention, and referral for infant and toddler clients enrolled in the Child Development Centers. The framework was also enhanced to include existing materials and tools from various agencies, namely DSWD, UNICEF and the National Council on Disability Affairs (NCDA), relevant to disability responses. These shall serve as references to guide service providers.

Participants (from NCDA, DSWD, UNICEF Education and Health Section) during the workshop en-hancing the framework, and taking stock of existing projects and tools for disabilities in early child-hood

The development of the Manual for ECCD service providers containing modules on how to run sessions related to the four aspects (early identification, prevention, referral, and intervention) was drafted and will be subject to review before rolling out in the field. The roll-out of the enhanced system prioritizing eighteen (18) UNICEF sites is scheduled in 2017.


ECCD Council Participation in AnakTV 2016

1. Sinebata 2016

The ECCD Council, represented by Dr. Zenaida T. Domingo, Ms. Leticia B. Pichay and Mr. Mark Rey DG. Batonghinog, participated in Sinebata 2016. Sinebata is the festival of video works created for, by and about children. It is an undertaking of AnakTV that aims to provide media space to children and to pre-pare the country as it hosts the Southeast Asian Prix Jeunesse festival next year.

2. Launch of Kids Nation Channel (KNC)

The ECCD Council, represented by Dr. Zenaida T. Domingo, Ms. Leticia B. Pichay and Mr. Mark Rey DG. Batonghinog, participated in the launching of the Kids Nation Channel (KNC) on December 9, 2016 at the Quezon City Experience (QCX). The KNC is envisioned to produce television shows for children. Specifically, the new channel aims to develop a pre-school on air as another modality to provide ECCD service to various areas in the Philippines with or without a National Child Development Center. It also aims to develop an instructional program which will essentially provide human resource development for ECCD service providers.

3. Anak TV Seal Awards

The ECCD Council, through its Vice-Chairperson and Executive Director, Dr. Teresita G. Inciong, attended the 2016 AnakTV Seal awards on December 10, 2016 at the Quezon City Experience (QCX). Dr. Inciong gave Anak TV Seal awards to outstanding children’s shows in the country. The Anak TV Seal is long established in Philippine television as the mark honoring programs which exhibit child-sensitive and family-oriented reception. Also in attendance were ASM Specialist, Dr. Zenaida T. Domingo and ICT Unit head, Mr. Newelle M. Magas.

Development of a Compendium of NCDCs (1st Volume)

For 2016, the collection of data/information from the targeted LGU-participants for the Compendium continued. Upon finalization of the design, the Compendium of NCDCs is scheduled for printing on the 2nd Quarter of 2017. The Compendium is an advocacy material to be disseminated to different stake-holders and aimed at highlighting the LGU beneficiaries of NCDCs. Moreover, it seeks to exhibit the impact of the Center in the community.


NCDC Enrolment, Tracking and Information System (NETIS)

For Fiscal Year 2016, the ICT Unit together with the Council’s Information Technology (IT) Consultant, Ms. Sandra Francesca A. Lovenia and her team began the design and development of the NCDC En-rolment, Tracking and Information System (NETIS). The NETIS is a web-based information system that will be used by the ECCD Council and its partners in monitoring and tracking the status of NCDCs operating across the country. It will contain a database of all NCDCs, the children enrolled, Child De-velopment Teachers (CDTs) the partner LGUs and the resources used in the centers. Further, the NETIS is also designed to cover all the ECCD data of the city/municipality where the NCDC is located. The system is expected to be up and implemented in the third quarter of 2017

Consultative meetings/ dialogues on NETIS with selected stakeholders from the LGUs

In relation to its development and design, the ICT Unit also conducted consultative meetings/ dialogues from select LGUs in Luzon, Visayas and Mindanao was validated before the finalization of the software. The meetings/dialogues were also aimed to familiarize the LGU partners regarding the implementation of the NETIS.

Procurement of Information Technology Equipment

The ICTU, in collaboration with the other units of the Council also continued the procurement of IT equipment such as laptop computers, productivity software, printers and pocket-wifi for internet connectivity. The previously procured IT equipment was also delivered to its corresponding LGU-re-cipients for use in the National Child Development Centers.The table below shows the delivery of the IT equipment to NCDCs across the country:

LUZON 139VISAYAS 42MINDANAO 30

TOTAL 211


Updating and Maintenance of Social Media Portals

The ICT Unit regularly updates and maintains social media portals to bring information together from diverse sources. These portals consist of the Council’s webpage, Facebook page, YouTube account and email addresses. Information, news, standards and guidelines as well as the early learning curriculum approved by the ECCD Governing Board Members were uploaded. The Facebook and emails facilitated the exchanges of communication between service providers and the staff of the Council’s secretariat on schedules of training, delivery of procured equipment, furniture and instructional materials, moni-toring visits, submission of reports and others. An Online Help Desk was set up to support the CDTs in their tasks in the NCDCs and to answer queries immediately. Other accomplishments of the ICT Unit include maintenance, troubleshooting and configuration of the Local Area Network in relation to the daily operation of the office and assistance in the packaging of informational brochures, audio-visual presentations and video packages.


Monitoring, Review and Evaluation of NCDC Projects

The NCDC Project Unit developed a more systematic way of documentation and filing of documents and other correspondents. Recipient LGUs were grouped into batches according to the year of project implementation. Routing slip was made to track and file incoming and outgoing documents. Review of formal communications was also undertaken to reduce and avoid wrong grammar and phrases, wrong recipient/receiver of letters and more. Continuous coordination was conducted to obtain timely data and status report prior to the project implementation. These data are used for the monthly review, evaluation and project assessment. Hands-on monitoring by the ECCD technical team was undertaken in 270 NCDC sites that enabled the project to carry out immediate resolution on various implementation issues and concerns.

The 2016 Monitoring and Provision of Technical Assistance has three main objectives, namely: i) ob-serve the implementation of the Pre-Kindergarten curriculum by the CDTs and provide technical as-sistance to maximize engagement of children in the learning activities; ii) discuss challenges encoun-tered by the Child Development Workers (CDCs) and seek solutions from the Local Government Unit (LGU); and iii) organize a Local ECCD Committee to support the NCDC’s programs.

The activity was conducted from the month of August to November 2016 and administered by four (4) Monitoring and Technical Assistance (M and TA) teams with two (2) Program Unit Mentors for each team and/or with one (1) ECCD management and staff. One hundred percent (100%) or a total of 38 NCDCs with their CDTs from priority municipalities in Luzon. Visayas and Mindanao were visited as targeted.

Eighty-one percent (81%) or 31 of the CDTs organized the required ECCD Programs in their Centers which are: i) the Early Learning Programs for ITED (Infants and Toddlers), Pre-K1 (3 years old) and Pre-K2 (4 years old) and ii) the Family Support Program (FSP).

ECCD technical team monitoring the construction and providing advice to the LGU


Large group and individual activities in Pre-K2 with Ms. Haide Cadiao, CDT of NCDC - Sablayan, Misamis Occidental

There were three (3) and/ or four (4) class sessions offered each day in the NCDCs and the Pre-K 2 had the highest number of children enrolled. But there were 19% or seven (7) NCDCs which did not yet organize the ITED Program for reasons like: the CDTs were not able to survey infants and toddlers in their own community; there were C/MSWDOs who decided to give priority services to Pre-K1 and K2; and both the C/MSWDTs and CDTs did not have sufficient knowledge to start the program.

From the interviews, it was noted that the CDTs were dedicated in their duties and responsibilities to implement the ECCD programs despite delays in the provision of the furniture, fixture and other supplies coming from the ECCD Council Secretariat Office. They were able to get the assistance of non-government organizations (NGOs) and parents who provided toys, reading books and other learning materials. Likewise, parents of the children were observed to be very enthusiastic in provid-ing the basic health and nutrition needs of their young children at home

The observations of CDTs in their classes indicate some needs on classroom management, hence, technical assistance was pro-vided by the M and TA Team on the following areas: a) effective use of the National Early Learning Curriculum (NELC); b) applica-tion of thematic integrated approach from a variety of activities suggested in the NELC; c) planning and implementation of daily routine; d) effective delivery of teaching strategies; e) appropri-ate physical classroom structure; and e) communication and co-ordination with the Local ECCD committee members, other LGU officials and parents. Handwashing activity of Pre-K2

children

For the challenges encountered by the CDTs, the C/MSWDOs were committed to provide technical assistance to the CDTs on the effective use of the NELCs incorporate the Pre-K children in the Feeding Program funded by LGU, work with members of the Local ECCD Committee in supervising the Cen-ters’ activities, and coordinate with the City/Municipal Health Unit in the implementation of dental services, deworming, immunization and environmental sanitation. Likewise, the City / Municipal engineers assured the M & TA Team to oversee the construction and maintenance of the NCDC build-ings.

There were 24 Local ECCD Committees organized composed of the City/ Municipal Mayor as the chairperson, the City/ Municipal Social Welfare and Development Officer ( C/MSWDO) and School Principal of the receiving school for the Kinder entrants as vice chairpersons, and the City/ Municipal Health Officer (C/MHO), Barangay Chairman, Barangay Nutrition Scholar (BNS) and, Child Develop-ment Teacher (CDT) as members. The Monitoring and Technical Assistance Team provided orienta-tion on the ECCD System and the ECCD Committee roles and responsibilities in the NCDC.


From February 2014 to November 2016, a total of ninety-three (93) NCDCs were monitored and their CDTs were provided technical assistance. The number constitutes 36 % of the total 260 NCDCs established with CDTs who already had their training under the ECTEP program which is the total target for the M and TA. In terms of the organized Local ECCD Committee that ought to be organized in municipalities where the 260 NCDs are located, only seventy- five (78) cities/ municipalities or 30% have their own Local ECCD Committee.

Below is the list of the total NCDCs Monitored and Provided Technical Assistance with the Organized Local ECCD Committee.

No. NCDC/

Municipality/ City

CDT

Date Mon-itored (CY

2016)Team Remarks

1 Subic, Zambales Mary Antonitte D. Antonio

April 18-22, 2016

Pia Leah M. Abad and Ronalyn B. Datur

Monitored and Orga-nized the ECCD Com-mittee

2 Mariveles, Bataan Katherine D. Lapid Monitored and Orga-nized the ECCD Com-mittee

3 Samal,Bataan Richelle M. Salenga Monitored and Orga-nized the ECCD Com-mittee

4 Cauayan City, Isabela

Jean S. Zurilla

April 18-22, 2016

Karl Jeffrey D. Sabalza and Renn Wilson G. Diola


5 Santiago City, Isabela

Norilyn O. Bajo Monitored

6 Santa Maria, Isabela

Maginet V. Taguinod Monitored and Orga-nized the ECCD Com-mittee

7 Dolores, Abra Josephine E. Peralta

May 16-20, 2016

Karl Jeffrey D. Sabalza


8 San Juan, Abra Jocelyn T. Pataray Monitored and Orga-nized the ECCD Com-mittee

9 Sablayan, Occi-dental Mindoro

Haide M. Cadiao August 4, 2016

Ronalyn B. Datur

Monitored

10 Maco, Com-postella Valley

Rubina L. Cubelo August 10, 2016

Dr. Teresita G. Inciong and Dr. Yolanda S. Quijano

Monitored

11 San Fernando City, Pampanga

Alicia C. Dungca

August 22-26, 2016

Pia Leah M. Abad and Barbra Mae C. Dumlao


12 Mabalacat City, Pampanga

Minerva A. Franada Monitored

13 Apalit, Pampanga Ma. Socorro S. De Leon Monitored and Orga-nized the ECCD Com-mittee


14 Alaminos City, Pangasinan

Edna M. Martinez

August 23-25, 2016

Pia C. Chavez and Rona-lyn B. Datur

Monitored

15 Bolinao, Pan-gasinan

Veronica G. Labio Monitored

16 Sta. Rosa City, Laguna

Nema B. Martinez September 1, 2016

Remylen M. Malaquilla, Micah Denise S. Del Mundo and Barbra Mae C. Dumlao

Monitored

17 Oroquieta City, Misamis Occi-dental

Cherry Mie V. Pastrano

September 5-9, 2016

Pia Leah M. Abad and Micah Denise Del Mundo

Monitored

18 Clarin, Misamis Occidental

Rose Mae Fabria Monitored and Orga-nized the ECCD Com-mittee

19 Tangub City,Mis-amis Occidental

Flordiliza G. Angcog Monitored

No.

