THE INTEGRATION OF DISASTER RISK REDUCTION IN SCHOOL

CURRICULA IN SELECTED SECONDARY SCHOOLS

IN LEGAZPI CITY DIVISION
A Dissertation
Presented to
The Faculty of the Graduate School
Bicol University
Legazpi City
n Partial Fulfill!ent
of the "e#uire!ents for the Degree
DOCTOR OF PHILOSOPHY IN PUBLIC ADMINISTRATION
$y
ROMMEL R. REGALA
%arch &'()
Republic ! "#e P#ilippi$e%
Bicl U$i&e'%i"(
GRADUATE SCHOOL
Le)*+pi Ci"(
RECOMMENDATION FOR DISSERTATION ORAL E,AMINATION
This dissertation entitled* THE INTEGRATION OF DISASTER RISK
REDUCTION IN SCHOOL CURRICULA IN SELECTED SECONDARY
SCHOOLS IN LEGAZPI CITY DIVISION- prepared and su$!itted $y
ROMMEL R. REGALA- M.A.P.A.- in partial fulfill!ent of the re#uire!ents for the
degree of Doctor of Philosophy in Pu$lic Ad!inistration is here$y su$!itted to the
Dissertation Co!!ittee for consideration and approval+
ATTY. ALE, B. NEPOMUCENO- P#. D.
Adviser
Date
Dissertation Co!!ittee
This dissertation entitled* THE INTEGRATION OF DISASTER RISK
REDUCTION IN SCHOOL CURRICULA IN SELECTED SECONDARY
SCHOOLS IN LEGAZPI CITY DIVISION- prepared and su$!itted $y
ROMMEL R. REGALA- M.A.P.A.- in partial fulfill!ent of the re#uire!ents for the
degree of Doctor of Philosophy in Pu$lic Ad!inistration is here$y reco!!ended for oral
e,a!ination+
MELINDA D. DE GUZMAN- E.. D.
Chair!an
RAMESIS M. LORINO- P#. D. /OSEPH L. BARTOLATA- P#. D.
%e!$er %e!$er
CEDRIC D. DAEP- P#. D. RO0ENA L. ONDIZ- P#. D.
-,ternal %e!$er -,ternal %e!$er
ii
Republic ! "#e P#ilippi$e%
Bicl U$i&e'%i"(
GRADUATE SCHOOL
Le)*+pi Ci"(
RESULT OF THE ORAL E,AMINATION
"esult of the .ral -,a!ination for ROMMEL R. REGALA- M.A.P.A.-
candidate for the degree* Doctor of Philosophy in Pu$lic Ad!inistration+
Dissertation / THE INTEGRATION OF DISASTER RISK REDUCTION IN
SCHOOL CURRICULA IN SELECTED SECONDARY
Date /
SCHOOLS IN LEGAZPI CITY DIVISION
0anuary (1* &'()
Place /
Ti!e /
Bicol University* CB-% .ffice
1/'' 2 ((/'' A+%+
This is to certify that ROMMEL R. REGALA- M.A.P.A. has passed the oral
e,a!ination 3ith a final rating of 4+
PANEL MEMBERS ACTION TAKEN
MELINDA D. DE GUZMAN- E.. D.
RAMESIS M. LORINO- P#. D.
/OSEPH L. BARTOLATA- P#. D.
CEDRIC D. DAEP- P#. D.
RO0ENA L. ONDIZ- P#. D.
iii
Republic ! "#e P#ilippi$e%
Bicl U$i&e'%i"(
GRADUATE SCHOOL
Le)*+pi Ci"(
APPROVAL SHEET
Upon reco!!endation of the .ral -,a!ination Co!!ittee* this dissertation
entitled* THE INTEGRATION OF DISASTER RISK REDUCTION IN SCHOOL
CURRICULA IN SELECTED SECONDARY SCHOOLS IN LEGAZPI CITY
DIVISION- prepared and su$!itted $y ROMMEL R. REGALA- M.A.P.A.- is
here$y approved in partial fulfill!ent of the re#uire!ents for the degree of Doctor of
Philosophy in Pu$lic Ad!inistration+
NORA L. LICUP- E.. D.
Dean
HELEN M. LLENARESAS- E.. D.
5ice President for Acade!ic Affairs
FAY LEA PATRIA M. LAURAYA- P#. D.
SUC President 5
iv
DEDICATION
This study is unconditionally and sincerely dedicated to !y parents* relatives*
friends* and a$ove all* God Al!ighty* our %aster Teacher* the Source of the true 3isdo!
and 6no3ledge and 3ith 3ho! nothing is i!possi$le+
R.R.R.
v
ACKNO0LEDGEMENTS
The researcher 3ould li6e to e,press his sincere appreciation and gratitude to the
follo3ing individuals 3ho in one 3ay or another contri$uted in !a6ing this study
possi$le/
Atty+ Ale, B+ 7epo!uceno* Ph+D+* the researcher8s adviser* for his guidance* his
scholarly suggestions and ideas* 3hich led to the $etter!ent of this research9
Dr+ %elinda D+ De Guz!an* Dr+ "a!esis %+ Loreno* Dr+ 0oseph L+ Bartolata* Dr+
Cedric D+ Daep* and Dr+ "o3ena L+ .ndiz for sharing their educational inputs $ased on
e,perience9
Dr+ Agnes 0+ 7epo!uceno* for her 3illingness and generosity to help the
researcher in recording and editing his thesis9
%s+ 0osefa 5+ Losa:es for her !otherly care and unselfish support given to the
researcher9
%s+ Begonia "+ Arga!osa;Buella* %s+ Annie B+ Bal$in and %s+ -rlinda %+
%al!is and %r+ Alfredo %+ 7arito for $elieving that the researcher could !ove on 3ith
the study9
%s+ 5anessa D+ Banico* %s+ Shane B+ Lla$ore* %s+ Sally L+ Din and %r+ Asset B+
Balin for their !otivation and thought;nourishing suggestions* 3hich inspired the
researcher to pursue this study9
%r+ 0oseph F+ Lopez and %iel 0hoance T+ Lopez for the encourage!ent given to
the researcher9
The li$rarians of Bicol University for their 3illingness to help the researcher
particularly in searching for the appropriate references for the study9
vi
The Dep-d personnel* particularly Dr+ Cesar <+ %edina* %s+ Fati!a D+ Buen*
Dr+ "icardo Ll+ Llaneta* %s+ -r!a Theresa G+ Ta$uena and %s+ %aria Teresa %+
"uivivar for the support and coordination they have e,tended to the researcher during
the data gathering essential for the acco!plish!ent of this study9
%s+ Liezl S+ Bitancur* for inspiring the researcher as he goes on 3ith the study9
To his close friends and class!ates* %s+ Lisa P+ .pe:a* %s+ A!y "+ Bello*
%s+ Car!elita L+ Collada* %r+ Alden Galan* %s+ 7era Galan* %r+ 0eric Glenn Carrascal*
%s+ =lanie >uniga* %s+ -da Pa?e* %s+ -rlinda Ca$anela and other class!ates* truly his
post graduate study 3ould not $e the sa!e 3ithout you+
To his late $iological parents* %inerva and "odrigo* uncles and aunts* Papa Pons*
Papa 0un "ios* %a!a Azun and Papa 0un Ursua* for the virtues they have taught 3hen he
3as younger+ Their !e!ories 3ill stay forever in his heart9
To his Fa!ily* %a!a Cit* %a!a Ghie* %anoy -ntong* %anay -den* %anay
Siony* other cousins and relatives for their love and !oral support that served as
inspirations in 3riting this study9
And !ost of all* God Al!ighty* 3ho provides a $etter place on earth to en?oy and
e,plore each one8s life+
vii
ABSTRACT
Re)*l*- R11el Ri% 2T#e I$"e)'*"i$ ! Di%*%"e' Ri%3 Re.uc"i$ i$ Sc#l
Cu''icul* i$ Selec"e. Sec$.*'( Sc#l% i$ Le)*+pi Ci"(
Di&i%i$4
Su11*'(
This research deter!ined the integration of Disaster "is6 "eduction in the School
Curricula in selected secondary schools in Legazpi City Division+ Specifically* the study
sought ans3ers to the follo3ing su$;pro$le!s/ (+ @hat is the status of the integration of
Disaster "is6 "eduction in the schools8 curriculaA9 &+ @hat are the factors that influence
the integration of Disaster "is6 "eduction in school curricula along the follo3ing/
a+ Policies9 $+ Teachers8 Learning Progra!9 c+ nstructional %aterials9 and d+ FacilitiesA9
B+ @hat are the school policies and practices adopted for the integration of Disaster
"is6 "eduction in ter!s of/ a+ %anpo3er9 $+ Funding9 andc+ TechnicalA9 and )+ @hat
reco!!endations !ay $e advanced to i!prove the Disaster "is6 "eduction integration in
