PEACE-MAKER
In recent days, the scorching temperature has prompted the Department of Education (DepEd) and the local government units (LGUs) to suspend classes, recognizing the risks posed by prolonged exposure to such extreme weather condition. The heat index in many parts of the country has exceeded 42 °C.
The Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) categorizes heat index in the 42°C to 54°C range as “Danger,” warning that heat cramps, heat exhaustion, and heat stroke are likely.
Our country’s weather agency defines heat index as “the temperature perceived by people, which is based on the actual air temperature combined with relative humidity.”
The shift to alternative learning during sweltering temperature underscores the importance of safeguarding the health and well-being of students and teachers. Moreover, it sheds light on the broader issues concerning climate change and the need for proactive adaptation strategies, particularly in schools.
The Philippines is situated in the Pacific Ring of Fire and along the typhoon belt, thus has long been vulnerable to the impacts of climate change. Rising temperatures and more frequent extreme weather events are becoming the new normal, posing challenges and risks to various sectors, including education.
Investments in climate-resilient infrastructure, such as improved ventilation systems and shading structures, can help mitigate the extreme heat experienced in school premises.
Perhaps, the Department of Education can also integrate climate change education into the curriculum to raise awareness among students on this clear and present danger confronting our planet. It will also help empower them to contribute their share in building more resilient communities.
Furthermore, the DepEd, in partnership with the local government units and non-government organizations, can possibly institute tree planting program in schools and in the communities. This initiative not only contributes in the fight against climate change but also develops a sense of environmental stewardship among students, thus shaping them into responsible civic – and global - citizens.
In 1933, during the Great Depression, U.S. President Franklin D. Roosevelt formed the Civilian Conservative Corps (CCC), composed of six million young jobless Americans, mostly from the East, which, in less than 10 years, built more than 800 parks and planted three billion trees nationwide.
Roosevelt put the then younger Douglas MacArthur, before he became the legendary World War II hero, in charge of the CCC or Roosevelt’s Tree Army.
Ultimately, the scorching and dangerous heat in the Philippines serves as a stark reminder of the urgent need to also prioritize climate resilience in all aspects of society, including education. By taking proactive measures to adapt to changing weather conditions, we can help build a more sustainable future where learning thrives regardless of the temperature.