NINETEENTH CONGRESS OF THE 
]
REPUBLIC OF THE PHILIPPINES 
]
First Regular Session 
j
SENATE
S.B. No. 2029
of tlje ^' r.'i'farp
23 MAR 21 P3 ‘43
RECEIVED B\:
Introduced by SENATOR WIN GATCHALIAN
AN ACT
ENSURING THE ALIGNMENT OF BASIC EDUCATION AND EARLY 
CHILDHOOD EDUCATION, APPROPRIATING FUNDS THEREFOR, AND
FOR OTHER PURPOSES
EXPLANATORY NOTE
Young children aged 0-4 years old are among the most vulnerable in our 
society, requiring loving care from their parents, their community, and the 
government. According to the Philippine Statistics Authority (PSA), there will be 
an estimated 11.1 million young children aged 0-4 years old by July 2023. This 
will account for around 10% of the total population, which is estimated to reach 
112.9 million by July 2023. These young children are the future of our nation 
and, therefore, they must be fully supported by the government, especially as 
they go through their educational journey.
Early childhood education (ECEd), as part of early childhood care and 
development (ECCD), is extremely crucial in the development of these young 
children. Quality ECEd sets a strong foundation for learning.1 According to a 
study conducted by UNICEF Philippines, the positive impact of ECEd is sustained
1 UNICEF, “A World Ready to Learn: Prioritizing Quality Early Childhood Education” (April 2019), p. 12. 
See: https://www.unicef.org/media/57926/file/A-world-ready-to-learn-advocacy-brief-2019.pdf
1


for over five (5) school years.2 A study also found that early childhood education 
and development has an effect on later student performance, where Grade 4 
learners who were able to often perform early literacy and numeracy activities 
with their parents before primary school scored higher in mathematics and 
science compared to those who were not.3 Further, ECEd helps make education 
systems more effective and efficient, as children who received ECEd are more 
likely to attend and stay in school, sparing education systems from the need for 
“catch-up” efforts.4 Equitable ECEd is also an effective strategy for promoting 
economic growth, as it can narrow early achievement gaps for children from 
disadvantaged settings and teach fundamental skills needed for the workforce.5 
Therefore, it is a sound policy to provide universal quality ECEd.
The gains under ECEd will be wasted if it is not aligned with the K to 12 
curriculum. Corollarily, the K to 12 basic education system will suffer if children 
who enter Kindergarten have not been properly equipped with the necessary 
skills or taught the essential learning competencies. The responsibilities over 
ECEd and K to 12 basic education are lodged under different government 
agencies. ECEd is under the jurisdiction of the ECCD Council, while K to 12 basic 
education is lodged under the Department of Education (DepEd). While DepEd 
chairs the ECCD Council, it has no jurisdiction over the implementation of ECEd, 
as child development teachers (CDTs) and child development workers (CDWs) are 
employed and supervised by the local government units (LGUs), usually under 
their city or municipal social welfare development office. There is, therefore, a 
need for legislative enactment to ensure and strengthen the learning continuum 
between ECEd and basic education, and to emphasize that, under R.A. No. 
10410, or the Early Years Act (EYA) of 2013, ECCD has evolved from being a 
primarily social and welfare concern to a system that must be addressed 
holistically, with ECEd as a primary concern.
2 UNICEF Philippines, et al. “Research Snapshot; 2021 UNICEF Philippines Early Childhood Education
Kindergarten to Grade 4 
Longitudinal 
Study”, 
p. 
11. 
See:
https: / / research. acer.edu.au/cgi/viewcontent.cgi?article= 1037&context=early_childhood_misc
3 Trends in International Mathematics and Science Study (TIMMS) 2019, p. 299
4 UNICEF, supra Note 1
5 Id.