the school curriculaA
The study highlighted concerns a$out the integration of Disaster "is6 "eduction
into school curricula recognizing the role of education in addressing disaster pro$le!s/
CaD to evaluate in a reflective 3ay* policies* !ethods and strategies for ensuring the
integration of disaster ris6 reduction focus 3ithin the conte,t of the Philippine la3s
concerning environ!ental issues9 C$D to evaluate the opportunities for the i!ple!entation
of disaster ris6 reduction transfor!ation initiatives 3ithin Legazpi City and as 3ell to the
province of Al$ay9 and CcD to evaluate the opportunities for the i!ple!entation of disaster
ris6 reduction transfor!ation initiatives 3ithin the schools in the City Division of
Legazpi+ Three co!ple!entary theories in the literature e,plore disaster ris6 and
viii
vulnera$ility and are ta6en into account in this study such as the "is6;<azard C"<D
%odel* Disaster Pressure and "elease CPA"D %odel* and Access %odel+
The descriptive 2 evaluative !ethods of research 3as used in this study+
Euestionnaire and analytical tool for docu!ents 3ere the instru!ents used in this study+
The statistical tools used 3ere 3eighted !ean and percentage techni#ues+ A total
enu!eration of (FG teacher respondents fro! the three schools selected including the
respective school heads constitute the !ain source of data+
Fi$.i$)%
Based on the analyses and interpretation of the data* the follo3ing are the
findings/
(+ .n the status of integration of Disaster "is6 "eduction in the schools8 curricula+
The integration of D"" foci in -nglish* Filipino and %athe!atics 3ere all found
to $e very lo3 indicating that it 3as not integrated in the selected secondary schools in
Legazpi City Division+ %ean3hile* the integration of D"" concepts in the Sciences 3as
!oderate de!onstrating that !ainstrea!ing D"" in the selected schools are !oderately
integrated+ n the su$?ect* Araling Panlipunan* integration of D"" 3as lo3 indicating that
it 3as partially integrated in the curricula of the three selected schools+ %ainstrea!ing
D"" topics in %AP-< 3as !oderate signifying that in the selected secondary schools in
Legazpi City it 3as !oderately integrated+ Conse#uently* !ost of the teachers percieved
that the integration of D"" in 5alues -ducation 3as very lo3 revealing that it 3as not
integrated in their respective schools+ .n the otherhand* the respondent;teachers agreed
that the integration of D"" in T+L+-+ 3as very lo3 indicating that it 3as not integrated+
The sa!e result for the D"" integration in the Citizens Advance!ent Training* the CAT
i,
.fficials and Cadettes $eing incharge 3ith the .rganization of School Disater "is6
"eduction %anage!ent Group* 3as perceived very lo3 $y the teachers stating that in
their schools it 3as not integrated+
&+ .n the factors that influence the integration of Disaster "is6 "eduction in school
curricula+
a. Along Policies. The policies for the integration of Disaster "is6 "eduction in
the school curricula particularly the Dep-d .rder 7o+ GG* s+ &''H 3as institutionalized
and $een disse!inated in the three respective schools surveyed* ho3ever the sa!e policy
state!ents 3ere found to $e unclear+ ncidentally* it 3as found out that !ore than half of
the respondents 3ere not a3are of the "epu$lic Act 7o+ ('(&( stating that it 3as not
institutionalized and not $een disse!inated+ %ost of the respondents perceived that the
policy o$?ectives 3ere unclear to the!+ <o3ever* !easures 3ere underta6en $y
Depart!ent of -ducation in the i!ple!entation of D"" %anage!ent Pro?ect as
identified $y the teachers in the selected secondary schools in Legazpi City Division+
b. Along Teachers Learning Program. %ost of the teachers* as part of D""
integration in school curricula* are re#uired to !a6e lesson plan everyday+ -arth#ua6e
and fire drills 3ere the !ethod used to discuss D"" that is apparent in the learning
progra!+ <o3ever* !ost of the teachers did not put into application the 6no3ledge
gained fro! the teachers8 training on ho3 to integrate D"" in their learning progra!+
c. Along Instructional Materials. The factors influencing the integration of D""
in school curricula in ter!s of instructional !aterials are assessed through the use of the
D"" %anual* availa$ility and accessi$ility of the instructional !aterials* and the
discussion of contents of the !anual in respective su$?ects assigned for !ainstrea!ing+
,
d. Along Facilities. Dep-d standards for disaster resilience !ust $e considered in
designing and and constructing school $uildings+ Safety and ris6 reduction !easures
should al3ays $e considered+
B+ .n the school policies and practices adopted for the integration of Disaster "is6
"eduction+
a. In Terms of Manpower. For the school level* to ensure the !ainstrea!ing of
D"" Concepts provided in the "esource %anual* the duties and responsi$ilities as are
specified provided in Dep-d .rder 7o+ GG* s+ &''H for particular authorities such as
school head or principal* head teachers* CAT facilitators* teachers and other school
personnel in order to protect the lives of the !e!$ers of the school co!!unity and
property+
b. In Terms of Funding. The funds 3ere used for various activities* through
coordination 3ith the Technical @or6ing Group CT@GD and the -ducation @or6ing
Group C-@GD* to effectively i!ple!ent the !ainstrea!ing of Disaster "is6 "eduction in
the -ducation Sector C%D"D;-DUD+
c. In Terms of Technical. The Technical @or6ing Group CT@GD underta6es
various techni#ues for Priority !ple!entation Partnerships CPPsD in the !ainstrea!ing
of Disaster "is6 "eduction into school curricula+
)+ .n the reco!!endations that !ay $e advanced to i!prove the Disaster "is6
"eduction integration in the school curricula+
The teachers 3ho are at the forefront of the i!ple!entation of D"" in various
su$?ects reco!!ended that D"" integration in the school curricula should $e fully
institutionalized and $e disse!inated in all schools nation3ide+ According to the
,i
teachers* the D"" "esource %anual should $e !ade accessi$le to all teachers* students*
vis;I;vis to effectively integrate D""* the Technical @or6ing Group and Dep-d need to
institutionalize training and progra! on the D"" %anual+
C$clu%i$%
Based on the foregoing findings* the follo3ing conclusions are dra3n/
(+ .n the status of integration of Disaster "is6 "eduction in the school curricula*
$ecause of lac6 of political 3ill in the enforce!ent and institutionalization of D"" $y
