BACK TO SCHOOL DAYS IN JUNE? DEPED STUDIES SHIFTING SCHOOL CALENDAR, WEIGHING PROS AND CONS

The Department of Education (DepEd) is considering proposals to return to the familiar June-March school calendar, after three years of holding classes from August to June. This potential shift has sparked debate, with both positive and negative aspects to consider.

Escaping the Scorching Sun: Proponents of the June-March calendar argue that it would better align with the Philippines' climate, allowing students and teachers to avoid the hottest months of the year. Concerns about heat exhaustion and classroom discomfort during the peak dry season have been a major driving force behind the call for change.

Tradition and Cultural Alignment: Many Filipinos associate the June-March calendar with their own school memories and cultural traditions. Reverting back to this schedule could foster a sense of familiarity and continuity for older generations and reconnect younger generations with established customs.

Boosting Tourism: With summer vacations falling within the cooler months, the June-March calendar could potentially benefit the tourism industry, as families would have more opportunities to travel domestically during breaks.

Disruption and Adjustment: Transitioning to a new schedule would inevitably bring challenges. Curriculum adjustments, logistical changes, and potential disruptions to academic routines in the short term are concerns that need to be addressed.

Rainy Season Conflicts: While escaping the heat of summer is desirable, reverting to June-March would mean holding classes during the rainy season, which could lead to logistical problems and potential school closures due to typhoons and inclement weather.

Impact on Learning Outcomes: Critics worry that adjusting to a new academic calendar could negatively impact learning outcomes, particularly for students who are already adapting to post-pandemic educational changes.

The DepEd is carefully studying the proposals and conducting consultations with stakeholders before making a final decision. While the June-March calendar holds nostalgic appeal and potential benefits, a thorough assessment of its logistical implications and potential disruptions is crucial. Finding a balance between mitigating heat concerns and minimizing scheduling conflicts will be key in determining the feasibility and potential impact of this shift.

Ultimately, the DepEd's decision should prioritize the well-being of students and teachers, while ensuring a smooth transition that minimizes disruptions and maximizes learning opportunities.

The future of the academic calendar in the Philippines remains undecided, but one thing is clear: finding the right balance between cultural preferences, climate considerations, and educational continuity will be essential in shaping the future of learning in the country.

-oOoThe author is Teacher III at Atlu Bola National High School