JAIME A.

MANALO IV
ANNA MARIE F. BAUTISTA
ROMMEL T. HALLARES
JAYSON C. BERTO
FREDIERICK M. SALUDEZ
TEOFILO C. PAULINO
HANAH HAZEL MAVI B. MANALO
REUEL M. MARAMARA

Development Communication Division

Philippine Rice Research Institute
Maligaya, Science City of Muñoz, 3119 Nueva Ecija, Philippines

July 2019
Disclaimer: All positions and views expressed in this book are sole responsibilities of the
authors who do not claim to represent the Philippine Rice Research Institute (PhilRice),
Department of Education (DepEd), or DA-Bureau of Agricultural Research.

Copyright 2019 © DA-Philippine Rice Research Institute (PhilRice) and DA-Bureau of

Agricultural Research (BAR).

All rights reserved. No part of this publication may be reproduced; stored in a retrieval
system; or transmitted in any way or by any means, electronic, mechanical, photocopying,
recording, or otherwise without written permission of the copyright holders.

PUBLISHED BY:
DA-Philippine Rice Research Institute
Maligaya, Science City of Muñoz, 3119 Nueva Ecija
Website: www.philrice.gov.ph
Email: [email protected]
Tel: (044) 456-0258; -0285

DA-Bureau of Agricultural Research

Diliman, Quezon City
Website: www.bar.gov.ph
Tel: (02) 928-8505

SUGGESTED CITATION:
Manalo, J.A., Bautista, A.M.F., Hallares, R.T., Berto, J.C., Saludez, F.M., Paulino, T.C.,
Manalo, H.H.M.B., & Maramara, R.M. (2019). What is a climate change-adaptive school?.
Manila: DA-PhilRice and DA-Bureau of Agricultural Research.

ORCID
Jaime A. Manalo IV http://orcid.org/0000-0003-3999-6661

Photos, graphic design, and layout by Jayson C. Berto

Language edited by Constante T. Briones

ISBN NO. 978-621-8022-56-0

Printed in the Philippines

Note: We asked parents and/or guardians of students to allow us to use their photos in
this publication.
Table of Contents
Table of contents iii
Foreword iv
Message v
Acknowledgment vi
Introduction 1
About the project 2
Data collection and book-writing 4
Theoretical framing 6
Part 1: Our 12 participating schools and climate change adaptation 9
Batac National High School (Ilocos Norte) 11
Luna National Vocational High School (La Union) 19
Eastern Pangasinan Agricultural College 27
Corazon C. Aquino High School (Tarlac) 31
Libon Agro-Industrial High School (Albay) 37
Libacao National Forestry Vocational High School (Aklan) 43
Dingle National High School (Iloilo) 51
Leyte Agro-Industrial School (Leyte) 57
Asuncion National High School (Davao del Norte) 65
Bagumbayan Agro-Industrial High School (Davao Oriental) 71
Baluan National High School (General Santos City) 79
Maguling National High School (Sarangani) 87
Part 2: Ideal characteristics of a climate change-adaptive school 95
Supportive school leaders 96
Technology demonstration area 97
Relevant technologies (Figure 2) 98
Mechanism to reach out to the community 99
Evidence of entrepreneurship 100
Engaging local leaders 100
Driven teachers 101
Clear messages conveyed through teaching modules 110
Mutually beneficial collaboration 110
Access to information hubs 111
Reflection (Figure 3) 112
References 114
Glossary 118
About the authors 122

iii
 Foreword

Climate change necessitates creative thinking

for the benefit of the rice sector that stands to
be among the worst-impacted spheres by this
unavoidable phenomenon.

Climate change adaptation (CCA) as an

approach solicits and accommodates contributions from all sectors, which are vital
and crucial both individually and collectively. While we acknowledge that this should
be the case, sometimes not having solid and clear entry points results in fragmented
and unsustained efforts, and, by extension, in our being unable to mitigate impacts.

In this book, we conceptualize what a climate change-adaptive (CC-A) school is

with reference to schools in rice-farming communities. This book is born out of a
project funded by the DA-Bureau of Agricultural Research (BAR) in collaboration
with 12 participating schools of the Department of Education (DepEd). Various
initiatives on CCA are being vigorously pursued involving schools. The emphasis on
disaster risk reduction and management (DRRM) is very prominent as evidenced by
the DRRM walls in our public elementary schools nationwide.

This book spices up the discourse on CCA involving schools by providing

conceptual clarity on how they can play pivotal roles in CCA focusing on the rice
agriculture sector.

Schools interested to replicate this CCA initiative can squeeze insights from the
cases presented in Part 1. The cases stem from the project implementation activities
of the participating schools. The bias is to expose technologies and strategies that are
adaptable given scarce resources. In part 2 of this book, the reader is introduced to
the set of ideal elements for a school playing key roles in CCA.

This book is freely available online with some active links to important resources
such as the teaching modules that the authors developed, and videos from the
participating schools. Check out the online version from this link: http://bit.ly/
what-is-a-climate-change-adaptive-school.

SAILILA E. ABDULA
Executive Director
PhilRice
iv
 Message

We, at the Bureau of Agricultural Research

(BAR), applaud the initiative of the Philippine
Rice Research Institute (PhilRice) in engaging
the education sector and the youth in advancing
climate change awareness and adaptation in the
rice sector. As you will learn from this book,
climate change-adaptive schools are helping rice farmers to visualize the efficiency
of climate change-adaptive technologies. This encourages rice farmers to adapt these
technologies thereby building their resilience and reducing their vulnerability.

To the public-school teachers who are the intended audience of this book, may
you find this instructive and inspiring. We value your capacity to shape the minds of
our youth. I hope that, together with PhilRice, you will be able to build your own
climate change-adaptive schools in your respective areas. Our rice farmers will surely
benefit from this endeavor. You may also consult the PhilRice book, Communicating
Climate Change in the Rice Sector, for additional information on integrating climate
change in high school curriculum.

For our part, BAR will continue to support R&D activities that are aligned with
the Adaptation and Mitigation Initiative in Agriculture Program of the Department
of Agriculture. These R&D projects cater to both short- and long-term adaptation
projects to address the risk and vulnerability of the agriculture and fisheries sector.

The journey into building a climate-resilient Philippine agricultural and fisheries

sector requires the solidarity of all sectors. For the farmers and fishers, the youth and
the future generation, let us continue to work hand-in-hand to make this a reality.

DR. NICOMEDES P. ELEAZAR, CESO IV

Director
DA-Bureau of Agricultural Research

v
Acknowledgment

It took us a while to chart the overall direction and concept for this book. The
title is admittedly simple and straightforward, but this book is a testament to an old
adage in publications that simple concepts come from complex thinking filled with
abstractions on its journey to clarity.

We thank the DA-BAR for the funds to explore this subject matter. The funding
enabled us to ask plenty of questions surrounding the involvement of schools in
rice-farming communities in CCA. We feel that we have used the resources well in
coming up with this book.

We also thank our reviewers (PhilRice) Drs. Eduardo Jimmy P. Quilang,

Ricardo F. Orge, and Ronan G. Zagado for their suggestions on how to improve
the contents of this book.

Our partners in the Technical Vocational Education Unit in the DepEd Head
Office in Manila supported us very well in this project. We have been in constant
communication with them, which gave us the opportunity to report bits and pieces
of what we have been doing in this project.

We thank our former teammate, Mrs. Jennifer V. Mesa, who is now a full-
time wife and mother. She significantly contributed during the conceptualization,
literature review, and data collection phases of the project. The same gratitude
goes to Harvy G. Divina and Jayson C. Castillo, our administrative assistants, for
hurdling paper requirements of this project.

We give special thanks to our participating teachers and their respective

supervisors and school administrators for helping us implement this project; for
coming up with innovations; and for their critical review of our write-ups on how
they implemented the project.

vi
 To the farmers whom we have interacted with during our monitoring activities,
thank you very much. You all have given us inputs and inspiration to do our work
well so we can make sense in the rice-farming communities.

We thank God Almighty for keeping us safe during our travels especially
whenever we go to remote areas, for the wisdom, and for the diligence that helped
us put everything together in this book.

Jaime A. Manalo IV
Anna Marie F. Bautista
Rommel T. Hallares
Jayson C. Berto
Fredierick M. Saludez
Teofilo C. Paulino
Hanah Hazel Mavi B. Manalo
Reuel M. Maramara

Science City of Muñoz, 3119 Nueva Ecija

July 2019

vii
To our departed good friend, Alfred Franco T. Caballero
Libon Agro-Industrial High School, Albay
Introduction

In 2017 to 2018, our team at PhilRice embarked on a DA-BAR-funded project

“Development of agriculture TecVoc high schools offering crops production as key
information hubs on climate change-ready rice production technologies for improved
agricultural productivity”. We engaged 12 high schools strategically located across
the country, which included some of the best implementers of our previous project
– Infomediary Campaign. Banking on the insights drawn from this project, this book
aims to conceptualize a climate change-adaptive (CC-A) school.

To manage expectations, CC-A schools are schools that are able to offer ways to
adapt to the impacts of weather extremes such as droughts and floods. Adaptation,
in this book, “relates to the processes people use to reduce the adverse effects of
climate on their livelihood and well-being, and take advantage of new opportunities
provided by their changing environment”.1

Furthermore, CCA here only revolves around rice and rice-based agriculture.
The book focuses on strategies and/or technologies that can help rice-farming
communities better adapt to climate change. We, however, submit that technologies
are not a panacea that ensures CCA wellness. Many conflicting factors can make
or break adaptation in any community. These positions, particularly the emphasis
on technologies, are not difficult to comprehend considering that the authors are
from the Philippine Rice Research Institute. Our credentials on rice and rice-based
farming systems put us in a secure position to tackle this issue.

Additionally, among our key motivations in treading this direction is to help

influence the discourse on CCA as to the involvement of schools. Nationwide, the
link between disaster risk reduction and CCA is laudable. In public schools, one
cannot ignore the prominence of DRRM walls, which are highly relevant to ensuring
a zero-casualty stance in the event of climate-related disasters. Side by side with this
effort, we argue that there is a need to double the efforts concerning the livelihood
aspect of CCA. We recognize that a variety of initiatives on climate change-agriculture
intersections are in place and have been pursued in the past. In fact, we documented
them in our first book.2

_______________________

1. Jones, L. (2010). Overcoming social barriers to adaptation. Retrieved from http://www.odi.org.uk/resources/

download/4945.pdf.
2. Manalo, J. A., Balmeo, K. P., Berto, J. C., & Saludez, F. M. (2016). Youth and Agriculture: The Infomediary Campaign in the
Philippines. Manila, Philippines: DA-PhilRice and DA-Bureau of Agricultural Research.

1
 In this book, our aim is to add conceptual clarity when it comes to school
involvement in CCA. Such clarity is important as it influences the discourse. For
instance, when one is asked, “what role does a school play in relation to CCA?,” it is
not easy to come up with a quick response. We do not aim for uniformity in response,
to be sure. Given the multiplicity of contexts nationwide, that is impossible. What
we aim, however, in this book is to provide the minimum expectations or standards.
This way, we will be on the same page, and also, it will be easy to push and evaluate
efforts in relation to the agriculture dimension of CCA in the context of school
involvement.

Also, beyond the conceptual realm of the climate change- adaptive school, we
aim to show real-world examples as to how one can go about concretizing the idea.
We re-tell the experiences of our school partners so one can be properly guided in
its implementation.

This book is written with a Filipino audience in mind. This should serve as a
caution in applying insights from this book in other contexts. Specifically, we have
in mind public and private school teachers and school administrators who may want
to mainstream CCA in their respective schools, with emphasis on the livelihood
component. The book provides insights and hopefully inspiration to anyone who
wishes to tread on the same direction.

About the Project

The primary aim of the DA-BAR-funded project was to conceptualize a CC-A
school. The project zeroed in on schools located in rice- and rice-based farming
communities. In CCA discourse, it is known that multi-faceted efforts are welcome
to bail out vulnerable communities and sectors. Schools for obvious reasons can play
pivotal roles along this line. In this project, we aimed to erect the minimum standards
for school involvement.

Twelve schools participated in this project: Batac National High School in Ilocos
Norte, Luna National Vocational High School in La Union, Eastern Pangasinan
Agricultural College, Libon Agro – Industrial High School in Albay, Corazon C.
Aquino High School in Tarlac, Dingle National High School in Iloilo, Leyte Agro
– Industrial School in Leyte, Libacao National Forestry Vocational High School in
Aklan, Asuncion National High School in Davao del Norte, Bagumbayan Agro-
Industrial High School in Davao Oriental, Baluan National High School in General
Santos City, and Maguling National High School in Sarangani.

2 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 We carried out this project with our participating schools in 2017-2018. We started
with courtesy calls and briefings with the school heads and participating teachers,
training on climate change and rice production with the teachers and their principals
(at times with the tech-voc education head) at the PhilRice Central Experiment
Station in Nueva Ecija. We then reviewed the literature as well as our previous work
with schools to identify the components that can be rolled out in our participating
schools. In deciding what goes on in the list of components, which we call “menu
of interventions” we also went back to the modules in the previous Infomediary
Campaign training programs, plus our random conversations with Mr. Rizal Corales
and Dr. Aurora Corales who have done massive work in promoting and enriching
the Palayamanan Plus program not just at PhilRice but nationwide. Hence, many
of the components were patterned after Palayamanan Plus. We then presented the
lists of components to our participating schools and asked them to choose their
preferences: rice, vegetable, vermicomposting, fish, and corn. The schools were
accorded the liberty to innovate such as adding more components or deviating from
the technologies that they learned from PhilRice.

The team visited the schools in several occasions for monitoring. A salient
component of this project was the teaching demonstrations conducted by our
participating teachers. We gave them modules on teaching climate change and
climate change-ready technologies for rice. The modules were in Filipino and
designed specifically for young audiences. The teachers, however, were given the
chance to innovate in teaching the modules. The teaching demonstration was filmed,
with their permission. Present during the filming were some of their co-teachers and
the principal. After the demonstration and some random interviews with students,
a focus group discussion (FGD) followed to reflect on what transpired. Of interest
was to flesh out strategies that worked and those that didn’t, with the end in view of
coming up with a set of recommendations on how to best teach CCA. (Just a brief
note: the team does not claim ownership of any of the rice-farming technologies
mentioned in this book.)

3
Figure 1. Data collection and book-writing

Data and details in this book came from the numerous interviews and FGDs
conducted during project implementation, and visits to the schools for monitoring
purposes. All interviews and FGDs were audio-recorded and transcribed. During the
monitoring, we also took the time to scour the surrounding community to help us
better understand the development context.

This book has two parts, the first of which presents how the project was
carried out in the 12 sites. We treat each school as a case study by first exposing the
development context to bring the reader to the site. We briefly sketch the economic
situation in the area as well as the experiences of farmers about weather extremes.
The book does not establish causation as to whether what are going on in these
sites are climate change-related or not. Our basic assumption emanates from IPCC

4 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

pronouncements that with climate change, chances for the occurrence of weather
extremes are high.3 We then proceed by enumerating the components that they
pursued with their corresponding description and justification. We invite the reader
to pay close attention to how the schools justified their choices of components as
that reveals the logic of implementation. We argue that in CCA, coming up with
winning strategies will help rice-farming communities soften the hard impacts of
climate change.

In most cases, we have the Technology Highlights section that characterizes the
technologies that the school employed particularly well or they wish to highlight,
owing to contextual relevance. Each case study presentation is concluded with the
immediate outcomes section, which details the project accomplishments of the
schools. This section expectedly contains instances of information-sharing, and
activities conducted to reach out to their immediate community. (Depending on the
extent of community outreach that the schools initiated, we sometimes devote a
separate section for “Reaching out to the community") For the first part, each case
report was reviewed at least by the participating teacher. The Tech-Voc Education
(TVE) Head and the Principal (or school administrator) at times added some inputs
as well. This review process enabled us to minimize, if not totally avoid, glaring
errors in chronicling project implementation.