Dep-d personnel* 3ho are supposed to !onitor and evaluate the integration* it resulted to
very 3ea6 integration of D"" foci $y teachers in their lesson+ The results pose a $ig
threat not only to the students $ut also to the entire co!!unity that lac6 the a3areness
and preparedness a$out disasters and its ris6s to the co!!unity $eing vulnera$le to the
hazards of disasters+
&+ .n the factors influencing the integration of D"" in school curricula along
policies* since Dep-d .rder 7o+ GG* s* &''H and "epu$lic Act 7o+ ('(&( 3ere found not
to $e fully institutionalized in the selected secondary schools in Legazpi City Division9
therefore the policy o$?ectives* !easures and state!ents 3ere not clear to the !a?ority of
the respondents+
Along teachers8 learning progra!* the teachers are all re#uired to !a6e daily
lesson plans+ Supposedly* it 3as i!posed that D"" foci 3ere integrated in the teachers8
lesson plans on the respective learning areas they are assigned for !ainstrea!ing* $ut
since the integration 3as very 3ea6 it can $e construed that there is no integration of
D"" foci on teachers learning progra!+ Unluc6ily* !ost of the teachers fail to put into
application the 6no3ledge they have gained fro! the training concerning the integration
,ii
of D""* or 3orst there is no training at all concerning D"" integration+
Along instructional !aterials* the uses of D"" !anual had $een identified and
enu!erated+ @ith the D"" !anual availa$le online in the official 3e$site of Dep-d+ But
the sa!e docu!ent* the D"" !anual 3as not availa$le and not accessi$le for use $y the
teachers and students in their respective schools+ Aside fro! Sciences* %AP-< and
Social Sudies9 D"" topics in other su$?ects 3ere not discussed $ecause of the a$sence of
integration of D""+
Along facilities* there is a need for Dep-d to confor! to the disaster standards for
resilience in designing and constructing school $uildings in giving due considerations to
the ergono!ics* anthropo!etrics* ther!al co!fort* illu!ination* acoustics and colors and
!ost i!portantly the safety and ris6 reduction !easures+
B+ .n school policies and practices adopted for the integration of D"" in ter!s of
!anpo3er* in order to ensure !ainstrea!ing of D"" Concepts* Dep-d .rder 7o+ GG* s+
&''H provides the duties and responsi$ilities to $e assu!ed $y particular persons in the
school level such as the school head or principal* the head teachers* the CAT facilitators*
and the teachers+
n ter!s of funding* the D"" $udget 3as spent on various activieties to
effectively i!ple!ent the %ainstrea!ing of Disaster "is6 "eduction in the -ducation
Sector C%D"D;-DUD underta6en $y Technical @or6ing Group CT@GD together 3ith the
-ducation @or6ing Group C-@GD in order to i!prove the integration of D"" foci in the
school curricula+
n ter!s of technical* the individual !e!$er of Technical @or6ing Group assu!e
definite roles to perfor! in thintegration of D"" in school curricula+ -vidently $ased
,iii
fro! data it 3as Depd-d together 3ith 7D""%C that occupies !ost of the functions
throughout the process of integration+
)+ The teachers reco!!ended that in order i!prove the integration of D"" in the
school curricula* the Technical @or6ing Group especially Dep-d should fully
institutionalize and disse!inate the e,isting policies a$out D"" integration in the school
curricul* ensure the availa$ility and accessi$ility of the D"" "esource %anual for the
teachers* students and other school personnel* and training of teachers and other persons
concerned is a !ust+
Rec11e$.*"i$%
n the light of the foregoing findings and conclusions* the follo3ing
reco!!endations are here$y for3arded* to 3it/
(+ The i!ple!entation of Dep-d .der* "epu$lic Act and other e,isting la3s
should $e intensified and enforced e,tensively for the integration of D"" in the school
curricula throughout the country+ %onitoring $y Dep-d officials should $e done
religiously in all schools through evaluation chec6list to confor! if they enforced the
!ainstrea!ing of Disater "is6 "eduction+
&+ The policies concerning D"" integration in the school curricula should $e
thoroughly institutionalized and disse!inated+ Learning progra! should $e done $y
teachers everyday concerning D"" foci+ The 6no3ledge gained fro! trainings* se!inars
and 3or6shops attended* if there is* should $e put into application $y teachers+ The
availa$ility and accessi$ility of the D"" %anual in Dep-d Division .ffices* in all
schools and in the $oo6stores nation3ide should $e ensured+ The pu$lic should $e
infor!ed a$out the availa$ility of the D"" %anual to $e do3nloaded in the official
,iv
3e$site of the Depart!ent of -ducation+ Designing and constructing school $uildings
should $e done in accordance to the safety and ris6 reduction !easures+
B+ The duties and responsi$ilities to $e assu!ed $y the head of schoolJprincipal* head
teachers* teachers* CAT facilitators and other school personnel as provided in the !ple!enting
"ules and "egulations of the Dep-d .rder and other la3s concerning D"" integration in the
school curricula should $e clearly identified and defined* and $e delegated to concerned
personnel+ The funds should $e allocated through lin6ages in order to underta6e all
activities concerning the integration of D"" in the school curricula+ The techni#ues
for underta6ing Priority !ple!entation Partnerships CPPsD for !ainstrea!ing D""
should $e fa!iliarized $y every school personnel* teachers and students+
)+ The reco!!endations $y teachers in the respective schools surveyed for this
study particularly intensifying the institutionalization and disse!ination of Dep-d .drer
and other e,isting la3s concerning the integration of D"" in school curricula should $e
considered+ According to the teachers* the availa$ility and acessi$ility of the D""
"esource %anual should $e ensured+ Also* teachers and other personnel concern should
$e trained regarding the !ainstrea!ing of Disaster "is6 "eduction+
G+ There should $e a need to put up an office for Disaster "is6 "eduction in every
school to ensure that integration is i!ple!ented* !onitored* and evaluated+
,v
TABLE OF CONTENTS
PAGE
Title PageKKKKKKKKKKK+KKKKKKKKKKKKKKKKKKKK+i
"eco!!endation for the .ral -,a!inationK++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ii
"esult of the .ral -,a!ination++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++iii
Approval SheetKKK+KKKKKKKKK+++KKKKKKKK+KKKKKKK++iv
DedicationKKKKKKKKKKKKKK+KKKKKKKKKKKKKK+KK++v
Ac6no3ledge!entKKKKKKKKKKKKKKKKKKKKKKKKKKK++vi
A$stractKKKKKKK+KKKKKK+KKKKKKKKKKKKKKKK+++++++viii
