Educare: Nurturing Naga’s Future

Through Excellent

Learning Foundation

HIGHLIGHTS As of 2010, more than half of Naga's population was comprised of youth 24 years old and younger. 32% of the youth population, or one out of every three Nagueño, is of school age. These demographics were a major factor for putting education and children’s welfare on top of the LGU's priorities. These challenges prompted the city officials to innovate and enhance their programs for children, particularly in education. The city’s leadership, from former Naga City Mayor Jesse M. Robredo to Mayor John G. Bongat and officials, implemented successful, effective and innovative child-friendly practices through the years. Foremost, the city has established a healthy enabling environment for child-friendly programming, with its Local Development Plan for Children, Local Council for the Protection of Children, and Barangay Councils for the Protection of Children. Moreover, it allocates a considerable portion of its budget on children's welfare; allocation and spending levels on children has in fact increased by 195 percent over the last six years. Latest data as of 2011 also show that 87 percent of allocated funds for children were spent for children's programs/ projects. Moreover, Barangays are not given a budget allocation by the city government if they fail to spell out programs for children. The LGU also maintains partnerships with institutions to augment its resources for education, and it practices participative planning among community stakeholders to identify priorities especially for education. Naga currently boasts of innovative programs such as: 1. Quality Universal Elementary Education in Naga (QUEEN), to address the issue

of children dropping out of primary school because they are made to work by their families

2. Sanggawadan Program Children -- to alleviate the situation of children who are working in the streets and are unable to go to school

3. Naga Early Education and Development (NEED) Program, also known as Educare -- to integrate quality early childhood education into the traditional day care system

4. Naga City Children’s Home -- to provide shelter and care/intervention to abandoned children and children in conflict with the law

5. Strengthening of the Barangay Council for the Protection of Children (BCPC) in Concepcion Grande.

Introduction Naga City, formerly known as Ciudad de Nueva Cáceres during the Spanish era, is one of the country’s progressive cities. Called “The Pilgrim City,” Naga is nestled at the foot of Mt. Isarog in the Bicol region and is home to the miraculous Virgen de Peñafrancia -- the patroness of Bicolandia – and several centuries-old churches. What was once a sleepy and lesser known city in the region rose to become one of the most improved in Asia from the 1990s, when Naga saw rapid urban growth with the influx of investors and visitors as a result of exemplary and pioneering good governance practices by the local government. Indeed, it has been consistently winning awards for nearly two decades. Through the years, the rise of Naga as a cultural, tourism, investment and education hub in the region has made it attractive to visitors from nearby towns. These visitors eventually became residents who chose to settle in the city to work or to study. According to latest data from the National Statistical Coordination Board (NSCB), from the years 2000-2010, Naga City’s population grew by 26.9 percent, with an average annual population growth rate of 2.41 percent, the highest among the four cities in Bicol region. It has a population of 174,931 and more than half of that is comprised of youth aged 24 and below. 32% of the youth population, or one out of every three Nagueño, is of school age. Naga’s demographics is a major factor for putting education and children’s welfare on top of the LGU's priorities. The youth forms a substantial segment of Naga’s population, hence local officials deemed it is of critical importance to provide them with formal and alternative learning opportunities and ensure that their rights are met. The city’s leadership, from former Naga City Mayor Jesse M. Robredo to Mayor John G. Bongat and officials, implemented successful, effective and innovative child-friendly practices through the years. Their efforts did not go unnoticed: Naga was named “Most Child-Friendly City” in February 2007 and also received a Presidential Award for Child Friendly Municipalities and Cities in March 2009. All these, on top of the awards it received in previous years, have made Naga a Hall of Fame awardee for the Most Child-Friendly Cities.

“An Maogmang Lugar” for young Nagueños: Innovative child-friendly practices Before Naga was named the most child-friendly city in 2007, its programs for the youth were inadequate. In 2000, Naga was one of the Philippine cities with a high number of working children, according to a study. Mr. Jaime Reblando, head of Naga’s Social Welfare Department Office, shared that instead of going to school, children helped augment their parent’s income by working as scavengers, watch-your-car boys or peddlers of goods at the local market. The city was also full of street children who were mostly abandoned or neglected. Mr Reblando said it was a challenge for them to keep these children away from the streets. Back then, the city had a temporary shelter where vagrant children could stay for a few days until the social workers found their parents. It was doubly hard because the children would eventually go back to the streets.

