OCCURRENCE OF FLOODS AND IMPACTS ON PUBLIC SCHOOLS...

OCCURRENCE OF FLOODS AND IMPACTS ON PUBLIC SCHOOLS IN LOS BANOS AND BAY,

LAGUNA, PHILIPPINES

GREGORIO Y. ARDALES, Jr., PhD

OUTLINE OF PRESENTATION I. Introduction II. Methodology III. Results and Discussion IV. Conclusion and Recommendation

I. INTRODUCTION Philippines is highly vulnerable to floods (high exposure; difficulty in coping: physical and socio-economic impacts (Eleazar, 2011). • Floods caused adverse impacts on the education sector In Bay & LB: • Lakeshore floods lasted for months 2009 & 2012 • Flashfloods ravaged upland communities 2006 Objectives: General: Examine past floods and impacts on public schools Specific: • compare five past flood events in lakeshore areas; • determine the adverse effects of recent flood events on

the delivery of education services and on the schooling of children.

Defn Delivery of education services- efforts rendered by schools in providing continuous instruction to students. Focused on delivery of instruction (teaching) Schooling of children- process of attending and being formally educated in school. Focused on attendance, school performance and drop-out rate.

II. METHODOLOGY Study area- Los Banos and Bay Schools Studied- all 38 public schools, 27 ES & 11 HS Grp A (Flooded)- 11 ES, 3HS (1 DepEd, 2 NDA) Grp B (Non-flooded but affected)- 12 ES, 6 HS Grp C (Non-flooded least affected)- 4 ES, 2 HS (1DepEd, 1 NDA)

Part I. Delineation & Comparison of 5 Past Food Events: • Analysis of Rainfall (from UPLB Agromet), Lake water

level data (from LLDA) • Mapping of flooded areas through GIS (using IfSAR

images, and Bathymetric survey data from NAMRIA) Part 2. Impacts of Floods on Public Schools: KII: 12 DepEd & LGU Officials + 16 School heads. FGD: in 4 schools- 2 FGDs per school- 1 w/ students, 1 w/ adult stakeholders Survey: 157 teacher (20% of all qualified respondents); 4-5 respondents per school. Gathered school records, reports on damage and effects of floods on schools and community

III. RESULTS AND DISCUSSION Delineation/Comparison of 5 Past Flood Events

Table 1. Annual rainfall, water levels, extent and duration of five flood events in Bay and Los Baños, Laguna

YEAR

ANNUAL

TOTAL

RAINFALL IN

LOS BAÑOS

AND BAY

(mm)

AVERAGE

PEAK

GAUGE

READING

(m)

HEIGHT OF

WATER >

12.5 M (m)

PEAK WATER

ABOVE

MEAN SEA

LEVEL (m)

TOTAL AREA

FLOODED AT

PEAK WATER

LEVEL

(m2)

NO. OF

DAYS

FLOOD

LEVEL

>12.5m

(d)

1972 2483.7 14.03 1.53 3.64 2,599,606 87

1978 2673.2 13.58 1.08 3.19 1,885,319 60

1986 3016.9 13.33 0.83 2.94 1,471,128 91

1995 2652.9 12.94 0.44 2.55 804,133 82

2009 2829.6 13.87 1.37 3.47 2.344,912 108

Effect of Floods on Schools • In 2009 and 2012: flooded schools in Bay: (ES164502, ES108207, ES108211, ES108208

and HS301262); in LB: (ES108314, ES108310 and ES108311 and NDAHS001) • In 2006 flash floods severely damaged schools in Bay: (ES108205, ES108206,

ES108210, ES108200 and NDAHS003); in Los Baños (ES108302) • In 2009 and 2012: EC in Bay: (ES108202, ES108203, ES108210, ES108200 and

HS307930). Flooded & used as EC (ES164502, ES108207, ES108211 and HS301262) • EC in LB: (ES108308, ES108303, ES108304, ES108313 ES108306). Flooded & used as EC

(ES108310 and ES108311)

Table 2. Adverse effects of floods on schools

EFFECT ON SCHOOLS* GROUP A GROUP B GROUP C TOTAL

F % F % F % F %

ELEMENTARY N=48 N=45 N=17 N=110

Respondents affected 47 97.9 42 93.3 3 17.6 92 83.6

Disruption of classes 46 97.9 35 83.3 3 100.0 84 91.3

Damage being EC 38 80.9 19 45.2 0 0.0 57 62.0

Damage due to floods 38 80.9 0 0.0 0 0.0 38 41.3

In sharing facilities 16 34.0 16 38.1 0 0.0 32 34.8

HIGH SCHOOL N=13 N=25 N=9 N=47


Disruption of classes 12 92.3 14 87.5 3 100.0 29 90.6

In sharing facilities 3 23.1 6 37.5 0 0.0 9 28.1

Damage being EC 7 53.8 1 6.3 0 0.0 8 25.0

Damage due to floods 8 61.5 0 0.0 0 0.0 8 25.0

*Multiple response

Table 3. Number of Evacuees in School Evacuation Centers in the Bay and Los Baños Districts.

