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Children’s companions to and from school
In the recent 15th National Convention on Statistics, an interesting information is about the companions of school children when going to school and coming home from school. Note the change in companions from elementary school to high school.
The data above is from Zamboanga City. Is it the same or different in other Philippine cities or municipalities?
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On school bus services and the return to face-to-face classes
I did an interview last August with a major business daily but I couldn’t find it as published as part of an article. The topic was a very timely one as children return to schools for face-to-face (F2F) classes. Here are the questions sent to me and my responses as I remember them:
1. How will the transport sector cope with the expected increase in demand as more schools resume face-to-face classes?
For schools located in the cities, what we see is people opting to take private transportation in the form of cars or motorcycles to take their children to school. This is because public transportation supply is still not back to pre-pandemic levels while at the same time, parents and guardians and even students who commute by themselves (e.g., high school and college levels) may be hesitant to take public transportation as well as school service vehicles. The latter may be attributed to concerns about the safety particularly with regards to health (i.e., getting infected or exposed to Covid-19 if they take public transport or a vehicle where they share the ride with many other people). We need more public transportation capacity to be able to address the increased demand brought about by students coming back for face-to-face classes. We also need to have other options or alternatives for their safe journeys including walking and cycling for their commutes.
For schools in the rural areas, there may be little adjustment concerning transport since most schoolchildren walk or take motorcycles or tricycles to school. This is perhaps because most schoolchildren reside within the school district and do not have long commutes like what we have in many cities (e.g., most schoolchildren who study at schools like Ateneo, LaSalle, etc. likely live in another city or town rather than near the schools).
2. How many school buses are expected to resume operations? How many of them have permanently closed?
I currently don’t have the data on that but LTFRB should have reference or baseline data. School service vehicles are required to register with the LTFRB and perhaps a look at the number registered before and during the pandemic could show how many can be expected to resume operations nationwide and per region. LTO doesn’t have these numbers as they only register by vehicle type. We will not know from LTO data which jeepneys, vans or buses are used for school service. Most school service are tied to the schools the student of which they provide transport services to. If the school closed, then chances are that the school service may apply to other schools. That said, the last two years where schools operated online were a backbreaker to many school service and only the registered numbers with LTFRB can tell us just how many are not returning at least for this school year.
3. How does the surge in fuel prices affect the operations of those involved in school transportation? Will this affect the ability of teachers, schools staff and students to travel on-site?
School services might increase their rates, which are usually monthly or semi-monthly. This is to make up for the increase in fuel prices and vehicle maintenance as well. This will likely only affect students’ travel rather than those of their teachers or school staff. The latter group will likely take public transport or their own vehicles for their commutes. In their case, their travel may be affected by transport fare increase or their own fuel expenses if they use their own vehicles. They have little choice though because they have to travel to work. Student though may still enjoy some respite as many schools are adopting blended or flexible schedules that will only require students to do face-to-face classes on certain days of the week.
4. What’s the long term impact of the pandemic on the school bus industry?
People will remain to be apprehensive in letting their children share a school van or bus ride due to the pandemic. We can only promote vaccination and compliance with health protocols to ensure that schoolchildren will have safe journeys as far as Covid-19 is concerned. The return to face-to-face classes this school year will perhaps help determine if the pandemic will have a long term effect on the industry or if people’s (parents and guardians) trust to school bus services will return within the short term.
5. How can school bus drivers and operators cope with the challenges posed by the pandemic and rising fuel prices?
LTFRB issued Memorandum Circular 2022-066, which adds health protocols for school service:
• Regular examination of the drivers and conductors’ fitness to work by checking their body temperature and screening for symptoms related to COVID-19.
• Regular disinfection of frequently-touched surfaces, such as but not limited to seats, armrests, and handles.
• Mandatory wearing of face masks at all times by drivers and conductors, including passengers.School transport services must comply with these protocols and demonstrate the safety of their mode to convince people to return to using or subscribing to school service vehicles. Meanwhile, there is really no escaping rising fuel prices but collective transport in the form of school service vehicles are still more efficient and cheaper per passenger compared to using private vehicles; not to mention contribute to reducing traffic congestion along school routes. This must also be promoted (i.e., people made aware of the advantages) vs. private vehicle use.
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Safe streets for children
We have been working with UNICEF and several partner organizations on a project on Child Road Traffic Injury Prevention (CRTIP). The Final Reports for the two pilot cities, Valenzuela City and Zamboanga City, have been submitted and represents over 2 years work including during the lockdowns due to the Covid-19 pandemic. The latter part of project implementation indeed became a challenge as we couldn’t travel and engage face-to-face or conduct field surveys like how we did in the first part of the project. Still, I believe we were able to accomplish much and most of what we initially set out to do. Here are the covers of the Final Reports we submitted to UNICEF and we understand will be officially or formally transmitted to the two cities.
