Up to a Month’s School Days Lost in 2024-2025 Due to Disasters According to EDCOM 2 Report

Up to a month’s worth of school days have been lost so far in school year 2024-2025 due to disasters, according to the Second Congressional Commission on Education

MANILA, Philippines – Natural disasters are posing significant challenges to the Philippines’ education sector, already grappling with issues like lagging literacy rates. The Second Congressional Commission on Education (EDCOM 2) released its Year Two Report on January 27, highlighting the profound impact of severe weather events, volcanic eruptions, and earthquakes.

Even if all school buildings were in perfect condition, the Department of Education (DepEd) faces annual losses of P17.98 billion due to high hazard exposure. In school year 2024-2025, up to a month’s worth of school days have already been lost due to these disasters, contributing to “significant learning losses” that exacerbate the overall education crisis.

Luzon has been particularly hard-hit, with the Cordillera Administrative Region (CAR) losing 35 out of 80 school days, and Cagayan Valley suffering 33 lost days. The Ilocos Region and Calabarzon each lost 31 days, followed by Central Luzon (29); Bicol (22); Metro Manila (20); and Mimaropa (16).

Studies reveal that such losses significantly affect learning. Student achievement in Grade 4 for math and science declined by up to 12% to 14% of a standard deviation, equivalent to half a year of lost learning.

Some schools couldn’t open classes on July 29 due to the southwest monsoon and the impact of Typhoon Carina, which forced the postponement of classes in around 1,000 public schools. In school year 2023-2024, 42% of preschool to senior high school students in public schools— approximately 11 million learners—lost more than 20 school days. The Cordillera Administrative Region lost 42 days, while Metro Manila lost 27.

Efforts to compensate for lost school time through in-service training days, additional weekday hours, and Saturday classes fall short. Authority figures from EDCOM 2 emphasize that fully compensating for missed days is impossible.

Switching to online learning poses additional challenges. Data from DepEd shows that only 37% of teachers own laptops, and just 17% of students have access to the necessary gadgets for online learning.

Disasters also have a profound psychological impact on students, leading to increased anxiety and distress. Post-disaster psychosocial interventions are crucial for the well-being and educational recovery of displaced children.

Rebuilding schools damaged by disasters is a significant obstacle. From late October to mid-November 2024, six tropical cyclones caused over P1 billion in damage to nearly 800 classrooms. Schools often serve as evacuation centers, further complicating recovery efforts.

EDCOM 2 urges policymakers to invest in climate-resilient structures and ensure that hazard maps are updated for effective planning. School building designs should be tailored to local vulnerabilities.

Adequate funding is another critical issue. DepEd’s disaster funds are insufficient and constrained by procedural limitations. The commission has appealed to the Commission on Audit to exempt cleanup funds from strict audits to facilitate quicker response times.

The challenges faced by the Philippines’ education sector due to natural disasters are profound and multifaceted. Addressing these issues requires a comprehensive approach that includes investments in climate-resilient infrastructure, better disaster preparedness, and access to adequate funding.

The journey to recovery is arduous, especially when school buildings are damaged or destroyed, and students lack safe learning environments. Continuous efforts are essential to mitigate the long-term impact of these disasters on education.