NCDC/

Municipality/ City

CDT

Date Mon-itored (CY

2016)Team Remarks

20 Palompon,Leyte Sharon Marquez

September 6-9, 2016

Ronalyn B. Datur and Newelle M. Magas


21 Calubian, Leyte Jinah Tanzo Monitored and Orga-nized the ECCD Com-mittee

22 Puerto Princesa City, Palawan

Karen Mae G. Guzman September 8, 2016

Barbra Mae C. Dumlao and Remylen M. Malaquilla

Monitored

23 Lucena City, Quezon

Nora L. Palacio September 15, 2016

Ronalyn B. Datur and Simeona T. Ebol


24 Sogod, Southern Leyte

Marigold Mae Carpiz

September 19-23, 2016

Karl Jeffrey D. Sabalza and Renn Wilson G. Diola

Monitored

25 Macrohon, Southern Leyte

Cherryl M. Buscagan Monitored and Orga-nized the ECCD Com-mittee

26 Dulag, Leyte Rechie A. Bohols Monitored and Orga-nized the ECCD Com-mittee

27 Jordan, Guimaras Genelyn G. Bayot

‘September 19-22, 2016

Barbra Mae C. Dumlao and Micah Denise S. Del Mundo

Monitored

28 Nueva Valencia, Guimaras

Mary Ann D. Gentizon Monitored and Orga-nized the ECCD Com-mittee

29 Buenavista, Gui-maras

Cherry Grace C. Ma-cawili

Monitored

30 Asturias, Cebu Loraine O. Taparan

October 17-20, 2016

Karl Jeffrey D. Sabalza


31 Tuburan, Cebu Ivonne C. Martinquilla Monitored and Orga-nized the ECCD Com-mittee


32 Trento, Agusan del Sur

Ritchel A. Aludo

October 17-21, 2016

Simeona T. Ebol and Ever-ben R. Rogero

Monitored

33 Bunawan, Agu-san del Sur

Dianna Claire Cabonce Monitored

34 Veruela, Agusan del Sur

Dela Peña-Fuentes, Rona


35 Panay, Capiz Christine P. Bagares

October 18-21, 2016

Micah Denise S. Del Mundo and Ronalyn B. Datur

Monitored

36 Cuartero, Capiz Lilibeth A. Salomeo Monitored and Orga-nized the ECCD Com-mittee

37 Calbayog City, Samar

Alma M. Miano November 10, 2016

Dr. Yolanda S. Quiijano and Remylen M. Malaquilla and Karl Jeffrey D. Sabalza,


Additional Sites where the Local ECCD Committees were organized

1. Agoncillo, Batangas March 22, 2016

2. Pambujan, Northern Samar Nov. 9, 2016

3. Lope de Vega, Northern Samar Nov. 9, 2016


LOCALECCD Intervention Package for the First 1000 Days

The ECCD Council plays a major role in the National Nutri-tion Council’s (NNC) Early Childhood Care and Development (ECCD) Intervention Package (IP) for the First 1000 Days. As an offshoot of the 2015 April 22 meeting with the Depart-ment of Budget and Management (DBM) together with the member agencies of the Council (DepED, DSWD, DOH, and NNC), the ECCD IP for the F1K was conceptualized. The IP fo-cuses on the first 1000 days or the period of pregnancy (270

days), and the first two years of life (730). This focus recognizes the golden window of opportunity during which key health, nutrition, early learning, and social development services should be avail-able for the optimum development of the child.

Launching of the F1K at Quezon Province led by Gov. David C. Suarez and Asst. Secretary Maria-Bernardita T. Flores and some officers from the ECCD Council Secretariat

Since its conceptualization, the Council has regularly been in attendance in key meetings and activi-ties on the development, planning, implementation including the monitoring and evaluation phase of the program, namely: the Consultative Dialogue on the ECCD IP F1K target goals, objectives, and indicators held in June 2016. The participants were representatives from GAs, NGAs and LGUs; the ori-entation of NNC technical staff on the ECCD Checklist, and; the series of meetings on the ECCD IP F1K Implementation Guidelines. In July 2016, the ECCD IP F1K Program was formally launched by the NNC in partnership with the provincial government of Quezon during the start of the annual nationwide celebration of Nutrition Month. The launching was participated by hundreds of women including pregnant mothers and ECCD stakeholders and a triathlon was setup showcasing the various interventions of the program. The pro-gram will be initially implemented in ten (10) provinces, including Quezon for the period of three (3) years.


Early Childhood Educators Congress: “Quality Beyond Boundaries” 16-18 February 2016, Baguio City

The ECCD Council Secretariat through its partnership with Plan International, UNICEF, Save the Children, National Association for Special Educators Incorporated (NASEI), Child Fund International, and Foundation for Advanced Professional Development Incorporated initiated the “2016 EARLY CHILDHOOD EDUCATORS CONGRESS: Quality Beyond Boundaries” which was envisioned to promote the ECCD System in the country. It was held on 16-18 February 2016 at the Baguio Teachers Camp, Baguio City. Its objectives are: i) widen the reach in disseminating the information on Early Years Act of 2013 (R.A.10410) to all ECCD service providers; ii) introduce the Philippine model on Early Childhood Education (ECE); iii) discuss new, global, and local trends in ECE including current issues; iv) orient ECCD service providers on the Standards and Guidelines for Granting, Permit to Operate (PTO) and Recognition among the Center-Based ECE Program; and v) organize the Association for Early Years Advancement (AEYA).

The 2016 ECE Congress was participated by 306 ECCD Service Providers from the Department of Education and other private education institutions, Local Chief Executives and their Provincial/City/Municipal Social Welfare and Development Officers, Child Development Teachers/Workers and the ECCD Council Officials and Secretariat staff. The three-day Congress focused on three strands, namely, i) Evolving Landscape for Quality ECCD; ii) In-novations and Challenges in Diverse Contexts; and iii) Looking Beyond 2015. The first two days’ activities started with plenary speakers who provided the context and other significant information related to the strands.

From left: Hon. Ronilo O. Caspe, Mayor of Caba-tuan, Iloilo; Hon. Rowena R. Tuason, Mayor of Masbate City; Hon. Juan Carlo S. Medina, Coun-cilor of Vigan City; and Hon. Jose Mari G. Pelaez, Vice Governor of Misamis Oriental, Champions of ECCD presenting their success stories in imple-menting ECCD System’s Programs and Services in their respective localities

During the Plenary Session of Day 1 Mr. Eli Mechanic, OIC, Deputy Country Di-rector for Program, Plan International (right) discussing the topic on Alterna-tive Early Learning for Children of Indig-enous People during the Plenary Ses-sion of Day 2


There were twelve (12) concurrent sessions with three (3) speakers in each concurrent session where par-ticipants chose the topics that are meaningful to them and they interacted with the speakers. These topics range from the integrated services on health, nutrition and early learning for infants, toddlers and young children at the local and global perspectives to the standards-based ECCD programs including profes-sional development of ECE Practitioners. The ECCD Champions from the Local Government Units (LGUs) also showcased their initiatives and best practices on ECCD in their respective communities. The last day emphasized the next steps that the ECCD service providers and stakeholders have to undertake towards the realization of quality ECCD in the country. The resource persons articulated the significance of strong partnership between and among the ECCD Service Providers from different sectors for the sustainability of ECCD programs.

Likewise, the Association for Early Years Advancement (AEYA) was organized with officers representing the three main islands of Luzon, Visayas and Mindanao. AEYA aims to advocate and sustain support to the ECCD programs and services in the country in collaboration with the local communities and non-govern-ment organizations.


ECCDC and CHED Partnership for Instruction, Research and Sectoral Engagement Grants (IRSE)

The ECCD Council, in coordination with the Commission on Higher Education (CHED) entered into an agreement for research through CHED’s Instruction, Research and Sectoral Engagement Grants (IRSE). On June 14, 2016 CHED Chairperson Patricia Licuanan and ECCDC Vice-Chairperson and Executive Director Teresita G. Inciong signed a Memorandum of Agreement for CHED to finance the faculty researchers who will be detailed to the ECCD Council to conduct researches on the following topics: ECCD financing at the local level; Higher Education institutions scholarship grants for ECCD service providers, Family support initiatives in the Philippines, and communication strategies for social change.

UNESCO Headquarters Education Section, Pilot Coun-tries representatives, and Institutional Advisory Group (IAG) members meeting on the STEPP in Addis Ababa, Ethiopia

The IRSE is part of CHED’s initiatives to give deloaded faculty a chance to improve their skills and engage in work outside of the classroom during the K to 12 transition period (from SY 2016-2017 to SY 2020-2021). Faculty may engage in research, work with sectoral partners, or receive training to enhance content and pedagogy. To date, faculty nominees have been submitted to the ECCD Council for screening. Expected time for the engagement to commence will be on the 1st quarter of 2017.


Orientation on RISE Surigao Program

On March 16-18, 2016, the ECCD Council conducted an orientation workshop on the Resources, Innova-tion, and Support to ECCD Programs and Practitioners (RISE) for the 0-4 children of Surigao Del Norte at Surigao City, Surigao Del Norte. The orientation led by Hon. Sol F. Matugas, Provincial Governor of Surigao Del Norte, was conducted to local chief executives, municipal social welfare and development officers, and other ECCD service providers of the Province. The ECCD Council’s Dr. Zenaida T. Domingo, Mrs. Simeona T. Ebol, Mr. Mark Rey DG. Batonghinog, and Ms. Chriztaine B. Mancao served as resource persons.

The RISE Surigao Program is a program developed by the ECCD Council in partnership with the Provincial Government of Surigao del Norte. The RISE Surigao Program will implement the ECCD System utilizing the existing mechanisms at the local level. It aims to enjoin communities to provide quality ECCD services to 0-4 children in the Province. The desired impact is to conduct a case study of its implementation to encourage other provinces to implement the same program with Surigao Del Norte as the Model Province for ECCD Program Implementation.

UNTV and Anak TV

On December 5, 2016 another milestone was in the pipeline projects when the ECCD Council conducted a meeting with UNTV and AnakTV to develop a preschool on-the-air program. It is envisioned to be aired in Kids Nation Channel which is about to be launched. The preschool television program will highlight child development practices in local government units (LGUs) with National Child Development Centers.

The meeting was attended by Dr. Teresita G. Inciong, Dr. Zenaida T. Domingo, Mr. Rommel J. Isip, Mr. Fe-lixberto Sanchez, Mr. Newelle M. Magas, and Mr. Mark Rey DG. Batonghinog from the ECCD Council; Ms. Ruth Soriano (President), and Ms. Marissa Federes (Executive Producer) from UNTV. Mr. Mag Hatol, AnakTV Director, who made the meeting possible, was also in attendance. During this meeting it was agreed that production shall be done by UNTV with technical assistance from the ECCD Council. Moreover, UNTV mag-nanimously pledged donation of TV boxes to various LGUs to ensure that more children will have access to the preschool on air program.


INTERNATIONALConsultative Meetings for the Survey of Teachers in Pre-Primary Education

(UNESCO STEPP Project)

The ECCD Council in partnership with United Nations Educational, Scientific and Cultural Organization (UNESCO) has started collaboration for the project entitled, “Survey of Teachers in Pre-Primary Educa-tion”. This research shall develop a comprehensive profile of early childhood education personnel in low- and middle-income countries, the results of which are aimed to facilitate policy action in relation to early childhood educators. On January 2016, the Philippines was confirmed as one of the pilot coun-tries. The project was determined by the Council to be a relevant expansion of the study, “State of the Art Review of Day Care Service in the Philippines” published in 2009.

A consultative meeting was held on 16-18 February 2016 in Addis Ababa, Ethiopia whereby attendees composed of Pilot Countries Representatives (from Philippines, Viet Nam, Dominican Republic, Ghana, Namibia and Togo) together with Research Advisory Group Members discussed the first phase of the project. The Philippines was represented by members of the ECCD Council Secretariat. Consensus as regards the country’s priority indicators, research processes, and timeline adjustments were discussed in the meeting.

Subsequent to the meeting, UNESCO has commissioned the Organisation for Economic Cooperation and Development (OECD) to lead the survey research per country. In the Philippines, the Council rec-ommended that the OECD team conduct the project in collaboration with a national STEPP committee composed of technical staff from lead agencies, as well as members of academe, local government, and non-government organizations (NGOs). There was also a recommendation to discuss which indicators are to be prioritized in the survey, in so far as ECCD workforce in the country is concerned. Preliminary rating exercise by the Council Secretariat has arrived at key focus indicators that the survey should explore: 1) Pedagogical Practices; 2) Pre-service and In-service Training; 3) Working Conditions; 4) Job Satisfaction; and 5) Setting Characteristics.

On August 2016, a meeting with UNESCO Jakarta’s Director General and Education Consultant for Pro-grams was conducted to discuss updates regarding the project. The meeting gave way to UNESCO Ja-karta’s invitation to their Stakeholders Forum to discuss the STEPP project. The Stakeholders Forum was held in Jakarta, Indonesia was held on September 05-06, 2016, showcase different UNESCO education related initiatives across the Asian continent. The Council was able to share the Philippines’ participa-tion in the STEPP project during the concurrent session in the Stakeholders Forum.


2nd Asia-Pacific Regional Policy Forum on Early Childhood Care and Education (ECCE), 19 - 21 July 2016, Putrajaya, Malaysia

On 19 - 21 July 2016, Dr. Teresita G. Inciong, Vice-Chairperson and Executive Director of the ECCD Council together with Ms. Pia Leah M. Abad, Supervising Program Officer, Program and Policy Unit, participated the 2nd Asia-Pacific Regional Policy Forum on Early Childhood Care and Education (ECCE) held in Putra-jaya, Malaysia.

The forum was organized by UNESCO Asia and Pacific Regional Bureau in collaboration with UNICEF and other partners on education and lifelong learning. This aimed to provide high level policy makers of Asia-Pacific countries a platform for policy advocacy and sharing of good practices. The theme “The Trans-formative Power of Early Childhood: Innovations for Inclusivity and Quality” was anchored on the Sustain-able Development Goals (SDGs) which recognize that early childhood development, care and education can help drive the transformation that is hoped to be achieved by 2030.

Thematic sessions according to the four themes were held which consisted of an introductory keynote presentation by an expert who provided an overview of the latest research findings and policy implica-tions on a particular theme followed by a moderated panel. The last part was an open discussion among participants. The four subthemes were as follows:

• Sub-theme 1. Innovations in policy, planning, service delivery, monitoring and evaluation to reach the most marginalized children

• Sub-theme 2. Innovations in financing and partnerships to increase investment in ECCE and improve the efficient use of resources

• Sub-theme 3. Innovations in coordination mechanisms to promote holistic development and en-hanced learning outcomes

• Sub-theme 4. Innovations in pedagogical approaches and human resource development to improve the quality of ECCE in various settings

Dr. Inciong was invited as a resource speaker in thematic sessions for Sub-theme 3 and shared the policies on early childhood care and education in the Philippines, mechanisms and strategies for multi-sectoral collaboration and as well as the challenges being faced by such collaboration.

The major highlight of the activity was the presentation of the draft Putrajaya Declaration that signifies the commitment of each participating country to advocate for and invest in equitable, inclusive and high quality ECCE, with a view to driving the transformation that the world aims to achieve by 2030. It was note-worthy that almost all inputs of the Philippines were incorporated in the draft declaration.


International Seminar on Construction Guidelines for Standards and Competency Framework of Early Childhood Education, 20 July to 03 August 2016, Bangkok, Thailand

The Suan Dusit University, Committee of National Early Childhood Development, Thailand International Cooperation Agency (TICA), Ministry of Foreign Affairs of Thailand, Israel’s Agency for International Devel-opment Cooperation (MASHAV) and the Ministry of Foreign Affairs of Israel held an International Seminar on Construction Guidelines for Standards and Competency Framework of Early Childhood Education from July 20 to August 3, 2016 in Bangkok, Thailand. The main purpose of the seminar was to enable the lectur-ers, academic staff and teachers who work in early childhood education present and exchange informa-tion regarding early childhood teacher standards and competencies in their countries.