The above problems were seen to be rooted in the influx of non-Nagueños from nearby towns and provinces and the relatively high poverty incidence in Naga. According to data from the 2000 and 2003 family income and expenditure surveys of the NSCB, poverty incidence in the city ranged from 19-23 percent while self-rated poverty was at 61 percent. These challenges prompted the city officials to innovate and enhance their programs for children, particularly in education. Naga currently boasts of innovative programs such as the Quality Universal Elementary Education in Naga (QUEEN), the Sanggawadan Program and the multi-awarded Naga Early Education and Development (NEED) Program, also known as Educare. Other noteworthy programs include the Naga City Children’s Home and the strengthening of the sustainable organized Barangay Council for the Protection of Children (BCPC) in Concepcion Grande. One of the visions of then-mayor Robredo was to make Naga “An Maogmang Lugar” (a Bicolano phrase which means “A Happy Place”) for residents. With these programs, the happiest of all, perhaps, are Naga’s “kaakian” (children) and their parents. The city government has thrown its all-out support to the Nagueño youth. Programs and services for children cut across all sectors and are geared towards meeting the fundamental rights of the child. “Ang kanya-kanyang opisina dito, merong plano. Katulad ngayon, mag-evaluate na naman kami. Tatanungin kami, nasaan ang plano ninyo para sa children at magkano ang budget ninyo? (Every office here has plans and programs [for children]. There will be an evaluation soon and again, we will be asked of our programs for children and the allocated budget for those projects.)” Mr. Reblando said, adding that barangays are not given a budget allocation if they fail to spell out programs for children. Over the last six years, the city government has increased its budgetary allocation and spending levels on children welfare by 195 percent. Latest data as of 2011 show that 87 percent of allocated funds for children were spent for children programs, projects and activities (see Annex for Naga State of the Children Report 2012). Given the challenge of sustaining the programs that are geared towards education, the city government partnered with institutions and enhanced participatory budgeting to maximize its limited resources. How did they do it? Partnership with institutions. Financial resources for the implementation of education programs and projects are sourced from the city government’s Special Education Fund, General Fund and External Fund Sources. The city also maintains and continues to strengthen partnerships with various organizations, whether in the government or private sector, to augment the city government’s resources for its education programs

Participative Planning System. The LGU involved the community through regular barangay and school-level consultations to help define the basic education program’s priorities. Through participative planning, the city government has identified the priorities for funding. These priorities include:

a. hiring of locally-funded teachers and deployment of non-teaching personnel (utility workers and security guards);

b. capacity development of teachers; c. acquisition of textbooks and instructional materials; d. construction of additional classrooms; e. procurement of tables and chairs, computer facilities and internet services; f. ensuring greater participation of parents in their children’s education; and g. assistance to underperforming children and families with economic problems.

To ensure the sustainability of major interventions, they are institutionalized through executive, administrative and legislative measures. 1. Quality Universal Education Empowerment (QUEEN) Program

According to Galing Pook Foundation, Naga is one of the few LGUs with programs that are strongly focused on achieving the United Nations’ Millennium Development Goals (MDGs). Naga made efforts to localize these goals by tackling poverty, health, education and other issues. With the second MDG (achieve universal primary education) in mind, the city launched in 2007 what was then called the “Quality Universal Elementary Education” (QUEEN) program to ensure that every indigent Nagueño child gets all the opportunities to complete primary school. The program requires parents to refrain from sending their children to work or to do errands that will force them to drop out of school. To ensure that children are sent to school, parents are given incentives such as rice subsidies every quarter for getting involved in school activities such as PTA and QUEEN General Assembly meetings, or participating in clean-up and school maintenance drives. The amount saved for rice may be expended for their children’s transportation and daily allowance. The city provides the students with free school supplies and bags at the start of the school year. There is also at least one corresponding livelihood program in each of the city’s barangays, where income-generating projects for QUEEN Parents Associations are conducted in coordination with the city’s employment office. Because of the livelihood programs of QUEEN, there is a reported 25% increase in household income, further supporting the educational needs of schoolchildren. As of January 2014, QUEEN had 24,276 student-beneficiaries coming from approximately 14,000 families. This represents 61% of the 40,000 total student population in public schools, which experienced dramatic increases in participation rates. 2. Sanggawadan

In the early 2000, Naga was chosen as one of the 25 pilot cities for an Australian Aid Agency (AusAid) initiative called the Street and Urban Working Children Project (SUWCP) to keep the children away from the streets and send them to school.

