NTUC First Campus's Social Responsibility Communication in the Context of Early Childhood Education Singapore

Chandra Satya Bintara (Universitas Pembangunan Nasional Veteran Yogyakarta)
Rohma Siti Nur Zannah (Universitas Pembangunan Nasional Veteran Yogyakarta)
Ahmad Hardiyan (Universitas Pembangunan Nasional Veteran Yogyakarta)
Prayudi Prayudi (Universitas Pembangunan Nasional Veteran Yogyakarta)

Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Vol. 8 No. 2 (2025): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini

This study examines how social responsibility is communicated by NTUC First Campus (NFC), a social enterprise operating in Singapore's early childhood education (ECE) sector, through its 2025 Annual Report. The study responds to a gap in ECE literature regarding how early childhood service providers communicate social accountability to a layered stakeholder ecosystem comprising children, families, educators, regulators, educational institutions, and the professional community. Drawing on Morsing and Schultz's (2006) three stakeholder communication strategies: information, response, and involvement -as descriptive analytical tools, this study employs a qualitative descriptive approach with a document analysis design. The primary data source was NFC's 2025 Annual Report, purposively selected. Findings show stakeholder information as the most dominant form, spread across data on service reach, child and family support, sector contribution, and external recognition. Stakeholder response is represented minimally, limited to two data points: one quantitative parent-satisfaction indicator and one qualitative phrase, both without process explanation. Stakeholder involvement appears in different gradations depending on the type of partner: more explicit at the programme-development level with non-regulatory partners, as seen in the co-design of ZooSchool with Mandai Wildlife Group, co-developed training courses with polytechnics, and a leadership programme co-designed with a university; and more implicit in partnerships with the regulator, as seen in the Attendance Support Initiative with the Early Childhood Development Agency (ECDA), and in participation in professional sector forums. This study contributes to understanding social accountability practice in the ECE sector by demonstrating that the stakeholder involvement category is not homogeneous but varies by partner type, and that programme-level stakeholder involvement is not automatically equivalent to involvement in organizational communication processes.