In order to achieve the objective of optimum alignment between ECEd and 
basic education, the ECCD system, as a whole, should be fixed. Over the past 
decades, there have been several legislative updates to improve the ECCD system. 
Currently, R.A. No. 10410 provides the legal framework for ECCD. However, 
major problems persist. Foremost of these problems is the inequitable delivery of 
ECCD services due to the decentralization of the ECCD system. The quality of 
ECCD services received by a young child is highly dependent on the financial and 
budget framework,6 resources, and political will of the LGU. To achieve equitable 
and universal ECCD, especially ECEd, LGUs should be held more accountable, 
but at the same time, they should also be supported and capacitated to perform 
their mandate, especially the poorest municipalities.
Another issue is whether it is sound fiscal policy to establish and maintain 
Child Development Centers (CDCs) in every barangay, as mandated under R.A. 
No. 6972, or the “Barangay-Level Total Development and Protection of Children 
Act,” as amended by R.A. No. 10410. According to the Department of Social 
Welfare and Development (DSWD), there were 1,260,707 young children enrolled 
in CDCs during SY 2021-2022, or just around 11% of the estimated population 
of children aged 0-4 years old.7 Clearly, very few young children are serviced by 
CDCs. This does not reflect an efficient ECCD system, especially with the limited 
fiscal space for ECCD.
Stakeholders have also pointed out the problem with the qualifications, 
employment arrangements, professionalization, and career progression of CDTs 
and CDWs. According to the DSWD, as of January 31, 2023, there are 65,424 
CDCs in the country, and there are 79,451 CDWs. Of this number, 14,725 or 
19% of CDWs receive a monthly honorarium or salary of Php 1,000 or below, 
while only 1,054 CDWs receive Php 15,000 or more. Around 72% of CDWs are 
either contractual employees, casual employees, or hired under Memoranda of
6 Save the Children Philippines, “Analysis of Public Investments in Maternal, Neonatal, Child Health 
and Nutrition (MNCHN) and Early Childhood Care Development (ECCD) Programs in Caloocan, 
Malabon, Navotas, Taguig, Paranaque, Pateros and Manila (Tondo)”, p. 16
7 In a 2011 study, the figure stands at 20% of young children attending the CDCs. Regardless of the 
discrepancy, the proportion of young children that attend CDCs is very low. See Early Childhood 
Workforce Initiative, The Philippines Country Brief: Combining Training with Job Security to Improve 
the Quality of the Childcare Workforce, p. 2


Agreement, while only 11% are permanent employees of LGUs. Around 9% are 
volunteers. There is also little or no oversight over the quality, hiring process, 
and performance of CDTs and CDWs at the local level. Our young children 
deserve the best educators and carers; in turn, CDTs and CDWs should be 
empowered and highly qualified individuals.
This legislation seeks to address these issues by introducing the following 
amendments to R.A. No. 10410:
1. mandating the ECCD Council to ensure the alignment between the K 
to 12 basic education curriculum and the ECCD curriculum, among 
others;
2. mandating greater responsibilities on LGUs on the implementation of 
ECCD programs, through the Local School Boards; and
3. reorganizing the ECCD Council and adding the Secretary of the 
Department of the Interior and Local Government as ex-officio Vice- 
Chairperson;
This legislation also introduces new provisions to R.A. No. 10410 on the 
following:
1. providing for the professionalization of CDTs and CDWs;
2. creation of ECCD divisions in cities and municipalities; and
3. streamlining the delivery of ECCD services.
In view of the foregoing, the urgent passag^^yTTRiSv^crucial legislation is 
earnestly sought. 
/ 
)
N gatchal:


ig|l Senate
' “'''fitp o( tlje
NINETEENTH CONGRESS OF THE 
]
REPUBLIC OF THE PHILIPPINES 
]
First Regular Session 
]
SENATE 
S.B. No. ^029
23 HAR 21 P3:43
RECEiVEDBY:
Introduced by SENATOR WIN GATCHALIAN
AN ACT
ENSURING THE ALIGNMENT OF BASIC EDUCATION AND EARLY 
CHILDHOOD EDUCATION, APPROPRIATING FUNDS THEREFOR, AND
FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled:
1 
Section 1. Short Title. - This Act shall be known as the uBasic Education
2 
and Early Childhood Education Alignment Act”
3
4 
Sec. 2. Section 4(c) of Republic Act No. 10410, otherwise known as the
5 
“Early Years Act (EYA) of 2013”, is hereby amended to read as follows:
6 
“SEC. 4. Definitions. - The following terms are defined as
7 
follows:
8 
XXX
9 
(c) ECCD Curriculum shall refer to the developmentally-
10 
appropriate educational objectives and practices, programs of
11 
activities, organized learning experiences, recommended learning
12 
materials and appropriate assessment for children from age zero (0)


