The Teacher Education Council (TEC) celebrates the enactment of Republic Act No. 12199, also known as the Early Childhood Care and Development (ECCD) System Act, signed into law by President Ferdinand Marcos Jr. on May 8. This legislation underscores the importance of sustained support for the health, nutrition, and education of young Filipino children during their most critical developmental years.
In line with the law’s objectives, TEC reaffirms commitment to strengthening early childhood education by enhancing support for ECCD educators and community development workers (CDWs). These frontline professionals play a vital role in nurturing young learners, both within formal and non-formal education systems.
As part of a proactive response to the new law, TEC is undertaking a comprehensive reframing of the pre-service curriculum. This effort aims to update and expand the competencies of all pre-service teachers by ensuring that those specializing in ECCD are prepared to meet the evolving needs as articulated in the newly signed law. It shall likewise equip all pre-service teachers with the necessary skills to address challenges in foundational literacy and numeracy.
A key challenge TEC seeks to address is the longstanding misalignment between the teacher education curriculum and the Board Licensure Examination for Professional Teachers. To remedy this, the Professional Regulation Commission and the Commission on Higher Education—member agencies of the TEC—signed a Joint Memorandum Circular on April 10, 2024, ensuring that licensure exams are better aligned with pre-service teacher specializations. A major breakthrough under this agreement is the introduction of a dedicated licensure examination for Bachelor of Early Childhood Education (BECEd) graduates, set to launch in September 2025. Previously, BECEd graduates were required to take the general Elementary Education exam, despite its lack of alignment with their specialization.
The ECCD System Act also highlights the need to promote careers in early childhood education to senior high school graduates. TEC is addressing this by rolling out a national student career guidance and mentorship campaign that emphasizes the importance and impact of specializing in ECCD. A current survey is underway to identify localities lacking ECCD programs, with the goal of encouraging teacher education institutions in those areas to offer relevant degree programs.
Data from the Second Congressional Commission on Education (EDCOM II) in 2024 revealed a concerning trend: since 2005, only 0.3% of education graduates—equivalent to about 80 students annually—have specialized in early childhood education. TEC aims to significantly boost these numbers through targeted interventions and policy support.
Further supporting RA 12199’s goals, TEC aims to strengthen its collaboration with the ECCD Council and the Technical Education and Skills Development Authority to develop diploma courses for CDWs who have not completed higher education. EDCOM II data shows that nearly half of the nation’s CDWs have only finished high school or less. The TEC’s upcoming Teacher Education Scholarship Program, which will provide financial support to students pursuing ECCD-related studies, aligns with this partnership.
With these initiatives, TEC reinforces commitment to building a strong, sustainable, and equitable foundation for the country’s youngest learners—ensuring they are guided by well-prepared, well-supported professionals from the very start.