Under the program, AusAid provided school children with rice subsidies as a way of improving their school attendance. Mr. Reblando said Naga continued the program to this day even after funding from AusAid ran out and called it the Sanggawadan program. The word Sanggawadan means “to help raise up.” The program provides indigent families with rice subsidies and free school supplies in exchange for sending their students to school. Most of the beneficiaries are children who used to work in the streets to help augment their family income. 3. Naga City Children’s Home

Located in Barangay Pacol, the Naga City Children’s Home (NCCH) was built in 2013 which serves as a temporary shelter and processing center for boys aged 18 and below who are either abandoned or neglected, and children in conflict with the law (CICL). Mayor Bongat said with the help of various non-government organizations and faith-based organizations, street kids and children in conflict with the law are brought to the “home” and develop them to become productive youths of Naga. Ms. Evangeline Manalo, the social welfare officer that oversees the operations of the NCCH, said the shelter uses a holistic approach in nurturing the children so that they would find it easier to reintegrate in the community and reunite with their families. The children are provided with services/interventions such as homelife, medical, psychosocial, spiritual, recreation and education. It is also worthy to note that the children at the NCCH know by heart their fundamental rights, as well as their responsibilities in the community. 4. Barangay Concepcion Grande’s Child-Friendly Services

Barangay Concepcion Grande, one of the 27 barangays located south of the city, is a microcosm of Naga LGU’s success in implementing child-friendly practices. Like the city where it belongs, “grande” (as the barangay is fondly called) has several awards tucked under its belt. It was named Naga’s most child-friendly barangay, a model barangay during the search for most child-friendly city in 2011 and a model breastfeeding barangay. Kagawad Medith Bollosa noted that majority of their programs are aimed at serving the mothers and children in their community. Some of the facilities in the barangay include a health and nutrition center, a breastfeeding corner, an Alternative Learning System (ALS) center equipped with computers for out-of-school youths, and three Educare centers. What is unique in this barangay is that they have Junior Barangay Officials, ages 10-12, performing the same functions as elected officials during summer. Barangay officials recognize that these children will eventually become the leaders of their

barangays and one of the ways to train them is to involve them in the barangay’s activities. Being a child-friendly barangay, it is but proper for Concepcion Grande to have its youth serve the youth. Ms. Bollosa said those who would like to become JBOs undergo a rigid screening process by taking exams and interviews conducted by the barangay council. From there, the council chooses who among the applicants are fit for the job. “We let them brainstorm and implement their own programs so this serves as their training ground. At the same time, they serve as inspiration to other children. ‘Yung sense of responsibility nila, andun na habang bata pa [They develop a sense of responsibility at a young age],” Ms. Bollosa said. (The Naga Early Education and Development Program (NEED) or Educare is the highlight of the child-friendly practices in the city. The succeeding pages showcase the city’s pride and the country’s first in innovative daycare system.)

Spotlight on Educare: Infusing the Montessori approach to the daycare system

The traditional daycare system, which is informal, play-based and activity-oriented, was designed for working mothers who found it impossible to take care of their children aged 3-5 years. It was simply a place for parents to leave their children while at work. Seeing this as an opportunity to prepare children for formal schooling, the city government exercised its creativity by combining childcare with quality, early education to develop children in all aspects (physical, social, emotional and cognitive). One of Naga’s city officials thought of infusing the Montessori approach to the daycare system. However, the Montessori system is quite expensive because of its specialized approach to learning -- it is more learner-centered and it emphasizes children’s active participation. Thus, poor families could not afford access to this learning approach, which is offered at a high cost by private schools. To level the playing field and to provide equal access to quality early education, the Montessori approach was adopted and infused in all daycare centers in the city so that less privileged children are also given a chance to have an excellent foundation during their formative years. Ms. Elsie Maria Romano, division head of the Naga Early Education and Development (NEED) Program (Educare) and an expert in Montessori learning approach, shares the vision of former Mayor Robredo that investing and making innovations in education has long-term implications and always yield positive results. Their slogan is as follows: “Quality basic education for all Nagueños.” Indeed, the innovative move totally changed the concept of daycare – from a place to leave kids to play and socialize to a place where they can learn and have fun at the same time. Thus, the term daycare was renamed to “Educare.”

