Earlier this year, during one of the hottest dry seasons, calls intensified to revert the
original school calendar to June-March. The Department of Education (DepEd) recently
decided to move the start of classes to July 29, 2024, under DepEd Order No. 003, s.
2024, marking a significant step in addressing educational and environmental
challenges. This decision aligns with the country's climate state, highlighting the need to
adapt the education system for the well-being of everyone involved in education.
According to data from the Philippine Atmospheric, Geophysical and Astronomical
Services Administration (PAGASA), the Philippines experiences its most intense
weather during the current school calendar months, leading to frequent class
suspensions and lost instructional time. This results in gaps in knowledge and skills,
ultimately hindering students' academic progress and diminishing their preparedness for
future challenges. In contrast to the old school calendar, which facilitated effective and
uninterrupted learning, the current schedule has introduced considerable challenges.
Furthermore, DepEd data indicate significantly dropped attendance rates for students
during pandemic years when the school calendar was disrupted and the academic year
slipped into the summer months. Affected schools register absenteeism and lower
student engagement due to extreme weather conditions, with some reporting
attendance rates that were 30% lower on average during the hottest month of the year.
Returning to the old calendar is a strong way to resolve these attendance issues by
ensuring that students are in school during more temperate weather, thereby improving
both their health safety and academic performance.
Additionally, based on the results of the Alliance of Concerned Teachers’ (ACT) online
survey among 11,706 public school teachers nationwide in 2023, 97% of respondents
reported using electric fans as a primary means of cooling, while 2% depend on natural
ventilation and a mere 1% use air conditioning, which is clearly insufficient during
extreme heat. Furthermore, 87% of students reported being unable to focus on their
lessons due to intolerable heat in classrooms. This profoundly highlights the urgent
need for systemic reforms to ensure a nurturing learning environment, as experts
suggest that fewer weather-related interruptions can lead to more consistent student
engagement, contributing to better academic performance.
As of April 2024, the Department of Health (DOH) in the Philippines reported 118
cases of heat-related illnesses among students, with cases of heat exhaustion being
particularly prevalent. Schools must recognize that a student who falls ill can also
become a source of virus transmission, potentially leading to outbreaks that could affect
more students and disrupt learning.
Critics argue that reverting to the traditional June-March school calendar would
create logistical challenges for families and disrupt established routines. However,
evidence shows that the current school schedule aligns with the Philippines' most
severe weather conditions, leading to increased absenteeism and heat-related health
issues among students. It is essential to prioritize the urgent need to protect the safety
and health of everyone and their educational future over the convenience of a few;
self-centeredness will never prevail over the cruel retribution of nature.
Just as farmers must plan their planting seasons around weather patterns to ensure a
fruitful harvest, the education system must realign its calendar to create a better
learning environment for everyone. To further support this transition, DepEd should also
implement measures such as more flexible learning options and enhanced teacher
training to adapt teaching methods during extreme weather events. With unpredictable
climate shifts, next summer may be even hotter, making it critical to take action
promptly.
It is never too late to pave the way for effective learning and a brighter future with a
functional and safeguarded cooler school calendar.