The objectives of the international seminar are to: i) study basic information regarding standards and com-petencies of early childhood education (ECE) in the 21st century and to synthesize mutual guidelines for standards and competency framework for ECE in ASEAN countries; ii) study varied methods for collecting data related to standards and competencies of early childhood in the 21st century iii) train ECE teachers for skills required for developing children in the 21st century; iv) exchange knowledge and expertise in ECE management in the 21st century and v) establish network for ECE in ASEAN countries.

The ECCD Council was represented by Ms. Barbra Mae C. Dumlao, Program Development Officer IV, who joined the delegation of 20 participants from Cambodia, Laos, Myanmar, Philippines, Thailand and Viet-nam. The two week international seminar included lectures and discussions on “Early Childhood Teachers Skills”, “ASEAN Teachers’ Standards”, “Early Childhood Teacher in the Digital World” and “Educational Man-agement in Multi-Cultural Context for Children in the 21st Century”. Activities included workshops, co-operative presentations and common knowledge summarization on “Training on Skills Development of Young Children in the 21st century” in terms of ” creativity”, “critical thinking” and “communication and collaboration”. There were also school observations and weekend cultural fieldtrips.

Organizers, professors and participants of the International Seminar

The seminar gave ASEAN participants a picture of how early childhood education was being conduct-ed in each other countries and most especially that of Thailand. The experience was an eye opener for many who saw the Progressive Philosophy, the Project Approach, the Waldorf Program and the Montessori Method in action. Whether one is new in the field of early childhood or has been immersed in it for some time, watching teachers and children in action strengthens and firms ones knowledge, understanding and wisdom in early childhood care and development. It brings a new life and spark to the application of these learning.


International Seminar on Early Childhood Care and Education (ECCE), 24-27 July 2016, Jakarta, Indonesia

The Ministry of Education and Culture of Indonesia, UNESCO and UNICEF organized an International Sem-inar on Early Childhood Care and Education (ECCE) under the theme of “Improving Quality of ECCE for a Better Future: Developing Adults’ Competencies Working with Young Children” on 24-27 July 2016 in Jakarta, Indonesia. The Seminar aimed to develop situation analysis and design of ECCE of participating countries to achieve 2030 agenda as well as to strengthen the commitment of ASEAN+ and the E-9 coun-tries in realizing one year of free and compulsory quality pre-primary education.

The Minister of Education, Dr. Anies Baswedan officially opened the Seminar and gave an opening mes-sage. He encouraged participants to strengthen the network among ASEAN countries to achieve the Agenda 2030 SDG 4.2 on quality education. He also stressed that building partnerships with multi-stake-holders in education is one of the important actions to be undertaken both by the government and the non-government ECCE Centers.

ECCE experts from UNESCO, UNICEF, the Ministry of Education and Culture of Indonesia, Plan International, Sookmyung Women’s University of South Korea, and ARNEC (the Asia-Pacific Regional Network for Early Childhood) and the ECCD Council of the Philippines presented their studies and papers during this three-day event. Dr. Teresita G. Inciong, the Executive Director of the ECCD Council, Philippines and Dr. Yolanda S. Quijano attended the Seminar. Dr. Quijano’s paper was “Fostering Emergent Literacy for ECE as Part of Compulsory Education and School Readiness”.

The participants also had the opportunity to visit three ECCE Centers around Jakarta and observed the im-plementation of ECCE in various settings. This field visit enriched the knowledge of the participants on the ECCE components that include management, learning approaches, teacher’s qualifications, educational materials and curriculum.

There were about 250 participants from nine countries representing Indonesia, Malaysia, the Philippines, Cambodia, Pakistan, Bangladesh, South Korea, Chinese Taipei, and Vietnam.

The following actions aimed at better ECCE were agreed by the participants: 1)Strengthening the role of local community-based organizations to advocate the importance of ECCE to parliamentarians, govern-ment officials and communities; 2) Strengthening legal frameworks (national education laws, policies and regulations) and their implementation in relation to the realization of at least one year free and compul-sory quality pre-primary education; 3) Promoting access to ECCE through improving infrastructure proac-tively to reach people in need by using flexible and appropriate approaches, for example mobile means and ICT; 4) Promoting quality assurance of ECCE Centres through the provision of teachers and teaching personnel with both professional development and status; 5) Promoting ECCE networks at all levels (lo-cal to global) by involving government, private sectors, community leaders and academicians; 6) Increas-ing the community’s participation, commitment and involvement in designing programs and activities of ECCE to ensure their ownership and sustainability; and 7) Increasing the number of children and families who benefit from ECCE regardless of gender, wealth, geographic location, ethnicity, language, disability and other factors of disadvantage through the availability of an adequate budget.


Regional Consultative Meeting on the Establishment of SEAMEO CECCEP, 4-7 October 2016, Bali, Indonesia

A consultative meeting was called by the Ministry of Education and Culture of Indonesia to gather inputs on the establishment of the Regional Center on Early Childhood Education and Parenting, SEAMEO – CECCEP, from the SEAMEO member countries. The Center aims to develop, maintain and continuously strengthen capacities in two distinct areas: i) serving as a repository and generator of high quality research in ECCE and parenting, both in Indonesia and in the SEAMEO region in a way that builds evidences of good practices and effective policy; and ii) developing, testing and applying high-quality ECCE and parenting training materials that reflect evidences of best practices. Ms. Pia Leah M. Abad, Supervising Program Officer, ECCD Council represented the Philippines in this meeting. Major highlights of the activity on the first day included the presentation of early childhood education and parenting programs and practices being implemented by each of the participating countries namely, Bru-nei Darrusalam, Lao PDR, Vietnam, Singapore, Thailand, Malaysia, Cambodia, Timor Leste, Indonesia and the Philippines. In the second day, two (2) school visits were undertaken to observe programs on early child-hood education in Berkat School, and parenting in SMP NEGERI 3.

A synthesis of the reports presented by the participating countries is cited below: • All (ten) 10 countries have programs for early childhood education which were very evident in the pro-

grams presented; • Early childhood education programs vary in terms of the age group, some programs cater to as early as

months old like the Philippines, Singapore, Malaysia and Thailand while other countries start with three years old;

• The Philippines is ahead compared to the other countries in terms of early childhood education for hav-ing developed the National Early Learning Framework and the National Early Learning Curriculum and the programs being implemented are aligned to the curriculum;

• Lack of funds provided by the government to support ECCD programs and services is the most common challenge presented; and

• The representatives from the participating countries had the same understanding that the parenting practices which the SEAMEO CECCEP would like to know based on the survey gathered was in the con-text of early childhood care and education.

The observations noted during the school visits are:• Parents are valuable partners in implementing ECCD program and they contribute to its sustainability,• Programs that are beneficial for children produce good results, and• tThe support of the government in providing services through the provision of resources like funds, hu-

man, infrastructure and materials contribute to a better service delivery of ECCD programs and services.

Another major highlight was the presentation of the feasibility study of putting up the SEAMEO CECCEP in Indonesia and the no objection of the participating countries on this matter.

The participants were satisfied with the sharing of the experiences and good practices and everybody was looking forward to the establishment of the Center that provides SEAMEO member countries with updated information on ECE and parenting.


Colombian Technical Mission to the Philippines

On November 28, 2016 until December 2, 2016 Colombia’s Intersectoral Commission for Early Child-hood composed of: Ms. Natalia Quiñones Andrade of the Intersectoral Commission on Early Childhood; Mr. Camilo Caceres Castellanos of the Ministry of Culture; Mr. Andres Eduardo Motta of the Ministry of Education; and Mr. Francisco Leon Garcia Muñoz of the Colombian Welfare Institute participated in a Technical Mission to the Philippines. The Technical Mission was composed of dialogues with Philippine technical experts from member-agencies, local government unit (LGU) beneficiaries and partner agen-cies of the ECCD Council. The Technical Mission was composed of dialogues with Philippine technical experts from member-agen-cies, local government unit (LGU) beneficiaries and partner agencies of the ECCD Council. Resource persons included: Dr. Teresita G. Inciong, Dr. Erlinda C. Pefianco, and Dr. Yolanda S. Quijano of the ECCD Council; Ms. Jovita Raval of the National Nutrition Council; Ms. Ma. Cecilia Narido of the Department of Budget and Management; Dir. Leocadio Trovela of the Department of Interior and Local Government; and Hon. Ronilo O. Caspe of Cabatuan, Iloilo. This activity was done to give the Colombian delegates with the theoretical context of ECCD program implementation in the Philippines as well as updates since the November 2015 Technical Mission.

Mr. Francisco Leon Garcia Muñoz of the Colombian Welfare Institute sharing his expe-riences

Over the course of the Mission, there were observation tours of public and private ECCD centers in var-ious contexts. ECCD Governing Board Member Emerita P. Garon spearheaded the observation tour of Golden Values School to provide the participants an overview of how ECCD programs are implemented in private learning centers in the country.

Hon. Jaime Fresnedi of Muntinlupa City, through the Early Childhood Education Division, under the lead-ership of Ms. Maricel Labra, served as host to showcase different ECCD centers in the city. Their centers highlighted partnerships between the LGU and various associations, as well as national government agencies in implementing ECCD program. Moreover, the visit exhibited the LGU’s best practices in public investment on ECCD.


Another highlight was an observation tour of sessions in an indigenous peoples’ (IP) ECCD center in the rural setting in Region III and the National Child Development Center in Mabalacat City, Pampanga. Dir. Gemma Gabuya of the Department of Social Welfare and Development and the Office of Hon. Marino P. Morales spearheaded the activities.

The NGO participation in ECCD Program Implementation in the Philippines was also covered in a dialogue that was conducted in the national headquarters of the Assisi Development Foundation (ADF). ADF pres-ident Benjamin D. Abadiano discussed his decades-long experience in working with different IP groups and how the NGO and the national government worked towards sustaining education development work in IP communities.

The Technical Mission ended with reflections from the participants on practices which may be enriched and those which they can adopt and replicate upon their return to Colombia. Further, the partnership was strengthened to include webinars on ECCD and possible internship of ECCD service providers/practi-tioners.

The discussion points served as the basis for the agenda of the way-forward planning meeting via telecon-ference done on December 13, 2016 at 9 am (Philippine time). Participants in the telecom were Dr. Teresita G. Inciong, Dr. Yolanda S. Quijano, Dr. Zenaida T. Domingo, Ms. Natalia Andrade, Mr. Francisco Munoz and Mr. Andres Motta.


Content Points Focal Team Schedule

(Prelimi-nary

Notes

Technical components of EC-CD-pedagogical approaches, curriculum

Colombia J a n u a r y 2017

For Confirmation

Standards P h i l i p p i n e s : ECCD Council

Fe b r u a r y 2017

For Confirmation

Information System (Cuenta Me) Colombia M a r c h 2017

For Confirmation

Advocacy Methodology, Strate-gies for reaching LGUs

Diversity (Reaching IPs, Marginal-ized Groups)

Philippines:

DILG, others

April 2017 For Confirmation

First 1000 days Philippines:

NNC, others

May 2017 For Confirmation

Developing content for ECCD Colombia June 2017 For Confirmation

The items discussed were a) Webinar program (content points, focal points and preliminary schedule; b) Exchange of video packages and c) Internships (immersion).

A. Webinar Program

B. Exchange of video packages on ECCD• Columbia will facilitate the video exchange activity

C. Internships/Immersion• To be conducted after the webinar• nitial Philippine team to participate in the internship/immersion – Muntinlupa

D. Other Items• There is need to inform the DFA and the Colombian Cancilleria about this phase of the project.


The Administrative and Finance Unit supported the over-all operations and programs of the Council in terms of providing administrative and logistical support in all activities conducted. It is made up of Sec-tions that are in charge of records management, personnel management and development, procure-ment, general services, cashiering, accounting and budgeting. In 2016, notable accomplishments were achieved in the areas outlined below.

Personnel Management and Development

To complement the existing regular-plantilla personnel, the ECCD Council Secretariat reinforced its manpower by continually engaging the services of personnel through the Contract of Service of 36 of-ficers based at the 4th Floor Belvedere Tower, Ortigas Center, and Pasig City. The Council also engaged 5 Consultants of various expertise to complement the program requirements of the Council.The Council continued to upgrade the job knowledge and professional skills of its personnel in line with its staff development thrust through various types of capacity-building activities, notably partic-ipation in ECCD-related trainings and seminars, such as:

• Records Management for Newbies conducted by the Philippine Records Management Association (PRMA), Inc.;

• 42nd National Convention of United Architects of the Philippines conducted by the United Archi-tects of the Philippines;

• 2016 National Midyear Convention: Responsible Civil Engineering Practices Amidst Climate Change conducted by the Philippine Institute of Civil Engineers, Inc.; and

• 2016 Education Summit conducted by the Department of Education.

The ECCD Council officials and staff also attended international conferences which included the fol-lowing:

• nternational Seminar on Early Childhood Care and Education with the theme “Improving Quality of ECCD for a Better Future: Developing Adults’ Competencies Working with Young Children” held at Jakarta, Indonesia sponsored by the Ministry of Education and Culture of Indonesia, and;

• Asia-Pacific Regional Policy Forum on Early Childhood Care and Education themed “The Transfor-mative Power of Early Childhood: Innovations for Inclusivity and Quality” held at Putrajaya, Malay-sia.

General Services

Administrative and logistical assistance to other Units of the Council were provided such as reproduc-tion of materials and hand-outs required for induction programs and other seminars/workshops to ensure availability of needed documents on time.

Maintenance of office premises, vehicles and equipment was carried out to make them always func-tional.

Messengerial and liaison services including mailing of documents were also provided to all Units of the Office.