1 
to four (4) years that are ALIGNED WITH THE K TO 12 BASIC
2 
EDUCATION CURRICULUM AND implemented by service providers
3 
through center and home-based programs. It shall consist of
4 
national program goals and guidelines, instructional objectives, and
5 
content outlines that are age-appropriate, individually appropriate
6 
and culturally relevant.”
7
8 
Sec. 3. Section 5(a) of the same Act is hereby amended to read as
9 
follows:
10 
“SEC. 5. System Framework and Components, x x x
11 
(a) ECCD Curriculum. - The curriculum shall focus on
12 
children’s total development and take into account age, individual
13 
and socio-cultural appropriateness. It shall promote the delivery of
14 
complementary and integrative services for EARLY CHILDHOOD
15 
EDUCATION (ECED), health, nutrition, [early childhood education,]
16 
sanitation and cultural activities. [It- shall-use the child’s first
17 
language -as-the-medium of instruction.]
18 
THE NATIONAL ECCD COUNCIL SHALL ENSURE THAT
19 
THE ECCD CURRICULUM IS ALIGNED WITH THE K TO 12 BASIC
20 
EDUCATION CURRICULUM; ”
21
22 
Sec. 4. Section 7(b) of the same Act is hereby amended to read as
23 
follows:
24 
“SEC. 7. Implementing Arrangements and Operational
25 
Structures. - The implementation of the National ECCD System shall
26 
be the responsibility of the ECCD Council.
27 
XXX
28 
Responsibilities of Local Government 
Units. - Local
29 
government units (LGUs) shall include allocations from their Special
30 
Education Fund (SEF) and Gender and Development (GAD) Fund in


1 
addition to other local funds to be utilized for the following
2 
purposes[T].
3 
FURTHERMORE, LGUs, THROUGH THE LOCAL SCHOOL
4 
BOARDS, SHALL BE RESPONSIBLE FOR THE
5 
IMPLEMENTATION IN THEIR RESPECTIVE JURISDICTIONS OF
6 
ECCD PROGRAMS AND SHALL 
PERFORM THE FOLLOWING
7 
FUNCTIONS:
8 
[(1) Suppert-4he-implementation of their ECCD -Programj)
9 
[{2)—Organize and support parent - cooperatives to establish
10 
community based-ECCD programs-;]
11 
[{3}- -Provide counterpart funds for the continuing professional
12 
development of their EGCD public service providers; and]
13 
[(4) Provide the facilities for the conduct of their-ECCD Program.]
14 
(1) FORMULATE LOCAL POLICIES ON ECCD BASED ON
15 
NATIONAL POLICIES ISSUED BY THE ECCD COUNCIL;
16 
(2) PROVIDE THE FACILITIES AND RESOURCES FOR THE
17 
IMPLEMENTATION OF ECCD PROGRAMS. THEY SHALL
18 
ESTABLISH OR CONVERT EXISTING DAYCARE CENTERS TO
19 
CHILD DEVELOPMENT CENTERS (CDCs) AND MAINTAIN THEM
20 
ACCORDING TO STANDARDS AND SPECIFICATIONS SET BY THE
21 
ECCD COUNCIL. THERE SHALL BE AT LEAST ONE (1) NATIONAL
22 
CDC IN EVERY CITY OR MUNICIPALITY;
23 
(3) AIM TO ACHIEVE UNIVERSAL COVERAGE FOR THE
24 
NATIONAL ECCD SYSTEM BY IDENTIFYING AND SUPPORTING ALL
25 
YOUNG CHILDREN AND THEIR PARENTS OR PARENT-
26 
SUBSTITUTES WITHIN THEIR RESPECTIVE JURISDICTIONS;
27 
(4) CREATE PLANTILLA POSITIONS FOR CHILD
28 
DEVELOPMENT TEACHERS (CDTs) AND CHILD DEVELOPMENT
29 
WORKERS (CDWs), AND PROMOTE AND ENCOURAGE THEIR
30 
PROFESSIONAL DEVELOPMENT;


