Ei-iE

The torrential rains and devastating floods that hit parts of Spain in October 2024, affecting more than 100 municipalities in the province of Valencia, are yet further evidence of the undeniable impact of climate change on our societies.

With some 50,000 students affected, 11,000 of whom are still out of school a month after the disaster, and an education community overwhelmed by reconstruction efforts, the crisis has directly undermined the right to education and demands urgent and coordinated responses.

Education International’s statement to the recent United Nations Climate Change Conference (COP29) underlines that the climate crisis represents “the greatest threat facing humanity and our planet”. It stresses the urgent need to integrate climate change education into school curricula as a vital tool to prepare new generations for this existential challenge.

In this interview for Worlds of Education, Marc Candela, coordinator of Union Action at the STEPV education workers’ union of Valencia, describes the terrible impact of the DANA on the education community, the measures taken, and the urgent demands made by the union to guarantee the right to education in the context of an unforeseen climate emergency.

Worlds of Education: What is the extent of the impact on schools and students affected by the DANA?

Since 11 November, students from 93 schools in the flood-affected areas have been able to resume classes. However, one month after the disaster, there are still 10,977 pupils out of school and 22 schools out of operation, reflecting the magnitude of the barriers that stand in the way of a return to normal in education.

Worlds of Education: What is being done to ensure that these students are not left behind?

The first thing is to try to ensure schooling for all students. The Regional Department of Education, as the body responsible for education in the region, has sent circulars to schools advising them that classes should be held online while the facilities are being cleaned up, and students from schools that have been totally destroyed are being relocated. Specific measures have also been announced for students in their final year of school, in light of the university entrance exams.

Worlds of Education: How have teachers been affected?

The situation is varied. The DANA has affected four local administrative divisions of Valencia and more than 100 schools. Some teachers have lost everything, and, regrettably, the director of a secondary school in Cheste lost his life. There are teachers who live and work in the affected areas, others who live there but work in unaffected areas, and vice versa. Some are unable to get around because they’ve been left without a vehicle and public transport has not yet been fully restored. All the teachers affected, be it directly or indirectly, have access to paid leave from their posts in non-affected schools.

Worlds of Education: What immediate action is the union asking the central and regional governments to take to support teachers and students during this crisis?

The first challenge is to get the schools back into operation and restore a sense of normalcy for students. Some schools need to be completely rebuilt, and students are being relocated to “host establishments”. Although the Valencian government is working on this, we are critical of its management of the situation, as the cleaning of schools has been left to the education community, which has not been given sufficient support. The union has demanded that the Regional Department of Education implement an emergency plan and a plan for the reconstruction of the schools affected. We have called on the Spanish government to extend the deadlines for participating in the annual job transfer procedures, as the teachers affected will not be able to take part if the deadlines are not extended.

Worlds of Education: What is the union’s assessment of the regional government’s response to this extreme weather event?

The union has described the response of the Regional Department of Education in Valencia and other administrations as slow, inadequate, and uncoordinated. Clear examples of these shortcomings are their slowness to take action, the lack of prevention plans, and the inadequacy of the resources, which have not only made it difficult for schools to recover, but have also led to tragedies such as the accidental death of one worker and the serious injury of another during clean-up operations.

We have also pointed to failures in institutional management in key areas such as disinfection certification, even in schools that were already operational, communication with education communities, and psychological support for the teachers and families affected.

This lack of effectiveness has meant that the role of volunteers – local communities, families, teachers – has been essential. Their massive involvement has made it possible to tackle critical tasks such as the initial cleaning of the schools, the reorganisation of spaces, and logistical support. The union nonetheless cautions that this solidarity, while exemplary, cannot and should not replace the responsibility of public administrations, which must ensure the necessary resources and a swift and coordinated response to future emergencies.

Worlds of Education: Is it important to integrate climate change education into the school curriculum, to raise awareness and inform the public?

Yes. As a matter of fact, in April 2024, the Intersindical Valenciana, which the STEPV is part of, launched a campaign that includes a set of ten principles for “sustainable workplaces”, one of which is climate education. We know that schools are very aware and work on the issue with their students in a cross-cutting way, but this kind of education must be featured in every subject on the school curriculum.

To learn more about EI's campaign, Teach for the Planet, please click here