Ta$le of ContentsKKKKKKKKKKKKKKKKKKKKKKKKKK+K+,vi
List of Ta$lesKKKKKKKKKKKKKKKKKKKKK+KKKKKK+K++,i,
List of FiguresKKKKKKKKKKKKKKKKKKKKKK+++KKK+K++++K,,
CHAPTER
5. THE PROBLEM
ntroductionKKKKKKKK+++KKKKKKKKKK+KKKKKK++KK(
State!ent of the Pro$le!KKKKKK+++KKKKKKK+KKKKKKK+++((
Scope and Deli!itationKKKKKKKKKKKKK+KKKKKKKKK+(&
Significance of the StudyKKKKKKKKKKK+KKKKKKK++K+K+++(&
7otesKKKKKKKKKKKK++KKKKKK+++KKKKKKKKKK+(G
6. REVIE0 OF RELATED LITERATURE AND STUDIES
"elated LiteratureKKKKK+KKKKK+KKKKKKKKKKKKKK(H
"elated StudiesKKKKKK+KKKKKKKKK+KKKKKKKKKKBL
Synthesis of the State;of;the;ArtKKKK+KKK+KKK++++KKKK+KKKF&
,vi
PAGE
Gap Bridged $y the StudyKKKKKKK+K++KKKKK++KKKKKKKFB
Theoretical Fra!e3or6KKKK++K+KKKKKKKKKKKKKKKK+++FB
Conceptual Fra!e3or6KKKK++K+KKKKKKKKKKKKKKKK+++H&
Definition of Ter!sKKKKKKKKKK+KKKKKKK++KKKKKKH)
7otesKKKK+++KKKKKKKKK++KKKKKKKKKKK+K++KK++HL
7. RESEARCH DESIGN AND METHODOLOGY
"esearch %ethodsKKK+KKKK+++KK+K++KKKKKKKKKKKK++1G
Sources of DataKKKK++K++K+KK+K++KKKKKKKKKK+++KKK++1F
"espondentsKKKKKKKKK++KKKKKKKKKKKKKKKKK1H
nstru!ents UsedKK++KKK++KK+K++KKK++KKKKK+K+KKKKK11
Data Collection ProcedureKKKKKK++K++KKKKKKK+KKKKKKL'
Statistical Treat!ent of DataKKK+KKKKKKKKKKKKKKKKKL(
7otesKKKKKKKKKKKKKKKK+KKKKKKKKKK+KKKLB
8. THE INTEGRATION OF DISASTER RISK REDUCTION IN SCHOOL
CURRICULA IN SELECTED SECONDARY SCHOOLS IN LEGAZPI
CITY DIVISION
Status of the integration of Disaster "is6 "eduction in the Schools8 curriculaK+LG
Factors nfluencing the ntegration of D"" in School Curricula
PoliciesKKKKKKKKKKKKKKKKKKKKKKKK+K('H
Teachers8 Learning Progra!KKKKKKKKKKKKKKKKK((B
nstructional %aterialsKKKKKKKKKKKKKKKKK+++K++(()
FacilitiesKKKKK+++KKKKKKKKKKKKKKKKKKK(&)
,vii
PAGE
School Policies and Practices Adopted for the ntegration of D""
%anpo3erKKKKK+++KK+KKKKKKKKKKKKKKKK(&L
FundingKKKKK+++KKKKKKKKKKKKKKKKKKK(BB
TechnicalKKKKKK+++KKKKKKKKKKKKKKKK+K+(BF
"eco!!endation that !ay $e Advanced to !prove the ntegration of D""
in the School CurriculaKKKKKKKKKKKKKKKKKKKKKK()B
9. SUMMARY- FINDINGS- CONCLUSIONS AND RECOMMENDATIONS
Su!!aryKKKKKKKKKKKKKKKKKKKKKKKKKKK++()F
FindingsKKKKKKKKKKKKKKKKKKKK+++++++++++++KKKK++()H
ConclusionsKKKKKKKKKKKKKKKKKKKKKK++KKKK(G)
"eco!!endationsKKKKKKKKKKKKKKKKKKKK++KKK++(GF
BIBLIOGRAPHYKKKKKKKKKKKKKKKKKKKKKKK++KK++++(GL
APPENDICES
A EuestionnaireKKKKKKKKKKKKK+KKKKK++KKKK(FF
B Letters to the Schools Division Superintendent and Principals to
Conduct the studyKKKKKKKK++KKKKKKKKKKKK+(H1
C Certification fro! the -ditorKK+KKK++KKKKKK++KKK+K+(1&
D Dep-d .rder 7o+ GG* s+ &''HKKKKK++KKKKKK++KKK+K+(1B
E %onitoring and -valuation ToolsKKKKKKKKKKKKK+++K+(L1
F Curriculu! 5itaeKKKKKKKKKKKKKKKKKKKKK+&'H
,viii
LIST OF TABLES
T*ble P*)e
5 Countries 3ith hazards teaching in pri!ary or secondary schoolsKKKB'
6 <yogo Fra!e3or6 for Action &''G;&'(G C<FAD;Five Priority Areas
and Mey ActivitiesKKKKKKKKKKKKKKKKKKKKK++FF
7 Distri$ution of "espondentsKKKKKKKKKKKKKKKKK++11
8 Status of ntegration of Disaster "is6 "eduction in School CurriculaK++LF
9 Factors nfluencing the ntegration of D"" in School Curricula along
PoliciesKK+KKKKKKKKKKKKKKKKKKKKKKK(('
: Factors nfluencing the ntegration of D"" in School Curricula along
Teachers8 Learning Progra!KKKKKKKKKKKKKKKKK(()
; Factors nfluencing the ntegration of D"" in School Curricula along
nstructional %aterialsKKKKKKKKKKKKKKKKKKK+((F
< Factors nfluencing the ntegration of D"" in School Curricula along
FacilitiesK+KKKKKKKKKKKKKKKKKKKKKK+K+(&G
= School Policies and Practices Adopted for the ntegration of D""
in Ter!s of %anpo3erKKKKKKKKKKKKKKKKKKK(B(
5> School Policies and Practices Adopted for the ntegration of D""
in Ter!s of FundingKKKKKKKKKKKKKKKKKKKK(B)
55 School Policies and Practices Adopted for the ntegration of D""
in Ter!s of TechnicalKKKKKKKKKKKKKKKKKKK+(BH
56 "eco!!endation to !prove the D"" ntegration in the School
CurriculaKKKKKKKKKKKKKKKKKKKKKKK+K())
,i,
LIST OF FIGURES
Fi)u'e P*)e
5 The 7u!$er of 7atural Disaster "ecorded @orld3ide in (L'';&'('K++(1
6 -cono!ic Da!age Caused $y 7atural Disaster in (L'';&'('KKK++++++(L
7 %ortality "is6 for Tropical Cyclones in T3o Countries
3ith Si!ilar -,posure/ 0apan and PhilippinesKKKKKKKKKK+++&(
8 "is6;<azard C"<D %odelKKKKKKKKKKKKKKKKKK+++F)
9 Disaster Pressure and "elease CPA"D %odelKKKKKKKKKKK+FG
: Fra!e3or6 for Disaster "is6 "eduction CD""DKKKKKKKKK+++FH
; Paradig! of Theoretical Fra!e3or6KKKKKKKKKKKKKK+H(
< Paradig! of the Conceptual Fra!e3or6++++++KKKKKK++KKKK+++HB
= Graph Sho3ing the Status of ntegration of D"" in -nglishKKKKKLH
5> Graph Sho3ing the Status of ntegration of D"" in FilipinoKKKK+++L1
55 Graph Sho3ing the Status of ntegration of D"" in %athe!aticsKK+++LL
56 Graph Sho3ing the Status of ntegration of D"" in ScienceKKKK+(''
57 Graph Sho3ing the Status of ntegration of D"" in APKKKKK++++('(
58 Graph Sho3ing the Status of ntegration of D"" in %AP-<KKKK('B
59 Graph Sho3ing the Status of ntegration of D"" in -SP+++KKKK+++(')
5: Graph Sho3ing the Status of ntegration of D"" in TL-KKKK++K('G
5; Graph Sho3ing the Status of ntegration of D"" in CAT+KKKKK+('F
5< Suggested Activities for Disaster "is6 "eduction ntegration+K+KK++()'
,,
C#*p"e' 5
THE PROBLEM
I$"'.uc"i$
Disaster* natural or !an;!ade* has al3ays $een the conse#uence of interactions
$et3een hu!an and nature* technology and other living entities+ -ty!ologically* disaster
is derived fro! the %iddle French 3ord dsastre and fro! .ld talian disastro, 3hich in
turn co!es fro! the Gree6 pe?orative prefi, CdusD N$ad*O Caster Nstar*O 3hich !eans
N$ad starO in Gree6+ The root 3ord of disaster co!es fro! an astrological the!e in 3hich
the ancient people used to refer to the destruction or deconstruction of a star as a disaster+
A disaster is a hazard resulting in an event of considera$le degree that triggers significant
physical da!age or destruction* loss of life* or drastic change to the environ!ent+
Disasters $eing inevita$le and recurring very fre#uently continuously affecting the 3ay
!an live his daily life+
(
A sudden cala!itous event* a disaster seriously unsettles the 3ay of life of the
society and causes* hu!an* !aterial* and econo!ic or environ!ental losses that is
$eyond the a$ility of the society to cope using their o3n resources+ Disaster is oftenti!es
caused $y nature* so!eti!es $y hu!an origin+ A disaster occurs 3hen a hazard i!pacts
on vulnera$le people+ The co!$ination of hazards* vulnera$ility and ina$ility to reduce
the potential negative conse#uences of ris6 results in disaster that can $e $est illustrated