1 
(5) ENGAGE 
PARENTS, 
PARENT-SUBSTITUTES,
2 
GOVERNMENT AGENCIES, CIVIL SOCIETY ORGANIZATIONS, AND
3 
OTHER STAKEHOLDERS IN THE IMPLEMENTATION OF ECCD
4 
PROGRAMS; AND
5 
(6) ENDEAVOR TO AUGMENT THEIR SEF AND GAD FUND
6 
FROM PRIVATE SOURCES, BOTH LOCAL AND INTERNATIONAL,
7 
FOR THE IMPLEMENTATION OF ECCD PROGRAMS.”
8
9 
Sec. 5. Section 9 (a) of the same Act is hereby amended to read as
10 
follows:
11 
“SEC. 9. Organization of the ECCD Council - The ECCD
12 
Council shall be composed of the following:
13 
(a) ECCD Governing Board- The ECCD Governing Board
14 
shall be composed of:
15 
(1) Secretary of the DepEd, as ex officio Chairperson;
16 
(2) SECRETARY OF THE DEPARTMENT 
OF 
THE
17 
INTERIOR AND LOCAL GOVERNMENT AS EX OFFICIO
18 
VICE-CHAIRPERSON;
19 
(3) [{3}] Executive Director of the ECCD Council, as [Vice
20 
C-hairpersen:] member;
21 
(4) [{3}] Secretary of the DSWD, as member;
22 
(5) [{4}] Secretary of the DOH, as member;
23 
(6) [(S}] Executive Director of the NNC, as member;
24 
(7) [(6}] President of the ULAP, as member; and
25 
(8) [mi 
One (1) private individual who is an ECCD
26 
practitioner and expert shall be appointed by the
27 
President upon the recommendation of the Board, as
28 
member.
29 
The Board shall meet once a month or upon the call of the
30 
Chairperson or three (3) members of the Board.”


1
2
3
4
5
6
7
8 
9
10
11
12
13
14
15
16
17
18
19
20 
21 
22
23
24
25
26
27
28
29
30
Sec. 6. Section 10 of the same Act is hereby amended to read as follows:
“SEC. 10. Functions of the ECCD Council —The ECCD Council
shall carry out the objectives of the National ECCD System by
performing the following functions:
(a) 
Promulgate policies and implement guidelines for ECCD 
programs in consultation with LGUs AND OTHER 
stakeholders, including the regional [level] AND LOCAL 
LEVELS when appropriate, consistent with the national 
policy and program frameworks as defined in this Act;
(b) 
[Establish.ECCD program] FORMULATE POLICIES AND
standards [that—reflect—developmentally—appropriate 
practices for ECCD programs, which-shall- interface—with 
the kindergarten] TO ENSURE ALIGNMENT BETWEEN 
THE K TO 12 BASIC EDUCATION CURRICULUM AND 
THE ECCD CURRICULUM, WITH A FOCUS ON THE ROLE 
OF LGUs, THROUGH THE LOCAL SCHOOL BOARDS, IN 
IMPLEMENTING ECCD PROGRAMS IN THEIR 
RESPECTIVE JURISDICTIONS;
(c) 
Develop a national system for the recruitment, registration, 
accreditation, continuing education and equivalency, and 
credential system of ECCD service providers, supervisors 
and administrators to improve and professionalize the 
ECCD sector and upgrade quality standards of public and 
private ECCD programs;
(d) 
ESTABLISH STANDARDS FOR THE ESTABLISHMENT 
OF NATIONAL CDCs AND CDCs OR THE CONVERSION 
OF EXISTING DAYCARES INTO CDCs;
(e) 
[{4}] Develop a national system of awards and recognition to 
deserving ECCD program implementors and service 
providers;