The city mayor and officials reviewed the traditional daycare service and developed a conceptual and operational framework for the Educare program with the help of Casa Montessori Internationale, Inc. The Educare program was initially implemented during school year 1993-1994, shortly after it was presented to stakeholders for three months. The program budget is generated locally from the budget of the city government, as well as barangays, NGOs and contributions from parents-teachers associations.

Objectives Educare had the following objectives:

a. Upgrade existing day care services to provide Montessori-type instruction. b. Strengthen delivery of early education services to the disabled sector. c. Sustain the existence of these components by tapping and matching

resources of the community, specifically the parents, the barangay council, national and local NGOs and national government agencies.

d. Identify and implement ways and means of enhancing parental participation in various projects and activities of the program.

One of the objectives of the program is to establish at least one Montessori-type day care center in each barangay equipped with instructional equipment and trained workers. Daycare centers in far-flung areas then were made of “kubo” and do not meet the standards of an ideal and conducive learning atmosphere for children. When Educare was implemented in 1993, the city government made sure that this lack in infrastructure and facilities was addressed. Two model Educare centers, called School for Early Education and Development (SEED), were built inside the city hall compound. These sites served as the program’s operations base and training center for volunteer workers. Educare was also designed to have a nutrition component, to allow children to enjoy a regular feeding program that includes a healthy diet of fruits and vegetables. The Educare budget is funded through the General Fund/Local Development Fund. In 1993, the budget allocation for the Educare program amounted to P898,000. The breakdown is as follows:

Item Amount

Teachers’ Honorarium P 360,000.00

Cassette Recorder 105,000.00

Supplies & Materials 90,000.00

Montessori Materials 175,000.00

Printing of books 45,000.00

Teachers’ Uniform (2 sets) 90,000.00

Teachers’ Training (for 1 month) 33,000.00

Total P 898,000.00

Through the years, with the help of NGOs, parents and local officials, the Educare program expanded and improved further until it became the city’s showcase for other localities to emulate. From only 30 teachers and 1,043 students in 30 Educare centers in 1993, there are now 87 teachers nurturing 2,614 students in 75 centers spread in 27 barangays in the city – and the program is still growing.

“We attribute this success to the support of our local government unit and barangays, non-government organizations and parents who believe in the quality of teaching we have here. We expanded because more residents have expressed their interest to avail of the Educare program,” Ms. Romano said. For this initiative, in 1996 or only three years after it was implemented, the NEED Program took home the Galing Pook Trailblazing Award. For its continuous success in the program, Naga again received its second Galing Pook Award for Continuing Excellence (ACE) in 2003 and its first Gawad Paglilingkod sa Sambayanan (GAPAS) award in 2011 for being a Model LGU Implementing Day Care Service.

The road to Educare’s success The Educare program was conceptualized with the vision of quality, basic education for all Nagueños. Quality early education is a right that all children, regardless of social status, should enjoy. How did the champions of Educare translate this into action and made it a success? Below are the key implementations steps taken by Naga during the program’s implementation in 1993.

Key Implementation Steps

Key Implementation Steps Timeline Estimated Cost

Conceptualization 5-6 months P 3,000

Formation of Educare Organizational Structure 1-2 months P 3,000

Educare implementation 1 month P 15,000

Training of daycare workers 1-2 months P 33,000

Undertaking Monitoring and Evaluation* -- P 10,000

Institutionalization of the NEED Program in 1996 1-2 months P 5,000

TOTAL P 69,000

*monitoring and evaluation during the early phases of implementation was held on a monthly basis

1. Conceptualization (5-6 months)

a. City officials composed of then Mayor Robredo, councilors including the head of

the education committee, and the CSWDO head held a series of meetings to review the traditional daycare service (physical state of the daycare facilities, the policies involving daycare system, participation fees and the degree of involvement of parents, city government, barangay officials and NGOs).

b. They sought the expertise of Ms. Carina Lebron, President and Principal of Casa Montessori Internationale, Inc. to introduce and orient them regarding the Montessori-approach.

c. The Educare concept was presented to stakeholders such as daycare workers, barangay officials and parents. They were likewise consulted on how to improve the daycare service. This activity lasted for three months.