through this for!ula/ C5ulnera$ility P <azardD J Capacity Q Disaster+
&
n this conte,t*
vulnera$ility can $e defined as 3ea6ened capacity of an individual or group of society to
anticipate* cope 3ith* resist and recover fro! the i!pact of a natural or !an;!ade
hazard+ .ftenti!es vulnera$ility is related to poverty* $ut vulnera$ility also arises 3hen
&
people are isolated* insecure and defenseless in the face of ris6* shoc6 or stress+ "is6
-,posure differs on various group of society as a result of their ethnicity* gender* age*
and other factors+ 5ulnera$ility also varies on its for!s/ poverty* for an instance* !ay
i!ply that housing is una$le to endure an earth#ua6e or a hurricane* or lac6 of
preparedness !ay result in a slo3er response to a disaster* leading to greater loss of life
or prolonged suffering+ .n the other hand is capacity* 3hich can $e descri$ed as the
resources availa$le to individuals* households and co!!unities in order to cope 3ith the
danger that they !ay encounter and or to resist the i!pacts of a hazard+ "esources can $e
physical or !aterial in for!* $ut they can also $e found in a 3ay the co!!unity is
organized or through the s6ills or attri$utes of individuals and organizations in the
co!!unity+
n order to deter!ine the people8s vulnera$ility* there are t3o #uestion need to $e
as6ed/ CaD To 3hat threat or hazard are they vulnera$leA C$D @hat !a6es the!
vulnera$le to that threat or hazardA Counteracting vulnera$ility re#uires/ CaD "educing the
i!pact of the hazard itself 3here possi$le through !itigation* prediction* 3arning and
preparedness9 C$D Building capacities to 3ithstand and cope 3ith hazards9 CcD Tac6ling
the root causes of vulnera$ility* such as poverty* poor governance* discri!ination*
ine#uality and inade#uate access to resources and livelihood+ People8s level of
vulnera$ility and the e,tent of their capacity to resist* cope 3ith and recover fro! hazards
are deter!ined $y physical* econo!ic* social and political factors+ -vidently* poverty
contri$utes !uch to vulnera$ility+ Poor people are !ore li6ely to live and 3or6 in an
areas e,posed to potential hazards* 3hile they are less li6ely to have the resources to cope
3ith disaster 3hen it stri6es+
B
B
.ftenti!es caused $y nature* disasters are so!eti!es instigated $y hu!an origins+
Triggered either $y rapid or slo3 onset events* natural hazards are naturally occurring
physical pheno!ena 3hich can $e geophysical* hydrological* cli!atological* and
$iological+ Geophysical disasters are earth#ua6es* landslides* tsuna!is and volcanic
activities+ Avalanches and floods are hydrological disasters+ Cli!atological disasters are
the follo3ing/ e,tre!e te!peratures* drought* 3ildfires* and cyclones* stor!s* 3ave
surges 3hich are characterized !eteorologically+ Disease epide!ics and insect or ani!al
plagues are e,a!ples of $iological disasters+ These pheno!ena causes da!age to life*
property and destroy the econo!ic* social and cultural life of people+ Technological or
!an;!ade hazards are the events caused $y hu!ans and occur in or close to hu!an
settle!ents+ This includes environ!ental degradation* pollution* conflicts or co!ple,
e!ergencies* fa!ine* displaced populations* industrial and transport accidents+ There are
a range of challenges that 3ill shape hu!anitarian assistance in the future+ These
aggravating factors include cli!ate change* unplanned ur$anization* under;develop!ent
or poverty as 3ell as the threat of pande!ics that 3ill result in increased fre#uency*
co!ple,ity and severity of disasters+
)
n a !odern acade!ic 3orld* disasters are seen as conse#uences of inappropriate
ris6 !anage!ent+ Disaster "is6 %anage!ent* @hat is it any3ayA @hat is Disaster "is6
"eductionA Ai!ed to reduce the socio;econo!ic vulnera$ilities to disaster as 3ell as
dealing 3ith the environ!ental and other hazard that triggers the!* Disaster "is6
"eduction is a syste!atic approach to identify* assess and reduce the ris6 of a disaster+
Disaster "is6 "eduction ai!s to reduce the da!aged caused $y natural hazards li6e
earth#ua6es* floods* droughts and cyclones through an ethic of prevention+ Fre#uently
)
follo3ing natural hazards* disaster8s severity depends on ho3 !uch i!pact a hazard has
on society and the environ!ent+ n turn* the scale of i!pact of disaster depends on the
choices 3e !ade for our lives and for our environ!ent+ @herein * these choices relates
on ho3 3e gro3 our food* 3here and ho3 3e $uild houses* 3hat 6ind of govern!ent 3e
have* ho3 our financial syste!s 3or6 and even 3hat 3e teach in schools+
The decision and action that 3e !a6e lead us to $e !ore vulnera$le to disasters or
!ore resilient to the!+ So therefore* disaster ris6 reduction is a$out choices* the choices
that 3e !ade+ The concept and practice of reducing disaster ris6 is disaster ris6
!anage!ent* 3hich is through the syste!atic efforts to analyze and reduce the factors
causing disasters+ -,a!ples of disaster ris6 reduction are the follo3ing/ CaD reducing
e,posure to hazards9 C$D lessening vulnera$ility of people and property9 CcD 3ise
!anage!ent of land and the environ!ent9 and CdD i!proving preparedness for adverse
events+ Since Disaster has al3ays $een the conse#uences of interactions $et3een hu!an
and nature* technology and other living entities* therefore* disaster ris6 reduction is
everyone8s $usiness+ Although part of sustaina$le develop!ent* Disaster "is6 "eduction
includes disciplines li6e disaster !anage!ent* disaster !itigation and disaster
preparedness+ n order for develop!ent activities to $e sustaina$le they !ust also reduce
disaster ris6+ Conversely* unsound develop!ent policies 3ill increase disaster ris6 and
disaster losses+ Thus* disaster ris6 reduction involves every part of society* every part of
govern!ent* and every part of the professional and private sector+
G
The "epu$lic of the Philippines is a !e!$er country of the "egional Consultative
Co!!ittee on Disaster %anage!ent C"CCD under its progra! on %ainstrea!ing
Disaster "is6 "eduction into Develop!ent C%D"DD* 3ith other &G !e!$er Asian
G
countries+ %ainstrea!ing Disaster "is6 "eduction in the -ducation Sector 3as in support
to the i!ple!entation of the <yogo Fra!e3or6 for Action through !ainstrea!ing of
D"" into Develop!ent Planning and !ple!entation $y the United 7ations 2
nternational Strategy for Disaster "eduction CU7;SD"D+ The roles of the "CC 3ere the
follo3ing/ CaD dentification of disaster;related needs and priorities of Asia and Pacific