Using the case studies in part 1, we then conceptualize how schools can play
active roles in CCA in a rice-farming community in part 2 of the book. Again, we
reiterate that we only tackle the livelihood/agriculture dimension of CCA. In this
part, we start by looking at the common elements among our participating schools.
We should emphasize that we are not evaluating the schools; we are only reflecting
the common denominators that contributed to their success in carrying out this
initiative. The reader will find in this section the basic characteristics of a school
playing key roles in CCA in their respective communities. It is also in our interest to
present the challenges in rolling out this initiative.
_

______________________

3. IPCC. (2012). Managing the risks of extreme events and disasters to advance climate change adaptation. A special
report of working groups I and II of the Intergovernmental Panel on Climate Change. Cambridge, UK New York,
NewYork, USA: Cambridge University Press.

5
Theoretical framing

Schools are institutions for learning that serve as sites for the development of the
emotional, cognitive, and civic aspects1 of a human being. Schools prepare human
beings to become members of society2. Labaree (1997)3 forwards that schooling is
important for credentialing purposes.

In relation to CCA, schools, aside from their teaching role, are not given much
attention. What is most common in the literature are studies that relate to complexities
in teaching climate change and the biases of educators in terms of the content that
they teach in class4, 5. It should also be noted that most of the scholarship available
in relation to schools are on teaching general knowledge on climate change6, 7 with
the adaptation and mitigation strategies not given much attention. In developing
countries like the Philippines, CCA is important as climate change is expected to
bring about negative impacts on livelihoods, which increase the vulnerability of rural
populations8, 9. In sum, it can be said that in relation to CCA, the role of the school
is not optimized. In this work, we want to expand the roles played by the schools in
CCA. For one, schools are a force to be reckoned with given their strategic locations.
In the Philippines, schools are built even in the remotest valleys and hills. Schools can
play pivotal roles in disseminating knowledge on CCA. This is a conceptualization
engendered by the urgency of the climate change phenomenon.

By expanding their roles, we mean a strengthened school-community linkage.

In taking this route, we do not say that this is an entirely unique direction. To be
safe, school-community linkages in relation to climate change in general exist such
as conduct of tree-planting activities, solid waste management, and others. This
linkage is a direction that has been taken for the longest time by universities offering
agricultural extension courses, but not among secondary schools. We argue that
in many remote communities, and with the rise of the Kto12 curriculum, school-

1. Stemler, S. (2019). How the primary purposes of schooling have shifted over time [Video file]. Retrieved from http://
www.purposeofschool.com/philosophical/
2. Counts, G. S. (1978 ). Dare the schools build a new social order? Carbondale, Illinois: Southern Illinois University Press.
3. Labaree, D. F. (1997). How to succeed in school without really learning. New Haven, CT: Yale University Press.
4. Duschl, R. (1990). Restructuring science education: The importance of theories and their development. New York:
Teacher’s College Press.
5. Waters-Adams, S. (2006). The relationship between understanding of the nature of science and practice: The influence
of teachers’ beliefs about education, teaching, and learning. International Journal of Science Education, 28(8), 919–944.
6. Ratinen, I., Viiri, J., & Lehesvuori, S. (2013). Primary school student teachers’ understanding of climate change:
Comparing the results given by concept maps and communication analysis. Research in Science Education, 43(5),
1801–1823.
7. Herman, B. C., Feldman, A., & Vernaza-Hernandez, V. (2015). Florida and Puerto Rico secondary science teachers’
knowledge and teaching of climate change science. International Journal of Science and Mathematics Education, 15(3),
451-471. doi:doi:10.1007/s10763-015-9706-6
8. Buendia, L., Valdeavilla, A., & Escaño, C. (1993). Implication of climate change in the Philippine agriculture Journal of
Agricultural Meteorology, 48(5), 611-614.
9. Lansigan, F. P. (2008). Frequency analysis of extreme hydrologic events and assessment of water stress in a changing
climate in the Philippines. In M. Taniguchi, W. C. Burnett, Y. Fukushima, M. Haigh, & Y. Umezawa (Eds.), From Headwaters
to the Ocean (pp. 497-501). London: CRC Press.

6 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

community linkage is one that secondary schools can very easily do, in a more
toned-down level, however. In communities not serviced well by available extension
modalities owing to several constraints, schools can fill in.

With the Climate Change Act’s strong anchorage on disaster risk reduction and
management (DRRM), it is also appreciated that local public schools prominently
display their DRRM walls with most salient information on how people can manage
disasters brought about by climate change-related extreme weather events. While
these are all welcome initiatives, we insist that there is a need for a clearer framework
as to how schools in rice-farming communities can play pivotal roles in CCA,
particularly on its livelihood dimension.

The roles played by schools must go beyond classroom-teaching, to include

demonstrating and promoting technologies, and engaging the local communities to
come up with the best adaptation strategies.

Our work is novel for two reasons. First, specific to CCA in rice-farming
communities, this is the first work of this scale that we know to have scrutinized how
schools in these communities can play pivotal roles in CCA. Second, this is among
the very few initiatives that thoroughly document the experiences of participating
schools in making this kind of initiative operational. It is also worth recognizing that
this work builds on earlier and more established concepts of DepEd’s Gulayan sa
Paaralan and PhilRice’s Palayamanan Plus. We contend that innovations rest on the
shoulders of giants.

It is also safe to forward that our work is highly replicable—that is truly the main
motive in coming up with this book: for interested parties to learn from the cases,
mix and match with the menu of interventions so they can optimize results from this
initiative. As one reads along, the policy imperatives for this kind of initiative to be
successful, particularly in Part II, are laid down for his/her appreciation and possible
assimilation.

7
Dingle National High School Corazon C. Aquino High School

Libon Agro-Industrial High School

Maguling National High School Eastern Pangasinan Agricultural College

1
PART
Our 12 participating
schools and climate
change adaptation
(CCA)

In this part of the book, we want you to:

Know the what, why, and how of the project implementation

See if an area represents your area
See if the technologies and strategies implemented suit your area
Get inspiration from what our participating schools have done

We feature here what our teachers did. Hence, we go for practical and
relevant technologies and strategies that ordinary schools, mostly with not
much resources, can implement. We bank on the creativity and ingenuity of
our participating schools. We also forward that our participating teachers, and
in some cases their respective Technical Vocational Education (TVE) heads and
principals, reviewed their respective sections in this part of the book. Read on
and learn from our participating schools!

9
Batac National High School, Ilocos Norte

10 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 SCHOOL

Batac National High School

(BNHS [formerly BNHS – Bungon campus])

LOCATION PARTICIPATING TEACHER

Batac City, Ilocos Norte Norelyn Dela Cruz
POPULATION PRINCIPAL
775 (SY 2018-2019) Romeo N. Villorente

Development Context

The 5th class city of Batac produces a variety of agricultural goods, from crops
to livestock. In 2015, at least 22% of its residents worked in the agriculture, forestry,
and fishery sectors while others were involved in commerce, and craft and trade. Of
its 16,101 ha total land area, 5,618 ha grow rice, corn, and some vegetables. During
the wet season (WS), rice occupies 74% of the city’s total agricultural land. In 2016
WS, rice farmers averaged 4.57t/ha. In the dry season (DS), only 220ha can grow
rice as agricultural areas are mainly rainfed. While the city has communal irrigation
systems, the water generated could only supplement during the WS.

Unpredictable weather intensifies the water scarcity issue in the city. In 2015
and 2016, the rainy season came in later than expected so farmers had to adjust
their cropping calendar.1 Moreover, rainfall was below normal in the previous years.
PAGASA weather bureau reported only 60mm of rainfall in July to August 2015
in Ilocos Norte, way lower than the 500mm that fell on the same period in 2014.2
As a result, the city incurred P19 million worth of damage in farmlands in 2015
according to the Provincial Agriculture Office. Farmers could hardly distinguish
between dry and wet seasons in recent years, which has caused them significant farm
losses. The city government of Batac, together with concerned government agencies
has started building small farm reservoirs in its barangays to reduce the ill effects of
water inadequacy.3 In areas where rice cannot thrive during DS, farmers plant corn,
vegetables, legumes, or rootcrops. In BNHS, 90% of students are daughters and sons
of farming households with rice as their main crop.

1. Corales, R. G., Corales, A. M., & Manalo, J. A. (Eds.). (2019). Palayamanan Plus. Manila: Philippine Rice Research Institute.
2. Adriano, L. (2015, April 21). Drought-hit farmers welcome rain brought by ‘Ineng’. Philippine Daily Inquirer. Retrieved
from https://newsinfo.inquirer.net/715027/drought-hit-farmers-welcome-rain-brought-by-ineng
3. Andres, R. (2018, April 4). Ilocos Norte LGUs to get help on climate change woes. Philippine News Agency. Retrieved
from http://www.pna.gov.ph/index.php/articles/1030790

11
Menu of interventions

Rice garden. BNHS initiated the adopt-a-lot program to address its lack of area
for a rice garden. They searched for landowners who were willing to lend a portion
of their plots for the students to cultivate. Through proper coordination with the
Batac City Committee on Agriculture in 2014, they were able to borrow a 750-m2
irrigated area in Brgy. Baay, an 8-min ride away from the school. The students planted
inbred (NSIC Rc 222) and hybrid (SL 12) rice varieties. They transplanted wetbed
and modified dapog seedlings. They conducted agro-ecosystem analysis (AESA)
and used the Leaf Color Chart (LCC) and organic concoctions in managing the rice
crop. As agreed, a small portion of their harvest was given to the landowner as rent.
In 2017, BNHS borrowed another 1,800-m2 lot beside the school from one of its
stakeholders. As we write, a Memorandum of Agreement (MOA) is currently being
processed to cement the partnership for at least 2 years. They planted the inbred PSB
Rc 82. Apart from the rent, harvests from the two lots were stored as seeds for the
next cropping season. While the other lot was sufficient for the students’ practicum,
the school decided to keep the lot in Baay because Norelyn Dela Cruz, our partner-
teacher, deemed the location strategic for her students who reside in that barangay.

12 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Vegetable production. All sections in the junior and senior high school classes
maintained their own small vegetable areas; thus, plots were scattered around BNHS.
The school focused on intensifying these gardens by giving seeds and fertilizers such
as vermicast and organic concoctions to each class. In their own plot, our partner-
teacher and her students produced string beans. They also planted some vegetables
and hyacinth along the dikes of the rice plots.

Fish production. The school also ventured into tilapia production to optimize their
existing 750- m2 water-harvesting facility. They partnered with their local fisheries
and aquatic resources bureau that gave them 3,700 fingerlings. Once in 2018, they
harvested 25 kg of tilapia which they sold to their visitors. Some of it were cooked
and served during the school’s festivities.

13
Vermicomposting. BNHS also produced vermicast in four vermi beds at 0.5x1.2m
size each. They used substrates such as rice straw and cow manure acquired from
farmers’ fields; rice hull from rice mills free of charge; vegetable leftovers and other
materials available in their school surroundings such as kakawate and ipil-ipil
leaves. They bought African Night Crawler (ANC) earthworms from a local seller
in the nearby municipality of Paoay. In 2018, they harvested 6-8 sacks of vermicast,
which the school used in maintaining its rice and vegetable gardens. Meanwhile,
the Agricultural Training Institute (ATI) also showed support by providing capacity
enhancement activities to the agriculture teachers and agri-crop students of BNHS.

Reaching out to their community

BNHS had a different take in reaching out to their community. They involved
Gulayan sa Paaralan Program (GPP) coordinators from elementary and secondary
schools in Batac City in a 1-day seminar on the basics of climate change and mostly
rice technologies for its adaptation. The activities included lectures on modified
dapog, carbonized rice hull (CRH), minus-one-element technique (MOET), LCC,
Palayamanan Plus and sorjan farming systems, capillarigation, and AESA. Teacher
Dela Cruz, her agri-crop production students, and some PhilRice personnel delivered
the lectures and demonstrations. The event was supported by a MOA between
the school and the city schools division superintendent. At least 10 GPP school
coordinators, and all BNHS teachers attended the seminar. Agri or non-agri, these
teachers were grateful for the seminar because they themselves maintained gardens in
their schools and households. According to our partner-teacher, it was best for them
to tap GPP coordinators because they were influential in disseminating information
to a larger number of students and parents. The school also discussed the project and
introduced the technologies to parents who visited or attended meetings in BNHS.

14 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 Their adopt-a-lot program also earned good impression from onlookers. Dela
Cruz said some farmers showed interest in the certified seeds and CRH that the
school used in their plots.

Technology Highlights

The school highlighted the use of quality seeds, proper pest and nutrient
management, and water-saving technology as a means to adapt to the drought and
reduced rainfall that farmers had experienced lately.

Use of certified seeds. Improving farm productivity had been the most compelling
strategy that the school identified. Thus, they managed to always buy quality seeds
from accredited seed growers for their hybrid and inbred seed needs. They usually
plant PSB Rc 82 because according to the teacher it is one of the widely available
seeds in the market. Rc 82 is an early-maturing variety at 109 days, and is good
for water-scarce areas like Batac. Meanwhile, our partner-teacher also showed the
differences between inbred and hybrid seeds as her students in the past believed that
the two were the same.

Carbonized rice hull (CRH) and vermicast application. One of the most
common pests faced by Batac farmers are golden apple snails (GAS). BNHS
introduced CRH as an effective way of managing GAS in the ricefield. They also
promoted organic agriculture; thus, they produced and applied their own vermicast
and organic concoctions such as fermented fruit and plant juices.

15
Water-harvesting facility. With their scarce water resource, the school actively
harvested and saved rainwater. Along the school were canals that catch water and
channel it down to the small water reservoir. The accumulated water is used in their
vegetable plots, and a certain portion of the reservoir is utilized for tilapia production.

Immediate outcomes

Through the school’s initiatives, adoption of certain technologies became evident

on some parents and farmers from nearby areas.

16 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 A rice-tobacco farmer started using CRH in his rice farm to reduce GAS
infestation and as soil conditioner. For a time, he had been burning rice hull to
dry tobacco leaves through a machine. It was only when his son shared to him the
benefits of CRH that he learned and tried the technology. He said he was unaware
that the CRH he had been producing had remarkable benefits.

Two more students also shared the use of CRH to their parents. Another two
students introduced AESA and organic farming to their parents. We were, however,
unable to follow through on the outcome.

Meanwhile, one of our partner-teacher’s colleagues also became interested in

modified dapog technology after attending the BNHS seminar. A week after the
activity, she decided to discuss the technology to her father. She later found that
he was doing modified dapog after learning it through the local agriculture office
but stopped after a few tries. With persuasion and provision of a mosquito net, her
father decided to use the technology again. She shared that their transplanting cost
was greatly reduced plus the fact that their work became considerably lighter.

Several partnerships were formed out of this project. As mentioned earlier,

BFAR and ATI readily assisted the school, specifically in providing fingerlings
and technical knowledge, knowing that BNHS had properly sustained their farm
production initiatives.

Similar with other partner-schools, BNHS registered significant enrollment

increases in its agri-crop production offering. From 56 enrollees in SY 2015-2016,
69 enrolled in SY 2016-2017, and 90 in SY 2017-2018. Our partner-teacher Norelyn
Dela Cruz noted that the project somehow influenced the students’ choice because
they have proven that there’s future in agriculture, and there’s more to it than tilling
the soil.

17
Luna National Vocational High School, La Union

18 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 SCHOOL

Luna National Vocational High School (LNVHS)

LOCATION PARTICIPATING TEACHERS
Alcala, Luna, La Union Virgilio L. Medina and
Arnulfo N. Libao
POPULATION PRINCIPAL
390 (SY 2018-2019) Perpetua M. Eslava, Ph.D.

Development Context

Luna is a 3rd class coastal municipality in La Union with 40 barangays1. The cities
nearest it are San Fernando, Candon, Baguio, and Dagupan. Stone-picking is a
known industry in Luna, and is a major source of livelihood of 14 of its barangays2.
Based on our interviews, a stone picker earns on average P200-400/day. The town’s
seawater is home to different kinds of fish and edible seaweed. Rice farming and
fishing are the main sources of livelihood of its residents. A rainfed area, farmers can
only plant rice once a year, followed by vegetables and root crops. Luna also hosts
several tourist destinations, one of which is the Baluarte, a 400-year-old watchtower
in Brgy. Victoria.