2. Formation of Educare Organizational Structure For years since it was implemented, the Educare program’s operations were supervised by the CSWDO head. But in 2011, Mayor Bongat issued an ordinance (Ordinance No. 2011-001) that created the Early Childhood Care and Development Division (see the latest organizational structure in the next page) under the CSWDO solely to oversee the program’s operations.

a. An administrative team composed of the city mayor, the city education

committee chair, education consultant, Educare coordinator, barangay captain, barangay’s chairman of the committee on education and Educare teachers was formed.

b. Barangay officials were oriented on their role in the program.

c. Through an Executive Order, barangays are mandated to allocate 3 percent of their budget to Educare. Barangays enacted ordinances allotting portions of the budget to the program, in particular the payment of the teachers’ honoraria (from P950 to P6,000) and maintenance of Educare centers in their respective barangays. A portion of the maintenance costs also come from parents’ contributions.

The Educare Organizational Structure

City Mayor Chairman, Committee on Education

Educational Consultant CSWDO/Consultant *Division of Early Childhood Care and Development Division Head

SEED/Educare Coordinator Barangay Captain Barangay Committee, Chairman on Education Educare Teachers

3. Educare implementation

Upon gaining approval from the stakeholders, the program was institutionalized. In July 16, 2003, the Sanggunian passed an ordinance (Ordinance No. 2003-082) adopting the Educare concept in daycare centers in the city.

4. Training of daycare workers

According to Ms. Romano, training is an integral part in enhancing and upgrading the skills of Educare teachers. The daycare workers were trained the Montessori-style of teaching for a month.

a. The city government forged a partnership with the Bicol College of Arts and

Trade (now known as Camarines Sur Polytechnic College) where all 21 daycare workers then would attend classes for free every weekend to finish the Bachelor of Science in Elementary Education degree.

b. Partnered with the Casa Montessori Internationale Inc. for the training of daycare workers on the Montessori-approach to teaching. (Note: According to Ms. Romano, there was no formal signing of agreements between parties. The commitment was made verbally between-then Mayor Robredo and school officials.)

5. Undertaking Monitoring and Evaluation During its initial implementation, a monthly evaluation was conducted by a team led by then-city councilor Janet Soler.

a. Select Educare centers in barangays were visited to check implementation and

gather concerns and inputs from parents, barangay officials, NGOs.

b. Reports were consolidated and submitted to the division head of the Early Childhood Care and Development of the CSWDO.

c. The reports were evaluated and based on the collated reports, changes were made to improve the program.

In 2011, Mayor Bongat formulated an accreditation scheme (Executive Order No. 2011-014) to ensure quality standards across Educare centers in the city. Likewise, teachers are also evaluated during the process. An accreditation committee conducts on-site evaluation in centers. If standards are met, the center is granted accreditation.

The centers and teachers are continuously monitored throughout the period of accreditation and the committee periodically reevaluates each center and teachers. Aside from the city-level monitoring and evaluation (composed of a representative from the Mayor’s office, the city health office, the city nutrition office, the city planning office and the SEED Division head), the SEED Division head also conducts regular and continuous monitoring of the teachers and center’s operations to identify strong and weak points and address mistakes and shortcomings.

As a reward, teachers get an incentive of P1,000 for an “outstanding” rating while Educare centers with the same rating are given P15,000. The incentive that schools get should be spent only for the needs of the center. 6. Institutionalization of the NEED Program

In 1996, the city issued Ordinance No. 96-012 institutionalizing the NEED program. Despite changes in administration, the sustainability of the program is ensured through this ordinance which also created the NEED Board composed of the following:

The City Mayor Chairman

Chairperson of Padangat Foundation Vice-Chairman

Chairman of SP Committee on Education Member

Head of the City Social Welfare & Development Office Member

President of Day Care Parent- Teachers Association Member

President of Rotary Club of Naga East Member

The NEED Board serves as the Educare program’s policy-formulating and direction-setting body.

Operationalizing Educare: Strategies and how it works A child’s education is built upon by the family and the community. Educare’s operation, much like its teaching approach, is holistic and anchored on participation of the child’s family and barangays, in coordination with the teachers and the support of the LGU. LGU support through LCPC LGUs are mandated under Sec. 15 of Republic Act 9344 to establish their Local Council for the Protection of Children at the city, municipal and barangay levels. To ensure that the programs for children are integrated in the local policies and budget, Mr. Reblando, a member of the LCPC, said the council has drafted an overall Local Development Plan for Children until 2016. LCPC members have identified their respective programs and services for children. Barangay Involvement Barangays have their respective Barangay Council for the Protection of Children (BCPC). Members of the BCPC are trained and informed of their functions and duties in ensuring that children’s rights are protected. Barangays are also committed to include in their budget the honoraria of Educare workers and the maintenance of the centers and facilities. Playhouses and other facilities are constructed also using barangay funds. They also take part in the monthly supervision and evaluation of centers and teachers. The maximum honoraria given to them is P6,000 while the lowest is P950 per month. Parent Participation Opportunities for parental advancement are also made possible through the program. Parents are highly encouraged to participate in the center’s activities, including the actual cleaning of the centers as agreed upon in the “Kasunduan” signed by them during enrolment. Alongside these duties, they could also serve as volunteers and observers in the classroom.

