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Education in the Philippines

All girls and boys complete quality basic learner-centred education.

Plan International Philippines supports government to make sure that every Filipino girl or boy enjoys the right to education. We are aiming for the following key results:

  • Changes in implementation of government policy to increase access to education for all girls and boys from excluded groups
  • Home-based early childhood care and development (ECCD) is available in all communities

Plan International Philippines continues to support government schools and communities in implementing supervised neighbourhood play groups (SNP) in areas where Plan works, especially in disaster-affected areas, flexible learning options appropriate for schoolchildren, targeted interventions to promote enrolment, retention and achievement among the excluded, and alternative learning opportunities for out-of-school children and youths. 

Because of our lobbying efforts at national level, the Supervised Neighbourhood Play Group is now part of the following government policies and programs:  (1) Supplementary Feeding Program subsidized by the government; (2) Conditional Cash Transfer program as support service delivery aside from the Day Care Centres; (3) the Kindergarten Catch-up Program of Department of Education. These improvements will enable young children especially in far-flung areas of the villages to have access to ECCD services through this home-based delivery mode.

We were asked by The Department of Social Welfare and Development to develop a training programme for day care workers on establishing ECCD during an emergency (ECCDiE).  The training programme has been rolled out in major provinces across the country. Plan International spearheaded the standardization of ECCD kits for emergencies. UNICEF and the Consultative Group have recognized Plan International Philippines’ ECCDiE response as good practice on ECCD.

Outcome 1: Governments at various levels are allocating adequate resources for education of school-age girls and boys in difficult circumstances.

Outcome 2: Parents, teachers, students, and village leaders are actively participating in school governance. 

Outcome 3: Fathers, mothers, and caregivers are seeking and availing of early child stimulation services, and are actively engaged in caring for young girls and boys. 

Outcome 4: School age girls and boys from poorest families and those in most difficult circumstances are in school.