The reports narrate the surveys conducted for 25 schools in Zamboanga and 41 schools in Valenzuela. Each initially had selected 25 schools but Valenzuela pushed for an additional 16 schools midway into the project. The SR4S tool developed by iRAP was used for the assessments of critical areas around the schools. The initial assessments were used to identify interventions to improve safety in these areas and recommendations were submitted for consideration of the cities as well as the DPWH where applicable (i.e., the DPWH has jurisdiction over national roads and improvements proposed along these). While some interventions were implemented, others and many were delayed mainly due to Covid-19.
We also conducted a survey to determine the commuting characteristics of schoolchildren in both cities. Since most schools were public schools, it was no surprise that most children lived near the schools or within the school district (which is basically the catchment area for these schools). Thus, it also came as no surprise that most schoolchildren came by foot (walking), motorcycles (riding with a parent) or motor tricycle. There’s a lot of information and takeaways from the data but unfortunately, we could get the bigger, more complete picture of Valenzuela City because they selected only elementary schools covering students from Grades 1 to 6. Zamboanga had a more robust data set with both elementary and high schools, covering Grades 1 to 12. The information derived from these surveys were also analyzed and related to the SR4S assessments. The commuting survey results and SR4S assessment are subject of two technical papers presented in the recent EASTS 2021 conference hosted by Hiroshima University.
What’s next? We are now drafting a proposal for a Phase 2 of the project. We hope to continue and reinforce and follow-up on the recommended interventions from Phase 1. We also hope to be able to work on the CRTIP data hub that was only partly completed due to the many constraints faced by that part of the project. I will post here from time to time about some of the outcomes from the surveys and assessments.
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On planning communities for children
I am currently involved in a project concerning child road traffic injury prevention (CRTIP). The topic of road safety is also close to my heart since a beloved aunt died due to injuries sustained after being hit by a jeepney. She was in great health and walked almost daily between our home in Iloilo and the church to hear Mass. Children and senior citizens are among the most vulnerable road users and so I believe we must address their needs more than able-bodied adults. That would probably make our communities safer and friendlier to most people. Here is an article that tackles planning for communities from the perspective of children and families:
Litman, T. (March 9, 2021) “Planning communities for children and families,” Planetizen.com, https://www.planetizen.com/node/112498?utm_source=newswire&utm_medium=email&utm_campaign=news-03112021&mc_cid=5a75b816a6&mc_eid=9ccfe464b1 [Last accessed: 3/14/2021]
To quote from the article:
“Here is a summary of child-oriented urban design features:
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Children need opportunities to join a loose social group of other children without a formal—or prearranged—invitation to play.
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Children need access to safe, uninhibited outdoor play to support their physical and mental health. Outdoor play should include opportunities to interact with the natural environment—finding bugs, smelling flowers, playing in puddles, or collecting objects—without the need for excessive rules, oversight, or segregation.
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Children need environments that are safe from traffic, pollution, and undue physical or social hazards, including safe routes to and from school and local playgrounds, allowing them to travel throughout their neighbourhoods safely in order to develop confidence, resilience, and independence.
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Children need private spaces for themselves and their friends, including tree houses, forts, or clubhouses that are close to home yet away from public view. 5.
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Children need stable, appropriate, and affordable housing that provides them with private space to rest, study, and play.
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Children need local access to appropriate early childhood education, child care, and community schools.
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Children benefit from the opportunity for their parents to work locally.
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Children benefit from walkable communities, with infrastructure for safe walking, cycling, and recreation.
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Children benefit from diverse, multi-generational communities, where they can interact with—and learn from—children, adults, and seniors of all races, religions, cultures, and incomes.
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Children should be given an opportunity to effectively and productively participate in decision-making processes.”
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On teaching children how to ride a bicycle
After some hesitation, we finally decided it was time to remove the training wheels from our daughter’s bicycle. She’s enjoyed biking whether we walked alongside or were on our bikes, and she was already tall enough to stick out her legs to regain balance if the bike tilted to one side or the other. So we thought it was probably time to remove the training wheels so she will learn to bike on 2 wheels.
She’s a fast learner and after I pushed her a few times, she could already pedal ahead and straight. The turns took some time as she immediately stuck out a leg when she thought she would fall upon making a turn. The confidence grew and the following day she was already turning while keeping her balance. She now cycles every afternoon but we still forbid her to go by herself and beyond our eyesights. So we usually have one adult or our high-schooler to bike with her. Sometimes, her grandfather, who cycles at 78, also shadows her and gives her pointers.
