Climate Change Poses Growing Challenges to Philippine Education

Empowering Education: Addressing Challenges and Promoting Literacy in the Philippines

Mituse Uemura, UNICEF’s Educational Advisor, emphasizes the necessity for the Philippines to develop a contextualized learning strategy. She stresses that this strategy must address the challenges posed by the country’s diverse geography and climate, which hinder learning recovery efforts post-pandemic. Uemura underscores the crucial role of grassroots education governance, especially in countries like the Philippines, highly vulnerable to weather and climate disturbances. She advocates for tailored educational approaches that consider factors such as geographical location and climate variability to ensure effective learning outcomes.

The COVID-19 pandemic has highlighted the importance of context in education. Uemura points out that there are vastly different groups worldwide, making it impractical to apply similar solutions everywhere. She emphasizes the need for contextualized approaches to address the unique challenges faced by different regions within the Philippines.

UNICEF data reveals that the Philippines, as the last nation to reopen school premises post-pandemic, must carefully address the implications on learning recovery. The disruption of face-to-face schooling for one year during the pandemic could lead to productivity losses exceeding P11 trillion over the next four decades, according to projections by the National Economic and Development Authority (NEDA). Additionally, approximately 15 million students across more than 11,000 schools in the Philippines are affected by school disruptions caused by excessive heat. The Department of Education has empowered school administrators to switch to remote learning during extreme weather conditions, while policymakers contemplate reverting to the previous academic calendar to mitigate these challenges.

Despite various initiatives, a significant disparity persists between Filipino students and their global counterparts in key subjects such as math, reading, and science, as highlighted by the 2022 Program for International Student Assessment (PISA). In response, the government is considering legislation to enact a nationwide learning recovery program aimed at helping children regain their initial level of understanding.

UNICEF Deputy Director Myo-Zin Nyunt emphasizes the urgent need for action to address pre-existing learning gaps and other disruptions in education exacerbated by prolonged school closures. UNICEF data reveals that seventy percent of Grade 5 children in the Philippines are below proficiency in reading skills. Nyunt stresses the importance of providing targeted interventions to support students who have fallen behind due to the disruptions caused by the pandemic.

Encouraging the establishment of a decentralized education system empowers local stakeholders in decision-making, facilitating prompt action at the grassroots level. Additionally, capacity-building initiatives equip local administrators with the tools to make data-driven decisions on climate and health issues. However, physical classrooms may mitigate disruptions caused by calamities, but they are not substitutes for in-person instruction, emphasizes Uemura. She highlights the value of face-to-face interaction in facilitating meaningful learning experiences and fostering social and emotional development among students.

Furthermore, promoting a program with a long-term focus on enhancing students’ green skills is advocated. Integrating green initiatives into the curriculum, such as the use of solar panels in classrooms, not only ensures continuous learning during electricity disruptions but also fosters climate awareness among students, contributing to a sustainable future. Despite progress, shortcomings such as inadequate sector-specific emission targets and insufficient capital funds hinder the Philippines’ green transformation efforts.

Nyunt underscores the importance of incorporating the indispensable skills of youth to realize renewable energy aspirations, as they play a pivotal role in shaping policy success and climate innovations. Localized education policies, addressing learning gaps, and fostering green skills among school-age children are essential measures for navigating climate change challenges while advancing literacy and sustainability in the Philippines.

Furthermore, literacy extends beyond the traditional classroom. Students can engage in activities such as organizing book clubs, participating in music and art classes, and attending various programs outside of class hours, significantly contributing to literacy levels. Events like the Philippine Book Festival 2024 provide children with platforms to explore diverse literary works and develop a love for reading.

By offering multiple avenues for expressing their passion for reading through various activities, literacy skills, intellect, and creativity are enhanced. These programs play a vital role in equipping individuals with lifelong skills and elevating the education level of society, making it more literate and resilient. They empower individuals to think critically, communicate effectively, and adapt to changing circumstances, ultimately contributing to the development of a more inclusive and sustainable society.