countries* C$D Pro!otion of regional and su$;regional cooperative progra!s* and
CcD Develop!ent of regional action strategies for disaster reduction+
F
The Depart!ent of -ducation too6 a lead through the issuance of Dep-d .rder
7o+ GG* s+ &''H prioritizing the !ainstrea!ing of Disaster "is6 "eduction %anage!ent
in the School Syste! and i!ple!entation of progra!s and pro?ects relative to it+ The
issuance of the !e!orandu! 3as in support in $uilding schools* nations and
co!!unities resilient to disaster as one of the o$?ectives of the <yogo Fra!e3or6 for
Action &''G;&'(G 3hich is no3 considered as priority policy for i!ple!entation $y the
Depart!ent+ The <yogo Fra!e3or6 for Action is a glo$al $lue print for disaster ris6
reduction efforts 3hich ai!s to reduce disaster loses in lives* properties* social* econo!ic
and environ!ental assets of co!!unities and countries $y year &'(G+
.ne of the activities underta6en $y Dep-d under the 7on;Structural co!ponent
of the Safe Schools Progra! is the preparation of the Disaster "is6 "eduction "esource
%anual CD"""%D 3hich 3ill serve as a source of infor!ation to $e used $y school
ad!inistrators* school headsJprincipals* supervisors* and teachers relative to the
i!ple!entation of disaster ris6 reduction !anage!ent pro?ects+ ntegration of Disaster
"is6 "eduction Focus on the lessons 3as done through the e,isting su$?ects* 3hich are
F
already taught thin6ing it 3ould $e !ore effective than creating a ne3 su$?ect+ t 3as felt
that this approach 3ould !a6e it easier for the children to understand the su$?ect+
H
.n %ay &H* &'(' after President Gloria %acapagal;Arroyo had signed "epu$lic
Act 7o+ ('(&(* the integration of Disaster "is6 "eduction -ducation into the School
Curricula 3as strengthened+ Provisions under Section () of the said la3 indicated that the
Depart!ent of -ducation CDep-dD* the Co!!ission on <igher -ducation CC<-DD* and
the Technical -ducation and S6ills Develop!ent Authority CT-SDAD* in coordination
3ith the other agencies shall integrate Disaster "is6 "eduction and %anage!ent
-ducation in the school curricula of secondary and tertiary level education* including the
7ational Service Training Progra! C7STPD* 3hether private or pu$lic* including for!al
and non;for!al* technical;vocational* indigenous learning* and out;of;school youth
courses and progra!s+
1
The status of !ainstrea!ing Disaster "is6 "eduction CD""D in the education
sector in the Philippines in so!e e,tent* D"" concepts can $e found in e,isting su$?ects
$ut there 3as no for!al curriculu! related to D""+ The D"" !odule* developed under
%D"D;-ducation Pro?ect in &''H* is for Grade H+ The Depart!ent of -ducation CDep-dD
has refined the lessons e,e!plar on the $asis of the inputs !ade $y the other agencies of
the govern!ent* 3hich has e,pertise on the field* in order to develop the D"" !odule+
The chapters on Civil Disorder and Civil Unrest have $een re!oved+ Cli!ate change and
Glo$al 3ar!ing has $een added+ The final D"" !odule 3as integrated into CBD chapters
3ith C(&D lessons in Science; and C)D chapters 3ith C(FD lessons in Social Studies of (st
year of secondary school CGrade HD+ The units cover/ 7atural <azards* Cli!ate
ChangeJGlo$al Change* Fa!ily Disaster Plan* 5olcanoes* <eat @ave* Tornado* and Fire+
H
-ach unit sho3s the chapter into 3hich the lesson is to $e integrated+ This tells the
teacher the topics that have to $e covered 3hile teaching the lesson and chapter+ The
lesson includes group activities that are to $e coordinated $y the teacher in the class
roo!+ t also includes #uestions to $e as6ed to the students* the topics that the teacher
should cover in the lecture* an application of the 6no3ledge that the teacher 3ill conduct
3ith the students Clearning activityD and !ethodology for evaluation of learning $y the
students+ -ach lesson has si!ilar co!ponents+
L
Al$ay* the place 3e call ho!e* is a!ong the provinces in the Philippines 3hich
are often $eat $y typhoons+ Al$ay is prone to cala!ities li6e volcanic eruptions*
typhoons* floods* landslides* stor! surges* droughts and earth#ua6es 3here !illions of
pesos 3orth of da!ages to $oth econo!ic and social infrastructures have !ost often
reported during such cala!ities+ 7aturally* 3hen the place 3e call ho!e is prone to
disaster* 3e are co!pelled to underta6e precautionary !easures to $e prepared 3hen the
ne,t disaster stri6es+ Such is the situation of Al$ay ta6ing !easures to reduce the i!pact
of natural disasters on its co!!unity+ n (LLG* the Province of Al$ay institutionalized the
Al$ay Pu$lic Safety and -!ergency !anage!ent .ffice CAPS-%.D 3hich 3as tas6ed
to design and i!ple!ents a disaster ris6 !anage!ent and reduction progra!+ APS-%.8s
!ain o$?ective 3as to developed !ore pro;active and disaster resilient co!!unities+ The
institution 3as a$le to attain its o$?ective $y pursuing a co!!unity $ased disaster ris6
!anage!ent approach+ The progra! involves the local co!!unities in for!ulating early
3arning !ar6ers and $y disse!inating alar! infor!ation and advisories in order to avoid
or reduced the i!pact of disaster+ Also* they are involved in planning activities 3hich are
essential in disaster !anage!ent $efore* during and after an e!ergency+ The institution
1
also underta6es fa!ily disaster preparedness activities so that people 3ill $e !ore a3are
of 3hat to do $efore* during and after a disaster+ To !a6e evacuation !ore organized*
there are assigned roles for everyone and designated pic6 up points have $een identified+
There is e!po3er!ent upon the people to decide 3hen to underta6e pre;e!ptive
evacuation $ecause they are properly e#uipped 3ith early 3arning devices and tools+ The
Barangay Disaster Coordinating Councils 3ith the help of the evacuees assu!es the
!anage!ent of evacuation centers during the initial onset of a disaster+ Drills and
e,ercises are conducted #uarterly $y the co!!unities+ The progra! ena$led the province
to chal6;up al!ost zero casualties fro! typhoons and volcanic eruptions+
('
Al$ay Pu$lic Safety and -!ergency !anage!ent .ffice ac6no3ledged that
evacuating and re$uilding affected co!!unities is costly and that they re!ain at ris6+ n
order to solve the issue APS-%. devices a $etter solution 3hich it refers to as
geostrategic intervention CGUCADAL-D* 3herein it identified co!!unities and areas
that are prone to disasters through ris6 !apping and identified safe areas and dre3 up
co!prehensive land use plans+ Through relocation of the disaster prone co!!unities and
co!!ercial centers to safe areas* Al$ay Province hopes to reduce the i!pact of natural