Supply Management

The Annual Procurement Plan for FY 2016 was prepared and submitted to the Department of Budget and Management. Needed supplies and materials were purchased and issued based on the quantity, quality and time needed.

Financial Management (Budget, Accounting and Cashiering)

The Budget Unit led in the preparation and consolidation of budget proposals and final submission to the Department of Budget and Management (DBM). Budget hearings/deliberations were attended by the Council Officials and Staff as called by the DBM, Department of Education, as well as the different Committees of the House of Representatives and the Senate.

Aside from the usual processing of payments to creditors the Accounting Unit began adopting the new Revised Chart of Accounts in keeping the agencies books of accounts and preparation of financial statements and related schedules and reports.

The Cashiering Unit continued to provide support services to the Program activities through cash dis-bursement for training related expenses conducted during the year.

Budgetary Appropriation vs. Obligation

The amount of PhP744.522 million automatic appropriation or special account in the general fund for the establishment of NCDCs and conversion of existing day care centers into Child Development Centers was sourced from the contributions of PAGCOR in accordance with R. A. No. 10410 was re-leased by the DBM to ECCDC during the fiscal year.

In addition, starting FY 2016, the ECCDC was provided regular funds under the General Appropriations Act intended mainly for operations and general administration and support services that amount-ed to PhP62.896. Thus, total funds made available to ECCDC was PhP807.418 while PhP730.213 or 90.45% was obligated to support the implementation of programs, projects and administrative ex-penses.


Figures below show the detailed ECCDC Status of Funds/Budget for CY 2016:

Particulars

Amount (PhP million)

Total Amount (PhP million)

Regular Fund

% S p e c i a l Account

%

A. Appropriation/Allotment 62.896 8% 744.522 92% 807.418B. Obligations Incurred 54.200 7% 676.013 93% 730.213 %-Obligated against Appropriation 86% 91% 90%C. Unobligated Balance as of Dec. 31, 2016

8.696 11% 68.509 89% 77.205


Challenges

There are several factors that affect the project implementation. Listed below are some of the major challenges dealt with already or addressed immediately.

Absorptive Capacity of the Local Government Units (LGUs)

Most of the partner LGUs, lacked manpower in the implementation of the ECCD Program. They need members in their Bid and Awards Committee who have technical expertise or richer experiences in procurement work and additional manpower for their Engineering Staff. Likewise, their City/Municipal Social Welfare Offices were mostly overloaded with their multifarious tasks in social services that they have limited time to function as supervisor over all the Child Development Centers in the city/munici-pality.

Most LGUs which had NCDC project did not have the sufficient budgetary allocation to finance the pro-vision of playground apparatuses, construction of fences, salary of the Child Development Center and other costs as their counterpart in the sustainability and maintenance of the NCDC.

Unfavorable Conditions During Construction

The standard allocation in the construction of the NCDC posed problems in the actual cost due to the site location/condition in target sites located in far flung areas and islands. This resulted in failure of bidding due to lack of interested contractors or in submission of higher project cost which the ECCD management had to address. In addition, failure to secure site ownership of the pre-identified site and identification and compliance for documentary requirement for site ownership by some LGUs was ex-perienced by the NCDC Technical Team

Quality of Services in National Child Development Centers

The Child Development Teachers needed assistance from the City/Municipal Social Development Of-ficers and from the ECCD Council Secretariat to continuously enhance their teaching and managerial competencies in running the National Child Developmtent Centers. While these teachers gained theo-ries and principles on early childhood education from the formal courses offered by the ECCD-partner Teacher Education Institutions, mentoring/coaching to improve their practices had to be carried out often.


Future Directions

While the ECCD Council has started its flagship program, the National Child Development Centers and the Conversion of Day Care Centers to Child Development Centers in 500 pilot sites in the last three years, over the next five years, the Council will focus on the following:

Development of a Five-Year Strategic Plan with the theme “Transforming ECCD Services for Access and Quality Programs.” The Plan will consider the scenario cited below:

• The Philippines is lacking the critical infrastructure needed to ensure that children ages birth to 4 years and their families have access to affordable, high-quality early childhood education programs that keep children healthy, safe and learning.

• There is shortfall for qualified early childhood education teachers based on current demand.• While the Philippines has expanded access of ECCD in all barangays a significant gap in the avail-

ability to match the needs of the 0 to 2 years old children exists.

Establishment of Student Online Data for Real-Time Access to align with the baseline data on popu-lation of children 0 to 4 years old and the supply and demand of current services on health, nutrition and early education.

Implementation of Evidence-based High Quality ECCD Programs in the NCDC that bring together the CDT, parents, professional and community –volunteers and youth mentors.

Organization of Home-Based Children’s Programs for At-Risk Families by engaging family and commu-nity workforce under the tutelage of an Itinerant Child Development Teacher using the National Early Learning Curriculum with adaptation or modification.

Enhanced Coordination Efforts Among Local and National Government and Non-Government Agen-cies for data and information sharing, researches, and for professional development of service provid-ers.


NCDC PROJECT STATUSAs of December 31, 2016

No REGION PROVINCE

CITY/

*MAYOR PROJECT LOCATIONMUNICIPALITY

1 NCR Metro Manila Malabon City (Hulung Duhat) ANTOLIN A. ORETA III Malabon Elem. School, Naval Ext.,

Hulung Duhat

2 NCR Metro Manila Malabon City (Tugatog) ANTOLIN A. ORETA III Epifanio delos Santos ES, Asogue, Tugatog Malabon

3 NCR Metro Manila Manila City (Pandacan) ALFREDO S. LIM Pandacan Center Complex

4 NCR Metro Manila Navotas City JOHN REYNALD M. TIANGCO

Tanza Socialized Housing Project, Barangay Tanza, Navotas City, Metro Manila

5 CAR Abra Bangued DOMINIC VALERA Zone 1, Bangued, Abra

6 CAR Abra Municipality of Dolores ROBERT VICTOR SEARES, JR. Poblacion, Dolores, Abra

7 CAR Abra Pidigan JANNSEN B. VALERA Poblacion, Pidigan, Abra

8 CAR Abra Sallapadan NENITA M. CARDE-NAS

Municipal Compound Poblacion Gangal, Sallapadan, Abra

9 CAR Abra San Juan MARCO M. BAUTISTA North Poblacion, San Juan, Abra

10 CAR Apayao Luna JOSEPHINE BANGSIL San Isidro Sur, Luna, Apayao

11 CAR Benguet Atok PETER B. ALOS Atok, Benguet

12 CAR Benguet Bakun FAUSTO T. LABINIO Gambang, Bakun, Benguet

13 CAR Benguet Buguias MELCHOR D, DICLAS Bangao, Buguias, Benguet

14 CAR Benguet Kapangan ROBERTO K. CANUTO Paykek, Kapangan, Benguet

15 CAR Benguet Mankayan ATTY. MATERNO R. LUSPIAN Bulalacao ES

16 CAR Ifugao Alfonso Lista GLENN D. PRUDEN-CIANO Poblacion, Alfonso Lista, Ifugao

17 CAR Ifugao Banaue JERRY U. DALIPOG Municipal Hall Compound, Banaue, Ifugao

18 CAR Ifugao Lagawe CEASARIO D. CAB-BIGAT

Old Hospital Site, Poblacion North, Lagawe, Ifugao

19 CAR Kalinga Lubuagan JOHNNY A. DICKPUS Poblacion, Lubuagan, Kalinga

20 CAR Kalinga Rizal MARCELO V. DELA CRUZ Liwan West, Rizal, Kalinga

21 CAR Kalinga Tabuk City FERDINAND B. TUB-BAN

Barangay Agbannawag, Tabuk City, Kalinga

22 CAR Mountain Province Natonin MATEO L. CHIYAWAN Poblacion, Natonin, Mountain Prov-

ince

23 CAR Mountain Province Tadian ANTHONY D. WOOD-

ENKayan West, Tadian, Mountain Prov-ince

24 CAR Mt. Province Bauko ABRAHAM B. AKILIT Kalimbatawa, Otucan, Bauko, Moun-tain Province

25 CAR Mt. Province Bontoc FRANKLIN C. ODSEY Barangay Tocucan, Bontoc, Mt. Province

26 CAR Mt. Province Sagada EDUARDO LATAWAN JR.

Barangay Antadao, Sagada, Moun-tain Province

27 1 Ilocos Norte Batac City JEFFREY JUBAL C. NALUPTA

Government Center Compound, City of Batac, Ilocos Norte

28 1 Ilocos Norte Dingras ERDIO E. VALENZU-ELA

Barangay Guerrero, Dingras, Ilocos Norte


29 1 Ilocos Norte Laoag City CHEVYLLE V. FARIÑAS Barangay 2, Sta. Joaquina, Laoag City

30 1 Ilocos Norte Pagudpud MATILDE K. HEN-SON-SALES

Municipal Hall, Pagudpod, Ilocos Norte

31 1 Ilocos Norte Paoay HON. JESSIE E. GALA-NO

Barangay 20, Panatong, Paoay, Ilocos Norte

32 1 Ilocos Norte San Nicolas HON. ALFREDO P. VALDEZ, JR. M.D

Barangay 19, San Lorenzo, San Nico-las, Ilocos Norte

33 1 Ilocos Norte Sarrat EDITO ALBERTO G. BALINTONA

Sarrat Central School, Sarrat, Ilocos Norte

34 1 Ilocos Norte Solsona JONATHAN L. DE LARA

Barangay Maananteng, Solsona, Ilocos Norte

35 1 Ilocos Sur Cabugao EDGARDO S. CO-BANGBANG, JR. Barangay Rizal, Cabugao, Ilocos Sur

36 1 Ilocos Sur Cervantes BENJAMIN N. MAGAY Bantay, Libang, Cervantes, Ilocos Sur

37 1 Ilocos Sur Magsingal ALRICO A. FAVIS San Vicente, Magsingal, Ilocos Sur

38 1 Ilocos Sur San Ildefonso MARK ANTHONY A. PURISIMA

Poblacion West, San Ildefonso, Iloc-cos Sur

39 1 Ilocos Sur San Juan BENJAMIN V. SARMIENTO

North Central School, San Juan, Ilocos Sur

40 1 Ilocos Sur San Vicente JOSE C. TABANDA III Poblacion, San Vicente, Ilocos Sur

41 1 Ilocos Sur Santa Cruz TERESITA C. VALLE Barangay Poblacion, Santa Cruz, Ilocos Sur

42 1 Ilocos Sur Tagudin JOSE V. BUNOAN, JR. Barangay Rizal, Tagudin, Ilocos Sur

43 1 Ilocos Sur Vigan City EVA MARIE SING-SON-MEDINA Barangay IX, Vigan City, Ilocos Sur

44 1 La Union Agoo SANDRA Y. ERIGUEL Agoo East Central School, Consola-cion, Agoo, La Union

45 1 La Union Naguilian REYNALDO J. FLORES Barangay Casilagan, Naguilian, La Union

46 1 La Union Rosario BELLARMIN C. FLORES III

Government Center, Rosario, La Union

47 1 Pangasinan Alaminos City ARTHUR CELESTE Barangay Poblacion, Alaminos City

48 1 Pangasinan Alcala RYAN PAOLO VERGA-RA. MENCIAS

Barangay Polacion East, Alcala, Pan-gasinan

49 1 Pangasinan Bolinao ARNOLD CELESTE Barangay Germinal, Bolinao, Pan-gasinan

50 1 Pangasinan Calasiao MARK ROY Q. MA-CANLALAY

Barangay Macabito, Calasiao, Pan-gasinan

51 1 Pangasinan Labrador HON. DOMY ARENAS Poblacion, Labrador, Pangasinan

52 1 Pangasinan Laoac SILVERIO D. ALARCIO Barangay Poblacion

53 1 Pangasinan Lingayen ERNESTO C. CASTAÑEDA, JR.

Lingayen I CES, Brgy. Manboloc, Lingayen

54 1 Pangasinan Mangatarem TEODORO C. CRUZ Barangay Dorongan, Ketaket, Man-gatarem, Pangasinan

55 1 Pangasinan Mapandan MAXIMO M. CALIM-LIM, JR.

