IMPLEMENTATION OF THE DEPARTMENT OF EDUCATION (DEPED)

CHILD PROTECTION POLICY IN THE

DIVISION OF AKLAN
(Juzallie S. Sioco, Head Teacher I)

ABSTRACT

INTRODUCTION
Access to education is one of the basic rights of every child which should be delivered in
a conducive and safe learning environment; however, this is not always observed.
“Children do not lose their human rights by virtue of passing through the school gates
and education must be provided in a way that respects the inherent dignity of the child.
Education must also be provided in a way that respects the strict limits on discipline and
promotes non-violence in school.” (United Nations Convention on the Rights of the Child,
2001). Hence, the Department of Education (DepEd) in its unified new mission accentuates its
desired goal and that is to protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where students learn in a child-friendly, gender-
sensitive, safe, and motivating environment.
With these, the school is considered to be the second home of the learners, thus, school
administrators, teachers, and other personnel must exercise special parental authority over the
child while under their supervision, instruction, and custody. Lundin and Wesslund (2016)
mentioned that schools have the responsibility to promote development and education in a child-
friendly and safe environment. Schools have the potential to provide an ideal arena to break
patterns of violence by promoting skills to resolve conflict and contributing to long-term
educational attainment.
However, according to Hulshof (2016), children in education settings in South Asia
experience and witness various forms of violence. Violence against children is everywhere: it
affects children at all stages as they develop from infancy through their early years and
adolescence; and takes place in all settings where childhood unfolds (UN Secretary-General’s
Study on Violence Against Children, 2006). The Philippines is not an exemption to these
problems as encountered by children in the society.
Subsequently, the statistical report of Aklan Provincial Police Office, Women and
Children’s Desk and Provincial Social Welfare and Development Office (PSWDO) statistical
report revealed that there were about thirty (30) physical abuse, forty-two (42) psychological
abuse and seven (7) economical abuse cases on Violence Against Women and Children (VAWC)
recorded from 2015-2019. The data also showed, that there were 18 boys and 15 girls were
abused and referred to PSWDO from 2015-2019.
In response to the increasing and alarming cases of violence against school children, the
Department of Education issued Order No. 40, s 2012, known as the DepEd Child Protection
Policy. Section 7 of this order provides that schools must ensure the institution of effective child
protection policies and procedures, adopt child protection policy and ensure that all learners and
stakeholders are aware of the child protection policy, organize and convene child protection
committee (CPC) and conduct activities for the members of CPC. The Schools Division of
Aklan, in compliance to this order, have established child protection committees and conducted
various activities that promote the rights of every child.
OBJECTIVES
This study was conducted to determine the status of implementation of the Child
Protection Policy in the DepEd Division of Aklan. It also determined the child protection
activities conducted, common forms of violence perpetrated against school children, gaps
identified and the best practices of schools in the implementation of the child protection policy.

METHOD
To gather the data needed, the researcher utilized the mixed-methods research design.
The researcher-made instrument based on DepEd Order 40, series of 2012 was used to determine
the status of implementation of Child Protection Policy.
The respondents of this study were members of the schools’ Child Protection Committee.
The quantitative data were used as bases in the conduct of the focus group discussions through
teleconference using Zoom application. The quantitative data were supported with qualitative
data through FGD and documentary analysis.

RESULTS
The activities conducted in line with child protection policy for students, teachers and
staff, Child Protection Committee (CPC) and parents were Orientation on School Rules and
Regulations and Child Protection Policy, Anti-Bullying Campaign, 18-day Campaign to End
Violence Against Women and Children, Children’s Month Celebration, Film Viewing on Child
Protection Rights and Organization of Barkada Kontra Droga.
The most common forms of violence perpetrated against school children from 2015-2019
were physical, sexual and verbal abuse. Results also revealed that the types of bullying in the
division were social, gender-based, retaliation and cyber-bullying.
The overall level of implementation of Child Protection Policy in DepEd Division of
Aklan was very good which mean that the Child Protection Committee very satisfactorily
implemented the Programs, Projects and Activities (PPAs).
The gaps identified in the implementation of child protection policy were violence
against school children programs were not the priority of the institution, trainings, seminars,
workshops and conferences related to VAWC were inadequate, lacked of funding/budget,
VAWC activities were limited and not sustained in school.
The best practices in the implementation of child protection policy were rigid orientation
program, partnership with government agencies and NGOs, child and women’s month
celebration, integration of child rights in all subject areas, conduct of retreat and recollection and
teachers’ capability building.

CONCLUSION AND RECOMMENDATIONS

Based on the findings of this study, the following conclusions were drawn:
The DepEd Aklan is on top in the implementation of Child Protection Policy, doing its
best in conducting and implementing activities in schools. The Child Protection Committee are
knowledgeable and aware of their duties and functions. Coordinators have established
partnership and link with different agencies that provide Programs Projects Activities relative to
the implementation of Child Protection Policy.
 Child Protection Committee Coordinators are doing their best to implement the CPP in
all schools in the Division. DepEd has disseminated and oriented teachers on the CPP. The Child
Protection Committee is not well-established on the role played by the Division implementers.
Coordinators are not capacitated on how to initiate and integrate child protection in the
programs, projects and activities. The DepEd has many activities that do not give priority to
child protection activities. CPC members and teachers are not oriented on legal provisions of
children’s rights. The administrators, school heads and coordinators tasked to implement Child
Protection Policy in the Division of Aklan have limited idea on the referral system.
The schools have strengthened their partnership with other agencies that can provide
support in the implementation of the policy. The members of the CPC are active and supportive
of the program. Furthermore, failure to formulate and/or implement the action plan may derail
the achievement of child-friendly and violence-free school.

SIGNIFICANCE
The findings of this study would be significant to the following people and institutions in
the implementation of the child protection policy:
School children. The result of this study would provide the learners a safe learning
environment where their rights would be respected and valued.
Department of Education. The result of this study would provide sufficient information
on the status of child protection policy in the Department of Education, Division of Aklan. It
would help curriculum planners improve the integration of child protection in learning
competencies in all subjects. This would also serve as their basis to improve or enhance the
implementation effort on child protection policy.
Child Protection Committee (CPC). The result of the study would provide information
on the implementation effort of the Child Protection Committee in the Division of Aklan. This
would serve as their guide in implementing and modifying the child protection policy in their
respective stations.
School Heads and Teachers. Result of this study would serve as a guide as to whether
schools are complying with the mandate or not, and therefore, it would help them conform to the
indicators necessary for improvement and compliance. It would also provide information on how
they could extend support and prioritize child protection activities in the schools.
Local Government Units (LGUs), Non-Government Organizations (NGOs) and
External Stakeholders. The result of this study would encourage the participation of the
learners, parents, local government officials and non-government organizations in the promotion
of a child-friendly culture in the community. This would set as the basis for the stakeholders to
extend support in the child protection effort of the school.
Future Researchers. This would serve as reference for those who would conduct similar
studies given different conditions and sets of respondents.

CELEDONIA R. HILARIO, PhD

Adviser