disasters on its people+ Since there is co!!unity involve!ent in the planning and
i!ple!entation of the progra!* the fa!ilies 3illingly rendered their la$or as their
counterpart in the construction of their relocation ho!es+ @ith this progra!* Al$ay
!anaged to integrate disaster preparedness 3ith econo!ic develop!ent and had $een
enticed !ore entrepreneurs to invest around the area+ The Depart!ent of the nterior and
Local Govern!ent recognizes the success of the Province of Al$ay in institutionalizing
the APS-%. for the! to $e included in the DLG8s Good Practices in Local
L
Governance+ Today* the Province ensured the Al$ayanos to $e 3ell ahead in guaranteeing
cli!ate;proofed and disaster prepared co!!unities+
((
The province of Al$ay* in partnership 3ith the Depart!ent of -ducation had set
the integration of D"" lessons in the curricula of pu$lic education institutions 3here
over F*''' pu$lic school teachers undergo Disaster "is6 "eduction CD""D training+
According to Governor 0oey Salceda* the inclusion of D"" in the curricula is i!portant
as the province is al3ays under recurrent threats fro! %ount %ayon* lahar and flash
floods and inundations $rought $y torrential rains due to the adverse i!pact of cli!ate
change and 3eather distur$ances+ The Al$ay Provincial Govern!ent and the Depart!ent
of -ducation 2 "egion 5 initiated cli!ate change adaptation as part of the !a?or su$?ects+
ts o$?ective is for the students to $e fully a3are of D"" and cli!ate change adaptation
strategies+ Cli!ate change 3as finally added into !a?or su$?ects through the partnership
of Al$ay and Dep-d fro! Grade ) pupils in the ele!entary to secondary levels under the
M to (& Curriculu!+ The Governor 3ants to !a6e sure that school children grasp their
Disaster "is6 "eduction and Cli!ate Change Adaptation strategies out of their lessons
fro! -nglish* Science* Social Studies* Arts and even %athe!atics so that they $eco!e
fully a3are of our zero casualty goals every ti!e there is a disaster+ Cedric Daep* Al$ay
Pu$lic Safety and -!ergency %anage!ent .ffice CAPS-%.D chief and concurrent head
of Center for nitiatives and "esearch on Cli!ate Adaptation CC"CAD said the training
of !ore than F*''' pu$lic school teachers across the province 3as done at Cli!ate
Change Acade!y+ The cli!ate change adaptation strategies 3ill $e integrated to pu$lic
school sylla$us in -nglish* Science* Social Studies* Arts and even %athe!atics+ This ne3
sche!e and strategy in all pu$lic school levels are in consonance 3ith SalcedaRs Szero
('
casualty goalS every ti!e a disaster happens+ The governor also e,pressed hope that the
ne3 curriculu! e,e!plars for pu$lic schools in Al$ay on D"" could $e integrated
throughout the region and in the country as a 3hole as the adverse i!pact of cli!ate
change is getting e,tre!e+ Bicol "egion specifically Al$ay province* is considered as the
Sone;stop;shopS of disasters due to its geographical location that !a6es it prone not only
to volcanic eruption* $ut also to flash floods* typhoons* landslide* earth#ua6es and
tsuna!i threats+
(&
This study assessed the integration of Disaster "is6 "eduction into school
curricula recognizing the role of education in addressing disaster pro$le!s+ Specifically*
the research is guided $y the o$?ective of evaluating in a reflective 3ay* policies* !ethods
and strategies for ensuring the infusion of disaster ris6 reduction focus 3ithin the conte,t
of the Philippine la3s concerning environ!ental issues9 the opportunities for the
i!ple!entation of disaster ris6 reduction transfor!ation initiatives 3ithin Legazpi City
and as 3ell to the province of Al$ay9 and evaluating the opportunities for the
i!ple!entation of disaster ris6 reduction transfor!ation initiatives 3ithin the schools in
the City Division of Legazpi+
Disaster ris6 reduction $egins at school 3herein all places of learning* especially
on the $asic education* !ust integrate disaster !anage!ent into their curriculu! across
all su$?ect !atters and ensure that they have educators 3ith relevant training to discuss
disaster !anage!ent topics+ The researcher $elieves that educating the pu$lic concerning
disaster ris6 reduction 3ould contri$ute helping $uild a future 3here Filipinos live in
har!ony 3ith nature+
((
S"*"e1e$" ! "#e P'ble1
This study deter!ined the integration of Disaster "is6 "eduction in the School
Curricula in selected secondary schools in Legazpi City Division addressing the local
co!!unity8s disaster issues+
Specifically* the study sought ans3ers to the follo3ing su$;pro$le!s/
(+ @hat is the status of the integration of Disaster "is6 "eduction in the schools8
curriculaA
&+ @hat are the factors that influence the integration of Disaster "is6 "eduction in
schools8 curricula along the follo3ing/
a+ Policies9
$+ Teachers8 Learning Progra!9
c+ nstructional %aterials9 and
d+ FacilitiesA
B+ @hat are the school policies and practices adopted for the integration of Disaster "is6
"eduction in ter!s of/
e+ %anpo3er9
f+ Funding9 and
g+ TechnicalA
)+ @hat reco!!endations !ay $e advanced to i!prove the Disaster "is6 "eduction
integration in the school curriculaA
(&
Scpe *$. Deli1i"*"i$
The ti!e and financial constraints prevented the researcher fro! conducting an
e,tensive study+ <ence* the study 3as only focused on the three secondary schools 3ithin
and near$y the !etropolis of Legazpi City* such as/ Pag;Asa 7ational <igh School* .ro
Site <igh School* and Taysan "esettle!ent ntegrated School 2 <igh School Depart!ent+
A total enu!eration of (FG teacher respondents fro! the three schools selected including
the respective school heads constitute the !ain source of data+The locale of the study 3as
!ade on the $asis that the three secondary schools 3ithin Legazpi City Division are
fre#uently affected $y floods and soil erosion during heavy rains and typhoons* and even
e,posed to the ris6 of shac6 fires during the hotter !onths+
The ti!e fra!e of the study is 3ithin the first se!ester of School =ear &'(B;
&'()+ %oreover* the schools 3ere selected due to the vulnera$ility of the sa!e to natural
disasters+ <o3ever* the ris6s faced $y each school differ $ased on the geophysical
characteristics of each site* to 3it9 Pag;Asa 7ational <igh school poses danger to3ards
shac6 fire* flood and volcanic eruption9 .ro Site <igh School is prone to e,tensive
flooding and shac6 fires9 and Taysan "esettle!ent ntegrated School* on the other hand*
faces flash flood* soil erosion and earth #ua6e+