1
2
3
4
5
6
7
8 
9
10
11
12
13
14
15
16
17
18
19
20 
21 
22
23
24
25
26
27
28
29
30
(fl 
Promote, encourage and coordinate the various ECCD
programs of the [DepEd, the DSWD, the BOH and the NNC], 
ECCDC MEMBER AGENCIES, FACILITATE THE 
COOPERATION BETWEEN SUCH MEMBER AGENCIES 
AND THE LGUs, and monitor the delivery of services to the 
ECCD program beneficiaries nationwide;
(g) 
Evaluate and assess the impact and outcome of various 
ECCD programs nationwide through an effective 
information system;
(h) 
[{g}] Develop a national system for early identification, 
screening and surveillance of young children from age zero 
(0) to four (4) years WITH THE AIM OF UNIVERSAL 
COVERAGE;
(i) 
[{h}] Develop various support mechanisms that maximize 
public and private resources for implementing ECCD 
programs, giving priority to the needy and high risk children 
from poor AND DISADVANTAGED communities;
(j) 
[{i}] Provide funds to poor and disadvantaged communities 
for the establishment and expansion of public ECCD 
programs, improvement of physical facilities and for hiring 
of ECCD service providers;
(k) 
[®] Promote and encourage private sector initiatives for the 
establishment of ECCD programs;
(l) 
[{k}] Provide guidelines for the conduct of solicitations from 
local and international civic organizations, and request 
private foundations to supplement available resources; and
(m) 
[{!}] Perform such other functions as the ECCD Council may 
deem necessary.”
Sec. 7. Sec. 11 of the same Act is hereby amended to read as follows:


1 
“SEC. 11. Appropriations. - The amount needed for the initial
2 
implementation of this Act shall be charged against the current
3 
year’s appropriations of the [DepEd,—the- BS-W-fVt-he DOH-and the
4 
NNG] ECCD COUNCIL AND LGUs for the purpose. Thereafter, such
5 
sums as may be necessary for the continued implementation of this
6 
Act shall be included in the annual General Appropriations Act
7 
(GAA.)
8 
[fe- -addition,—the—Philippine—Amusement—and—Gaming
9 
Corporation shall contribute an amount of Five hundred million
10 
pesos (P500,000,000.00) per year for five (5) years from its gross
11 
income- to fund the establishment of National Child Development
12 
Centers and the-conversion of existing Day Care-Ge-nters-into Child
13 
Development Centers in various LGUs upon approval of this Act.
14 
Said amount shall—be--directly- remitted in --four—(-4)—quarterly
15 
installments to a special account of the ECCD Council.]”
16
17 
Sec. 8. A new section to be denominated as Section 14 is hereby
18 
inserted in the same Act to read as follows:
19 
“SEC. 14. PROFESSIONALIZATION OF CDTs AND CDWs. -
20 
EACH CITY OR MUNICIPALITY SHALL CREATE PLANTILLA
21 
POSITIONS FOR CDTs AND CDWs. THE GUIDELINES FOR,
22 
AMONG OTHERS, THE RECOMMENDED SALARY GRADES,
23 
ELIGIBILITY AND QUALIFICATIONS, AND DUTIES AND
24 
RESPONSIBILITIES, SHALL BE ISSUED BY THE ECCD COUNCIL
25 
IN CONSULTATION WITH THE CIVIL SERVICE COMMISSION
26 
AND THE DEPARTMENT OF BUDGET AND MANAGEMENT;
27 
PROVIDED, THAT THE SALARY GRADES FOR CDTs SHOULD BE
28 
NO LOWER THAN SALARY GRADE (SG) 8 AND NO HIGHER THAN
29 
SG 11 IN CITIES, AND NO LOWER THAN SG 4 AND NO HIGHER
30 
THAN SG 8 IN MUNICIPALITIES; PROVIDED FURTHER, THAT A