BAY DISTRICT LOS BANOS DISTRICT SCHOOL

EVACUATION CENTER

NO. OF FAMILIES

TOTAL EVAC-UEES

SCHOOL EVACUATION CENTER

NO. OF FAMILIES

TOTAL EVAC-UEES

HS301262 89 357 ES108303 115 470

ES108211 11 51 ES108314 56 259

ES108210 155 549 ES108313 7 25

ES164502 7 25 ES108310 31 141

ES108203 136 481 ES108308 67 269

ES108202 164 721 ES108304 51 244

ES108200/ HS307930

325 1300 ES108306 39 114

ES108207 6 24 ES108311 65 252

TOTAL 893 3508 TOTAL 431 1,774

Table 4. Extent of Damage to School Properties due to Floods and use as Evacuation Centers in 2012

SCHOOL ROOMS CHAIRS BOOKS CRs

Damage to Public Schools in the Bay District due to Floods

ES108211 8 225 1,293 2

ES164502 8 680 2,580 1

ES108208 8 29 404 1

ES108207 16 494 2,481 1

TOTAL 40 1,428 6,758 5

Damage to Public Schools in the Bay District from Use as Evacuation Centers

HS301262 21 260 150 6

ES108200 41 62 1,116 3

ES108202 23 350 3,641 5

ES108203 4 130 0 3

ES108210 5 93 11 0

ES108207 16 494 2,481 1

ES164502 8 680 2,580 1

ES108211 8 225 1,293 2

TOTAL 126 2,294 11,272 21

Damage to Schools in the Los Baños District from Floods and Use as Evacuation Center

Classroom Furniture/Fixture

s Books Equipment

All Affected Schools 18 528 6113 24

Table 5. School personnel of Bay and Los Baños districts affected by floods in their homes

Physical damage (KII and FGD) • Damages were 2-fold from floods and evacuees • School ECs devastated, vandalized • Furniture and appliances destroyed, teaching materials, school

records ruined, bulbs, knobs and classroom fixtures stolen • Toilet facilities not enough and got clogged, damaged; hence

human waste disposed improperly • Discipline in EC was a problem • Electric and water bills surge up in ECs, some were disconnected Teachers and their Families were Affected (KII and FGD) • Many teachers & school personnel houses got flooded • Many got sick and were problematic

SCHOOL DISTRICT NO. SCHOOL PERSONNEL AFFECTED

Bay District 53

Los Baños District 30

TOTAL 83

Table 6. Problems in teaching encountered by respondents due to floods

PROBLEMS IN TEACHING*

GROUP A GROUP B GROUP C TOTAL

F % F % F % F %



Time to finish lessons 40 85.1 24 72.7 1 100.0 65 80.2

Motivation/concentration 32 68.1 21 63.6 1 100.0 54 66.7

Lack classrooms 35 74.5 18 54.5 0 0.0 53 65.4

Lack teaching materials 35 74.5 11 33.3 0 0.0 46 56.8

Difficult prepare lessons 19 40.4 5 15.2 1 100.0 25 30.9



Time to finish lessons 11 84.6 9 52.9 3 75.0 23 67.6

Motivation/concentration 6 46.2 12 70.6 1 25.0 19 55.9

Lack classrooms 10 76.9 4 23.5 0 0.0 14 41.2

Lack teaching materials 7 53.8 4 23.5 2 50.0 13 38.2

Difficult in prepare lessons 1 7.7 6 35.3 1 25.0 8 23.5

*Multiple response

(KII and FGD) 1. Lack of time to finish all lessons Grp A schools: classes, cancelled for cleaning and restoration, to recover, plan and coordinate the resumption of classes Grp A and Grp B schools: classes in shifts covered only half of what they need to take up • time spent cleaning rooms from both flood waters and evacuees 2. Poor motivation and concentration of students Grp A and B schools: Alternative classrooms (hot, crowded, no walls • School EC (dirty, noisy) teachers raise voices distracting other

classes • Lack of power and water supply is also a problem 3. Lack of classrooms & teaching materials: • Limited area to hold classes (many flooded schools even used as

EC • Some evacuees don’t want to leave after floods • Classes in school EC held in covered courts • teaching materials Damaged by floods & evacuees. Used for cooking,

toilet and for disposing human wastes.