Barangay Aserda, Mapandan, Pan-gasinan

56 1 Pangasinan Rosales SUSAN P. CASARENO San Isidro, Rosales, Pangasinan

57 1 Pangasinan San Fabian CONSTANTE B. AG-BAYANI

Barangay Longos Parac Parac Aman-gonan

58 1 Pangasinan San Jacinto, Pangasin-an ROBERT O. DE VERA Barangay Bolo, San Jacinto, Pan-

gasinan

59 1 Pangasinan San Manuel ALAIN JERICO S. PEREZ Poblacion, San Manuel, Pangasinan


60 1 Pangasinan San Nicolas REBECCA MEJI-CA-SALVADAR San Nicolas, Pangasinan

61 1 Pangasinan San Quintin CLARK CECIL P. TIU Barangay Poblacion

62 1 Pangasinan Santa Barbara CARLITO S. ZAPLANNew Municipal Hall Compound, Barangay Maninding, Santa Barbara, Pangasinan

63 1 Pangasinan Santa Maria TEODORO RAMOS Santa Maria, Pangasinan

64 1 Pangasinan Sual ROERT L. ARCINUE Barangay Poblacion, Sual, Pangasin-an

65 1 Pangasinan Umingan ELDRED P. TUMBO-CON

Barangay Lauren, Umingan, Pan-gasinan

66 1 Pangasinan Urbiztondo MARTIN RAUL S. SISON II

Luna Street, Poblacion, Urbiztondo, Pangasinan

67 1 Pangasinan Urdaneta City AMADEO G.E. PEREZ IV

Children’s Park Garcia Village, Brgy Nancayasan, Urdaneta

68 2 Batanes Basco DEMETRIUS PAUL C. NARAG Basco Park Area, Basco, Batanes

69 2 Batanes Basco DEMETRIUS PAUL C. NARAG Poblacion, Basco, Batanes

70 2 Cagayan Abulug EMMANUEL P. VAR-GAS Libertad, Abulug, Cagayan

71 2 Cagayan Calayan ALFONSO M. LLOPIS Municipal Government Center, Po-blacion, Calayan, Cagayan

72 2 Cagayan Iguig JUDITAS L. TRINIDAD Barangay Sta. Rosa, Iguig, Cagayan

73 2 Cagayan Lal-lo FLORANTE C. PAS-CUAL Bagumbayan Central School

74 2 Cagayan Piat CARMELO O. VIL-LACETE Poblacion 2, Piat, Cagayan

75 2 Cagayan Santa Praxedes ESTERLINA A. AGUI-NALDO

Sta. Praxedes Central School. Pobla-cion, Sta. Praxedes, Cagayan

76 2 Cagayan Santa Teresita LOLITA D. GARCIA Sta. Teresita Municipal Compound, Centro East, Sta. Teresita

77 2 Cagayan Tuao FRANCISCO N. MAM-BA, JR. Barangay Cato, Tuao Cagayan

78 2 Isabela Alicia IAN PAUL L. DY Mabini, Alicia, Isabela

79 2 Isabela Benito Soliven BENJAMIN SANGLAY Benito Soliven Central School Com-pound, Benito Soliven, Isabela

80 2 Isabela Burgos KHERVIN FRANCIS G. UY

Municipal Compound, Poblacion, Burgos, Isabela

81 2 Isabela Cabagan RODOLFO B. ALBA-NO, JR. Barangay Balasig, Cabagan Isabela

82 2 Isabela Cabatuan CHARLTON L. UY Barangay La Paz, Cabatuan

83 2 Isabela Cauayan City BERNARD FAUSTINO L. DY

107 Rizal Avenue, District 3, Cauayan City, Isabela

84 2 Isabela Echague FRANCIS FAUSTINO A. DY

Municipal Compound, Echague, Isabela

85 2 Isabela Ilagan City JOSEMARIE L. DIAZ Barangay San Vicente, City of Ilagan, Isabela

86 2 Isabela Ramon JESUS D. LADDARAN Barangay Ampatali, Ramon, Isabela

87 2 Isabela Roxas JONATHAN JOSE C. CALDERON Roxas, Isabela

88 2 Isabela San Manuel FAUSTINO MICHAEL T. DY

Municipal Plaza Compound, Pobla-cion, San Manuel, Isabela

89 2 Isabela San Mateo, Isabela CRISPINA R. AGCAO-ILI Barangay 3, San Mateo, Isabela


90 2 Isabela Santa Maria GILBERT M. MASIGAN Poblacion 2, Centro, Santa Maria, Isabela

91 2 Isabela Santiago City JOSEPH SALVADOR TAN

Barangay Calaocan, Santiago City, Isabela

92 2 Isabela Sto. Tomas LEANDRO ANTONIO TALAUE Poblacion, Sto. Tomas, Isabela

93 2 Isabela Tumauini ARNOLD BAUTISTA Camp Samal, Barangay Arcon, Tu-mauini, Isabela

94 2 Nueva Viscaya Aritao LUCITA L.TAN Barangay Banganan, Aritao, Nueva Vizcaya

95 2 Nueva Vizcaya Kasibu ALBERTO D. BUMOLO Barangay Kangkong, Kasibu, Nueva Viscaya

96 2 Nueva Vizcaya Solano PHILIP A. DACAYO Barangay Roxas, Solano, Nueva Viscaya

97 2 Quirino Saguday MARCELINA M. PAG-BILAO

Magsaysay (Poblacion), Saguday, Quirino

98 3 Aurora Baler ARTURO J. ANGARA Baler Central Elementary School

99 3 Aurora Dinalungan TITO T. TUBIGAN Municipal Hall Compound

100 3 Bataan Balanga City JOSE ENRIQUE S. GARCIA III

Barangay San Jose, Balanga City, Bataan

101 3 Bataan Mariveles JESSE I. CONCEPCION Cristina Square, Barangay Cabcaben, Mariveles, Bataan

102 3 Bataan Samal GENEROSA M. DELA FUENTE Samal Municipal Complex

103 3 Bulacan Malolos City CHRISTIAN D. NATIV-IDAD

Government Center, Malolos, Bula-can

104 3 Bulacan Meycauayan City JOAN VELASCO ALARILLA

Barangay Libtong, Meycauayan City, Bulacan

105 3 Bulacan Pandi ENRICO A. ROQUE Barangay Bagong Barrio, Pandi, Bulacan

106 3 Bulacan Plaridel JOCELL R. VISTAN Sta. Monica Subdivision, Sto. Niño, Plaridel, Bulacan

107 3 Bulacan San Jose Del Monte City

REYNALDO S. SAN PEDRO

Barangay Minuyan Proper, City of San Josedel Monte, Bulacan

108 3 Bulacan San Rafael CIPRIANO D. VIOLA-GO, JR. Ulingao, San Rafael, Bulacan

109 3 Nueva Ecija Cabanatuan City JULIUS CESAR V. VERGARA

City Hall Ground, Lot 1, Block 20, Phase 2, Kapitan Pepe Subdivision, Cabantuan City

110 3 Nueva Ecija Llanera LORNA MAE BALUNES - VERO

Municipal Hall Compound, Barangay Victoria, Llanera, Nueva Ecija

111 3 Nueva Ecija Rizal, Nueva Ecija RAFAELITO V. AN-DRES Barangay Estrella, Rizal, Nueva Ecija

112 3 Nueva Ecija Palayan City ADRIANNE MAE J. CUEVAS

Barangay Sapang Buho, Palayan City, Nueva Ecija

113 3 Nueva Ecija Talavera HON. NERIVI S. MAR-TINEZ

Barangay Sampaloc, Talavera, Nueva Ecija

114 3 Pampanga Angeles City EDGARDO D. PA-MINTUAN

City Hall Compound, Angeles City, Pampanga

115 3 Pampanga Apalit OSCAR D. TETANGCO, JR. San Vicente, Apalit, Pampanga

116 3 Pampanga Lubao MYLYN CAYABYAB San Matias, Lubao, Pampanga

117 3 Pampanga Mabalacat City MARINO P. MORALESCamachiles, Resettlement Phase 1, Sapang Biabas, Mabalacat City, Pamapanga


118 3 Pampanga Mexico RIOY D. MANALAS-TAS Barangay Laput, Mexico, Pampanga

119 3 Pampanga San Fernando City OSCAR S. RODRI-GUEZ

Sindalan Barangay Complex, San Fernando City, Pampanga

120 3 Pampanga Santa Ana ROMMEL M. CON-CEPCION Barangay Sta. Maria

121 3 Tarlac Concepcion ANDRES D. LACSON Bonifacio Street, San Nicolas Pobla-cion, Concepcion

122 3 Tarlac Gerona DENNIS NORMAN T. GO Barangay Amacalan, Gerona, Tarlac

123 3 Tarlac La Paz MICHAEL M. MANUEL Barangay Comillas, La Paz, Tarlac

124 3 Tarlac San Manuel BENJAMIN D. TESORO Poblacion, San Manuel, Tarlac

125 3 Tarlac Santa Ignacia SAKLULU E. ENRADO Municipal Compound, Barangay Poblacion West, Santa Ignacia, Tarlac

126 3 Zambales Botolan DORIS M. JERESANO New Taugtog Resettlemet Area, Ba-ranay Taugtog, Botolan, Zambales

127 3 Zambales Masinloc HON. DESIREE S. EDORA

Barangay South Poblacion, Masinloc, Zambales

128 3 Zambales Subic JEFFERSON F. KHON-GHUN

Barangay Wawandue, Subic, Zam-bales

129 4A Batangas Agoncillo DANIEL D. REYES Poblacion, Agoncillo, Batangas

130 4A Batangas Balete LEOVINO O. HIDALGO Barangay Sala

131 4A Batangas Batangas City EDUARDO B. DI-MACUHA

Barangay San Jose Sico, Batangas City, Batangas

132 4A Batangas Bauan RYAN M. DOLOR Manghinao Proper

133 4A Batangas Calatagan SOPHIA G. POLACIO Barangay Gulod, Calatagan,Batangas

134 4A Batangas Laurel HON. RANDY JAMES E. AMO Laurel, Batangas

135 4A Batangas Lian ISAGANI I. BOLOMPO Barangay Bagong Pook, Lian, Batan-gas

136 4A Batangas Lipa City MEYNARDO A. SABILI Lipa City Hall Compound, Lipa City, Batangas

137 4A Batangas Lobo GAUDIOSO R. MANA-LO

Barangay Mabilog na Bundok, Lobo, Batangas

138 4A Batangas Mabini HON. NOEL B. LUIS-TRO Sampaguita, Mabini, Batangas

139 4A Batangas Nasugbu ROSARIO M. APACIBLE

Nasugbu West Central School, Na-sugbu, Batangas

140 4A Batangas San Luis SAMUEL NOEL B. OCAMPO Poblacion, San Luis, Batangas

141 4A Batangas Talisay GERRY DE CASTRO NATANAUAN Barangay Tumaway, Talisay, Batangas

142 4A Batangas Tuy JOSE JECERELL CA-RANDANG CERRADO Barangay Luna, Tuy, Batangas

143 4A Cavite Amadeo BENJARDE A. VILLAN-UEVA

Barangay Maymangga, Amadeo, Cavite

144 4A Cavite General Mariano Alvarez

WALTER D. ECHEVAR-RIA JR.

San Gabriel II, Elementary School, General Mariano Alvarez, Cavite

145 4A Cavite Indang BIENVENIDO V. DIMERO Urdaneta, Indang, Cavite

146 4A Cavite Magallanes EDWIN V. SISANTE Urdaneta, Magallanes, Cavite

147 4A Cavite Silang HON. EMILIA LOURDES F. POBLETE

243 J.P. Rizal St. Barangay Poblacion 5, Silang, Cavite

148 4A Laguna Liliw ERICSON J. SUBILIT Municipal Site, Liliw, Laguna


149 4A Laguna Mabitac RONALD I. SANA Municipal Site, Mabitac, Laguna

150 4A Laguna Pagsanjan MAITA GIRLIE J. EJER-CITO PTCA Barangay II, Pagsanjan, Laguna

151 4A Laguna Pangil HON. OSCAR R. RAFA-NAN Barangay Sulib, Pangil, Laguna

152 4A Laguna Santa Rosa City ARLENE B. ARCILLAS Government Center Compound, Sta. Rosa City, Laguna

153 4A Laguna Siniloan EDUARDO R. TIBAY Barangay Macatad, Siniloan, Laguna

154 4A Laguna Sta. Cruz DOMINGO G. PAN-GANIBAN

Barangay Bubukal, Bagumbayan, Sta. Cruz, Laguna

155 4A Laguna Victoria RAUL R. GONZALES Municipal Site, Victoria, Laguna

156 4A Quezon Agdangan RHADAM P. AGUILAR San Isidro Village, Barangay Sildora, Agdangan, Quezon

157 4A Quezon Atimonan RUSTICO JOVEN U. MENDOZA

Barangay Zone 1 Poblacion, Ati-monan, Quezon

158 4A Quezon Candelaria FERDINAND R. MALI-WANG

Barangay, Masalukot 1, Candelaria, Quezon

159 4A Quezon Catanauan RAMON A. ORFANEL Barangay Madulao, Catanauan, Quezon

160 4A Quezon Dolores, Quezon RENATO A. ALILIO, SR. Dolores Central School

161 4A Quezon Guinayangan HON. CESAR J. ISAAC III

Barangay Calimpak, Guinayangan, Quezon

162 4A Quezon Gumaca ERWIN P. CARALIAN Barangay Tabing Dagat, Gumaca, Quezon

163 4A Quezon Lucban CELSO OLIVIER T. DATOR

Miramonte Subdivision, Barangay Tinamnan, Lucban, Quezon

164 4A Quezon Lucena City RODERICK A. ALCALA Barangay Barra, Lucena City, Quezon

165 4A Quezon Padre Burgos ROGER A. PANGAN-IBAN

Barangay Cabuyao Norte, Padre Burgos, Quezon

166 4A Quezon Panukulan HON. AMADO P. PEN-AMORA

Barangay San Juan, Panukulan, Quezon

167 4A Quezon San Antonio ERICK M. WAGAN Barangay Poblacion, San Antonio, Quezon

168 4A Quezon Sariaya HON. MARCELO P. GAYETA Barangay Morong, Sariaya, Quezon

169 4A Quezon Tayabas City FAUSTINO ALANDY SILANG

Ibabang Bukal, City of Tayabas, Quezon

170 4A Quezon Tiaong RAMON A. PREZA Barangay Lusacan, Tiaong, Quezon

171 4A Quezon Unisan HON. NONATO E. PUACHE

Barangay F. De Jesus, Unisan, Que-zon

172 4A Rizal Antipolo City DANILO O. LEYBLE Brgy. Complex, Bagong Nayon, Anti-polo City

173 4A Rizal Binangonan CECILIO M. YNARES Binangonan Elementary School

174 4A Rizal Cainta JOHNIELLE KEITH P. NIETO Municipal Compound, Cainta, Rizal

175 4A Rizal Rodriguez CECILIO C. HERNAN-DEZ Southville, San Isidro

176 4A Rizal San Mateo HON. CRISPINA R. AGCAOILI Barangay 3, San Mateo, Isabela

177 4A Rizal Tanay RAFAEL A. TANJUAT-CO

Tanay Government Center, Tanay, Rizal

178 4B Marinduque Gasan VICTORIA L. LIM People’s Park, Barangay Uno, Gasan, Marinduque

179 4B Mindoro Orien-tal San Teodoro SALVADOR R. PY Barangay Ilag, San Teodoro, Oriental

Mindoro


180 4B Occidental Mindoro Paluan CARL MICHAEL M.