The view as I followed her along one street in our neighborhood.
I always tell her to take the lane and not wander to the middle of the road or the edge of it. Our main worry is always the motor vehicles that tend to speed as if no one else is using the road. Some motorcycle riders are reckless and so are many car drivers. It is as if they were not driving/riding in a residential area. So we always remind our little one to position herself where she can maneuver to avoid these vehicles. And we always remind her to be aware of her surroundings as being alert will help keep her away from danger.
I think we should teach our children to bike at an early age. It is a very useful skill to learn and nurture, whether its for recreation, exercise or transport. She already knows how to swim, which was and still her preference over cycling. Our daughter was already biking (with training wheels) at 4 but it took some time for her to grow (she was really small for her age then) and gain strength. She just turned 7, and we think she can now out-pedal us if we didn’t ask her to slow down. 🙂 I think its time to get another bike, too, as the wife’s also returned to cycling in order to shadow our daughter. I’m usually left to run after them…
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On R.A. 11229 and the requirement of Child Seats
There seems to be a lot of feedback (mostly negative) on the new law and its implementing rules. RA 11229 is the “Child Safety in Motor Vehicles Act” that requires the use of child car seats. There seems to be a confusion about who are supposed to be using child seats particularly about the age and height limits mentioned. In one “controversial” interview, a government transport official was recorded replying to a question about tall children that the parents would have to get a bigger vehicle. That was obviously uncalled for but also probably what can be considered as a “snappy answer to a stupid question[see note below]” type of situation. What is clear now is that a lot of people are not aware of the provisions and implications of the new law (for various reasons including their choosing to ignore it) and there needs to be a more comprehensive and effective info campaign on this topic. Not yet mentioned in discussions are the models of car seats that are approved or certified for use.
Screenshot of a graphic explaining who are required to use child car seats
Here are examples of the opinions and comments in one of the group discussions I am part of [I will just leave these without specific attribution or anonymous.]:
- “RA#11229 was badly written. Authored by Sen JV Ejercito, trying to copy laws in the USA. In California, the Child Safety Seat is only required for child 2 years old and below, 4 years old in NY, and 3 years old in Europe. Additional parameters: height limit of 40″ (101 cm) and weight limit of 40lbs. They differentiate rules for children up to 8 years in NY & CA.”
- “The Philippine version lumps all kids into one group below 12 years old, requiring child restraint system. Additional parameter is 150 cm height, none on weight. Two wrong premises of our law: 1) that Filipinos children are taller than Europeans and Americans of same age, and 2) Filipino children mature later at 12.”
- “They lumped it into one class because its the simplest and easiest thing to do, without going into a lot of uncertainty. Na controversial na nga yung 12 yr. old catch-all, ano pa kaya kung they broke it down into numerous classifications.”
[Note: To those who are not familiar with the term “snappy answers to stupid questions”, google it together with Mad Magazine.]
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Some takeaways from a UNICEF webinar
The UN together with its partners recently launch a Second Decade of Action for Road Safety (2021-2030). I will share the statement in a subsequent post. For now, I will share some slides from the recent webinar organized by UNICEF that focuses on safe and healthy journeys for children. Those of us who are working directly with UN agencies have been working on safe journeys for children particularly as they travel between their homes and schools. The recent launch and pledges or commitments of support from partner organizations will surely reinforce efforts to ensure the safety of children whether or not they return to school.
Context setting or rationale for UNICEF’s initiatives
Key resources or references shared by the webinar host
The term ‘co-benefits’ reminded me of a past project I worked on that was about low carbon transport. We also did assessment using co-benefits of low carbon transport. Among these were road safety.
The slide and the table speaks for itself – examples of effective strategies
There were several presentations during the webinar. However, the most interesting and informative for me was this one about the guidance for safe and healthy journeys to school.
Ten (10) points to consider as guidance for safe and healthy journeys to school
Database initiative in support of the guidance (I will get the link to this and share it in a future post.)
An example from London’s experience
This is a slide on what cities can do to promote active transport among children.
The photo shows what is termed as a “bicycle school bus”. This and “walking school bus” are real options for children and their guardians when traveling between their homes and schools. Such underlines the option of not using motor vehicles (i.e., reduction in motor vehicle trips).
I will try to elaborate on these in future posts, particularly on the 10-point guidance.
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We need to work on road safety for children
Working on a project on road safety for children, I have had an increasing appreciation for the need to improve the plight of our children who are among the most vulnerable of road users. I have shared or posted many images showing examples of children being exposed to risk. These include children crossing streets without assistance and those riding on motorcycles with minimal protective gear (not that such gear can really save them from serious injury or worse should they be involved in a motorcycle crash).