Luna is a catch basin of the municipalities of Sudipen, Bangar, and Balaoan in

La Union. Locals say that the town used to be a major rice producer. Flooding in
the town has intensified in recent years lasting up to 2 weeks, which damages rice
crops. Farmers also talk of the unpredictability of weather, which makes it difficult
for them to plan their activities during the cropping season. Before, farmers prepared
seeds in May when rain usually comes. In recent years, the restless rainfall pattern
makes planting risky. Weather unpredictability has also resulted in staggered planting.
Farmers also note that strong typhoons usually hit them come harvest time - August,
September, or October. Most farmers have resorted to securing their crops through
the Philippine Crop Insurance Corporation. In LNVHS, 40% of the students come
from rice-farming households.

1. PhilAtlas. (2019). Luna, Province of La Union. Retrieved from https://www.philatlas.com/luzon/r01/la-union/luna.html

2. Provincial Government of La Union. (2019). Municipality of Luna. Retrieved from https://launion.gov.ph/luna-la-union/

19
Menu of interventions

Rice garden. This is a well-established project component in LNVHS, which devoted

850 m2 to serve as practicum area for students as well as a demonstration area for
rice varieties NSIC Rc 238, Rc 300, and Rc 396. The modified dapog, ecological
engineering, drumseeder, LCC, and MOET technologies were also showcased. The
dapog and drumseeder options were highlighted on account of the labor scarcity
predicament. The school bought its own unit of drumseeder.

Vermicomposting. The school had three 1x2m vermibeds. They acquired African
Night Crawler (ANC) worms from the DA Regional Field Office in San Fernando
City. As salinity is an issue in the area, the school regularly produced vermicompost
and vermicast as supplementary fertilizers for their rice and vegetable gardens. They
sold vermicast to walk-in customers such as students, dragon fruit farmers, and
teachers. Vermicast is priced P15/kg; ANC at P500/kg. This component, teachers
Medina and Libao said, is easy to establish given the ready availability of raw materials
such as madre de cacao leaves, banana trunks and leaves, and cow manure.

20 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Vegetable production. Expectedly, the Ilocano blood in Luna influenced their small
pinakbet garden. In about 200 m2 grew different vegetables used in the pinakbet
dish such as bitter gourd and squash. Capillarigation, drip irrigation, and container
gardening were also demonstrated.

PHOTO BY VIRGILIO MEDINA

Fish culture. Measuring only 3x6x1m, they showcased aquaponics where the
waste of fish was used as fertilizer of plants grown hydroponically. They also had a
rainwater-harvesting facility, which is highly needed in a rainfed area like Luna.

21
Reaching out to their community

The school had two vital activities to showcase their work. The first was their
Harvest Festival where they invited Luna farmers to visit their rice garden. The
second event was the vermicomposting lecture of Mr. Medina together with his
students in their neighboring high school, Bungro-Sucoc Integrated School (BSIS),
attended by more than 200 students, parents, and teachers. Medina delivered the
lecture while his students demonstrated the technologies on organic pesticides, bio-
fertilizer making, and vermicomposting. This was a win-win collaboration for both
parties. For one, BSIS had plenty of vermi materials such as animal manure, rice
straw, banana bracts/leaves, madre de cacao, and neem tree leaves. In fact, LNVHS
sourced their materials from BSIS. Initially, BSIS bought vermicast from LNVHS
for their Gulayan sa Paaralan Project. To date, BSIS is producing its own vermicast,
with an initial harvest of four sacks.

Technology Highlights

LNVHS had set up quite a number of components along with their component
technologies. Given their context, the school deliberately put up the following:

Raincatcher. This is a rainwater-harvesting facility, which is highly needed in their

community. The school decided to put this up to amplify the importance of saving
water to irrigate their crops. This is very relevant given that their area is rainfed.

22 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Drip irrigation and capillarigation. These technologies helped the school to
efficiently use water in irrigating their vegetables. They managed to grow various
vegetables such as eggplant, pepper, tomato, and squash.

Experiment on different setups of trellises for vegetables. This helped them

identify which type can withstand strong winds.

23
PHOTOS BY VIRGILIO MEDINA

24 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Immediate outcomes

We saw plenty of immediate outcomes in LNVHS. In our snowballing, we noted

that the information students learned from their teacher or school was passed on
to their parents almost seamlessly. An example was when a student outlined to his
father how to feed and grow African Night Crawlers. His father believed his sharing
knowing that the information was backed up by what his parent saw in their school.

Aside from the wide spread of information, the school served as a rallying
point of information on technologies for climate change adaptation. LNVHS did
this by inviting parents to see their setup during Parents and Teachers Association
meetings. There were even some instances when teachers, parents, and officials of
the Department of Education bought vegetables from the students. Likewise, their
neighboring schools benchmarked with them in terms of the agricultural technologies
that they implemented. The BSIS, for instance, after exchanging thoughts with our
partner-teachers Medina and Libao and seeing the setup in the school, started to put
up their own vermicomposting facility with two 10-feet vermibeds.

Farmers in their surrounding community have expressed interest in what the

school is doing as they wanted to buy their seeds. It should be emphasized that many
of the farmers we interviewed did not have children in the school. They just came to
visit because they were impressed by LNVHS’s rice area, and that they saw the good
performance of seeds bought by their co-farmers from the school. The desire to buy
seeds from the school was necessitated by the reality that Luna had only one seed
center; hence, having an alternative source is welcome.

25
Eastern Pangasinan Agricultural College
26 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?
 SCHOOL

Eastern Pangasinan Agricultural College (EPAC)

LOCATION PARTICIPATING TEACHER
Sta. Maria, Pangasinan Jocelyn Alarcio
POPULATION PRINCIPAL
1,649 (SY 2018-2019) Phoebe F. Kagaoan

Development Context

Sta. Maria is an agricultural , 4th class municipality. Major sources of income are
agricultural products, livestock, poultry, and concrete aggregates such as gravel, sand,
and crushed stones. It has 23 barangays spread over 3,500 ha1.

Rice and corn are its top commodities. Being a rainfed area, rice is planted just
once a year while corn is cultivated twice or thrice a year. Vegetables are planted all
year-round.

The town suffers from drought and flood making farming challenging. In 2015,
a ready-for-harvest 4-ha rice area was swept away by a destructive storm. In 2017,
El Niño dried up the town, delaying the start of the cropping season. In general,
farmers find the weather very unpredictable. They would usually start their cropping
activities at the onset of rain in May but lately, rain had been falling in June or July.
Coupled with weather extremes is an observation that farmers in the area apply
more fertilizers now than before as they sense that the nutrients of the soil have been
greatly depleted over the years.

In this participating school, 80% of the students come from households that
rely on agriculture for livelihood. The rest of the families depend on non-farm work
such as working overseas or selling goods in the market. On the side, however, these
families also maintain their own farms.

1. Province of Pangasinan. (2011). Santa Maria. Retrieved from http://pangasinan.gov.ph/the-province/cities-and-

municipalities/santa-maria/

27
Menu of interventions

EPAC took diversified farming to heart. They converted their small land area for
the project into a diversified farming demonstration area. We usually cite EPAC’s setup
as an example of land use optimization. A visitor would be amazed to see that plenty
of elements could all fit in a small land area. Rice, corn, vegetables, and ornamentals
are planted in a 420 m2 area. They also set up a nursery for fruits and vegetables, and
ventured into piggery and mushroom production. The main motivation in designing
their implementation in this manner was to promote alternative sources of income
given that the town is subjected to weather extremes.

Reaching out to their community

Teacher Alarcio told us that she did some visits with her students and asked
them about instances of sharing regarding some technologies for CCA they learned
in school. In her visits, she tried to add some more information to households that
may have implemented some of the components that they also have in school like
vermicomposting.

28 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Immediate outcomes

Similar with other schools, we have noted instances of sharing of information

by the students to their farmer-parents. In our snowballing, we followed through
one student who shared about the use of effective microorganism to his father who
ended up using it in rice straw for fast decomposition and in their piggery to manage
the bad odor. Another student tackled how to choose rice varieties suited in their
area. The same student also convinced her parents to not burn rice straw; instead,
they used it as mulch for their vegetables.

As of this writing, our partner-teacher has passed on to two of her colleagues

her knowledge about different farming technologies such as the MOET, LCC, and
ecological engineering. Teacher Alarcio also started using the PinoyRice. EPAC was
also successful in its agripreneurial attempt. In an AgriExpo, they sold 20 3-kg packs
of vermicast at P50/pack; and 50 2-kg packs of CRH at P30/pack. After remitting
10% of the income to the school and 20% to the students, the rest was used to buy
fertilizers and seeds for their next cropping. On top of selling vegetables, EPAC’s
Food Processing Department also got on board by processing their harvest into rice
wine and other products.

29
Corazon C. Aquino High School, Tarlac

30 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 SCHOOL

Corazon C. Aquino High School (CCAHS)

LOCATION PARTICIPATING TEACHERS
Gerona, Tarlac Marlo D. Parazo and
Marlene S. Arciaga
POPULATION PRINCIPAL
>3500 (SY 2018-2019) Corazon V. Abellar

Development Context

Tarlac is a major rice-producing province, grossing in 2017 579,013 mt of

rice along with other crops such as corn, coconut, vegetables, and sugarcane. The
province had 73,207 farmers.1

In Gerona, one of its 1st class municipalities, farming remains a key driver of
local economy despite its rapid urbanization. More than 9,900ha of its total land
area (14,147 ha) are devoted for agriculture, of which approximately 4681.75ha are
planted to rice.2 More than half of this rice area is irrigated; the rest is rainfed.

Agricultural workers account for 57% of the municipality’s workforce. According

to the 2012 Municipal and City-Level Poverty Estimates of the Philippine Statistics
Authority (PSA), poverty in Gerona is at 10.9%. As of December 2017, the National
Household Targeting Office of the Department of Social Welfare and Development
has identified 2,421 households that cannot afford their basic needs such as food,
health care, shelter, and education.3

In relation to climate change, farmers lamented that they could not predict
the weather pattern, which is very important in planning their field activities. The
province also had drastic weather-related agricultural losses. In 2018, Tarlac lost
P445.873 million to three destructive typhoons.4

1. Tarlac Provincial Agriculture Office. (2019). Request for Agricultural Info/Data. [Email]
2. Province of Tarlac. (2015). Municipality of Gerona. Retrieved from http://www.gerona.gov.ph/about-us/
municipalprofile/
3. National Household Targeting System for Poverty Reduction (NHTS-PR). (2017). National Household Targeting Office:
Department of Social Welfare and Development
4. Baldosa, C. (2018). DA provides swift response on typhoon stricken areas in Tarlac. Retrieved from http://www.da.gov.
ph/da-provides-swift-response-on-typhoon-stricken-areas-in-tarlac/

31
Menu of interventions

PHOTO BY MARLENE ARCIAGA

Rice garden. Despite limited area, CCAHS managed to set up a rice garden that
showcased the modified dapog, Minus-One-Element Technique, observation well,
Leaf Color Chart technologies, and varieties NSIC Rc 222 and Rc 160. This also
served as a laboratory and demonstration area for students and their farmer-parents.
A farmer offered approximately 80 m2 of his land outside the school for this purpose,
free of charge. Rice was planted in the garden during the first semester.

PHOTO BY MARLO PARAZO

Vegetable garden. This component was pursued in the second semester on the
same spot as rice, even as containers were also planted to maximize space. Students
planted the vegetables tomato, pechay, eggplant, lady’s finger, string beans, squash,
and winged beans. The produce was sold to the school cafeteria and teachers; some
of it was spared to the students.

32 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 PHOTOS BY MARLENE ARCIAGA

Vermiculture. This component started with a kilogram of African Night Crawlers

bought from a farm in Bamban, Tarlac. As of this writing, the school has three beds
(1x5x3m) for vermiculture.

PHOTO BY MARLO PARAZO

Floating garden. In 2017, CCAHS initiated this component to utilize a frequently

flooded area inside the school. They set up two gardens planted with water spinach,
tomato, and eggplant. The school also planned to set up another flood-ready
technology—sorjan gardening.

33
Reaching out to their community

PHOTOS BY MARLENE ARCIAGA

CCAHS knew better than to keep their learnings to themselves. They invited
farmers to visit their school and see the varieties they planted. Several seminars were
conducted with our partner-teachers as resource speakers. Mr. Parazo lectured on
the Modified Dapog Technology with more than 20 farmers in attendance. Likewise,
Mrs. Arciaga also lectured about different rice production technologies in one of her
professors’ classes in Tarlac State University. In July 2018, as part of the Nutrition
Month celebration, our partner-teachers delivered lectures anew attended by students
and farmer-parents in CCAHS.

34 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Immediate Outcomes

CCAHS students passed on information to their parents, convincing them to

adopt and adapt several strategies and/or technologies. A student persuaded his
parents to try setting up a floating garden. Cases of farmer-parents sharing with
other farmers the information materials they received from their children were also
noted.

Another classic example of this outcome is the story of a young lady who
introduced Palayamanan to her grandmother. During our snowballing, she told us
that their ricefield used to be so bare with lots of unutilized areas. After hearing
about the concept of Palayamanan in school, she echoed it to her grandmother
who then started planting malunggay, papaya, bitter gourd, sugar apple, and taro in
the previously empty areas.

In the school’s interest, the initiative provided other sources of income. It also
expanded the school’s network as evidenced by new collaborations that stemmed from
this project. They partnered with the Municipal Agriculture Office for their lectures
on rice production, which provided them seeds in support of the climate change-
adaptive schools project. They were even invited to participate in the provincial
competition for vermicomposting and won 4th place among 15 participating schools.
CCAHS sold vermicompost at P250 per bag. They also used their vermicompost for
rice and vegetable production.

35
Libon Agro-Industrial High School, Albay

36 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 SCHOOL

Libon Agro-Industrial High School (LAIHS)

LOCATION PARTICIPATING TEACHER
Libon, Albay Lilybeth N. Nolasco
POPULATION PRINCIPAL
2062 (SY 2018-2019) Dr. Lourdes R. Bigcas

Development Context

Albay is a 1st class province comprising 15 municipalities and 3 cities1. It has a

land area of 2,554km2 that constitutes 14% of the entire Bicol region2. With its fertile
lands and long coastal areas, agriculture and commercial fishing are among the major
industries in the province. On top of agricultural products are rice, corn, coconut,
mango, and banana3. Most of Albay is irrigated while some areas are considered
rainfed. In 2017, the province produced 175,189mt irrigated rice and 29,635mt of
rainfed rice. Other important industries include handicrafts, manufacturing, and
tourism. Around 65% of the population are farmers4.

Agriculture and fishing are also the key drivers of the economy in Libon, a 1st
class municipality in Albay. It has an estimated land area of 222.076 km2 (about 8.7%
of the province’s total area) divided into 47 barangays. It houses the Pantao Port
that connects the Visayas and Mindanao with the rest of Luzon; it is about 300 km
southeast of Manila5.

Similar with other sites, farmers in Libon attested that they could no longer
predict the weather that made them tinker with their usual planting dates. During
our interviews in July 2018, farmers were still preparing their fields as it has just
started to rain. One farmer, who had been in business for 30 years, said that was not
the case in the previous seasons because they usually start planting in June. She said
even with the irrigation system, farmers were still dependent on rainwater. Ironically,
flooding was also a problem as the town serves as the catch basin of Albay. Another
1. Philippine Statistics Authority. (2018). Philippine Standard Geographic Code. Retrieved from https://psa.gov.ph/
classification/psgc/?q=psgc/citimuni/050500000
2. Philippine Information Agency. (2019). Albay. Retrieved from https://pia.gov.ph/provinces/albay
3. Philippine Statistics Authority. (2018). Quickstat Albay Retrieved from https://psa.gov.ph/statistics/quickstat/provincial-
quickstat/2018/Region%20V%20%28Bicol%29/Albay
4. Philippine News Agency. (2016). Albay solon eyes big dams to irrigate farmlands during dry spells. Business Mirror.
Retrieved from https://businessmirror.com.ph/2016/08/22/albay-solon-eyes-big-dams-to-irrigate-farmlands-during-
dry-spells/
5. Province of Albay. (2019). About Albay. Retrieved from http://albay.gov.ph/about/

37
farmer said his field gets flooded even with little rain, which is not the case before.
In December 2018, Libon was among the places battered by a typhoon that brought
landslides and flash floods in the Bicol region and initially damaged P514 million in
the rice sector alone4. In terms of poverty, Libon had 5,572 poor households as of
December 20176. In 2015, Bicol ranked poorest in the country with 2,172,414 poor
individuals7.