PANGILINANBarangay V-Bagong Silang, Paluan, Oriental Mindoro

181 4B Occidental Mindoro Sablayan EDUARDO B. GADI-

ANOBuenavista, Sablayan, Occidental Mindoro

182 4B Oriental Min-doro Puerto Galera HUBBERT CHRISTO-

PHER A. DOLOR

Barangay Illuminada, Balete, Pobla-cion, Puerto Galera, Oriental Mind-oro

183 4B Palawan Bataraza ABRAHAM M. IBBA Municipal Complex, Barangay Ma-rangas, Bataraza, Palawan

184 4B Palawan Brooke’s Point MARY JEAN D. FELI-CIANO

Barangay Pangobilian, Brooke’s Point, Palawan

185 4B Palawan El Nido EDNA G. LIM Poblacion, El Nido, Palawan

186 4B Palawan Puerto Princesa City LUCILO R. BAYRONGovernment Center, Barangay Sta. Monica, Puerto Princesa City, Pala-wan

187 4B Palawan Rizal NICOLAS T. MON-TAÑO, SR. Rizal Central Palawan

188 4B Romblon Odiongan BALTAZAR FIRMALO Liwayway, Odiongan, Romblon

189 4B Romblon Romblon GERARD S. MONTOJO Barangay II, Poblacion, Romblon, Romblon

190 5 Albay Libon WILFREDO V. MARO-NILLA Libon, Albay

191 5 Albay Ligao City PATRICIA GONZA-LEZ-ALSUA Sta. Cruz, Ligao City, Albay

192 5 Albay Oas GREGORIO H. RI-CARTE Iraya Norte, Oas, Albay

193 5 Albay Pioduran HENRY P. CALLOPE Barangay Caratagan, Pio Duran, Albay

194 5 Camarines Norte Basud DOMINADOR DAV-

OCOL

Municipal Ground LGU-Basud, Ma-harlika Highway, Basud, Camarines Norte,

195 5 Camarines Norte Capalonga SENANDRO M. JAL-

GALADOReclamation Area, Barangay Pobla-cion, Capalonga, Camarines Norte

196 5 Camarines Norte Daet TITO S. SARION Gregorio Pimentel Memorial School

197 5 Camarines Norte Labo JOSEPH V. ASCUTIA Barangay Bulhao, Labo, Camarines

Norte

198 5 Camarines Norte San Lorenzo Ruiz HON. NELSON P. DE-

LOS SANTOS M.DPurok I, Barangay Matacong, San Lorenzo Ruiz, Camarines Norte

199 5 Camarines Sur Balatan ERNESTO A. BAGAS-BAS

Barangay Duran, Balatan, Camarines Sur

200 5 Camarines Sur Bato JEANETTE O. BER-NALDEZ Tres Reyes, Bato, Camarines Sur

201 5 Camarines Sur Bombon LUISA DC. ANGELES San Jose, Bombon, Camarines Sur

202 5 Camarines Sur Buhi REY P.LACOSTE Buhi Central School, Buhi, Camarines Sur

203 5 Camarines Sur Del Gallego LYDIA B. ABARIENTOS Barangay Comadaycaday, Del Galle-go, Camarines Sur

204 5 Camarines Sur Libmanan MARILYN A. JIMENEZ Barangay Concepcion, Libmanan, Camarines Sur

205 5 Camarines Sur Milaor ROGELIO ALBO FLORES

Barangay Santo Domingo, Milaor, Camarines Sur

206 5 Camarines Sur Pamplona GEMINO A. IMPERIAL San Isidro

207 5 Camarines Sur Pasacao NIÑO A. TAYCO Barangay Odicon, Pasacao, Cama-rines Sur


208 5 Camarines Sur Pili ALEXIS SAN LUIS II Anayan Sagrada Elementary School, Barangay Anayan, Pili. Camarines Sur

209 5 Camarines Sur San Jose ANTONIO V. CHAVEZ Barangay Poblacion

210 5 Camarines Sur Tinambac RUEL T. VELARDE Barangay Binalay, Tinamabac, Cama-rines Sur

211 5 Catanduanes Bagamanoc REMEGIO B. VILLALU-NA

Bagamanoc Central Elementary School, Bagamanoc, Catanduanes

212 5 Catanduanes Bato EULOGIO R. RODRI-GUEZ

Cabugao Integrated School, Bato Catanduanes

213 5 Catanduanes Caramoran HON. SALVACION P. ISUELA Datag East, Caramoran, Catanduanes

214 5 Catanduanes Pandan HON. RAUL E. TABI-RARA

Barangay Napo, Pandan, Catan-duanes

215 5 Catanduanes Panganiban ROBERT A. FERNAN-DEZ

Panganiban Central Elementary School

216 5 Catanduanes San Andres ANTONIO M. ROMAN Mayngaway ES, San Andres

217 5 Catanduanes Virac HON. SAMUEL V. LAYNER LGU Owned Lot, Virac, Catanduanes

218 5 Masbate Aroroy ENRICO CAPINIG Bagauma, Aroroy, Masbate

219 5 Masbate Cataingan HON. WILTON T. KHO Corner Quezon St. & Osmena St., Poblacion, Cataingan, Masbate

220 5 Masbate Cawayan EDGAR S. CONDORFausto L. Seachon, Jr. Sports Com-plex, Barangay Mahayahay, Cawayan, Masbate

221 5 Masbate Claveria, Masbate HENEDINA V. AN-DUEZA LGU Compound Claveria, Masbate

222 5 Masbate Mandaon HON. KRISTINE SALVE HAO-KHO Poblacion, Mandaon, Masbate

223 5 Masbate Masbate City ROWENA TUASONJose Zurbito Sr. Elementary School, Barangay Centro, Masbate City, Masbate

224 5 Masbate Milagros NATIVIDAD R.MAG-BALON

Milagros West Central School, Baran-gay Bacolod, Milagros, Masbate

225 5 Masbate Mobo HON. PERCIVAL D. CASTILLO Mobo, Masbate

226 5 Masbate Monreal BEN G. ESPILOY Poblacion, Monreal, Masbate

227 5 Masbate Placer JOSHUR JUDD S. LANETE Municipal Site Placer, Masbate

228 5 Masbate San Jacinto LENY A. ARCENAS Municipal Hall Compound, San Jacinto, Masbate

229 5 Sorsogon Barcelona MANUEL L FORTES JR Municipal Hall Compound, Barcelo-na, Sorsogon

230 5 Sorsogon Bulan HELEN C. DE CASTRO A. De Castro Elementary School

231 5 Sorsogon Casiguran HON. ESTER E. HAM-OR

Barangay Trece Martires, Casiguran, Sorsogon

232 5 Sorsogon Donsol JOSEPHINE ALCAN-TARA Tres Marias Drive, Donsol, Sorsogon

233 5 Sorsogon Gubat RONNEL U. LIM Aguinaldo ES Compound, Brgy. Bal-od del Norte, Gubat

234 5 Sorsogon Magallanes AUGUSTO MANUEL M. RAGRAGIO

Cawit Extension, Magallanes, Sorso-gon

235 5 Sorsogon Matnog EMILIO G. UBALDO Barangay Sisigon, Matnog, Sorsogon

236 5 Sorsogon Pilar DENNIS A. SY-REYES Pilar I CES, Pilar, Sorsogon


237 5 Sorsogon Santa Magdalena ALEJANDRO E. GA-MOS

Sta. Magdalena Central School, Ba-rangay 3 Poblacion, Sta, Magdalena, Sorsogon

238 5 Sorsogon Sorsogon City LEOVIC R. DIONEDA City Hall Compound, Sorsogon City

239 6 Aklan Banga ERLINDA M. MAMING Municipal Hall Compound, Barangay Poblacion, Banga, Aklan

240 6 Aklan Kalibo WILLIAM S. LACHICA N. Roldan corner Goding Ramos St., Kalibo, Aklan

241 6 Aklan Malay JOHN T. YAP Barangay Argao, Malay, Aklan

242 6 Antique San Remigio GLENN V. CABIGUN-DA

Barangay Poblacion, San Remegio, Antique

243 6 Antique Sibalom JOEL P. OCCENA LGU-Compound, Furio St., Sibalom, Antique

244 6 Antique Barbaza GERRY C. NECOR Barbaza, Antique

245 6 Antique Belison DARREL B. DELA FLOR

Barangay Poblacion, Belison, An-tique

246 6 Antique Bugasong BERNARD N. PESAY-CO

Municipal Hall Compound, Bugas-ong, Antique

247 6 Antique Pandan JONATHAN D. TAN Bagumbayan, Pandan, Antique

248 6 Antique San Jose de Buenavista RONY L. MOLINA Canuto B. Pefianco, Sr. Elementary School, Brgy. Madrangca

249 6 Antique Sebaste HON. JOSE CHRISTO-PHER A. VARONA Sebaste, Antique

250 6 Antique Tibiao HON. GIL B. BANDO-JA Natividad, Tibiao, Antique

251 6 Capiz Cuartero TITO L. MAYO Poblacion, Ilawood, Cuartero, Capiz

252 6 Capiz Dao HON. JOSELITO Y. ESCUTIN

Municipal Hall Compound, Pobla-cion Ilawod, Dao, Capiz

253 6 Capiz Jamindan HON. ETHEL R. JINON Poblacion Jamindan, Capiz

254 6 Capiz Panay DANTE B. BERMEJO Poblacion, Ilawod, Panay, Capiz

255 6 Capiz Pilar HON. GIDEON IKE R. PATRICIO Barangay Poblacion, Pilar, Capiz

256 6 Capiz Sigma CHRISTOPHER T. ANDAYA Poblacion Norte, Sigma, Capiz

257 6 Guimaras Buenavista EUGENIO G. REYES Barangay New Poblacion, Buenavis-ta, Guimaras

258 6 Guimaras Jordan CRESENTE P. CHAVEZ JR.

Barangay Poblacion, Jordan, Guim-aras

259 6 Guimaras Nueva Valencia EMMANEUL C. GALILA

Barangay Poblacion, Nueva Valencia, Guimaras

260 6 Iloilo Ajuy JUAN R. ALVAREZ Ajuy, Iloilo

261 6 Iloilo Batad PEDRO A. ALARCON Barangay Poblacion, Batad, Iloilo

262 6 Iloilo Cabatuan RONILO O. CASPE Rizal St., Cabatuan, Iloilo

263 6 Iloilo Dingle HON. RUFINO P. PAL-ABRICA III, MD Barangay San Jose, Dingle, Iloilo

264 6 Iloilo Igbaras HON. VICENTE E. ESCORPION JR.

Barangay No. 3 Poblacion, Igbaras, Iloilo

265 6 Iloilo Leon ROLITO C. CAJILIG Corner Capalla Avenue and Cabarles St., Poblacion, Leon, Iloilo

266 6 Iloilo Miag-ao MACARION N. NAP-ULAN Barangay Ubos Ilaya, Miagao, Iloilo

267 6 Iloilo Oton VICENTE B. FLORES Oton, Oton, Iloilo

268 6 Iloilo Pavia ARCADIO H. GOR-RICETA Ungka II ES, Pavia, Iloilo


269 NIR Negros Occi-dental Binalbagan EMANUEL I. ARANDA Poblacion, Barangay San Pedro,

Binalbagan, Negros Occidental

270 NIR Negros Occi-dental Cadiz City PATRICK G. ESCALAN-

TE

Cadiz West I Elementary School, Cabahug St., Barangay Zone III, Cadiz City / Barangay Carmen

271 NIR Negros Occi-dental

Don Salvador Bene-dicto

LAURENCE MARX-LENE DELA CRUZ

Barangay Poblacion, Barangay Igmayaanm Don Salvador Benedicto, Negros Occidental

272 NIR Negros Occi-dental Escalante City MELECIO J. YAP, JR. Alimango ES, Barangay Alimango,

Escalante City, Negros Occidental

273 NIR Negros Occi-dental Himamaylan City AGUSTIN ERNESTO

G. BASCONBarangay Caradio-an, Himamaylan City, Negros Occidental

274 NIR Negros Occi-dental Hinoba-an ERNESTO A. ESTRAO Barangay 1 Poblacion, Hino-baan,

Negros Occidental

275 NIR Negros Occi-dental La Carlota City JULIET MARIE D.

FERRERLocsin-Ledesma St., La Carlota City, Negros Occidental

276 NIR Negros Occi-dental La Castellana ALBERTO A. NICOR,

JR.Barangay Robles, La Castellana, Negros Occidental

277 NIR Negros Occi-dental Manapla LOURDES SOCORRO

L. ESCALANTEBarangay I-A, Manapla, Negros Occidental

278 NIR Negros Occi-dental Pontevedra JOSE MARIA A. ALON-

SOBarangagy I, Pontevedra, Negros Occidental

279 NIR Negros Occi-dental Sagay City ALFREDO D. MARA-

NON III

Old Barangay Plaza, Purok 6, Baran-gay Poblacion 1, Sagay City, Negros Occidental

280 NIR Negros Occi-dental Sipalay City OSCAR C. MONTILLA,

JR.Barangay III, Sipalay City, Negros Occidental

281 NIR Negros Occi-dental Toboso RICHARD M. JAOJO-

COBarangay Poblacion, Toboso, Negros Occidental

282 NIR Negros Ori-ental Bacong JOCELYN A. ALVIOLA Bacong, Negros Oriental

283 NIR Negros Ori-ental Bayawan City GERMAN P. SARAÑA GK Housing, Barangay Villareal,

Bayawan City

284 NIR Negros Ori-ental Mabinay HON. ERNIE T. UY Barangay Poblacion, Mabinay, Ne-

gros Oriental

285 NIR Negros Ori-ental Zamboanguita HON. GLENSON E.

ALANANODel Pilar Street, Barangay Poblacion, Zamboanguita, Negros Oriental

286 7 Bohol Loay ROSEMARIE LIM IMBOY Bgy. Calbario Compound

287 7 Bohol Loon LLOYD PETER M. LOPEZ

Loon North Central Elementary School

288 7 Bohol Mabini ESTHER FOSTANES TABIGUE

Municipal Hall Compound, Laoac Pangasinan

289 7 Bohol Pilar, Bohol HON. NECITAS T. CUBRADO LGU Pilar Compound, Pilar, Bohol

290 7 Bohol San Miguel, Bohol HON. CLAUDIO C. BONIOR Poblalcion, San Miguel, Bohol

291 7 Bohol Sierra Bullones SIMPLICIO C. MAE-STRADO

Muncipal Compound, Sierra Bullones, Bohol

292 7 Bohol Tagbilaran City JOHN GEESNELL L. YAP Poblacion II, Tagbilaran City, Bohol

293 7 Bohol Tubigon HON. MARLON R. AMILA

Tubigon Local Government Center, Potohan, Tubigon, Bohol

294 7 Cebu Asturias ALAN L. ADLAWAN Owak, Asturias, Cebu

295 7 Cebu Borbon BERNARD A. SEPUL-VEDA Poblacion, Borbon, Cebu


296 7 Cebu Camotes - San Fran-cisco

ALY ARANAS ARQUIL-LANO

Northern Poblacion, San Francisco, Cebu

297 7 Cebu Consolacion HON. TERESA P. ALE-GADO Lamac, Consolacion, Cebu

298 7 Cebu Dalaguete RONALD ALLAN G. CESANTE Dalaguete, Cebu

299 7 Cebu Moalboal INOCENTES G. CABARON Poblacion, Moalboal, Cebu

300 7 Cebu San Fernando ANTONIO L. CANOY Barangay Sangat, San Fernando, Cebu

301 7 Cebu Sibonga LIONEL BACALTOS Poblacion, Sibonga, Cebu

302 7 Cebu Tabuelan REX CASIANO GERO-NA Poblacion, Tabuelan, Cebu

303 7 Cebu Tuburan DEMOCRITO M. DIA-MANTE Tuburan, Cebu

304 7 Negros Ori-ental Canlaon City JIMMY JAYME L.