“Our concern is the holistic development of the child so we involve the family. Kung ano ka bilang magulang, kung ano ang nakikita nila sa ‘yo, ‘yun ang gagawin nila. [Children try to emulate what their parents do.] We remind parents to guide their children on the way he should go and that is to train them to become a better man or woman,” Ms. Romano said. Teacher Recruitment, Selection & Training Applicants undergo the usual hiring process of exams and interviews.

Process/Criteria for selecting Educare teachers

Applicants who want to become an Educare teacher should be a college graduate, preferably a degree holder of Bachelor of Elementary Education, between 21-35 years old, and of good moral character. They will undergo the following recruitment process:

The applicant needs to see the Punong Barangay for initial interview

The Punong Barangay must endorse the applicant to the CSWDO

The applicant needs to pass the written and oral examination developed by the head of the SEED program before he/she is admitted for final interview

Applicant undergoes training for two weeks before he/she is qualified

Applicant signs a one year contract of service As part of the enhancement and upgrade of Educare teachers’ skills, they undergo training every summer. They are also trained on how to care for special children. The training [with four modules] costs P90,000.

Curriculum Enhancement The curriculum is constantly updated in coordination with Casa Montessori Internationale. Workbooks in Math, English, Sibika and Science authored by Ms. Romano are given for free. These subjects are integrated into the curriculum in preparation for the child’s entry to regular schooling. Linkages with barangays, NGOs and private entities. The program encouraged partnerships between the program implementers, the barangay councils and NGOs to ensure that it is sustained. Creation of the Naga Early Childhood Care and Development Division under the CSWDO. Since it became a division of the CSWDO in 2011, the program is given more focus with its own chief who oversees the overall operations.

Educare’s success: Reaping the fruits The success of Educare is evident in several ways.

1. Increase in the number of centers, enrollees and teachers. Having seen the effectiveness of the program, more parents enroll their children in Educare centers. From 1,043 enrollees during its initial implementation in 1993, the number ballooned to 2,880 in 2013. This is 23.67 percent of the city’s total 3-5 year old projected population of 12,166 for 2011-2012. (Computation: 2,880 divided by 12,166).* Data in the Naga City Comprehensive Development Plan 2011-2020 show that for school year 2009-10, the city government’s 73 EduCare Centers then accommodated 2,853 preschoolers. This was 21 enrollees shy of DepEd-Naga’s 2,874 enrollees in 27 preschools, while the 20 private preschools in the city enrolled 2,485. The total number of preschoolers was 8,212. This translates to a 67% participation rate when measured against the 12,166 projected preschool age (3-5 years old) population.

2. Support for quality education from all sectors. The LGU, including barangays, no longer find it difficult to seek assistance and sponsorship from NGOs and private entities.

3. Improvement in child’s performance. Educare students can read and write well, aside from a marked improvement in their behavioral pattern and self-esteem. For school year 2013-2014, Ms Romano reported that 97.59 percent of students passed the evaluation in Math, while 98.3 percent passed the evaluation in Language.

4. Replication of the program. Various groups visit the city to signify their interest in replicating the program in their areas. Groups that went for a study visit on Educare include Indonesian government officials, local government units of Benguet, Tabaco (Albay), Casiguran (Samar), Bataraza (Palawan), among others

Keys to a Successful Educare Naga’s success in its Educare program is a testimony that a common goal – that is, love and concern for the children’s welfare – make the local government and the community work as a team. For Naga, the following factors are key to establishing a successful Educare:

1. Strong support and commitment of the LGU leadership 2. Participation and support of barangay officials, parents and NGOs 3. Building all necessary structures and resources (Educare centers, personnel

and volunteers, teaching materials and equipment, funding and other resources)

4. Constant supervision, monitoring and evaluation

Challenges in Implementing the Educare Program In every program, especially in its initial stages, problems are usually encountered. Educare is no exception. Mr Reblando said they were questioned by the National Council for the Welfare of Children for infusing the Montessori-approach to the traditional daycare system. Since the concept of daycare centers then was a place to leave children to play, there was confusion as to what it really is: is it a preschool or a daycare center? When the School for Early Education Development (SEED) was put

up, Mr Reblando recalled: “Bakit daw naging ‘school’ na kami. Eventually, they realized that Naga children under Educare are more advanced. Kaya ngayon, nagpapa-train na sila ng teachers dito sa Naga, dito na ang training grounds,” he said. Through time, Mr Reblando said the Educare system has evolved. It is a tangible proof that ‘substitute mothering’ works best when it is coupled with quality education during a child’s formative years. “We educate and at the same time care for the children.”