In LAIHS, approximately 50% of the school population come from rice-farming

households. Other families are engaged in other sectors of agriculture, fishing,
services, and business.

Menu of interventions

Rice garden. Initiating this component was a challenge to LAIHS as they had
no extra lot for it. Fortunately, the Parent-Teachers Association agreed to cover
and lease about 0.8ha of land for P70,000 for four cropping seasons. Just a few
meters away from the school, this served as a field site for students to practice rice
farming firsthand. The school used approximately 0.6ha for their rice garden and the
remaining area for other crops such as cassava, eggplant, camote, and corn. In the
rice garden, they demonstrated technologies such as ecological engineering, MOET,
LCC, and the use of quality seeds NSIC Rc 222 and Rc 354.

6. National Household Targeting System for Poverty Reduction. (2017). National Targeting Office: Department of Social
Welfare and Development
7. Philippine Statistics Authority. (2016). Official poverty statistics of the Philippines: Full year 2015. Retrieved from
https://psa.gov.ph/sites/default/files/2015%20Full%20Year%20Official%20Poverty%20Statistics%20of%20the%20
Philippines%20Publication.pdf

38 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Vermicomposting. The school used carabao manure, kakawate, banana trunks and
peelings they got from their canteen, rice straw from their rice garden, and other bio-
degradable trash as feed for the vermi worms. Initially, they bought 2kg of African
Night Crawlers from a farm in Guinobatan, Albay. They used vermicast for their
vegetable gardens.

Vegetable garden. This 500m2 garden is located just beside the school’s
vermicomposting setup. They planted spring onions, pechay, okra, and kangkong
fertilized with vermicast.

39
Reaching out to their community

LAIHS students presented technologies for CCA during Parents and Teachers
Association meetings usually attended by 300 parents. Teacher Nolasco distributed
printed materials on rice production and expounded on technologies such as
LCC, MOET, Palayamanan, ecological engineering, rice varieties, CRH, controlled
irrigation, and vermicomposting. Teachers also invited parents to visit the project
components they carried out. Another school extension activity was a seminar
in nearby barangay San Isidro where students served as resource speakers. They
distributed printed materials and 10kg rice seeds that they produced in their rice
garden to the 25 attending farmers.

40 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Technology Highlight

During our interviews, two farmers’ problems that surfaced were the prevalence
of the tungro virus and insufficient water supply. Given their situation, LAIHS
was cautious in choosing the right varieties they planted in their rice garden. In the
2018 dry season, they planted NSIC Rc 222, a variety moderately resistant to green
leafhoppers, the tungro virus carrier. That season, other ricefields were infected by
the virus except the school’s rice garden.

Immediate Outcomes

Being zealous in carrying out the project, several outcomes arose from our
partnership with LAIHS. The components they implemented attracted farmers who
became curious after seeing them with outstanding results. In rice, farmers inquired
about the variety the school planted as it yielded better than theirs. During our
interviews, a farmer affirmed that the school setup of the rice garden was impressive.
They sold their produce to traders and used some of the income for their feeding
programs. Some farmers also inquired on how to set up vermicomposting. They sold
vermi worms at P800/kg; vermicast at P20/kg. They even erected a booth inside the
school where they displayed 5kg bags of vermicast especially during PTA meetings.

The activities done by LAIHS did not only capture the curiosity of farmers
but also of other teachers from different tracks. They joined our partner-teacher
Nolasco during field demonstrations and even tried operating LAIHS machines.
They also bought their products particularly vermicast and vegetables. Support from
the provincial and municipal agriculture offices also intensified. The PAO provided
them organic fertilizers while the MAO provided them seeds.

On sharing, we noted several students who passed on the information they

learned from school to their farmer-parents. Some of the technologies they shared
were vermicomposting, ecological engineering, LCC, MOET, and the floating garden.

41
 PHOTO BY MILVIN ZABALA

42 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 SCHOOL

Libacao National Forestry Vocational High School

(LNFVHS)
LOCATION PARTICIPATING TEACHER
Libacao, Aklan Milvin I. Zabala
POPULATION PRINCIPAL
1,653 (SY 2018-2019) Zenas V. Nicolas

Development Context

Libacao is a 3rd class municipality with a poverty incidence of 26% in 20121, and
agriculture as the main economic activity. Barangay Poblacion that hosts LNFVHS
survives on rice, then banana, coconut, abaca, and fruit-bearing trees. Most of the
students (80-90%) come from rice-farming households.

Climate change ranked 4th among issues that matter to people in Libacao,2 with
unpredictable weather altering their cropping season calendar. Wet season used to be
June to August but as rains do not anymore come as expected farmers have resorted
to asynchronous planting and early seed sowing. This aberration has resulted in the
emergence of pests such as armyworms, fungi, and golden apple snails. In a report,
the Department of Environment and Natural Resources identified Libacao as one
of the municipalities most prone to flooding in Aklan.3 Rice areas have shrunk after
a river expanded following torrential rains caused by typhoons. One of the strongest
typhoons that hit Libacao was Yolanda in 2013 that damaged watersheds, irrigation
canals, and rice areas resulting in water scarcity.

1. Philippine Statistcs Authority. (2014). PSA releases the 2012 municipal and city level poverty estimates. Retrieved from
https://psa.gov.ph/content/psa-releases-2012-municipal-and-city-level-poverty-estimates
2. Rappler. (n.d.). Libacao, Aklan elections Retrieved from https://ph.rappler.com/local/region/Western-Visayas/Aklan/
Libacao
3. Aguirre, J. N. (2017, 2 August). Aklan needs P1 billion for infrastructure to survive climate change. Business Mirror
Retrieved from https://businessmirror.com.ph/2017/08/02/aklan-needs-p1-billion-for-infrastructure-to-survive-climate-
change/

43
Menu of interventions

Rice garden. LNFVHS had raised a container rice garden prior to maintaining a
200m2 rice garden. Through the initiative of the school principal and the project
partner-teacher, the idle private land near their school was converted into a rice
garden with the approval of the land owner. The rice garden served as a learning
field for the students and source of income. Some 30% of the income served as
payment for the land rental every cropping season while 70% was given to the
LNFVHS Infomediary Student Organization (LISTO). Both the partner-teacher and
LISTO managed the rice garden. PSB Rc 82 and NSIC Rc 354 varieties were planted.
The area surrounding the ricefield was planted with okra, eggplant, chili pepper,
kangkong, gabi, and banana for additional income.

Fish production. Constructed on a higher slope, the 50 m2 fish pond also served as
the school’s water-impounding facility to irrigate their rainfed ricefield. The school
used to grow tilapia before heavy rains made the pond overflow together with the
fish. The facility still impounds water.
44 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?
Sorjan farming system. Three plots measuring 2m x 10m each were planted with
kangkong, bottle gourd, string beans, eggplant, okra, pechay, kalabasa, bitter gourd,
and chili pepper. Some of the vegetables were sold to the teachers at a higher price
as these were organically produced off-season. The rest of the harvests were brought
home for free by the students.

Vermicomposting. The school was also into vermicast production owing to the
teacher’s knowledge and skill in vermicomposting and his advocacy for organic
farming. Located at the upper portion of the school grounds, they had two vermi
beds that measure 1x4m each. In 5 months, the school harvested 260kg of vermicast
sold at P10/kg during exhibits and other events. Some of the fertilizer was also used
in the school’s rice and vegetable production and given to teachers who donated
substrate and manure.

45
 PHOTO BY MILVIN ZABALA

Modified dapog technology. The school had been practicing the wetbed method
but shifted to the modified dapog technology to prevent their seeds from being
washed away especially during rainy season. The technology also makes seedling-
pulling easier that reduces labor cost.

PHOTO BY MILVIN ZABALA

Minus-One-Element Technique (MOET). MOET results in the area showed

students that their soil was deficient of nitrogen and sulfur. To provide the needed
nutrients, vermicast, carbonized rice hull, and fermented fruit and plant juices were
applied.

46 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Reaching out to their community

The partner-teacher also organized a group of students to help in the

implementation of the project. The LNFVHS Infomediary Student Organization
(LISTO) as the teacher’s partner initiated a sing-and-dance program among the
agricultural crop production students that gravitated toward technologies for climate
change adaptation. During the Parents and Teachers Association meeting, the
partner-teacher showed their setup to the farmer-parents for their appreciation and
possible adoption.

47
Technology Highlights

In Libacao, other sources of income were being tapped to cope with the changing
climate. These encouraged LNFVHS to focus on the production of CRH and
vermicast, and practice the sorjan cropping system as their featured technologies:

CRH and vermicast production. Owing to the abundance of rice hull and
substrate, they produced CRH, which they used as soil conditioner in their rice and
vegetable garden and as an income-generating project. They sold CRH at P6/kg.
In Libacao, LNFVHS has become a known producer of vermicast and CRH that
private individuals wanted to regularly buy. Unfortunately, their production was not
enough to satisfy the demand owing to their limited resources.

48 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 PHOTO BY MILVIN ZABALA

Sorjan Cropping system. LNFVHS looked at the system as a source of additional

income, for they could grow vegetables during off-season together with rice. Off-
season organic vegetables earned much; their pechay was sold at P100/kg.

Immediate outcomes

The strong project implementation of the school has generated benefits for the
partner-teacher, students and their parents, and the school itself. The teacher was
promoted to Teacher II in 2016, and to Teacher III in 2018.

Information or knowledge-sharing also occurred from the students to their

farmer-parents particularly about the modified dapog technology. This sharing
received various reactions from the parents, one of whom said that the use of dapog
entailed more cost than direct seeding. Another parent tried using the modified
dapog method; pulled the seedlings from the bed and damaged the roots.

The school’s credibility and competency in teaching agricultural crop production

was evidenced by their 100% (30 students) passing rate in the assessment on
Agricultural Crops Production National Certificate I. This certification could help
the students qualify to an agri-related job.

Their agri-related project activities have also helped the school in its income-
generating efforts, specifically through their CRH and vermicast production.

49
Dingle National High School, Iloilo

50 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 SCHOOL

Dingle National High School (DNHS)

LOCATION PARTICIPATING TEACHER
Dingle, Iloilo Janero Baltero
POPULATION PRINCIPAL
1,676 (SY 2018-2019) Mercy Grace P. Parreño

Development Context

Dingle is a 3rd class municipality with 33 barangays surrounded by the towns of

Pototan, Dueñas, San Enrique, Anilao, and Barotac Nuevo. For Catholics and history
enthusiasts, the town is known for its Baroque church, the Parish Church of St. John
the Baptist.

Iloilo is among the country’s top rice-producing provinces, and Dingle itself was
among the top 50 rice-producing towns in the Philippines in 2011. The distinction
was bestowed during the Agri-Pinoy Rice Achievers Awards1. In 2017, corporate
rice farming was introduced in Iloilo where the Dingle Multi-Purpose Cooperative
(DMPC) signed an agreement to supply rice in all Ayala-owned businesses in Iloilo
City/ province.2. DMPC is a recipient of a Rice Processing Complex from the Korea
International Cooperation Agency3.

Rice is the main crop, coupled with corn, sugarcane, and vegetables.   Dingle and
its nearby towns source irrigation water from the Jalaur Irrigation Dam. 4

Some 40% of the DNHS students are children of rice-farming households;

parents of the rest rely on public and private sector employment. DNHS is around
45 minutes to progressive Iloilo City, and is close to the DA Office in Dingle, which
facilitates access to information.

1. French, L. (2012) Dingle wins awards for rice production. https://thedailyguardian.net/local-news/dingle-wins-award-

for-rice-production/ Accessed 16 January 2019
2. Yap, T. (2017) https://news.mb.com.ph/2017/08/04/corporate-rice-farming-introduced-in-iloilo/ Accessed 16 January
2019
3. Mogato, A.G.A. (2018)DA points to Iloilo co-op as model for cheap rice. https://www.bworldonline.com/da-points-
iloilo-co-op-model-cheap-rice/ Accessed 16 January 2019
4. Iloilo net.ph http://www.iloilo.net.ph/dingle-iloilo/ Accessed 16 January 2019

51
 Farmers near the school reported more frequent occurrences of extreme weather
events such as strong typhoons. In 2018, Western Visayas was among the regions
that suffered huge agricultural damage from tropical depression Agaton (Bolaven).
Together with Regions 4-B, 7,8,9, 11, and 13, total rice area damaged by the typhoon
was close to 140,000 ha; 103,864 ha for corn. Farmers added that they have been
experiencing prolonged rainfall followed by dry days making planning for their
farming activities more difficult than before. Particularly, farmers said that they find
it difficult to choose the crops to cultivate.

Menu of interventions

Rice garden. In their 500m2 rice garden, they planted NSIC Rc68 and Rc 10 for
being early-maturing and for thriving well in their area during the wet season.

52 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Fish production with floating garden. Despite being in a rainfed area, the school
opted to pursue this component given that Dingle areas adjacent to Dumangas and
Pototan get flooded from time to time. To expose a productive intervention for these
areas, the 100-m2 pond is situated in the lower midsection of the school campus,
which is a strategic area for catching rainwater. The pond also served as water source
for their rice garden aside from growing African freshwater catfish and tilapia.

Vegetable production. In this component, they showcased the setting up of drip

irrigation and container gardening using discarded tires. Dingle has inadequate water
for vegetable production.

53
Vermicomposting. This component made good use of the readily available raw
materials such as banana peelings and grasses. They had 3 vermibeds at 1x6m per
bed that supplied vermicast for their vegetable production.

54 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Technology Highlights

Being in a rainfed area, DNHS decided to showcase drip irrigation, which the
participating teacher learned from his training at PhilRice. While the school has a
deep well that provides irrigation, the water level sinks deep in March to May.

Immediate outcomes

Similar with other sites, several instances of information-sharing transpired from

the students to their parents, to other farmers. One case is when a student convinced
his father to incorporate rice straw into his ricefield instead of burning it, who also
promoted the practice to his fellow farmers. Several students also reported that they
promoted vermicomposting to their farmer-parents and to farmers they know.

Farmers near the school shared that they were impressed as to how the school
was able to train the students to plant rice. A farmer said “Even those only in Grade
8 already know how to operate a hand tractor, do direct seeding, apply fertilizers and
pesticides, and harvest their produce. It’s [the project] a big help for the youth!”

55
Leyte Agro-Industrial School, Leyte

56 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 SCHOOL

Leyte Agro-Industrial School (LAIS)

LOCATION PARTICIPATING TEACHER
Leyte, Leyte Manuel Hornales
POPULATION PRINCIPAL
1,170 (SY 2018-2019) Teodorico N. Sulla

Development Context

Leyte is a 4th class agricultural and coastal town in Leyte, the major palay producer
in Eastern Visayas1 and one of the top five rice-producing provinces in the country2.
Surrounded by mountain ranges and coastlines, this municipality produces rice, corn,
vegetables, rootcrops, fruit trees, and edible fish and crustaceans.3 Out of its total
agricultural land area of 20,641 ha, rice is grown in 10.54% or 2,175 ha. At least
two-thirds of the area is irrigated, but most of the rice farms in Barangay Poblacion
where LAIS is located, are generally rainfed. While the municipality is classified under
Type IV climate, (i.e., rainfall is evenly distributed throughout the year), farmers
complained they have experienced heavier rains and stronger typhoons in recent
years. In 2018, for instance, they lamented that they could only see the sun twice
a week. Most of the time, their days were drenched with scattered rainshowers. A
farmer narrated that flooding has been frequent in his rice field because the creeks
that surround it overflow during rainy days.

