THE DEPARTMENT of Education (DepEd) is steering the academic calendar back to its traditional schedule, with school vacations aligning with the summer months. This move, encapsulated in Department Order (DO) No. 3 series of 2024, aims at mitigating the challenges posed by the peak dry season heat experienced from March to May. The initiative, grounded in prioritizing the health, safety, and well-being of both educators and students, is a thoughtful response to the vocal concerns raised by teachers, learners, and parents over the discomfort and health risks associated with the extreme heat in public school classrooms during these months.
Aligning school vacations with the summer’s peak heat aims to prevent the adverse effects of high temperatures on students and school staff, including heat-related illnesses. This consideration is crucial, especially in light of the reports from organizations like the Alliance of Concerned Teachers (ACT) and the Teachers’ Dignity Coalition (TDC), highlighting the impact of the hot weather on classroom comfort and the overall teaching and learning experience.
The gradual transition outlined by DepEd is a strategic approach that balances the need for immediate relief from the heat with the imperative of maintaining educational continuity and standards. By reducing the number of school days by only seven to eight days in the initial phase, DepEd ensures that the shift does not compromise learning competencies. This phased adjustment, leading up to a full return to the old calendar by School Year 2027-2028, demonstrates a thoughtful, long-term planning process that takes into account the logistical and educational ramifications of such a significant change.
The policy’s development, informed by consultations with key stakeholders including ACT and TDC, reflects a commendable level of inclusivity and responsiveness to the educational community’s concerns. Furthermore, the provision allowing private schools the option to align with the public school calendar underscores a flexible approach, acknowledging the diverse contexts and needs of educational institutions across the country.
As this gradual transition unfolds, it will be essential for DepEd, schools, and educators to remain adaptable, innovative, and committed to ensuring that the shift not only mitigates the challenges of the dry season heat but also enhances the overall educational experience for students. This policy adjustment serves as a reminder of the importance of aligning educational practices with environmental realities and societal needs, setting a precedent for responsive and responsible educational policymaking.