CLERIGOCity Hall Compound, Barangay Mabi-go, Canlaon City, Negros Oriental

305 7 Negros Ori-ental Jimalalud HAZEL T. BILLONES Poblacion, Jimalalud, Negros Orien-

tal

306 7 Siquijor Maria HON. MEYNARD R. ASOK Barangay Olang, Maria, Siquijor

307 7 Siquijor Siquijor MEI LING M. QUEZON Poblacion, Siquijor, Siquijor

308 8 Biliran Biliran GRACE J. CASIL San Isidro St. Biliran, Biliran

309 8 Biliran Maripipi ULDARICO P. MA-COROL Poblacion, Maripipi, Biliran

310 8 Eastern Samar Dolores EMILIANA P. VIL-LACARILLO Poblacion, Dolores, Eastern Samar

311 8 Eastern Samar General MacArthur JAIME S. TY Barangay Pingan, General Mc Arthur

312 8 Eastern Samar Guiuan HON. CHRISTOPHER SHEEN P. GONZALES

Cogon Relocation Site, Guiuan, East-ern Samar

313 8 Eastern Samar Sulat VIRGINIA R. ZACATE Barangay Baybay, Sulat, Eastern Samar

314 8 Leyte Alangalang HON. REYNALDO B. CAPON, SR. Alang-alang, Leyte

315 8 Leyte Albuera RAMON P. DE LA CERNA JR

Sitio Canlalin, Poblacion, Albuera, Leyte

316 8 Leyte Bato, Leyte BRYAN NILE A. GER-TOS Tres Reyes, Bato, Camarines Sur

317 8 Leyte Calubian DOROTEO N. PALC-ONIT Barangay Veloso, Calubian, Leyte

318 8 Leyte Carigara EDUARDO C. ONG E Makabenta St. Carigara, Leyte

319 8 Leyte Dulag MANUEL S. QUE Brgy. Buntay, Dulag, Leyte.

320 8 Leyte Hindang BETTY A. CABAL Municipal Compound, Hindang, Leyte

321 8 Leyte Inopacan SILVESTRE T. LUMAR-DA

Inopacan Central School, Sto. Rosario St., Poblacion, Inopacan, Leyte

322 8 Leyte Jaro ROLANDO T. CELEBRE Poblacion, Jaro, Leyte

323 8 Leyte La Paz, Leyte LESMESC LUMEN, M.D Barangay District 4, La Paz

324 8 Leyte Mahaplag DAISY A. LLEVE Poblacion, Mahaplag, Leyte

325 8 Leyte Matalom ERIC S. PAJULIO Matalom North Central Elementary School

326 8 Leyte Palo REMEDIOS L. PETILLA Palo Central School


327 8 Leyte Palompon RAMON C. OÑATE Barangay San Isidro, Palompon, Leyte

328 8 Leyte San Miguel, Leyte CHEERYL ENRICA L. ESPERAS Poblalcion, San Miguel, Bohol

329 8 Northern Samar Biri ANTONIO JR. B . DE-

LOS REYESMunicipal Compound, Barangay Poblacion, Biri, Northern Samar

330 8 Northern Samar Bobon RENY ACERO CE-

LESPARA Barangay General Lucban, Bobon, Northern Samar

331 8 Northern Samar Gamay HON. TIMOTEO T.

CAPOQUIAN JRMunicipal Ground, Gamay, Northern Samar

332 8 Northern Samar Lavezares HON. QUINTIN B.

SALUDAGABarangay Caragas, Lavezares, North-ern Samar

333 8 Northern Samar Lope de Vega ANA T. PALLOC Barangay Poblacion, Lope de Vega,

Northern Samar

334 8 Northern Samar Mapanas FRANCIS JOHN L

TEJANO Mapanas Central Elementary School

335 8 Northern Samar Municipality of Rosario GERARDO P. MIRAN-

DA

Rosario Central Elementary School, Bgy II, Poblacion, Rosario, Northern Samar

336 8 Northern Samar Pambujan LINO L. BALANQUIT Pambujan 1, Central Elementary

School, Pambujan, Northern Samar

337 8 Northern Samar San Isidro CONDRADO G. AVILA San Isidro CES, San Isidro, Northern

Samar

338 8 Samar Calbayog City RONALDO P. AQUINO Trinidad Elementary School, Cal-bayog, Samar

339 8 Samar Paranas YOLANDA T. TAN Barangay I, Poblacion, Paranas, Ca-marines Sur

340 8 Samar Tarangnan HON. DANILO V. TAN Barangay C Poblacion, Tarangnan, Samar

341 8 Samar Villareal REYNATO R. LATORRE Villareal CES, Villareal, Samar

342 8 Southern Leyte Anahawan ROBERTO A. LO-QUINTE Anahawan Central School

343 8 Southern Leyte Libagon OLIVER E. RANQUE Poblacion, Libagon, Southern Leyte

344 8 Southern Leyte Macrohon FE GAVIOLA EDILLO San Vicente Poblacion, Macrohon, Southern Leyte

345 8 Southern Leyte Municipality of San Juan

VIRGILIO A. MORT-ERA

San Juan Central ES, San Juan, Southern Leyte

346 8 Southern Leyte Sogod IMELDA UY TAN Sogod Central School District 1, Sogod, Southern Leyte

347 8 Western Samar Sta. Rita JOVEN P. TIU Poblacion, Sta. Rita, Samar

348 9 Zamboanga del Norte

Bacungan (Leon B. Postigo)

ROPERTO S. JAMORA JR

Poblacion, Leon B. Postigo, Zambo-anga del Norte

349 9 Zamboanga del Norte Dipolog City EVELYN T. UY Brgy. Olingan Relocation Area

350 9 Zamboanga Del Norte Gutalac ONESIMO L. COMA

JR.Poblacion, Gutalac, Zamboanga Del Norte

351 9 Zamboanga del Norte Jose Dalman RACHEL D . FERRATER Government Center, Jose Dalman,

Zamboanga del Norte

352 9 Zamboanga Del Norte Kalawit HON. EUGENIO B.

BALILING SR. Barangay Poblacion, Kalawit, Zam-boanga Del Norte

353 9 Zamboanga del Norte Liloy FELIXBERTO C. BO-

LANDOBeside Liloy Gymansium, Liloy, Zam-boanga del Norte

354 9 Zamboanga Del Norte Mutia ARTHUR C. TENORIO Poblacion, Mutia, Zamboanga Del

Norte


355 9 Zamboanga del Norte Piñan JOSE I. BELLENO Piñan Central School, Piñan, Zambo-

anga Del Norte

356 9 Zamboanga del Norte Siayan FLORA L. VILLAROSA Poblacion, Siayan, Zamboanga del

Norte

357 9 Zamboanga del Norte Sindangan NILO FLORENTINO

Z. SYLa Roche San Miguel, Sindangan, Zamboanga del Norte

358 9 Zamboanga Del Norte Siocon HON. JULIUS S. LO-

BRIGASBarangay Poblacion, Siocon, Zambo-anga del Norte

359 9 Zamboanga del Norte Tampilisan ANGELES R. CARLO-

TO IIMunicipal Hall Compound, Tampil-isan, Zamboanga del Norte

360 9 Zamboanga del Sur Aurora BOEN DOROTHEO R.

CABAHUGBarangay Poblacion, Aurora, Zambo-anga del Sur

361 9 Zamboanga Del Sur Bayog LEONARDO L. BABA-

SA, JR.Barangay Poblacion, Bayog, Zambo-anga Del Sur

362 9 Zamboanga Del Sur Dimataling MARIA DOLORES A.

BAYABarangay Kagawasan, Dimataling, Zamboanga Del Sur

363 9 Zamboanga Del Sur Dinas HON. WILFREDO S.

ASOY, SRBarangay Poblacion, Dinas, Zambo-anga del Sur

364 9 Zamboanga Del Sur Dumalinao JUNAFLOR S. CER-

ILLESMunicipal Compound, Dumalinao, Zamboanga Del Sur

365 9 Zamboanga Del Sur Dumingag NACIANCENO M.

PACALIOGA JR.Municipal Hall Compound, Pobla-cion, Dumingag, Zamboanga del Sur

366 9 Zamboanga Del Sur Guipos FRANCISCO N.

ORAEZMunicipal Compound, Guipos, Zam-boanga Del Sur

367 9 Zamboanga Del Sur Josefina CATALINO A.

ADAPONMunicipal Compound, Josefina, Zamboanga Del Sur

368 9 Zamboanga Del Sur Kumalarang EUGENIO G. SILVA Barangay Poblacion, Kumalarang,

Zamboanga del Sur

369 9 Zamboanga Del Sur Labangan MARLON B.

VALENZUELABarangay Poblacion, Labangan, Zamboanga Del Sur

370 9 Zamboanga Del Sur Lakewood CANUTO C. ENERIO Barangay Poblacion, Lakewood,

Zamboanga Del Sur

371 9 Zamboanga Del Sur Lapuyan JOEL B. SULONG Barangay Poblacion, Lapuyan, Zam-

boanga Del Sur

372 9 Zamboanga Del Sur Mahayag LORNA S. ESPINA Barangay Poblacion, Mahayag, Zam-

boanga del Sur

373 9 Zamboanga Del Sur Midsalip LEONIDA M. ANGCAB Barangay Poblacion, Midsalip, Zam-

boanga del Sur

374 9 Zamboanga Del Sur Pitogo RICHARD M. GARBAN Municipal Compound, Poblacion,

Pitogo, Zamboanga Del Sur

375 9 Zamboanga Del Sur Ramon Magsaysay LEONILO D. BORIN-

GA, SR., M.DBarangay Poblacion, Ramon Magsay-say, Zamboanga Del Sur

376 9 Zamboanga Del Sur

San Miguel, Zamboan-ga Del Sur

ANGELITO L. MARTI-NEZ II

Municipal Complex, Poblacion, Zam-boanga del Sur

377 9 Zamboanga Del Sur Sominot TEODORO T. ACOSTA Barangay Poblacion, Sominot, Zam-

boanga Del Sur

378 9 Zamboanga Del Sur Tabina FRUBY O

PARAN-DAYUNDON

Municipal Government Compound, Poblacion, Tabina, Zamboanga Del Sur

379 9 Zamboanga Del Sur Tambulig PROTACIO L. ALE-

MAN, DDM, MAGDBarangay Poblacion, Tambulig, Zam-boanga Del Sur

380 9 Zamboanga Del Sur Tigbao DANILO E. DALID Tigbao, Tigbao, Zamboanga Del

Norte

381 9 Zamboanga Del Sur Tukuran FRANCISVIC S. VILLA-

MEROBarangay San Carlos, Tukuran, Zam-boanga Del Sur


382 9 Zamboanga Del Sur Vincenzo Sagun MERLINA P. MAATA Barangay Poblacion, Vincenzo Sa-

gun, Zamboanga Del Sur

383 9 Zamboanga Sibugay Buug

384 9 Zamboanga Sibugay Diplahan ONESIMO L. COMA

JR.Polacion, Dipalahan, Zamboanga Sibugay

385 9 Zamboanga Sibugay Imelda ROSELYN V . SILVA

Western Mindanao State University, Imelda External Studies Unit Com-pound, Barangay Balugo, Imelda, Zamboanga Sibugay

386 9 Zamboanga Sibugay Ipil EDWIN M. ALIBUT-

DANIpil Heights, Ipil, Zamboanga Si-bugay

387 9 Zamboanga Sibugay Malangas ALFREDO A. ATILANO

Malangas Central Elemtary School Ground, Malangas, Zamboanga Sibugay

388 9 Zamboanga Sibugay Naga JOHN B. BUNGAT Naga, Zamboanga Sibugay

389 9 Zamboanga Sibugay Roseller T. Lim MICHAEL A . PIODE-

NAKatipunan, Roseller T. Lim, Zamboan-ga Sibugay

390 9 Zamboanga Sibugay Talusan ORLANDO A . RAMI-

SOPoblacion, Talusan, Zamoanga Sibugay

391 9 Zamboanga Sibugay Titay MARIA ESPERANZA

CORAZON D.RILLERA Barangay Poblacion

392 10 Bukidnon Damulog PACOMEO S. GETI-GAN Pobalcion, Damulog, Bukidnon

393 10 Bukidnon Dangcagan FRUTO B. DAN-DASAN, JR. Pobalcion, Dangcagan, Bukidnon

394 10 Bukidnon Impasugong MARIO T. OKINLAY Impasugong CES

395 10 Bukidnon Libona LEONARDO G. CALIN-GASAN Libona, Bukidnon

396 10 Bukidnon Malaybalay City IGNACIO W. ZUBIRI Bangcud CS, Brgy. Bangcud, Malay-balay City

397 10 Bukidnon Maramag JOSE V. OBEDENCIO Maramag, Bukidnon

398 10 Bukidnon Valencia City AZUCENA P. HUER-VAS Valencia City, Bukidnon

399 10 Camiguin Catarman NESTOR A. JACOT Barangay Poblacion, Catarman, Camiguin

400 10 Camiguin Mambajao MA. LUISA D. RO-MUALDO

Municipal Complex, Sitio Lakas, Pob., Mambajao

401 10 Lanao Del Norte Bacolod JOSELITO MIQUIBAS Barangay Poblacion, Bacolod, Lanao

Del Norte

402 10 Lanao Del Norte Kapatagan BENJIE Y. BAGUIO Barangay Poblacion, Kapatagan, Lan-

ao Del Norte

403 10 Lanao Del Norte Kolambugan LORENZO MANIGOS Poblacion, Kolambugan, Lanao del

Norte

404 10 Lanao Del Norte Lala ALLAN J. LIM Municipal Government Center, Lala,

Lanao Del Norte

405 10 Lanao Del Norte Linamon HON. RANDY J. MA-

CAPILMunicipal Plaza Ground, Linamon, Lanao del Norte

406 10 Lanao Del Norte Magsaysay ASIZAH S. OMAR Barangay Poblacion, Magsaysay,

Lanao del Norte

407 10 Lanao del Norte Maigo RAFAEL C. RIZALDA Maigo CES, Maigo

408 10 Lanao Del Norte Matungao AISHA AZIS Municipal, Compound, Poblacion


409 10 Lanao Del Norte Sapad PARUK U. ASIS Poblacion, Sapad, Lanao del Norte

410 10 Lanao Del Norte Tubod NELIETA Q. NOVAL Barangay Poblacion, Tubod, Lanao

Del Norte

411 10 Misamis Occi-dental Aloran HON. JUNIPHER A.