In 2013, their farms were among those submerged and covered with mud, and
their properties were heavily damaged by Typhoon Yolanda (Haiyan).4 The Leyte
municipal government contends the heavy rainfalls and typhoons pose hazards such
as flooding and landslides to communities that sit beside big rivers, creeks, and other
water bodies. With the predicted prolonged rainfalls in the near future, Leyte’s concern
on these hazards could aggravate. A 3% and 9.4% increase in rainfall is expected to
happen in Leyte province by 2020 and 2050, respectively.5 To prevent floods from
1. Philippine Statistics Authority. (2017). Palay and corn situationer in Leyte – Q3 (2015-2016). Retrieved from http://
rsso08.psa.gov.ph/leyte/special-release/palay-and-corn-situationer/Q3-2015-2016
2. Recuerdo, E. V. (2016, 7 November ). Program aims to double rice production in Leyte. Business Mirror. Retrieved from
https://businessmirror.com.ph/program-aims-to-double-rice-production-in-leyte/
3. Municipality of Leyte. (2017). Physical features. Retrieved from https://www.leyte-gardentown.gov.ph/physical-features/
4. National Disaster Risk Reduction and Management Council. (2013). Final report re effects of typhoon "Yolanda" (Haiyan).
Quezon City: Philippine Government.
5. PAGASA. (2011). Climate change in the Philippines. Retrieved from http://dilg.gov.ph/PDF_File/reports_resources/
DILG-Resources-2012130-2ef223f591.pdf

57
building up during heavy rainfall, farmers usually improve their farms’ dikes and
drainage canals. Added to the changing climate, rice farmers in the municipality
are also challenged by their lack of access to high-quality seeds. Data from their
municipal agriculturist office show no accredited rice seed growers. Meanwhile in
far-flung barangays (e.g. Danus) where some of the LAIS students live, our partner-
teacher noted that farmers do not have enough sources of agricultural information6.
More than 50% of students in LAIS come from rice-farming households; other
parents rely on fishing and coconut production.

Menu of interventions

Rice garden. The LAIS 4,000-m2 rice production area planted NSIC Rc 222, Rc 160,
Rc 10, Rc 82, and Rc 158. It served as a practicum site for students who study agri-
crops production. They monitored the crops and learned about farm technologies
and practices such as use of high-quality seeds, modified dapog system, minus-one-
element technique (MOET), leaf color chart (LCC), and application of compost
and inorganic fertilizers and pesticides. The area produced seeds. Every cropping
season, our partner-teacher hired machine operators from a nearby barangay to do
the land preparation using a handtractor, known locally as “landmaster”. LAIS owns
two handtractors, one of which was given by the DepEd Division Office as part of
the resources supplied to TecVoc high schools offering crops production. They used
it side by side with their own plow and carabao.

6. M.L. Hornales, personal communication, January 16, 2019

58 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

The hired operators returned during the harvest season to thresh palay. The students
also helped in harvesting and threshing activities during the first cropping season,
which were usually done during school days. For the second cropping, which was
during the 2018 school break, only volunteer students helped in the farm. At most,
28-30 sacks at 50kg each of rice seeds were harvested in each of the four cropping
seasons. A portion of the harvest was set aside for the school’s next planting season,
10% of it was for the machine operators, and the rest was sold to interested farmers.
A small share from the proceeds of the harvest was remitted as added income. The
students who worked in the farm were given monetary incentives.

Compost production. Wastes from harvested rice and other raw materials in the
school’s surroundings were gathered for their compost production. In a 4x4-sq.m.
vacant area beside their rice garden, students mixed rice straw, rice hull, top soil, dried
leaves, and free animal manure from livestock and poultry farms for decomposition.
In 2018, the school harvested 15 sacks of compost benefiting its vegetable garden.

59
Reaching out to their community

Word of mouth connected LAIS to the community. On account of the students’

stories, farmer-parents became interested in the rice varieties planted at the school.
Our partner-teacher reports that parents took the opportunity to visit the school
garden and asked for updates on new varieties whenever they attended PTA meetings.
Even pedicab drivers randomly told curious locals about the school’s farm; thus,
word about its farm activities spread quickly.

Meanwhile, the school also reached out to farmers at Barangay Danus that can
be reached from LAIS through a 20-minute motorcycle ride plus a 35-minute walk
through a muddy footpath. Up to now, Leyte farmers still have problems accessing
quality seeds so they resort to exchanging planting materials. Our partner-teacher
also noted that farmers have less or no access to agricultural information. While an
agricultural extensionist visits Danus monthly, information-sharing is not extensive.
This, and the fact that 10% of his students were from the said barangay, prompted
our partner-teacher to conduct a farmers’ forum there. Together with some PhilRice
personnel, he and his students led the activity, which was attended by 12 rice farmers
who eagerly asked questions about rice seeds and pests. The team discovered during
the activity that they also produce “red rice” acquired from a fellow farmer whose
son is a LAIS student. It has red stalk but its grains are white. According to the
LAIS student, he asked for some seeds from his teacher and gave them to his father
for planting. When neighboring farmers saw that his plants stood very well, they
exchanged seeds with him.The “red rice” actually resembles NSIC Rc 158.

60 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 LAIS also gave some reading materials to their municipal agriculture office. At
present, posters on pests are conspicuously displayed there. Our partner-teacher also
spared some LCC and MOET kits to the said office because their supply has already
been distributed to farmers.

Technology Highlights

There are no accredited seed growers in Leyte, Leyte.7 The nearest seed producers
are in Ormoc City, some 53km away from the town. To address this, LAIS produced
quality seeds that farmers, as of this writing, buy from them.

Quality seeds. LAIS continues to produce rice seeds notwithstanding their small
area. With our partner-teacher and his students’ determination, the school has
become a source of rice seeds for farmers from eight nearby barangays: Danus,
Belen, Macupa, Libas, Palid, Rawis, Elizabeth, and Palarao. They sell it at P18-20/
kg, depending on the current market price. Certain farmer-parents of LAIS students
also negotiated with our partner-teacher to come up with a scheme like the “plant
now, pay later” type. Under this scheme, the farmers pay double the volume of the
seeds they acquire from the school after harvest. Out of the 12 farmers who opted
for this setup, 8 have complied inspiring the school to continue helping farmers who
appreciate good-quality seeds.

7. BPI. (2018, April). Inbred Rice Seed Growers in the Philippines: Region 8 Seed Growers. Retrieved from http://www.
pinoyrice.com/seed-growers/region-8-seed-growers/

61
 Danus, Leyte

Poblacion, Leyte Danus, Leyte

Poblacion, Leyte

62 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Immediate outcomes

The initiatives of LAIS were a cut above the rest. Focusing on rice seed
production, they tried to respond to the immediate concerns of their community.
Thus, farmers were introduced to different rice varieties that they can choose from.
Farmers in Danus like to plant Rc 158 while those in other barangays prefer the
high-yielding Rc 222.

Our partner-teacher was promoted from Teacher III to Master Teacher I in July
2018. He said that one of the key factors in his achievement was the fact that LAIS
was among the Top 10 Best Implementers in 2016 of the Infomediary Campaign,
and that the Promotions Board found his initiatives under the project and in rice
production encouraging and relevant.

More importantly, agri-crops production students in their school have increased

in the past three years: from 34 enrollees in SY 2016-2017, it went up to 38, and 42
in SY 2018-2019. Our partner-teacher attributes the growth to the fulfillment that
the students savor as they receive incentives for their hard work in the field while
learning about farming and being able to share their lessons learned to their farmer-
parents. Other students noticed it, too, especially the granting of incentives to those
who help in the school garden; thus, some of them developed interest in the said
competency.

63
Asuncion National High School, Davao del Norte

PHOTO BY ARIEL ORCULLO

64 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 SCHOOL

Asuncion National High School (ANHS)

LOCATION PARTICIPATING TEACHER
Asuncion, Davao del Norte Ariel D. Orcullo
POPULATION PRINCIPAL
4,000 (SY 2018-2019) Arnel A. Serviño

Development Context

Asuncion is a landlocked 1stclass municipality with 20 barangays, and is near the

cities of Tagum, Panabo, Samal, Davao, Mati, and Valencia. It is highly agricultural
with rice and banana as main crops, the bananas being export-quality, plus corn,
cacao, and coconut. It is one of Davao del Norte’s food baskets1. About 60% of
ANHS students come from rice-farming households that speaks of the heavy
reliance of the community on agriculture. The Magdao River is an important water
source for agricultural purposes in the province2.

In recent years, the town has been suffering from frequent flooding. Our
participating teacher said that from only twice a year, they are now flooded almost
five times yearly. In 2012, Typhoon Pablo (Bopha) hit Asuncion and left agricultural
damage worth P10.4B. In 2017, Davao del Norte and Oriental were placed under
state of calamity due to floods with Asuncion being undesirably affected. The
Provincial Disaster Risk Reduction and Management Council of Davao del Norte
estimated P11M worth of damage to crops3. Aside from these weather extremes,
farmers have confided to us about the unprecedented infestation of rice black bugs
and stemborers.

1. Province of Davao del Norte. (2019). DavNor tourism highlights Retrieved from http://www.davaodelnorte.gov.ph/
index.php/tourism/tourism-highlights-page
2. PHL-Microsat. (2016). Featured Image: Davao del Norte. https://blog.phl-microsat.upd.edu.ph/featured-image-
asuncion-davao-del-norte-66869937ecb5 Accessed 16 January 2019
3. Sambalud, M.D. 2017. Davao Norte, Oriental placed under state of calamity. http://davaotoday.com/main/
environment/davao-norte-oriental-placed-under-state-of-calamity/ Accessed 16 January 2019

65
Menu of interventions

ANHS implemented three components that highly match their conditions and
their capacity to implement in terms of available resources. For instance, even as they
wanted to grow fish, the school does not have a fish pond.

PHOTO BY ARIEL ORCULLO

Rice garden. ANHS set up their rice gardens over a 4000-m2 area inside the
school and 2500m2 outside it. They planted NSIC Rc 160, Rc 82, and Rc 300, the
most suited varieties in the area based on farmers’ observations. Students practiced
agroecosystems analysis (AESA), a method that gives salient information about the
growth of the rice plant as well as the presence of harmful and beneficial organisms.

Vegetable garden. They planted eggplant, tomato, and bitter gourd in their 1500m2
garden. Like pechay, these can be planted anytime of the year, which means more
income. They marketed vegetables in Tagum City.

66 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Container Vegetable Garden. They cultivated bahay-kubo plants in their 300-m2
garden that also showcased medicinal herbals. They also reared fish and chickens.

Vermicomposting. ANHS had four 1x4m vermi beds, with African Night Crawlers
purchased from Bukidnon. Our partner-teacher said they participated in trade fairs
to sell their vermitea and vermicast.

67
 PHOTOS BY ARIEL ORCULLO

Techno-demo of Minus-One-Element Technique (MOET) and Oyster Mushroom production during

the school's outreach program.

68 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Technology Highlights

ANHS zeroed in on vegetable production because it gave them the highest

earnings relative to their other two components. They used their own vermicast in
their vegetables, a semblance of integration. Their vegetable garden garnered second
place in their Division contest for Gulayan sa Paaralan. For them, the vegetable
garden is a good component to show how one can earn additional income. During
our visits, we remember our participating teacher telling us that they had to transplant
thrice in their rice garden. If you are a farmer who relies solely on rice, it can be
very difficult to make ends meet; hence, they see the vegetable garden as a good
component to showcase and address this income deficit.

Immediate Outcomes

With 15 farmers in attendance, our participating teacher lectured on the

advantages of not burning rice straw. He picked this topic as he noticed that many
farmers near the school still burned rice straw. The event was solely organized by
ANHS.

The location of the school garden is also strategic - just along the municipal road;
hence, farmers could easily come by to visit the setup. Our participating teacher,
with his people-person personality, had explained several times to farmers who have
shown curiosity about the technologies that were being showcased and the whole
project itself.

Instances of information-sharing by the students were also documented.

For instance, one student was successful in convincing her mother to try out the
vermicomposting technology that she learned in school. Her mother was able to
harvest two sacks of vermicast that she sold at P250 per sack. Her aunt, emulating
her mother’s example, followed suit.

69
Bagumbayan Agro-Industrial High School, Davao Oriental

70 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 SCHOOL

Bagumbayan Agro-Industrial High School (BAIHS)

LOCATION PARTICIPATING TEACHER
Bagumbayan, Lupon, Rosalina Y. Saylan
Davao Oriental
POPULATION PRINCIPAL
423 (SY 2018-2019) Nilda V. Franco

Development Context

Lupon is a first-class municipality that sits on a total land area of 88,639 ha,
with agriculture and fisheries topping the main economic activities.1 Lupon is also a
top rice producer in Davao Oriental, next to Banaybanay and Cateel.2 In Barangay
Bagumbayan where BAIHS is nestled, rice, vegetables, and fruit trees such as durian,
lanzones, rambutan, and mangoes are the commonly cultivated commodities. With
good access to irrigation, rice production is done twice a year and hybrids are widely
cultivated.

Farmers in Lupon shared that rice production pursuits have changed over time
because of unpredictable weather. Their dry season used to start in December;
now, it is wet up to late January. Farm activities have also suffered as early-morning
temperature is relatively hotter than before coercing them to lessen their time on
field. They have also been dealing with extreme weather events lately, evidenced
by the provincewide state of calamity in 2016 due to prolonged dry spell.3 This
phenomenon spelled damage to more than 3,000 ha of agricultural land worth P42.1
million.

To help resource-poor farmers cope with the weather changes, the provincial
government of Davao Oriental has launched the Sustainable Agriculture Village
Enterprise (SAVE) Program to promote the adoption of certain climate change
adaptation strategies.4 At least 75% of BAIHS students come from rice-farming
households.

1. Municipality of Lupon. (2019). Quick facts. Retrieved from http://lupon.gov.ph/quick-facts/

2. Official Website of Davao Oriental. (n.d.) Retrieved from http://news.davaooriental.com.ph/index.php/province-profile/
economy/
3. Alconaba, N. (2016, April 23). Davao Oriental put under state of calamity due to drought. Philippine Daily
Inquirer. Retrieved from https://newsinfo.inquirer.net/781031/davao-oriental-put-under-state-of-calamity-due-to-
drought#ixzz5Spnq4bxz
4. Golez, R. M. (2017, 2 June ). New agri program launched to fight poverty. Official Website of Davao Oriental Retrieved
from http://news.davaooriental.com.ph/index.php/new-anti-poverty-agri-program-launched/

71
Menu of interventions

Rice garden. Situated in an irrigated area, BAIHS is keen at maintaining its 3,900-
sqm rice field that serves as a practicum area for students and as source of income for
the school. Some of the rice varieties planted were NSIC Rc 300, Rc 224, and Rc 160
for their average yields and high fresh palay selling prices. Banking on technologies
and strategies that can help increase their production while reducing their cost of
inputs, BAIHS focused on the use of carbonized rice hull (CRH) as soil conditioner,
leaf color chart, and agro-ecosystem analysis. With eggplant and okra planted on the
dikes, they hope to manage pests while optimizing the area.

Fish production. BAIHS is also into tilapia production in a 1.5x3.5-m pond.

Courtesy of the Department of Agriculture, they acquired 100 free fingerlings
that added up to what they had bought. While they find the pond efficient, current
construction activities make it difficult for them to maintain it due to its unsecured
location.

72 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Vegetable production. Bell pepper, eggplant, tomato, pechay, and chili pepper
were planted in its 250m2 area. As in their rice crop, BAIHS also used CRH as soil
conditioner in preparing the vegetable seedlings. For instance, they mixed CRH with
vermicast and added it to the soil media where the tomato seedlings were planted.
Though their harvest was sold wholesale to a local vendor at a cheaper price, their
income could still purchase school supplies for their horticulture students who also
happened to be the main caretakers of the vegetable crops. A portion of the income
paid for hand tools needed in the school garden.

Vermicomposting. BAIHS was also into vermicast production in two vermi beds
at 1x3 meters each. The African Night Crawler earthworms were fed with air-dried
madre de cacao and ipil-ipil leaves, mixed with cow manure and decomposed rice
straw. In 2-3 months, they harvested up to six sacks of vermicast at 60 kg each. They
either used it for their planting materials or sold it to ornamental growers. They also
supplied vermicast (and CRH) to two elementary schools near them that used the
materials in their Gulayan sa Paaralan Program (GPP).