BOTTLENECK ANALYSIS

Enabling Environment Supply Demand Quality

Bottleneck Description

Traditional daycare system

is informal, play-based, and

activity-oriented

Day Care centers in far-flung areas were like nipa huts and do not meet the standards of an ideal and conducive learning atmosphere for children.

Policy/ Programme Intervention

Existence of a Local Development Plan for Children, Local Council for the Protection of Children, and Barangay Councils for the Protection of Children Increase in budgetary allocation and spending levels on children welfare by 195 percent. Policy that barangays will not be given a budget allocation if they fail to spell out programs

Educare centers with Montessori approach were established Curriculum enhancement Daycare workers are trained on Montessori-style of teaching 87 teachers in 75 centers spread in 27 barangays in the city

Children aged 3-5 attend

Educare classes

for children. The LGU maintains partnerships with institutions to augment its resources for education. The LGU practices participative planning to identify priorities especially for education. Partnership with the Bicol College of Arts and Trade (now known as Camarines Sur Polytechnic College) and Casa Montessori Internationale, Inc. for the training of daycare worekrs. Formulation of an accreditation scheme through Executive Order No. 2011-014 Institutionalization of the NEED program (serves as the Educare program’s policy-formulating and direction-setting body.

Indicators for Monitoring

Increase in the number of centers and teachers providing Educare services

Increase in the number of pre-school enrollees

Improved academic performance ratings (passing rates in Math and Language evaluation)

References Websites: http://www.naga.gov.ph http://naga.gov.ph/sp-matters/executive-orders/executive-order-no-2011-014/ (Executive Order on Accreditation Scheme) http://www.nscb.gov.ph/ru5/products/statwatch/sw-city.html http://www.galingpook.org/awardees/2006/2006_local_naga.htm http://www.dilg.gov.ph/PDF_File/issuances/memo_circulars/DILG-Memo_Circular-201275-70d3a46722.pdf http://www.lawphil.net/statutes/repacts/ra2006/ra_9344_2006.html http://naga.gov.ph/wp-content/uploads/2011/02/Comprehensive-Development-Plan-2011-20-full.pdf http://naga.gov.ph/wp-content/uploads/2012/11/CDP-2011-20-Final-Chapter-3-Comprehensive-Development-Plan.pdf Interviews with: City Mayor John G. Bongat on August 28, 2014 City Councilor Elmer Baldemoro on August 25, 2014 CSWDO Chief Mr. Jaime Reblando on August 26, 2014 Early Childhood and Development Office Division Head Ms. Elsie Maria Romano

on August 26, 2014 Social Welfare Officer Ms. Evangeline Manalo on August 25, 2014 Barangay Concepcion Grande Officials on August 27, 2014 Various materials provided by the interviewees

1. “Kasunduan” (Please see Page 2 of Educare Child Record) 2. Books used in Educare centers 3. Sample Educare Child’s Record 4. List of trainings conducted by Educare head to LGUs/agencies/schools 5. List of groups that went on study visit to Naga City for Educare 6. Educare handbook 7. Sample barangay resolution reconstituting the BCPC 8. Sample barangay resolution on the 2013 work and financial plan for children 9. Sample barangay resolution on adoption of barangay school supplies

assistance program for Educare, Elementary and HS students; appropriation of funds to cover expenses

10. Sample Educare teacher Evaluation Tool 11. Sample Educare teacher Performance Rating 12. Sample Educare Center Accreditation Tool 13. Sample Yearend Evaluation of Students’ Performance 14. Photocopy of Naga City Program Appropriation outlining budget for 2013 and

2014 15. Naga SMILES magazine 16. Powerpoint presentation on Educare program 17. Naga State of the Children Report 2012

ANNEX A: CHILD’S RECORD - EDUCARE PROGRAM