Arlene R. Mercado

Abstract
The Philippines is a disaster-prone country and related literature on the effects of calamities and disasters to Filipino children’s education is still limited. This study, therefore, attempts to determine the effects inflicted by Typhoon Ondoy to education based on narratives of 12 elementary public school children in Marikina City. The children were asked what they remember about Ondoy, how their studies were affected, coping methods and lessons learned
from the disaster. It is hoped that the results of this study will help children, families, schools and communities be more prepared in the face of calamities and disasters.
Introduction
On September 26, 2009, Tropical Storm Ondoy brought torrential rains swelling Marikina River to a historic level of 23 meters. Three-meter flood rushed into Marikina residences and establishments as well as into other communities, trapping people in their homes, in buildings, and leaving thousands stranded on the streets. The tropical storm’s heavy rainfall rampaged thru other parts of Luzon affecting 4.8 million people
and damaging property amounting to P11 billion (Aragones, 2009; Calonzo, 2011; Ondoy’s ‘tips’ spare Marikina from deaths in Falcon floods, 2011).
More than two years after “Ondoy,” in December 2011, Typhoon Sendong
(Tropical Storm Washi) left 1,257 casualties from various regions in Visayas and Mindanao. National Disaster Risk Reduction and Management Council (NDRRMC) reported that of the ten destructive tropical cyclones which hit the country in 2011, TS Sendong had the most number of deaths, with the cities of Cagayan de Oro and Iligan in Region X suffering the brunt (2011 Top 10 Philippine Cyclones). Then on February 6, 2012, “a strong local earthquake of tectonic origin occurred offshore Negros Oriental, with a preliminary magnitude of 6.9 Mb.” The earthquake affected 63,697 families in
two provinces in Region VII. Of the casualties, there were 51 deaths, 112 injured and 62 missing as of February 18, 2012 (NDRRMC Update Sitrep 20 on Negros Earthquake, 2012). Kreps (1984 cited in Toomey, B. G. and Christie, D. J., 1990) defined disasters as “events, observable in time and space” affecting societies by incurring losses and damages to properties and disrupting “routine functioning.” Countless calamities and disasters had struck the country claiming lives and bringing so much destruction. The
Philippines is indeed a disaster-prone country, according to the Centre for Research and Epidemiology Disasters (See, 2010). Aside from its location between the Pacific Ocean and South China Sea where tropical storms usually develop, the country also sits on the “Pacific Rim of Fire.” An average of 21 storms and typhoons hit the country every year. Meanwhile, there are 23 active volcanoes and 26 others which are potentially active. (Background: Philippines an Explosive Mix for Deadly Disasters, 2011). In the light of possible future natural calamities, it is deemed necessary that
people are more prepared in facing such disasters.
Since Marikina City was one of the hardest hit by TS Ondoy in 2009, the study
focused on its effects to education of children attending an elementary school. First, the experiences of the children were recalled as well as how the typhoon affected their education. Next, the coping methods used by the teachers to help the children were identified. Lastly, we noted the lessons learned in connection with their experiences. To protect the identity of the students and other research participants, the names of the interviewees, including school and barangay, are fictitious.
Purpose of Study
The study aims to answer the following questions:
1) What were the effects inflicted by Typhoon Ondoy to education particularly to elementary students in Marikina City?
2) What coping methods were employed to help the children thru their experiences?
3) What lessons can be gleaned from such experience of disaster?

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