73
Reaching out to their community

BAIHS promoted the technologies by conducting simple techno-demo activities

in their crop production area where the students served as lecturers, and their
farmer-parents as their audience. They showcased CRH production and its many
uses, and some farmers were convinced to adopt it. Among the notable adopters of
the technology was a student’s father who learned about the use of CRH from his
daughter. After her school’s affirmation, her father applied the CRH in his rice and
vegetable farms, which eventually yielded positive results. Adopting CRH saved him
P22,000 to P25,000 from chemical use in his 5-ha farmland. He also felt he made a
little contribution in saving the environment and mitigating the ill impacts of climate
change.5

BAIHS also exhibited the technologies during the evaluation of their GPP in
August 2017. DepEd personnel and principals from other schools who served as
evaluators expressed interest in CRH, vermicomposting, and capillarigation after
watching the students demonstrate these technologies to them. Among them was
Bagumbayan Elementary School (BES), their CRH and vermicast buyer. In an
activity with over 50 students and teachers of BES, our partner-teacher lectured on
the process of CRH production and vermicomposting. As a start-up, BAIHS lent
their carbonizer to the school and gave out free ANC for BES to work on. As of
this writing, BES is producing its own CRH and vermicast, and continues to consult
BAIHS for their GPP implementation.

5. Pasiona, S. P. (2017). The Triumvirate that makes a climate-smart community PhilRice Magazine 20-23.

74 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Technology Highlights

In Lupon, increasing the current rice yield of the community and energizing
the adaptive capacities of the farmers against the unpredictable weather, specifically
drought, are of utmost importance. These motivated BAIHS to focus on nutrient
and water-related management practices as their featured technologies, specifically:

CRH and vermicast production. BAIHS duly made full use of rice hull, an
abundant but wasted resource in their community. Through the use of an open-type
carbonizer, they regularly produced CRH that they used as soil conditioner in their
school garden and as revenue-generating project. In a week, they sold 15-20 sacks
of CRH at P60/sack (P5/kilo). In Lupon, BAIHS has become a known producer
of vermicast, and their usual customers are vegetable and ornamental growers, and
some school teachers as well.
75
Capillarigation. The school also accentuated the need to properly manage their
scarce water resource especially during the dry season; thus, they established their
own capillarigation setup. They used a 30-40-liter drum as water container, with an
attached simple faucet bulb to regulate the release of water. A main water hose
connects the water source to the capillary-like hoses made out of used tarpaulins,
drinking straws, and wicks. Their setup served three vegetable plots at 0.5x4-m area
each, where they produced tomatoes and chili peppers.

76 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Immediate outcomes

Outcomes of the school’s strong project implementation were evident in the

benefits that it brought to the partner-teacher, the students’ households, and the
school. The partner-teacher was tapped as the representative of Region 11 in
DepEd’s initiative to develop the national curriculum for rural farm schools. The
output of this initiative will be integrated in the Technical Vocational Education and
Technology and Livelihood Education subjects of all secondary schools nationwide.
She was also promoted to senior high school Teacher II, from junior high school
Teacher I.

Students’ learnings from the lectures and activities were also evident in the way
they actively engaged themselves, mostly as technology demonstrators to the school
visitors. In our interviews, at least 13 students confirmed they shared the technology
to their parents and/or to other members of their family involved in farming-
related activities. We found that 5 of the farmer-parents of the students adopted the
technologies specifically the use of CRH and ecological engineering.

BAIHS also relished the fruits of their labor. For one, the number of students
who enrolled their agri-related track increased in recent years. From 88 enrollees
of horticulture in SY2016-2017, it jumped to 101, then to 117 in SY2018-2019.
Their agri-related activities have also helped the school with its income-generating
activities, specifically through their CRH and vermicast production. Most especially,
they have helped other schools learn and showcase these technologies in their own
school gardens.

77
78 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?
 SCHOOL

Baluan National High School (BNHS)

LOCATION PARTICIPATING TEACHER
Baluan, Edmar B. Juanitez
General Santos City
POPULATION PRINCIPAL
892 (SY 2018-2019) Rosie T. Diaz

Development Context

General Santos City is in the southernmost tip of mainland Mindanao,

SOCCSKSARGEN’s center of commerce and industry being a first-class city. 1
GenSan is highly urbanized but 14,486 ha or 27% of its total land area (53,606 ha)
is utilized for agricultural purposes. Records from the City Agriculturist’s Office in
2011-20132 showed that rice is its third most cultivated crop, next to fruits and corn.
Rice farms in Baluan are generally irrigated, and are prone to flashfloods, which
usually last for 1-2 days. Farmers are working hard to adapt to the flooding problem
more so that frequent and stronger typhoons have occurred in their area lately.

In 2012, government reports described Baluan and nearby areas as highly at risk
of increasing rainfall and rising sea levels in the coming years.3 PAG-ASA projects
that rainfall in in December to February may increase by as much as 10.1% in 2020
and 8.6% by 2050.4 To mitigate flooding, the city government of GenSan has already
taken precautionary measures like improving drainage facilities as noted by our
partner-teacher in BNHS. Ironically, the city is also prone to drought. During the first
quarter of 2016, the City Council declared GenSan under a state of calamity due to
the bad effects of El Niño, which destroyed almost P30 million worth of agricultural
crops.5 Farmers told us they have already adjusted their cropping calendars to escape
occurrences of sudden flashfloods or droughts. A farmer wants to forget the time
when he only harvested 30 sacks from his 1-ha rice area because of a flashflood at
the time of harvest. At least 75% of the students in BNHS come from rice-farming
households.
1. Philippine Information Agency. (2019). General Santos Retrieved from https://pia.gov.ph/provinces/general-santos
2. City Economic Management and Cooperative Development Office. (2014). Gensan annual economic profile Retrieved
from https://gsantoscity.files.wordpress.com/2014/07/gensan-economic-profile1.pdf.
3. Sarmiento, B. S. (2012, April 22). Region 12 high-risk to climate change impact. MindaNews. Retrieved from http://www.
mindanews.com/environment/2012/04/region-12-high-risk-to-climate-change-impact/
4. PAGASA. (2011). Climate change in the Philippines. Retrieved from http://dilg.gov.ph/PDF_File/reports_resources/
DILG-Resources-2012130-2ef223f591.pdf
5. Mindanews. (2016, 11 March ). GenSan allots P24M for farmers hit by drought. MindaNews. Retrieved from http://www.
mindanews.com/top-stories/2016/03/gensan-allots-p24m-for-farmers-hit-by-drought/

79
Menu of interventions

PHOTO BY EDMAR JUANITEZ

Rice garden. When the project started at BNHS, a 0.75-ha rice area was established
primarily to serve as a practicum site for their agri-crop production students.
They planted NSIC Rc 160, which they managed organically. Through time, rice
production-related activities in the school have intensified. The General Santos City
Agriculturist Office (CAO) granted the school a walking-type mechanical transplanter
and tiller, and they also endorsed BNHS to the DA Regional Field Office as recipient
of a walk-behind rice combine harvester. According to our partner-teacher, this was
a result of the school’s partnership with CAO in the conduct of the students’ field
school for rice and vegetable production. CAO witnessed the activities and the need
of the students for machines to improve their farm activities.

As we write, however, the school’s rice area is being converted as site of a 4-storey
school building, and a gymnasium. To address this, our partner-teacher has
collaborated with the principal of their neighboring elementary school so BNHS can
continue its rice cultivation efforts.

80 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Vegetable production. Aiming to become a model school for urban gardening,
BNHS intensified their vegetable production through planting in available plots
and containers. Over 30 kinds of lowland vegetables were cultivated in rotation in
a 1,000-sqm plot, and in a number of creatively painted recycled water and soda
bottles. Through this, the school wished to inform farmers that it is possible to earn
more from a small parcel of land.

Vermicomposting. With the school offering organic agriculture as a competency in

agri-crop production, BNHS also proved their inclination toward vermicomposting.
Through the seminars he attended, our partner-teacher integrated all his learnings
and came up with the 70-30 carbon-nitrogen ratio of vermicompost. In their three
vermi beds measuring 1x3 meters each, they used rice straw and animal manure
from farmers’ fields, banana trunks, and used white papers (soaked in water). They
also added leaves of waterlily, kakawate, and ipil-ipil. To hasten the decomposition
process, they mixed water with their own-produced indigenous microorganisms or
fish amino acids. Based on their need, they usually harvested 2-3 sacks of vermicast
at 50 kg each. They either used it as fertilizer for their vegetable crops or sold it
during agri-fairs.

81
Reaching out to their community

BNHS is generous to share their knowledge and resources to their immediate

community. In a forum attended by more than 30 farmers, the students led
discussions on the use of the LCC, MOET, controlled irrigation, and AESA. They
also introduced organic fertilizers such as vermicast, CRH, and concoctions. The
farmers in turn visited the school’s production site, and verified their learnings
through the agricultural extension worker and PhilRice staff who were present during
the activity. At the end of the forum, the farmers were given samples of organic
concoctions such as fermented fruit juice, organic herbal nutrient, and fermented
plant juice made by the students. According to the partner-teacher, the farmers used
the concoctions in their crops or animals.

As part of their tasks in the agri-crops subject, the students interviewed 15 rice
farmers in Brgys. Ligaya and Baluan in GenSan, during which they distributed copies
of information materials on rice and rice production-related technologies.

Farmer-parents were also keen on checking the school’s production area after
attending parents-teachers association meetings. Some were thankful that their
children actually established small backyard vegetable gardens in their own homes
after learning them in school.

Through a collaboration with the National Service Training Program students of

Ramon Magsaysay Memorial Colleges, an organic farming-related seminar for rice
and vegetable farmers was conducted. Our partner-teacher and selected Grade 12
organic agriculture production students of BNHS served as the resource speakers.

82 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Technology Highlights

While moving toward being a model school for urban gardening, BNHS also
aimed at helping boost the agricultural productivity of farmers in their community.
Thus, they pushed for technologies that will enhance the nutrient management
strategies of farmers, expand their sources of income, and adapt to the unpredictable
weather.

Vermicast and CRH production. BNHS packaged vermicast and CRH as safe
and effective fertilizers, and as added sources of income. Apart from the vermicast
that they sold at P70 for 2 kg/pack, they also sold CRH at P20 for 2 kg/pack.
They bought rice hull from a ricemill near the school at P18 per sack. Among their
customers were vegetable and ornamental growers.

83
Organic farming. BNHS is now offering organic agriculture as a competency in
their senior high school curriculum. Apart from setting up their vermicomposting
facility in support of this competency, our partner-teacher also incorporated
organic farming practices and strategies (e.g. use of vermicast, CRH, and organic
concoctions) as they managed their rice and vegetable gardens. The related facilities
and activities served as the students’ avenue for learning and practicum site.

Improvised open-type rice hull carbonizer. The school was also noticed for
fabricating their own version of the open-type rice hull carbonizer made of recycled
paint and milk cans with rivet fasteners. A farmer from Nueva Vizcaya and a local
businessman in their community liaised with our partner-teacher to learn the
fabrication technique, and the process of producing CRH after they read the school’s
story published in the June 2017 issue of Agriculture Magazine.

84 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Sorjan farming system. Given that the community experiences both drought and
flashfloods, the school worked on their sorjan farming system for farmers to know
that they can have an added source of income even under the said phenomena. In
four raised beds, the students planted leafy vegetables, rootcrops, and legumes. On
the side, they cultivated gabi.

Immediate outcomes

Collaborations, enhanced farmers’ learnings, and students’ enhanced skills sprang

out of the school’s initiatives. Due to their intensified efforts, the General Santos
CAO expressed interest in helping the school sustain their production activities. The
CAO endorsed the school to receive machine grants from the regional DA office,
from which BNHS harvested a walking-type mechanical transplanter, tiller, and
walk-behind-type combine harvester. DA likewise identified the school as one of
the implementers of the animal livestock multiplier farm project worth P1.2 million.
The CAO also announced that the school is a potential learning site because of their
best-fit practices not only in rice but also in agricultural systems production.

Farmers who tried using vermicast in their gardens also recognized its
effectiveness. One said his rice crop stood stronger and less green after applying
vermicast. This limited pest infestation, and consequently, it reduced his use of urea.
The farmer also adds vermicast to his fertilizer inputs. Ornamental and vegetable
producers in the area also kept going to the school to buy vermicast and CRH for
their crops.

One of the most rewarding outcomes of the school’s initiative was the 100%
passing rate attained by the 51 BNHS senior high school students who took the
NCII examination of the Technical Education and Skills Development Authority
(TESDA) in February 2018. The assessor who is also a teacher from Surallah
National Agricultural School in even declared that our partner-teacher was one of
the best teachers of agriculture in high school.

85
Maguling National High School, Sarangani

86 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 SCHOOL

Maguling National High School (MNHS)

LOCATION PARTICIPATING TEACHER
Maitum, Sarangani Ma. Elma A. Ampatin
POPULATION PRINCIPAL
886 (SY 2018-2019) Himelda N. Napila

Development Context

Maitum is a 2nd class municipality dubbed as the nucleus of civilization in Sarangani

for its anthropomorphic jars dating back 2000 years ago1. An irrigated area, it is the
rice granary of the province with ricefields spread across its 19 barangays. Other
crops are corn, coconut, mango, and banana.

Directly facing the Celebes Sea in the south, aquaculture is also a thriving industry
in the municipality. Particularly milkfish, giant prawns, and shrimps are produced for
export. The town is also known for its marinated bangsi (flying fish).

Despite the lush of resources, poverty remains a menacing problem in Maitum

with 4,918 households living below the poverty threshold2. For farmers, who are
among the poorest, this is even made worse by challenges in production. In Maguling,
where rice is planted twice a year, a farmer regrets that they could no longer predict
the weather making it difficult to decide on their cropping schedules. There were also
instances of long rainless periods. Pests also pester the area, with stemborers and rice
bugs persecuting their ricefields causing immense yield losses. A farmer-victim could
harvest a measly 27 cavans of palay from his infested 1-ha farm. In MNHS, 88% of
the students come from farming and fishing households; other families make a living
from small businesses.

1. Municipality of Maitum. (n.d.). Retrieved on January 16, 2019 from http://www.sarangani.gov.ph/index.php/features/

firstdistrict/maitum

87
Menu of interventions

PHOTO BY MA. ELMA AMPATIN

Rice garden. Being in a rice-farming community, MNHS felt obliged to cascade

climate change-ready technologies to rice farmers. They did not content themselves
with what they already had inside the school; they managed to borrow a 1-ha farm
that they could pay after harvest with palay. Their rice garden served as a learning
site for students where they could practice rice farming hands-on and a standing
testimony to the technologies showcased to students from other schools, farmers,
and parents who visit them from time to time. Among the technologies they have
featured are the LCC, MOET, modified dapog technology, observation well, and the
use of different rice varieties such as NSIC Rc 360 and 160.

88 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Sorjan gardening. The school devoted an approximately 10x12-m area for this
component to demonstrate to students its benefits in flooded/damp environments,
and as another source of income while waiting for the rice harvest. They planted
various vegetables and grew tilapia in the canals.

PHOTO BY MA. ELMA AMPATIN

Vegetable garden. Inspired by sorjan gardening, they first planted vegetables in

small areas then converted a previously damp site into greens. In this 175-m2 area,
they planted kangkong, pigeon pea, bottle gourd, squash, spring onion, eggplant,
tomato, hot pepper, and some herbs. They also set up a capillarigation system to
water the vegetables. Teachers bought their produce.

89
Vermicomposting. The school had four 1m x 3m beds for this setup. African Night
Crawlers were provided by the Municipal Agriculture Office. They sold vermicast
for P250/sack. They also used it as fertilizers for their vegetable and rice gardens.

90 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Reaching out to their community

PHOTO BY MA. ELMA AMPATIN

With her training in rice production, Ms. Ampatin personally and frequently
visited farmers and offered them recommendations to sharpen their farming. A
small community requested her to visit them and give advice on how to liven up their
livelihood. She gifted farmers with vegetable and rice seeds. The school provided
two farmers with free 40kg seeds for one cropping season. The school at times had
to deploy students, together with our partner-teacher, to the farms to help farmers
analyze fertilizer requirements. They conducted a forum attended by 32 farmers,
and invited them in technology demonstrations like the AESA, LCC, controlled
irrigation, and MOET. Certain local stakeholders requested students to demonstrate
how to produce organic fertilizers. In partnership with the MAO, a students’ field
school was conducted three times with students as resource speakers. In their school
newspaper, they featured climate change and rice production to engage students
enrolled in other tracks.

