FRESH VIEWPOINTS: A NEW PERSPECTIVE
By Brian James Lu
Following the findings of the Education Commission II, the Department of Education (DepEd) and the Department of Budget and Management (DBM) have signed a joint circular to establish more child development centers (CDC) in the country’s underserved areas. There are 3,800 barangays in the country that have no CDCs, as reported by the Early Childhood Care and Development (ECCD) Council.
The signing of the joint circular is also in line with the directive of PBBM to ensure quality education for Filipino children.
Establishing child development centers in underserved areas is crucial in ensuring that all children, regardless of their socio-economic background, have access to quality early childhood education. These centers provide a safe and nurturing environment where young children can develop foundational skills in language, cognition, social interaction, and emotional regulation. Research has proven that early education significantly influences a child’s lifelong learning trajectory, academic success, and overall well-being. These centers, situated in underserved communities with limited resources and learning opportunities, significantly contribute to breaking the cycle of poverty by providing children with a robust start and leveling the playing field. Investing in early childhood development is not only a matter of equity but also a powerful strategy for building a more inclusive and prosperous society.
I think the establishment of CDCs should prioritize geographically isolated and disadvantaged areas (GIDAs). These are communities that face major challenges in accessing basic services due to their remote location and socio-economic conditions. Often situated in mountainous regions, islands, or conflict-affected zones, GIDAs suffer from poor infrastructure, including limited roads, inadequate healthcare, and a lack of schools. Transportation and communication are difficult, and children in these areas often have to walk for hours, cross rivers, and navigate rough terrain just to attend school.
High poverty rates, limited access to education, and poor health outcomes distinguish GIDAs beyond geographic barriers. These compounded disadvantages make them priority areas for government and development efforts to ensure that no community is left behind in the push for inclusive growth and social equity.
As of 2022, the Department of Health (DOH) identified 3,427 GIDA barangays across the country, with Mindanao accounting for 1,878 of them – more than half of the total. The recently signed joint circular between the Department of Education (DepEd) and the Department of Budget and Management (DBM) underscores the need to address this gap. The circular specifically prioritizes low-income local government units (LGUs) and provides clear guidelines on how they can access funding from the Local Government Support Fund (LGSF). This funding can be used for the construction, rehabilitation, or upgrading of multipurpose buildings (MPBs) that will serve as CDCs, helping bring early childhood education closer to the country’s most underserved children.
In this context, the role of local government unit (LGU) officials is crucial in transforming national policies into meaningful, on-the-ground results. The President has clearly expressed his commitment to expanding access to early education, and it is essential that LGU officials respond with urgency, initiative, and accountability. To fully realize the directive to establish CDCs in GIDA areas, they must actively and purposefully engage. Furthermore, they must strategically use the LGSF funding, prioritize the construction and enhancement of CDCs over less critical projects. By aligning local actions with national priorities, LGUs can play a pivotal role in breaking the cycle of inequality and giving every Filipino child, regardless of location, a strong and fair start in life.
The establishment of CDCs should also embrace a holistic approach that integrates both education and nutrition. Children in GIDA areas are among the most vulnerable, often facing severe poverty and food insecurity that compromise their health and learning potential.
Early childhood education fundamentally relies on nutrition, as the quality of nourishment a child receives during their formative years significantly influences their cognitive and physical development. Proper nutrition fuels brain development, improves concentration, and strengthens the immune system – allowing children to engage more effectively in learning. Conversely, malnutrition can cause stunted growth, learning delays, and diminished school readiness, placing children at a disadvantage before they even begin formal education. In CDCs, embedding nutrition programs – such as daily feeding, regular health checks, and nutrition education – ensures that children are not only learning but also growing and thriving.
A well-nourished child is far more likely to succeed in school and in life, making nutrition an indispensable pillar of any robust early learning initiative.
We should be deeply concerned about the extent of stunting in the Philippines. The United Nations Children’s Fund (UNICEF) reports that one in three children in the country suffer from stunting. The Philippines ranks fifth in the East Asia and Pacific region for the highest stunting prevalence and is also among the top 10 countries worldwide with the highest number of stunted children.
It is therefore essential that CDCs extend their role beyond the traditional scope of early education by addressing the needs of children even before they enter the classroom. This involves actively engaging families and communities to promote prenatal care, proper nutrition, responsive parenting, and early stimulation at home. By laying a strong foundation during the critical first 1,000 days of a child’s life, CDCs can help ensure that children arrive healthy, developmentally ready, and prepared to learn. This holistic and forward-looking approach recognizes that early childhood development begins well before formal instruction and requires the collective involvement of families, caregivers, and the wider community.
