Remote But Relentless: Teaching Kids in a Last Mile School in Laguna

Crossing eight rivers. Trekking for over an hour on rocky roads. Walking under the scorching sun. Risking lives when it rains.

These may sound daunting and exhausting, but for the young learners and teachers of Pulong Mindanao Elementary School (PMES), this is an everyday reality of seeking and providing education. PMES is a last-mile school tucked away in the challenging terrain of Santa Maria, a fourth-class municipality in the province of Laguna.

Established in 2000, PMES currently serves 60 learners from Kindergarten to Grade 6. The school operates with a committed team of five teaching personnel, including the school head and two non-teaching staff. All seven share a common goal: helping children from the nearby remote communities reach their dreams.

Overcoming Daily Obstacles

The dedication required is immense. School head Danilo de Torres made a significant personal sacrifice by giving up his office and working under a tolda (tent canopy) to provide an additional classroom desperately needed for the Grade 3 learners. "Who else would provide for us? That's why I gave up my small office, knowing many would benefit from it," he shared.

Maribel Rizol, a kindergarten teacher in PMES, highlights the staffing challenges common in such remote areas. "I used to work here without a salary. I go up here to teach because, as Mr. de Torres mentioned, there is a shortage of teachers. That's why the kindergarten class is combined with Grade 1," she explained.

The Department of Education (DepEd) defines last mile schools like PMES as those often having fewer than four classrooms, frequently makeshift or nonstandard in structure, and typically conducting multigrade classes with less than five teachers. Essential facilities are often lacking. PMES, for instance, has no regular electricity and relies solely on solar panels.

The heat can be unbearable. “It’s difficult for the children to focus on the lesson,” Teacher Maribel noted, adding that learners often “sweat buckets” during class. This lack of basic comfort contributes to absenteeism and health concerns, hindering effective learning.

Access to clean water is another hurdle. The school’s primary water source is the nearby river, but it often runs dry during the hot season, leaving PMES without proper and adequate water, sanitation, and hygiene (WASH) facilities.

As affirmed in the EDCOM2 Year 2 report, many last mile schools like PMES lack fundamental resources and essential facilities needed to deliver quality, accessible, and equitable education.

Compounding Challenge: Climate and Nutrition

The school’s vulnerable location makes it prone to natural hazards like floods and landslides, especially during typhoons, endangering learners and teachers. Mr. de Torres recounted harrowing instances where children’s lives were put at risk during heavy rains, as rising rivers became too dangerous to cross without warning.

The school’s remote location complicates efforts to deliver nutritious food through feeding programs. This contributes to high stunting rates that significantly affect children’s ability to learn. In fact, the EDCOM2 Year 2 report states that as of 2021, 26.7% of Filipino children under five were stunted—a rate that has remained alarmingly high since 2000. “It’s heartbreaking to see children with empty stomachs,” shared Teacher Maribel. “They can’t learn properly when they’re hungry.” Teachers often stretch extra donated canned goods into soup to ensure more learners have at least something to eat at school.

A Community’s Unbreakable Hope

Yet, despite all these challenges, the spirit of the PMES community—educators and parents alike—remains unbroken. They hold on to hope and remain profoundly dedicated to the power of education.

"I hope to see great leaders emerge from this school someday," Mr. de Torres shared, reflecting on his unwavering commitment. “Leaders who will be able to address the school's needs, [and] who will be proud to say that they graduated from here."

For Teacher Maribel, her reason is deeply personal, going beyond rising up the ranks: she aspires to see her students achieve their dreams despite their challenging circumstances.

“Even though we’re from the mountains, there will come a day when someone from Pulong Mindanao will graduate as an engineer. That wouldn’t be bad, right?” said Rosemarie, a parent, envisioning a brighter future for all PMES learners.

A Call for Equity and Action

Being a last mile school should never mean being last in line for quality, equitable education. The teachers, parents, and community members in Pulong Mindanao continue to go above and beyond to support their children’s right to learn.

These everyday heroes' unwavering dedication and immeasurable sacrifices deserve to be met by an education system and policies that actively support and uplift last mile schools like PMES. Their stories underscore the urgency of implementing meaningful education reforms to ensure that every Filipino child, regardless of where they are, has the opportunity to develop, learn, and thrive. With comprehensive reforms supporting dedicated communities, a future where quality education is within reach will never be a remote possibility.

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