1 
CDT SHOULD HOLD AT LEAST A BACHELOR’S DEGREE IN
2 
CHILDHOOD EDUCATION OR ELEMENTARY EDUCATION
3 
PREFERABLY WITH SPECIALIZATION ON EARLY CHILDHOOD,
4 
AND THAT A CDW SHOULD HOLD AT LEAST ANY DEGREE
5 
RELATED TO ECCD SUCH AS BACHELOR’S DEGREE IN
6 
PSYCHOLOGY, CHILD STUDY, AND FAMILY LIFE AND CHILD
7 
DEVELOPMENT, AMONG OTHERS. CDTs AND CDWs SHALL
8 
LIKEWISE COMPLETE TRAININGS OR SEMINARS RELATED TO
9 
ECCD OR ECED TO BE DESIGNED AND REQUIRED BY THE
10 
ECCDC AND PROVIDED BY THE ECCDC, ITS MEMBER
11 
AGENCIES OR ACCREDITED ORGANIZATIONS.
12 
DAY CARE WORKERS OR CDC WORKERS CURRENTLY
13 
EMPLOYED BY THE LGUs SHALL BE GIVEN PRIORITY IN THE
14 
FILLING UP OF PLANTILLA POSITIONS. IN CASE THEY DO NOT
15 
MEET THE MINIMUM REQUIREMENTS FOR THE PLANTILLA
16 
POSITIONS, THEY SHALL STILL BE PRIORITIZED AND SHALL
17 
BE GIVEN FIVE (5) YEARS FROM THE EFFECTIVITY OF THIS
18 
ACT TO FULFILL THE MINIMUM REQUIREMENTS.
19 
THERE SHALL BE AT LEAST ONE CDT AND ONE CDW FOR
20 
EVERY NATIONAL CDC, AND AT LEAST ONE CDW FOR EVERY
21 
CDC, SUBJECT TO SEC. 16 OF THIS ACT.”
22
23 
Sec. 9. A new section to be denominated as Section 15 is hereby
24 
inserted in the same Act to read as follows:
25 
“SEC. 15. CREATION OF ECCD DIVISIONS IN CITIES AND
26 
MUNICIPALITIES, - EVERY CITY AND MUNICIPALITY SHALL
27 
CREATE AN ECCD DIVISION, TO BE UNDER THE
28 
ADMINISTRATIVE SUPERVISION OF THE MAYOR, WHICH
29 
SHALL MANAGE THE DAY-TO-DAY OPERATIONS OF CDCs,


1
2
3
4
5
6
7
8 
9
10
11
12
13
14
15
16
17
18
19
20 
21 
22
23
24
25
26
27
28
29
30
INCLUDING THE MANAGEMENT OF CDTs AND CDWs IN THE 
PERFORMANCE OF THEIR DUTIES.”
Sec. 10. A new section to be denominated as Section 16 is hereby 
inserted in the same Act to read as follows:
SEC. 16. STREAMLINING THE DELIVERY OF ECCD 
SERVICES. -THE ECCD COUNCIL SHALL PROVIDE GUIDELINES 
FOR THE STREAMLINING OF THE DELIVERY OF ECCD 
SERVICES, TAKING INTO CONSIDERATION, AMONG OTHERS,
THE NUMBER OF YOUNG CHILDREN BEING SERVICED BY 
EACH CDC, THE PHYSICAL ACCESSIBILITY OF CDCs, AND THE 
AVAILABILITY OF FUNDS AND RESOURCES OF THE LGUs.”
STREAMLINING MEASURES MAY INCLUDE CLUSTERING 
OF CDCs FOR MULTIPLE BARANGAYS, AND THE PROMOTION 
OF HOME-BASED PROGRAMS AS FAR AS PRACTICABLE, 
PARTICULARLY IN AREAS WHERE VERY FEW YOUNG 
CHILDREN ARE SERVICED BY THE CDCs AND FOR LGUs WITH 
LIMITED RESOURCES.”
Sec. 11. Implementing Rules and Regulations (IRR). -The ECCD Council, 
in consultation with appropriate government agencies and relevant 
nongovernment organizations, shall formulate and issue the necessary rules 
and regulations within sixty (60) days after the effectivity of this Act. The IRR 
issued pursuant to this section shall take effect thirty (30) days after its 
publication in a newspaper of general circulation.
Sec. 12. Separability Clause. - If any part or provision of this Act is held 
invalid or unconstitutional, the other provisions not so declared shall remain 
in force and effect.


1 
Sec. 13. Repealing Clause. - All other laws, executive orders,
2 
presidential decrees, administrative orders, rules and regulations, issuances
3 
or parts thereof contrary to or inconsistent with the provisions of this Act are
4 
hereby repealed or amended accordingly.
5
6 
Sec. 14. Effectivity. - Notwithstanding the non-issuance of the IRR, this
7 
Act shall take effect fifteen (15) days after its publication in the Official Gazette
8 
or in a newspaper of general eireulation.
Approved,
10