I took this photo as we waited for the signal to allow us to cross a very busy intersection in Zamboanga City. The entire family seems to be coming from dinner or the grocery where they picked up their popsicles. I hope the father is focused on balance and safe riding with his family considering the potential for tragedy here.
Some people may say that such scenes show the norm. But we must realise that treating these as normal means we accept that our children (and all other people) will be hurt one way or another. Is this really what we like or accept to be the situation? Perhaps not. And so the challenge is to find ways to make the journeys of children safer and one aspect we can focus on is the journey between home and school. This is perhaps the most common trip by children is between the home and school (to and from), which covers a significant share of the total trips made everyday.
In order to do this, we need to know, assess and understand the manner of their commutes and the facilities they use. We should collaborate with people who guide them including their parents/guardians and teachers. And we should engage those who are in the position to implement solutions such as government agencies or local governments in effecting interventions.
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Safe and healthy journeys to school
I recently attended a workshop organised by UNICEF in cooperation with UN Environment and the WHO. The main topic was about road safety, particularly for children and focusing on their journeys between homes and schools. This is definitely a big issue and the concern is not without basis. Take the example shown in the photo below where two motorcycles are carrying more passengers than what they are designed for.
Children on-board motorcycles bound for a school in Zamboanga City
The passengers are children being taken by what looks like a parent or parents driving the motorcycles. Such are common scenes in Philippine roads and in many cases, the children are at risk of being involved in a crash. Most will have no protection and will likely be seriously injured or be killed in case of a crash. Then there are the cases of children walking between their homes and schools and are exposed to the dangers brought about mainly by motor vehicle traffic along the roads they travel on. It is a wonder how there are few crashes occurring despite these conditions (or is it because few are reported and recorded?)!
I will be pursuing research topics related to safe journeys to schools more than other road safety topics that the staff and students I supervise are usually taking on. Hopefully, too, my new advisees this coming semester will be interested in related topics particularly graduate students who work for the Department of Public Works and Highways (DPWH).
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School is back and so are safety issues for schoolchildren
It’s school time once again in most parts of the Philippines. Public and private schools including most colleges and universities have resumed classes this month of June while others start this July and August. But with the resumption of classes, there is also the re-emergence of issues pertaining to the safety of these children. Students are exposed to the hazards of commuting. These include the likelihood of being injured or killed by vehicles running along the roads the students use to get to school.
The photo above is a typical scene in front and around many public schools in the country. Schools are located along national roads and often lack spaces for students and their guardians. Many end up occupying the roads and causing congestion. Of course, that congestion is secondary to the safety of these children. Nevertheless, such issues need to be addressed in a more holistic manner rather than attempt to solve one as if they could be isolated.
Most students of grade schools and high schools around the country either walk or take public transportation in their commutes. They are exposed almost daily to motor vehicle traffic along the roads and risk being sideswiped or run over by vehicles. In certain cases, small children walk significant distances thereby increasing the likelihood and risk of being harmed by traffic.
Traffic is particularly bad along most roads leading to schools mainly during the morning, mid-day and afternoon periods when students arrive or leave their schools. In Metro Manila, for example, the worst congestion are experienced along major roads like Katipunan Avenue (due to traffic generated by Ateneo, Miriam and UP) and Ortigas Avenue (due to La Salle Greenhills). That means a lot of time and fuel are wasted and more emissions are released into the air that we breathe. However, one can argue that in terms of road safety, this is better since gridlocks mean slow moving vehicles that make it safer for walking or cycling. This is not the same in the provinces or rural areas where there is less congestion and vehicles travel at faster speeds.
Children heading to school on a ‘skylab’ version of the motorcycle taxi
While there are initiatives pertaining to revisions in speed limits, such are limited (pun not intended) by how much action can be done in order to enforce these regulations. Add to this the requirement of having the instruments to measure and record speeds in aid of enforcement. This was what MMDA did along Commonwealth Ave. and Macapagal Blvd. with the acquisition of two speed guns. I don’t see them using these anymore and wonder if the instruments are still working. Meanwhile, expressway authorities are using these as they continue their enforcement of speed limits along tollways. [I am aware of NLEX and SCTEX enforcement units employing speed guns along those tollways.]
The DPWH is also doing its part by doing road safety audits and identifying measures to reduce the likelihood of crashes involving these students. Among these are rumbles strips and, in some cases, the construction of sidewalks but these are not enough. There were recommendations from an iRAP project many years ago but the agency was resistant to what they thought were new and innovative ideas that were actually already being implemented in other countries. Perhaps these recommendations and that iRAP study could be revisited and solutions drawn from there?
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Caught (up) in traffic 