91
Technology Highlights

PHOTOS BY MA. ELMA AMPATIN

Organic farming. In support of organic agriculture, MNHS produced organic

fertilizers such as vermicast, IMO, and fermented juices that they used in their
vegetable and rice gardens.

Capillarigation. In Maguling, rain can sometimes be scarce. Their ricefields are

irrigated but their vegetable gardens are not. This system helped the school distribute
limited water and grow their vegetables despite long dry periods.

92 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Immediate Outcomes

Several outcomes transpired from this project, one of which was the increase
of enrollees in their crop production track. Collaborations were created with other
agencies such as the local offices of the DA, Agricultural Training Institute, and
nongovernmental organizations that provided them with materials and helped them
with their activities. They received a grant to develop their vegetable garden. Their
school was often cited as an example of good practices and became one of the top
implementers of crop production as a track in their division. Other schools started
to benchmark with MNHS.

In the community, they became an important source of quality seeds, organic

fertilizers, and knowledge as farmers often asked them for assistance on matters
regarding rice farming. A particular case is that of CRH. Our partner-teacher
asserted that farmers in their barangay never used CRH in the past. Upon seeing it in
the school setup, they started to inquire about it and some started buying from them.
Three farmers requested them to analyze the nutrient deficiencies of their farms
using MOET. One followed their recommendations and got more yield. Another
instance is of a farmer who followed MOET, LCC, and controlled irrigation after
learning them from the school’s technology demonstration. His yield grew from a
little more than 80 sacks to 130 sacks/ha. He admitted that it was his highest harvest.

On the level of the students, the MAO found helping hands in the school.
They mobilized students to assist in their seminars and field engagements. During
our snowballing, we also observed echoing of information from students to their
farmer-parents. A student shared about vermicomposting, LCC, biopesticides, and
IMO to his father, who adopted them to manage their garbage, control the foul smell
of their livestock, and fertilize their vegetable garden and ricefields.

Aside from sharing and technology adoption, entrepreneurship also emerged

from this project. While sometimes they gave things for free, the school has slowly
developed their capacity in doing business. They sold CRH (P150/bag), vermicast
(P250/bag), IMO (P1000/liter), and vegetables. A portion of their income was given
to students as incentive and the rest was spent for inputs in their gardens and other
school materials.

93
Maguling National High School Batac National High School
Sarangani Ilocos Norte

Dingle National High School Dingle National High School

Iloilo Iloilo

Bagumbayan Agro-Industrial High School

Davao Oriental
94 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?
2
PART
Ideal characteristics
of a climate change-
adaptive school

In this second part of the book, we sketch an ideal picture of a school

playing pivotal roles in climate change adaptation (CCA). In part 1, we presented
several cases as to how our participating schools implemented the project. We
hope that experiences in the 12 schools have awakened enough insights on how
a school can take lead in CCA. Our aim in this second part of the book is to
decode the elements of a climate change-adaptive (CC-A) school.

NOTE: There are sections in this part where we refer you to the book
“Communicating climate change in the rice sector”. If you are reading the
online version, please click the book title to download your copy. If you
are reading the printed version, we recommend you download the online
version, free of charge, from this link: http://www.infomediary4d.com
download/communicating-climate-change-rice-sector/.

95
 Baluan National High School

Supportive school leaders

We cannot emphasize this enough. A participating teacher can only do so much

in pushing for an initiative. Without the support of his/her superiors, an initiative
such as the CC-A school will just be an exercise in futility. We have seen this quite
well in this project. Most of the successes in our participating schools could be
attributed to the seamless collaboration among the participating teacher, the TVE
head, and the school administrator/principal. If these three are in good terms,
project implementation is smooth-flowing and is very creative. There are even some
instances when the lessons from this initiative are integrated in other subjects as the
decision-makers in the school see fit. They can also easily see the work demands if
they are heavily involved in the project.

It should be recalled that in the preliminary sections of this book we deliberately

involved the decision-makers in the school in the training at PhilRice. The decision
to involve them was an insight from our Infomediary Campaign project. Back then
we saw that a major reason our project could not take off in a particular school was
due to the poor support of its decision-makers, and we note that this is due to several
reasons. Among them are the decision-makers could not grasp what the participating
teacher was doing; hence, they could not ascertain the level of work commitment that
needs to be delivered. Or, second, the communication line between the participating
teacher and the decision-makers is choppy, so to speak. Either way, we thought that
it would be best for the decision-makers to know firsthand what we wish to do with
this project. It is a decision that, as we have seen, contributed greatly to successful
implementation of the project at the school level.

96 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 As we will write later on in this section of the book, the involvement of the
decision-makers and the seamless collaboration between them and the participating
teachers resulted in myriad innovations at the ground level. Good example is in
Libacao National Forestry Vocational High School (LNFVHS) in Aklan where school
officials and teaching staff created the LNFVHS Infomediary Students Organization
(LISTO), a school-based organization that helps in any agriculture-related activities
and promote modern rice farming technologies. A small building was built to serve
as an information hub for technologies on CCA. This initiative can be related to
the “Whole School Approach” where all members of the school community are
being engaged in activities to capacitate the students and to link the school to their
surrounding communities.

Dingle National High School

Technology demonstration area

Gone are those days when students or farmers in general should just imagine
what is being promoted. All of our sites had demonstration areas for the respective
components that they promoted. For those who did not have a specific area inside
the school as new buildings were put up, they went out of their way to borrow a space
somewhere in the community. Students and farmers must see matters for themselves.
Our realization is that the students promoting the technology on their own to their
farmer-parents is never enough for adoption to follow suit. As we have underscored
in the case presentations in Part 1, farmers followed the technology or a strategy
because they saw it working in the setup of the school. It is the complementation
between promoting the technology and having a place to show that it works that
contribute to adoption or adaptation.

While we laud our partner-teachers who went out of their way to look for a space
outside the school for their demonstration area, we feel that it would still be best if
the area were inside the school. This way, it would facilitate mobility of the teachers

97
and the students involved. Also, it would ensure that someone can be asked should
a farmer come by to inspect or simply satisfy curiosity on the setup. Likewise, from
a communicator’s perspective, there is a symbolic attribution of the setup to the
school if the setup is inside its premises.

Relevant technologies

In part 1, we presented the different technologies implemented by our

participating schools and their corresponding description and justification, which
were important as we wanted to establish that the components were contextually
relevant. We showed how schools in rainfed areas prioritized promoting technologies
that efficiently manage water such as the cases in Dingle (Iloilo) and Luna (La Union)
when they showcased drip irrigation for their vegetables. Based on our observations,
these technologies draw farmers to the setup of the school. They are also points of
engagement on CCA.

As we have seen in almost all of our sites, the school setup has always sparked
conversations on why certain practices are done. In hindsight, the setup hits two
birds with one stone: the school is able to promote certain technologies and
simultaneously talk about CCA. Through relevant technologies, a school can connect
with its surrounding community. The logic is that there has to be a reason a farmer
would turn up in a school. Remember that the school is not a usual destination for
farmers. There has to be a good reason a busy farmer would go out of his/her way
to check the setup in the school.

Figure 2: Starter kit for strategies/technologies for CCA in rice-farming communities.

98 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Mechanism to reach out to the community

In relation to relevant technologies, the school must also devise ways on how
it can bring its knowledge across the community. This element can be taxing to
pursue; hence, this is where the participating teacher should not be left alone. This
one requires skills in community mobilization, which a teacher may not always
possess a lot of. Some of the schools that showed success in this regard were those
that were supported by their leaders by asking more teachers to be involved in one
way or another. Usually, an example of this element is when a teacher lectures on a
particular topic attended by farmers in their immediate community like the one we
saw in Asuncion National High School in Davao del Norte. This activity does not
have to be done frequently but regularly. For instance, a farmers’ field day conducted
twice a year or a farmers’ forum conducted once a year. The frequency must well be
matched with the capacity of the school to implement. This one also requires some
resources so it would be best if the school could partner with an agency that can give
some financial support.

Batac National High School

An example is the case of Batac National High School in Ilocos Norte where
they organized a 1-day seminar on climate change-ready technologies participated
in by elementary and high school teachers from the Division of Batac. These
teachers were purposely asked to participate as they were in-charge of the Gulayan
sa Paaralan in their respective schools. Another example is the case of Maguling
National High School in Sarangani where they partnered with the regional office of
the Agricultural Training Institute that provided a training on vegetable production
and P75,000 cash assistance in setting up their vegetable garden.

99
 Baluan National High School PHOTO BY EDMAR JUANITEZ

Evidence of entrepreneurship

A key motivation in setting up a climate change-adaptive school is to show that

there are different ways in which rice- farming households can have alternative
sources of revenue. In the cases that we presented, one may refer to Baluan National
High School in GenSan City and Bagumbayan Agro-Industrial High School in
Lupon, Davao Oriental. Central to promoting the CC-A school concept is to show
that it works; that in the event of weather extremes, farming families need not be
hostaged by issues relating to lack of income source. A school pursuing this concept
must be able to show how the components complement each other and leading to
optimized income.

Engaging local leaders

Related to reaching out to their immediate communities, we also took a close look
at the very strategic positioning of activities of some of our partner schools. We
noticed that some of them deliberately engaged local leaders such as the municipal
agriculturist and officials from the Division Office of DepEd. This was a strategic
move as far as replicating the initiative in other areas is concerned. Some examples
were the cases of Leyte Agro-Industrial High School and Batac National High
School.

100 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 Norelyn dela Cruz Edmar Juanitez

Ariel Orcullo

Driven teachers

While it is truly an edge if a teacher had the necessary technical knowledge

to demonstrate technologies, having the drive to push the idea forward is equally
important. We have seen how teachers pushed for things to happen like going out
of their way to borrow land due to the lack of space inside the school for their
technology demonstration area. We saw how they invested efforts to ensure that
they could hold a seminar for farmers in their respective areas. These are taxing
works that we think cannot be done if one is not deeply passionate. All the more, we
argue that having both characteristics—technically capable and driven—is a winning
combination—something that we have seen in Bagumbayan Agro-Industrial High
School in which our participating teacher is an agriculture graduate and is very
passionate in the advocacy. The same can be said for our participating teachers in
Baluan and Batac National High Schools, and Libon Agro-Industrial High School.

101
Characteristics of a CC-A school teacher

A dedicated school teacher surely has these skills already. For emphasis, we
enumerate the skills a teacher involved in CCA efforts must possess. These are
based from our observations among our participating teachers. Not all of them
are gifted with all of these skills. What we did was to identify the skills that enabled
them to deliver:

MUST HAVE TECHNICAL KNOWLEDGE

Technical knowledge will be conveyed to students and farmers, thus it
is a plus if the teacher is technically equipped. A good example was the
teaching demonstration in Dingle National High School. Our participating
teacher did a comprehensive research about the technologies, i.e., more
than what we originally provided during their training. He also presented
cost-and-returns analysis of vermicomposting. Based on our FGDs,
knowledge in agriculture and climate change is also a plus so the teacher
is able to simplify especially the complex topics.

MUST BE SOCIALLY AWARE

A teacher in a CC-A school will remain ineffective if he or she is not
socially aware through immersion. Social awareness is necessary right at
the start when the teacher chooses the strategies or technologies that s/
he will highlight in implementing the initiative up to the time when s/
he will share what they have to farmers. The inseparability of the heart
to teach the students and to serve the community is clearly highlighted.

MUST BRUSH UP ON TEACHING METHODS

Factor in teaching for millennials! Teachers know this very well—they do
have a rather different group of learners. We are not in the best position
to tackle this, but based on our field notes, teaching requires much
creativity. We have reservations if plain lectures will work. One thing
that we saw effective was the actual demonstration of technologies. Our
partner-teacher in Luna did a peer-teaching approach. He assigned three
students to talk about the modified dapog method. They used actual
materials, and while the students were demonstrating how to use the
technology, the teacher threw discussion questions to the class. Similar
case was seen in Libacao.

102 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

MUST POSSESS SKILLS IN SOCIAL MOBILIZATION
Given that strong community involvement is needed, the participating
teacher must have some skills in connecting with the community members.
Various materials on social mobilization are available online that interested
parties can read. From what we have observed, social mobilization skills
are a key to success in this area. An example is the case of our participating
teacher in Maguling. She went out of her way to influence neighboring
farmers in their community to plant the seeds that they harvested in the
school. As mentioned in other parts of this book, Ma’am Elma blended
well with the local office of the DA to help her out with this initiative.

MUST BE PASSIONATE
To be sure, this initiative requires heart not just for teaching students but
also for creating an impact on the surrounding community. We know this
can be taxing; hence, passion coupled with strong support from their
respective school leaders are necessary. All of our participating teachers
demonstrated this.

MUST HAVE SOME AGRICULTURAL EXTENSION SKILLS

In our previous book, Communicating climate change in the rice sector,
we highlighted that there are really no climate change communicators.
No one is really fully equipped or is highly specialized in this area. What
usually happens especially in small community schools or even in small
organizations, people find themselves being dragged to talk about climate
change from time to time. A teacher in a CC-A school must be ready for
this task. Our previous book (Manalo et al. 2017) provides plenty of tips
on how to do this. It is freely available online. It should also not come as
a surprise for teachers to find themselves in the offices of the local DA or
other possible local collaborators in their area.

MUST BE PATIENT AND INDUSTRIOUS

We are aware that public school teachers already have so much on their
plate. At some point being a CC-A school teacher would require full
preparations intellectually and physically. It is a must that the person is
ready for this—or it would be best if the school leaders such as those
we have engaged in this project are aware of the tasks ahead so it will
be a team of teachers, not just one, that will push this advocacy forward.
Some examples from our participating schools were the cases of Baluan
and Dingle where their respective school heads assigned teachers for each
component that they implemented.

103
Libon Agro-Industrial High School, Albay

104 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Winning teaching strategies
It is beyond the scope of this book to talk about teaching strategies (aside from
the fact that it is beyond our expertise). We, however, noted that some of our
participating teachers employed certain strategies that drove home the bacon,
so to speak. Localization was one thing that we saw to have worked really well
based on our observations during the teaching demonstrations of the teachers
and our interviews with the students. What we did in this project was to prepare
a module. It was like having the base module where the lectures could be drawn.
During their teaching demonstrations we saw how the teachers localized the
materials to make sure that they could connect well with the students.

Luna National Vocational High School

Show. In most of the teaching demonstrations that we attended, some of

the most successful ones in terms of sustaining attention and interest of
the students were those that had hands-on activities. For instance, in talking
about the Minus-One-Element Technique, a rapid soil assessment technology,
our participating teacher in Maguling did have actual pots that were properly
labeled. Plus, she asked her students to perform the activity themselves. A
teacher during one of the teaching demonstrations said that it is important
to have actual demonstrations as some of the technologies are complex. For
instance, in the MOET lecture, she said that she and other members of the
panel could not really understand it until the demonstration was done.

105
 Bagumbayan Agro-Industrial High School

Contextualize. Scholars on climate change say that among the reasons it

does not always gain traction is that people see it as a distant phenomenon.
Hence, they do not really feel the urgent need to do something about
it. In the teaching demonstrations that we attended we laud how the
teachers incorporated anecdotes, while ensuring they stuck to the scientific
explanations, to localize the concept. Based on our observations and
interviews on post-teaching demonstrations, the students felt that the
strategy was effective in bringing the phenomenon straight to their
consciousness. A teacher from Corazon C. Aquino High School said
that localization facilitates imagination between situations and adaptation
technologies. The teacher said that perhaps in Gerona, a way to localize is
to discuss how climate change is impacting their area and the rice varieties
that can be planted there. Another way of localizing the content is to use the
local language. Students we interviewed from Bagumbayan Agro-Industrial
and Dingle National High Schools raised the issue that some terminologies
are very difficult to understand if they are not translated into their local
language. For their case, they told us that they prefer the Bisaya language.