ROABarangay Dalisay, Aloran, Misamis Occidental

412 10 Misamis Occi-dental Baliangao AGNE V. YAP SR. Baliangao CES, Baliangao

413 10 Misamis Occi-dental Bonifacio HON. SAMSON R.

DUMANJUGIcamen St., Bonifacio, Misamis Occi-dental

414 10 Misamis Occi-dental Calamba HON. EZEL T. VILLAN-

UEVABarangay Southwestern Poblacion, Calamba, Misamis Occidental

415 10 Misamis Occi-dental Clarin ELSA F. NAVARRO Clarin CES, Clarin

416 10 Misamis Occi-dental Don Victoriano HON. RODOLFO D.

LUNAPoblacion Lalud, Don Victoriano, Misamis Ocidental

417 10 Misamis Occi-dental Jimenez HON. ROSARIO K.

BALAISBarangay Gata, Jimenez, Misamis Occidental

418 10 Misamis Occi-dental Lopez Jaena HON. MICHAEL P.

GUTIEREZBarangay Poblacion, Lopez Jaena, Misamis Occidental

419 10 Misamis Occi-dental Oroquieta City JASON P. ALMONTE Lower Lamac, Oroquieta City

420 10 Misamis Occi-dental Ozamiz City

421 10 Misamis Occi-dental Panaon HON. FRANCISCO T.

PAYLAGA JR.Barangay Poblacion, Panaon, Mis-amis Occidental

422 10 Misamis Occi-dental Plaridel HON. ENGR. DIEGO

C. TYBarangay Southern Poblacion, Plar-idel, Misamis Occidental

423 10 Misamis Occi-dental Sinacaban HON. CRISINCIANO E.

MAHILACBarangay Poblacion, Sinacaban, Misamis Occidental

424 10 Misamis Occi-dental Tangub City PHILIP T. TAN Brgy. Compound, Lorenzo Tan, Tan-

gub City

425 10 Misamis Occi-dental Tudela HON. SAMUEL L.

PAROJINOGBarangay Centro Napu, Tudela, Mis-amis Occidental

426 10 Misamis Ori-ental Alubijid HON. ALVIN GIOVAN-

NI A. LABISBarangay Poblacion, Alubijid, Mis-amis Oriental

427 10 Misamis Ori-ental

Claveria, Misamis Oriental

MERALUNA S. ABRU-GAR Poblacion, Claveria, Misamis Oriental

428 10 Misamis Ori-ental El Salvador City ALFREDO TAN Poblacion, El Salvador City, Misamis

Oriental

429 10 Misamis Ori-ental Gingoog City MARIE GUINGONA City Hall Complex, Gingoog City,

Misamis Oriental

430 10 Misamis Ori-ental Gitagum HON. EMMANUEL S.

MUGOTPoblacion, Gitagum, Misamis Orien-tal

431 10 Misamis Ori-ental Initao HON. ENERTO J.

ACAIN V Initao, Misamis Oriental

432 10 Misamis Ori-ental Jasaan GRACE A. JARDIN Barangay San Antonio. Jasaan, Mis-

amis Oriental

433 10 Misamis Ori-ental Kinoguitan DANILO A. LAGBAS

JR.Poblacion, Kinoguitan, Misamis Oriental

434 10 Misamis Ori-ental Libertad LEONARDO L. UY, JR. Municipal Complex, Libertad

435 10 Misamis Ori-ental

Magsaysay, Misamis Oriental REY B. BUHISAN Barangay Kandiis, Magsaysay, Mis-

amis Oriental


436 10 Misamis Ori-ental Medina DONATO N. CHAN Medina, Misamis Oriental

437 10 Misamis Ori-ental Naawan HON. JAIME C. ROA,

M.D Poblacion, Naawan, Misamis Oriental

438 10 Misamis Ori-ental Opol HON. MAXIMINO B.

SENO Poblacion, Opol, Misamis Oriental

439 10 Misamis Ori-ental Salay ROMEO L. QUE Municipal Ground, Salay, Misiamis

Oriental

440 10 Misamis Ori-ental Sugbongcogon HON. JEROME P.

LAGPASPoblacion, Sugbongcogon, Misamis Oriental

441 10 Misamis Ori-ental Tagoloan HON. PAULINO YAP

EMANOBarangay Poblacion, Tagoloan, Mis-amis Oriental

442 10 Misamis Ori-ental Talisayan ROMMEL C. MASLOG Talisayan Techno-Transfer Terminal

Area

443 11 Compostela Valley Compostela HON. LEMA P. BOLO Municipal Health Office Compound,

Compostela, Compostela Valley

444 11 Compostela Valley Maco ALVERA VERONICA R.

RIMANDOPurok Ernand Binungaan, Maco, Compostela Valley

445 11 Compostela Valley Montevista EUTROPIO S. JAYEC-

TINBarangay San Jose (Poblacion), Mon-tevista, Compostela Valley

446 11 Compostela Valley Pantukan HON. ROBERTO M.

YUGO, MPABarangay Kingking, Pantukan, Com-postela Valley

447 11 Davao del Norte Asuncion HON. ATTY. EUFRA-

CIO P. DAYADAYBarangay Cambanogoy, Asuncion, Davao del Norte

448 11 Davao del Norte Kapalong EDGARDO TIMBOL Maniki Central Elementary School

(MCES)

449 11 Davao del Norte Panabo City JOSE L. SILVOSA, SR. Lot. No. 6, Panabo City Government

Center Area

450 11 Davao del Norte San Isidro ARNEL H. SITOY New Municipal Compound, San

Isidro, Davao Del Norte

451 11 Davao del Norte Santo Tomas BENIGNO R. ANDA-

MONBarangay Tibal-og (Poblacion), Santo Tomas, Davao del Norte

452 11 Davao del Norte Tagum City ALLAN L. RELLON Rizal II ES

453 11 Davao del Sur Digos City JOSEPH R. PENAS Poblacion, Digos City, Davao del Sur

454 11 Davao Del Sur Hagonoy HON. CONRADO E. LAZA, MM, MBA

Municipal Compound, Hagonoy, Davao Del Sur

455 11 Davao del Sur Magsaysay, Davao del Sur ARTHUR D. DAVIN Municipal Compound, Magsaysay,

Davao del Sur

456 11 Davao Del Sur Padada PEDRO F. CAMINERO, JR.

Municipal Compound, Poblacion, Padada, Davao Del Sur

457 11 Davao Oriental Baganga ATRURO C. MONDAY Baganga, Davao Oriental

458 11 Davao Oriental Banaybanay AALIA LOPEZ-TAM-BUANG, MPA-GA Banaybanay, Davao Oriental

459 11 Davao Oriental Boston REBECCO B. ROSIT SR. Boston, Davao Oriental

460 11 Davao Oriental Governor Generoso VICENTE ORENCIA Poblacion, Governor Generoso, Davao Oriental

461 11 Davao Oriental Lupon DOMINGO A. LIM Poblacion, Lupon, Davao Oriental

462 11 Davao Oriental Manay HON. JON MARCO M. DAYANGHIRANG

Purok 9, Barangay Central, Manay, Davao Oriental

463 11 Davao Oriental

Mati City (Davao Oriental State College of Science and Tech-nology)

CARLO LUIS P. RABAT Mati City (Davao Oriental State Col-lege of Science and Technology)


464 12 Cotabato Aleosan HON. VICENRE C. SORUPIA, JR.

Barangay San Mateo, Aleosan, Cota-bato

465 12 Cotabato Antipas EGIDIO D. CADUN-GON, JR. Poblacion, Antipas, Cotabato

466 12 Cotabato Arakan RENE V. RUBINO, SR. Poblacion, Arakan, Cotabato

467 12 Cotabato Kabacan HERLO P. GUZMAN, JR. Kayaga, Kabakan, Cotabato

468 12 Cotabato Libungan CHRISTOPHER CUAN Libungan, Cotabato

469 12 Cotabato Magpet FLORENITO T. GON-ZAGA

Municipal Plaza Compound, Baran-gay Poblacion, Magpet, Cotabato

470 12 Cotabato M’lang HON. JOSELITO F. PINOL

Municipal Government Complex, Poblacion-A, M’lang, Cotabato

471 12 Cotabato Pikit HON. SUMULONG K. SULTAN Barangay Fort Pikit, Pikit, Cotabato

472 12 Cotabato President Roxas JAIME H. MAHIMPIT Poblacion, President Roxas, Cotabato

473 12 North Cota-bato Kidapawan City JOSEPH EVANGE-

LISTAPoblacion, Kidapawan City, North Cotabato

474 12 Sarangani Alabel CORAZON S. GRA-FILO

Alabel Municipal Hall Complex, Poblacion, Alabel, Sarangani

475 12 Sarangani Malungon REYNALDO F. CON-STANTINO

Municipal Compound, Poblacion, Malungon, Sarangani

476 12 South Cota-bato General Santos City RONNEL RIVERA

Roxas East Avenue (beside Bureau of Post), General Santos City, South Cotabato

477 12 South Cota-bato Norala HON. VICTOR Y. BA-

LAYONBarangay Poblacion, Norala, South Cotabato

478 12 South Cota-bato

Santo Niño, South Cotabato

HON. PABLO M. MATI-NONG JR.

Barangay Poblacion, Sto. Nino, South Cotabato

479 12 South Cota-bato Surallah HON. ATTY. ANTONIO

O. BENDITAMunicipal Compound, Surallah, South Cotabato

480 12 South Cota-bato Tboli DIBU S. TUAN Barangay Aflek, T’boli, South Cota-

bato

481 12 Sultan Kudarat Tacurong City HON. LINA O. MON-TILLA

City Hall Compound, Tacurong City, Sultan Kudarat

482 CARA-GA

Agusan Del Norte Buenavista HON. NORBERT B.

PAGASPASBarangay 3, Buenavista, Agusan Del Norte

483 CARA-GA

Agusan Del Norte

Remedios T. Romualdez (RTR) ERNIE T. CENIZA Poblacion, Remedios T. Romualdez,

Agusan Del Norte

484 CARA-GA

Agusan Del Norte Tubay FIDEL F. GARCIA, JR. New Munnicipal Compound, Pobla-

cion II, Tubay, Agusan Del Norte

485 CARA-GA Agusan del Sur Bunawan EDWIN G. ELORDE Barangay Poblacion, Bunawan, Agu-

san del Sur

486 CARA-GA Agusan del Sur Butuan City FERDINAND M.

AMANTE, JR.J. Rosales Avenue, Butuan City, Agu-san del Norte

487 CARA-GA Agusan del Sur Prosperidad ALBIN B. MAGDAMIT Barangay Poblacion, Prosperidad,

Agusan Del Sur

488 CARA-GA Agusan del Sur Rosario HON. JOSE T. CUYOS,

SR.Barangay Poblacion, Rosario, Agusan del Sur

489 CARA-GA Agusan del Sur Talacogon JESRYL E. MASENDO Del Monte, Talacogon, Agusan del

Sur

490 CARA-GA Agusan del Sur Trento JOHNMARK C. BILL-

ANESBarangay Poblacion, Trento, Agusan del Sur

491 CARA-GA Agusan del Sur Veruela SALIMAR T. MONDE-

JARBarangay Sampaguita, Veruela, Agu-san del Sur


496 CARAGA Surigao Del Norte

Provincial Gov-ernment SDN

GOV. SOL FORCADILLA MATUGAS

Capitol Compound, Surigao City, Su-rigao del Norte

497 CARAGA Surigao Del Norte Santa Monica FERNANDO N. DOLAR Santa Monica, Surigao Del Norte

498 CARAGA Surigao del Norte Surigao City ERNESTO T. MATUGAS Surigao West Central Elementary

School (SWCES), Surigao City

499 CARAGA Surigao del Sur Bislig City LIBRADO C. NAVARRO Mancarogo, Poblacion, Bislig City, Surigao del Sur

500 CARAGA Surigao del Sur Tandag City ROXANNE C. PIMENTELTandag Commercial Complex, cor-ner J.P. Rizal and Magsaysay Street, Bongtud, Tandag City, Surigao del Sur

* Mayors who signed the MOA with the ECCD Council

1 ACCOMPLISHMENT REPORT 2016 | - ECCD Council

Documents

Transcript of 1 ACCOMPLISHMENT REPORT 2016 | - ECCD Council