Table 7. Effects of floods on the schooling of children

EFFECTS ON SCHOOLING

OF CHILDREN*

GROUP A GROUP B GROUP C TOTAL

F % F % F % F %


Respondents with

Students Affected 47 97.9 37 82.2 12 70.6 96 87.3

Increased Absenteeism 45 95.7 36 97.3 12 100.0 93 96.9

Low Scores/Class

Performance 33 70.2 20 54.1 7 58.3 60 62.5

Increased Drop-out Rate 12 25.5 7 18.9 1 8.3 20 20.8


Respondents with

Students Affected 11 84.6 19 76.0 3 33.3 33 70.2

Increased Absenteeism 10 90.9 18 94.7 3 100.0 31 93.9

Low Scores/Class

Performance 5 45.5 14 73.7 2 66.7 21 63.6

Increased Drop-out Rate 3 27.3 0 0.0 0 0.0 3 9.1

*Multiple response

1. Increased absences (Reasons) • Floods/bad weather hindered going to school (danger;

added costs, sickness); • Due to effects on households (help at home, earn, take

care of belongings & family member) • Lack of motivation (lost school items, hopeless, cancelled

of classes, not ready to go back to school)

2. Low school performance/learning outcome (Reasons)

• Absences (lessons missed, not able to meet req’ts);

• Inconvenience at school, home or EC (difficult to

understand lessons, distraction, poor concentration/focus,

poor mastery);

• cancelled disrupted classes (less contact hours); and

• adversities on at home (education set aside for immediate

needs, lack of support, and guidance)

(KII and FGD) Grp A &B: Mastery was sacrificed due to shifting schedules (class reduced to almost half) For many HS students: modules distributed were not effective. Understanding and retention was better through discussions Effect on drop-out (D-O) and school enrolment Survey: Drop-out due to floods was not a problem for most of the teachers surveyed KII and FGD: • Only 1 school head of flooded ES in LB reported inc D-O. • 1 Bay HS teacher said 3 of her students D-O to guard

belongings in the Tent City • A HS in LB asserted that high D-O rate in their school can’t

be attributed to floods School heads: Temporary or permanent transfer of students to other schools did not affect much school enrolment

IV. CONCLUSION AND RECOMMENDATION Delineation/comparison of 5 past flood events • Among the five floods event, the 1972 event most extensive,

least was 1995. The longest 2009, shortest 1978

Impacts on Public Schools • Cancellation & disrupted classes, damages on schools, and

adverse effects on teachers led to problems in delivery of education services

Effects on delivery of services • lack of time to finish all the lessons, poor motivation/

concentration of students, lack of classrooms to hold classes, shortage of teaching materials, and difficulty in preparing lessons

Effect on Schooling of Children • Floods adversely affected attendance and school performance of

students • Study not able to prove that floods increased D-O rate

RECOMMENDATIONS

Recommendations for LGUs • Cancel classes depending on actual situation in the area • Strive to establish permanent EC

Recommendations for DepEd • In absence of permanent EC: push for use of other gov’t facilities as EC assert that classes be held in classrooms not in covered courts allow only the right number of evacuees in school EC clear definition of duties, good coordination between the school

and different agencies involved

• Flexibility in scheduling make-up/remedial classes and adjustments in the school calendar

• Build climate/flood-resilient, child-friendly school buildings • More classrooms in non-flooded schools and hire additional

teachers

• Replace damaged school materials ASAP • Develop learning modules for all levels with regular review

to ensure effectiveness • Train teachers on best practices fit for unfavorable

conditions (e.g. large class size) and in skills that enhance management of school property and school records (e.g. E-BEIS)

• Encourage/support/improve school-initiated instructional and non-instructional interventions( peer tutoring, home visitations, counselling services, financial assistance, school feeding and scholarships programs

Recommendation for future studies • Use finer resolution, more accurate Light Detection

and Ranging (LIDAR) data to verify results & provide more accurate recon-struction of past flood events

THANK YOU VERY MUCH

FOR YOUR TIME

ACKNOWLEDGEMENTS DOST- ASTHRD-NSC Scholarship Program;

Usec. Peter Tiangco, NAMRIA;

Mr. Alvin Olvida & Ms. Fe Ociones, ERDB;

Engr. Emil Hernandez and Engr. Kim Mercado, LLDA;

Dr. Marites Ibañez (SDS), Dr. Darwin Talambayan, Ms. Arlene Bongon and Ms. Ruth Camacho, DepEd, Laguna;

Dr. Esmeralda de Castro (DS), Dr. Neil Angeles (DS), DepEd Los Banos and Bay; and

Teachers, students and others who participated in the study

OCCURRENCE OF FLOODS AND IMPACTS ON PUBLIC SCHOOLS...

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