106 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

Baluan National High School

See if visuals are necessary. While we distributed ready-made powerpoint

presentations to our participating teachers, some innovated by coming up
with their own. For instance, in Luna and Libacao, the teachers showed the
actual unit of technologies they were demonstrating such as the leaf color
chart, carbonizer, and the MOET. A teacher during one of our FGDs after
a teaching demonstration said that it is very important to show evidence that
the technologies exist and work.

Libacao National Forestry Vocational High School

Games. Climate change and its adaptation can be big and daunting topics.
Some of our participating teachers innovated to lighten things up while not
losing site of the level of seriousness of the topics. Our teacher in Maguling
jumbled some letters and asked her students to rearrange them to identify
the technologies that will be taught in the lecture. Our partner-teacher in
LNVHS conducted a jingle-making contest, the lyrics basically exploring

107
 the impacts of climate change on rice production. Our teacher in Eastern
Pangasinan Agricultural College also integrated games in her lecture.To us,
that was an exemplary effort. Also, students said that it helped them retain
the concepts better as against just cascading those concepts to them in
straight lectures.

Leyte Agro-Industrial School

Subdivide lectures. The technologies for CCA have uncommon levels

of complexities; hence, they also require different levels of attention and
teaching times. Our conversations with teachers who participated in the
teaching demonstrations stressed this issue. They suggested that perhaps
the technologies can be packaged in such a way that they can be taught in
an hour or less combining theories and practical applications. The teaching
strategy must well consider the capacity of the students to learn.

108 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 Luna National Vocational High School

Libacao National Forestry Vocational High School

Exploring various creative teaching methods. We saw this in a number

of sites like in Libacao where the teacher asked his students to express their
learnings through poems and drawings. In Baluan, the teacher asked his
students to demonstrate their ideas on climate change through newscasting,
role playing, and singing.

[Tips on communicating climate change in the rice sector are explored in detail in the book
“Communicating climate change in the rice sector”]

109
Clear messages conveyed through teaching modules

The topic of CCA while oftentimes mentioned appears to have not been clearly
understood, or that it is not always very clear to people what they comprehend about
this concept in relation to the agricultural context. Specific to our project, we have
had several instances during the conceptualization stage and during data collection
with our teachers when we would all of a sudden grapple to say something when
pressed to simplify CCA in terms of agriculture. As CCA appears popular but
ambiguous at the ground, it is imperative that schools into this initiative be very clear
of the concept and the strategies and technologies that go with it. Conceptual clarity
is key to pushing people to action.

In another book, “Communicating climate change in the rice sector” we explored

the misconceptions and several other issues, and how they abound anywhere. We
likewise provided a menu of familiar technologies and strategies that people can
choose from when talking of options for CCA. We made it clear how those strategies/
technologies could help in terms of CCA and mitigation. We admit that the good
strategies we are promoting have long been known but technologies or strategies
can always be modified and updated. All we want is people who intend to establish
CC-A schools need to be very clear about how these strategies/technologies are
communicated.

Mutually beneficial collaboration

Certain elements in this initiative may turn out to be beyond the capacity of the
participating school to execute or is best done with a collaborator. We see this in
the case of Libon Agro-Industrial High School when they collaborated with their
local DA in conducting a farmers’ forum. Teaming up helps simplify tasks that may
be too big to accomplish if done singly by the participating teacher or the school
alone. Implements could be provided by the DA, for instance. Baluan National High
School partnered with the local Department of Trade and Industry in selling their
carbonized rice hull in a trade fair. Luna National Vocational High School partnered
with East-West in producing their vegetables.

110 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 Schools can source assistance from their partners. Maguling National High
School received free seeds and fertilizers from their municipal agriculture office
that also helped them conduct the Students’ Field School. Eastern Pangasinan
Agricultural College, and Baluan and Libon High Schools also acquired a four-wheel
tractor, walk-behind transplanter and harvester, multi-tiller, fertilizer applicator, and
shredder under their partnership with local DA offices. Collaborations also helped
our participating teachers serve their community more. In Leyte Agro-Industrial
High School, our participating teacher was invited to serve as a resource person in
one of the sessions of the Farmers’ Field School of the local DA. Some agricultural
extension workers also borrowed some materials from the school.

Access to information hubs

Many technical details on rice farming could take years to master. The consolation
is there are information hubs for these! A CC-A school must know how to access
them. The PhilRice Text Center is a text messaging and calling facility for rice.
Agriculturists respond to queries in 0-15 minutes during office hours. PinoyRice is
also available, an information portal on rice (www.pinoyrice.com). The Agricultural
Training Institute and local offices of the DA also provide valuable information and
support to implementing this initiative.

111
Reflection
To close this book, we would like to respond to our main question: What is a
climate change-adaptive school? If you have read this book right from the start,
chances are you already have your own answers. Based on the cases and elaborations
that we already provided, you are now in a privileged position to take implementation
to the next level. That is actually the intention of this book: to lay down basic
concepts and invite innovations from there. To level-off expectations and to ensure
that we are on the same page, CC-A schools are schools that:

Figure 3: Characteristics of a CC-A school.

112 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

We elaborated on these key requirements in the previous sections of this book. An
interested teacher or a school decision-maker may please return to how participating
schools have implemented their version of this initiative. To be sure, available,
updated, and familiar technologies and strategies can cushion the impacts of climate
change. What we have offered you, however, are science-based best practices that are
doable given the available resources in schools operating in rice-farming communities.
We put premium on practicality, innovativeness, and relevance. The thick literature
on community development easily tells us that interventions that optimize resources
of the community are the ones that have the highest chance of being successful in
terms of adoption and adaptation at the ground level. We are confident that you,
in your own capacity, can embellish this by coming up with a more contextualized
version of school involvement in CCA.

113
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117
Glossary

Accredited seed grower – qualified seed grower who underwent training on

seed production organized by the Bureau of Plant Industry-National Seed Quality
Control Services (BPI-NSQCS)

African Night Crawler (ANC)- an earthworm used in vermicomposting

Agripreneur – agriculture and entrepreneurship combined to mean entrepreneur

in agriculture

Agroecosystem analysis (AESA)- a diagnostic exercise done in the rice field

to gather salient information about the growth of the rice crop, general conditions
affecting rice (e.g. weather, water availability, weeds, and harmful and beneficial
organisms)

Biopesticides - [biological pesticides] pesticides that are drawn from natural

sources such as animals, plants, and bacteria

Capillarigation – it is an irrigation concept where “ a stable supply of water is

provided within the plant’s root zone, making water (as well as the nutrients mixed
with it) always available to the plants” (Orge and Sawey, 2015, p.14)

Carbonized Rice Hull (CRH) – partially burned rice hull or charcoal; also used
as soil conditioner, waste water-purifier, and sanitizer

Carbonizer – a machine used to produce carbonized rice hull

Climate change adaptation (CCA)- relates to the processes people use to

reduce the adverse effects of climate change on their livelihood and well-being, and
take advantage of new opportunities provided by their changing environment (Jones,
2010, p. 1)

Container gardening- growing of vegetables on containers such as empty paint

or milk cans

Controlled irrigation - a water management technology that uses an observation

well in guiding farmers to determine the proper timing of irrigating the ricefield; also
referred to as Alternate Wetting and Drying (AWD) technology

118 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 Corn component- component in which the school showcases corn production
and its supporting technologies

Diversified farming - cultivating a variety of crops and growing various animals

on the same farm; a practice of growing crops, livestock, and fish within the same
farm

Drip irrigation – irrigation technique that regulates the delivery of water droplets
to individual plants by using tubes or pipes with small holes

Drum seeder – a manually operated farm equipment for rice direct-seeding

using a cylindrical container with holes to deliver seeds; use of this machine enables
a farmer to ensure adequate planting density needed for optimized crop growth

Early-maturing variety – variety that matures within 110 days after sowing

Ecological engineering –technique of growing ornamentals or flowering plants

on bunds or perimeters of the rice field, which harbor beneficial organisms

Fermented fruit juice –by-product of fermenting sweet ripened fruits, fruit

vegetables, and molasses/sugar

Fermented plant juice –by-product of fermenting young plant parts (shoots,

fruits, leaves) such as kangkong, legumes, trees, and molasses

Fish component- component in which the school grows some fish like tilapia
and showcases it to the community

Hybrid rice seeds –seeds produced through the cross pollination of two
different parental lines to optimize their yielding abilities (e.g. PSB Rc 72H/ Mestizo
1)

IMO – Indigenous Microorganism beneficial enough to be used to improve soil

fertility and as plant growth promoter

Inbred rice seeds –seeds produced through the cross pollination of two same
parental lines (e.g. NSIC Rc 222); certain inbred varieties yield as high as the hybrids

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Glossary

Infomediary Campaign- initiative that engages the youth in agriculture,

launched by PhilRice and supported by DepEd, then by the Consultative Group on
International Agricultural Research Program on Climate Change, Agriculture, and
Food Security

Intergovernmental Panel on Climate Change (IPCC)- panel of experts from

across the globe that synthesizes research studies relating to climate change; IPCC
reports provide inputs for policymaking relating to climate change adaptation and
mitigation

Irrigated ecosystem- rice-farming communities that have dependable sources

of irrigation water, where rice is planted twice or even thrice a year.

Landmaster – a local terminology used in Leyte for “Handtractor”

Leaf Color Chart (LCC) - a tool used to determine nitrogen deficiency or

sufficiency in rice plants

Minus-One-Element Technique (MOET) – a technique used to pinpoint soil

nutrient deficiencies; farmers can buy MOET kits at PhilRice

Modified Dapog Method – method of growing rice seedlings where two layers
of mosquito nets are placed above the top soil on which seeds are sown to prevent
their roots from deeply penetrating into the soil; seedlings can be transplanted 10-12
days after sowing.

Observation well – a tube made of plastic or bamboo with holes around it;
measures water table under the controlled irrigation/ alternate wetting-and-drying
technology

Organic concoction – by-product of mixing or brewing assorted organic plant/

animal parts, normally used as fertilizer or pesticide

Palayamanan Plus- rice-based farming system being promoted by PhilRice to

enhance productivity and profitability through diversification, intensification, and
integration of different farming ventures

120 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

 Rainfed ecosystem- rice-farming communities that rely on rainfall as source of
irrigation where rice is planted only once a year

Rice component- putting up a rice garden by the participating school where

rice production technologies such as the use of certified seeds and MOET are
demonstrated

Sorjan farming system – food production system originating from Indonesia

involving a series of deep sinks for fish and raised beds for vegetables/upland rice/
corn

Vegetable component- putting up a vegetable garden by the participating school

where vegetables are planted and showcased

Vermi beds – a box usually made of hollow blocks and cement/wood where a
partially decomposed substrate and African Night Crawler earthworms are placed
for vermicomposting

Vermicast- the collected manure of the African Night Crawler earthworms

produced in vermicomposting

Vermicomposting component- setting up a vermicomposting area/corner by

the participating school where biodegradable materials such as leaves and rice straw
are converted into organic fertilizers using earthworms as decomposers

Vermitea – a product of brewing the vermicompost/cast in water for fertilizer

purposes

Transplanter- a machine for transplanting rice

Rice combine harvester- a machine that performs harvesting, threshing,

cleaning, and bagging operations in one passing

Water-harvesting facility – facility that collects and stores water, usually

rainwater; commonly used in water-scarce areas

Wetbed method – a method in rice seedling production where pre-germinated

seeds are sown in a well-puddled wetbed; seedlings can be transplanted within 18-21
days after sowing

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About the Authors

JAIME A. MANALO IV has been practicing development communication since

2006. He obtained his Bachelor of Science in Development Communication degree
from the University of the Philippines Los Baños and Master of Communication
and Social Change from the University of Queensland. He is a recipient of the
2016 Outstanding Alumnus Award in Development Communication given by the
Philippine-Australia Alumni Association. His research interests are climate change
communication and adaptation, youth and agriculture, rural communication, and
information and communications technology for development.

ANNA MARIE F. BAUTISTA is an agriculture journalist for seven years now.

Her outputs champion agricultural technologies and farmers’ success stories. She
currently writes for the PhilRice magazine and website, and serves as content
writer and layout artist of rice-related knowledge products. She previously worked
as a media production specialist at the DA-Cordillera Administrative Region. Early
on, she was engaged in a qualitative research on youth as infomediaries for the Rice
Crop Manager (thru SMS), and she also did a content analysis of the environmental
reportage of two community newspapers in Benguet. She holds a degree in
Bachelor of Science in Development Communication major in Development
Journalism (Cum Laude) from the Benguet State University. Her research interests
are agricultural, environmental and climate change communication, and youth and
community development.

ROMMEL T. HALLARES is a licensed Agriculturist and Teacher. He holds a

BS degree in Agricultural Extension Education from the Central Luzon State
University. He worked as an agricultural researcher at PhilRice since 2016,
specializing in data collection, project monitoring, and database management. He
is one of the PhilRice Text Center agents. He is a regular member of the Crop
Science Society of the Philippines (CSSP) and actively participates in scientific
meetings and conferences. He also co-authored the book “Communicating Climate
Change in the Rice Sector.” His research interests are youth and climate change,
rural development, agricultural extension, and rice and rice-based researches.

122 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?

JAYSON C. BERTO is a photographer, videographer, and graphics and layout
artist for PhilRice’s knowledge products. With his experience in multimedia and
action research, he has published compelling photographs in his co-authored
books: Youth and Agriculture (2016) and Communicating Climate Change in
the Rice Sector (2017), as well as in magazines and annual reports of the Institute.
He has won several international and national photo and video awards. He has
been documenting youth engagement in agriculture since his involvement in
the Infomediary Campaign in 2013. He is a graduate of Bachelor of Science
in Development Communication major in Science Communication from the
Benguet State University. He developed interests in documenting farmers’ stories,
climate impacts on agriculture and environment, and Indigenous Knowledge Skills
and Practices.

FREDIERICK M. SALUDEZ is an agriculturist and a practicing farmer. His

passion is to help promote rice-farming technologies and give practical advice
to farmers through sharing his technical knowledge and actual experiences. As
a rice specialist, he serves as the in-house agent of the PhilRice Text Center, an
SMS platform that responds to farmers’ and other clients’ queries on rice and
rice-based production. He also answers netizens’ questions on rice production
in the PhilRice Official Facebook page (rice.matters) and in the Pinoy Rice
Knowledge Bank. He regularly functions as a resource speaker and facilitator of
agri-related training programs, specifically on rice production and climate change.
He obtained his Bachelor of Science in Agriculture degree from the Central Luzon
State University. His research interests are rice and rice-based production, climate
change and agriculture, rural development, training and technology promotion.

TEOFILO C. PAULINO is a web developer and computer programmer. As

an IT Specialist at the Development Communication Division of PhilRice, he
manages the Institute’s website, Pinoy Rice Knowledge Bank, and the Infomediary
Campaign Website and Facebook Page. He also develops digital mechanisms
for the Institute’s knowledge-sharing activities. He is a Bachelor of Science in
Information Technology graduate from the Central Luzon State University. His
research interests are youth engagement in agriculture, and ICTs in agriculture.

123
About the Authors

HANAH HAZEL MAVI B. MANALO earned her master’s degree in

Development Communication from the University of the Philippines (UP) Los
Baños with cognate in Strategic Planning and Public Policy in 2014. She finished
Communication major in Journalism from UP Baguio in 2007. She is interested
in the field of knowledge-sharing in the agriculture context. For her MS thesis,
she studied the voluntary informal sharing of knowledge from the Palayamanan
Farmer Field School participants to their community in the uplands of Cavite.
Currently, she is the communication specialist of the Public Hybrid Rice Seed
System Project. She recently received a special citation as an Outstanding Junior
Development Worker at PhilRice.

REUEL M. MARAMARA holds a Bachelor of Science in Development

Communication degree from the Central Mindanao University. Raised in a farming
community, he has developed research interests in ICT and climate change,
environment and agriculture communication, and youth and agriculture. His
undergraduate research on ICT and climate change determined farmers’ preferred
sources of information and its role in their adaptation and mitigation to climate
change in a small community in Bukidnon. Working at the PhilRice Development
Communication Division, he does popular writing, and design and management of
knowledge products.

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128 WHAT IS A CLIMATE CHANGE-ADAPTIVE SCHOOL?