Si)$i!ic*$ce ! "#e S"u.(
This study is dee!ed i!portant for it 3ould $enefit the follo3ing people and
agencies/
T#e G&e'$1e$". The results of this study 3ill provide the ad!inistrators and
personnel of the city of Legazpi* the province of Al$ay and other local govern!ent units
across the Philippines together 3ith the national govern!ent* 3ith additional infor!ation
(B
and insights regarding the i!portance of education a!ong the pu$lic concerning disaster
ris6 reduction !anage!ent $y revie3ing the current policies and progra!s of the
govern!ent and the pro!ulgation of the a!end!ents on disaster !anage!ent policies+
The govern!ent should learn to !anage and !aintain a true response to disasters caused
$y natural hazards and !a6e !ost effective use of its resources+ The !ore the
govern!ent and people understand ris6 and vulnera$ility* the $etter e#uipped they 3ill $e
to !itigate disasters 3hen they stri6e* and thus* saving !ore lives+ The idea
T#e Dep*'"1e$" ! E.uc*"i$. The study 3ill supple!ent the Depart!ent $y
strengthening the disaster ris6 reduction in the school curriculu! to develop future adults
3ho are responsi$le and a$le to identify hazardous situations 3ithin their o3n
co!!unity and 3ays of reducing disaster ris6 through proper application of sustaina$le
develop!ent practices+
T#e C11u$i"(. For the local co!!unity and as 3ell the 3hole nation* this
study 3ill help the! realize and address the ris6 and vulnera$ility they confront $eing
e,posed to unsafe conditions under the circu!stances of cala!ities+ This study asserts the
develop!ent of a 3orld population that is a3are of* and concerned a$out disasters and
their associated pro$le!s* and 3hich has the 6no3ledge* s6ills* attitudes* !otivations and
co!!it!ent to 3or6 individually and collectively to3ard solutions of current disaster
pro$le!s and prevention of ne3 ones+ The study opens opportunities to i!prove the
living standards of the co!!unities $y granting social groups and individuals an
opportunity to $e actively involved at all levels in 3or6ing to3ards the resolution of any
localized pro$le!s li6e disaster ris6 !anage!ent+
()
T#e Ac*.e1e. "ecognizing the role of education in protecting and conserving
nature and as 3ell !anaging the disaster ris6 reduction* this study 3ill $e contri$utory for
the schools* $eing the $etter place of institution* to address environ!ental concerns
through the develop!ent of education that can !aintain and i!prove the #uality of life
and prevent future disaster pro$le!s* a type of education striving to3ards sustaining
future generations+
T#e Re%e*'c#e'% *$. Re*.e'%. To the researcher hi!self* $eing a pu$lic
ad!inistration student as 3ell other social researchers* this study 3ill give the! insights
a$out the nature of disaster ris6;related pro$le!s as 3ell as to give !eaning to the
co!ple,ities and dyna!ics around disaster issues $rought a$out $y the interaction of
socio;econo!ic and political factors to 3hich peoples8 vulnera$ilities are attri$uted +
Further!ore* this 3ill also indicate 6ey opportunities and options provided $y $oth
education and disaster !anage!ent policies respectively* 3ith particular e!phasis on
inclusion of a disaster ris6 reduction focus and disaster ris6 !anage!ent into teachers8
lesson planning+ The researcher 3ill enlighten the !ind of the readers and inculcate the
3isdo! that he had learned along the 3ay 3hile doing this research+
T#e Fiel. ! Public A.1i$i%"'*"i$. This study provides for pu$lic
ad!inistration researchers and practitioners* the data on the efforts of the govern!ent
regarding disaster ris6 !anage!ent and the education refor! through the pro!ulgation
of disaster !anage!ent legislation and its related policies+
(G
NOTES
(
@M-P-DA The Free -ncyclopedia+ !isaster+ "etrieved fro!/
http/JJ e n+3i6ip e di a +orgJ3i6iJDis a st e r Caccessed &'(B* %ay &HD+
&
nternational Federation of "ed Cross and "ed Crescent Societies+ "hat is a
disaster# "etrieved fro!/ http /JJ333+ifr c +org J e nJ3h a t; 3 e; doJdis a st e r ;
! a n a g e ! e ntJ a $ou t ;dis a s t e rsJ3h a t ;is ;a ;dis a s te rJ Caccessed &'(B* 0une &D+
B
nternational Federation of "ed Cross and "ed Crescent Societies+ "hat is
$ulnerabilit%# "etrieved fro!/ http/JJ333+ifr c +orgJ e nJ3 h a t; 3 e; doJdis a st e r ;
! a n a g e ! e ntJ a $ou t ;dis a s t e rsJ3h a t ;is ;a ;dis a st e rJ3 h a t ;is ;vuln e ra $ili t y J Caccessed &'(B*
0une &D+
)
nternational Federation of "ed Cross and "ed Crescent Societies+ T%pes of
disasters& !efinition of ha'ard. "etrieved fro!/ http/JJ333+ifr c +orgJ e nJ3h a t ;3 e ;
doJdis a st e r ;! a n a g e ! e ntJ a $ou t ;dis a st e rsJd e finitio n ;of ;h a z a rdJ Caccessed &'(B* 0une &D+
G
U7SD";The United 7ations .ffice for Disaster "is6 "eduction+ "hat is
!isaster ris( reduction# "etrieved fro!/ http/J J333+unisdr+orgJ3h o; 3 e ;a re J3 h a t ;is ;drr
Caccessed &'(B* 0une )D+
F
"egional Consultative Co!!ittee on Disaster %anage!ent C"CCD+ Fe$ruary
&'(' Brochure+ "etrieved fro!/
http/JJ333+ a dp c +n e tJv&''HJDo3nlo a dsJ&'('J F e $J "CCB ro c hur e +pdf Caccessed &'(B* 0uly
&GD+
H
Dep-d .rder 7o+ GG* s+ &''H+ Prioriti'ing the Mainstreaming of !isaster )is(
)eduction Management in the *chool *%stem and Implementation of Programs and
Pro+ects )elati$e Thereof. "epu$lic of the Philippines* Depart!ent of -ducation* August
('* &''H+
1
"epu$lic Act 7o+ ('(&(+ An Act *trengthening the Philippine !isaster )is(
)eduction and Management *%stem, Pro$iding for the ,ational !isaster )is( )eduction
and Management Framewor( and Institutionali'ing the ,ational !isaster ris( )eduction
and management Plan, Appropriating funds Thereof and for other Purposes, "epu$lic of
the Philippines* Congress of the Philippines* %ay &H* &'('+
L
Luna* -!!anuel %+ et al+* April &''1+ Mainstreaming disaster ris( reduction in
the education sector in the Philippines. "etrieved fro!/
http/JJ333+ a dp c +n e tJv&''HJprogr a ! sJd ! sJ P" .G " A% S J% a instr ea ! ingT&'D "" JDo3nl
o a dsJ P hilippin e s+pdf Caccessed &'(B* Septe!$er LD+
(F
('
Galing Poo6+ Alba% !isaster )is( )eduction+ "etrieved fro!/
http/JJ333+g a lingpoo6+orgJ ! a inJ c o ! pon e ntJ c ont e ntJ a rti c le J(B & ;a l$ a y Caccessed &'(B*
0une )D+
((
Ibid.
(&
Science+ph+ -,... public school teachers in Alba% set to undergo disaster ris(
reduction training "etrieved fro!/
http/JJ3 3 3+s c ie n ce +phJf u ll4sto r y +php A t y p e Q7 e 3 s U 6 e y Q FLF'/F'' ' ;pu$lic ; s c hoo l ;
teac h e rs ;in ;a l$ a y ;s e t ;to ; und e rg o ;dis a st e r;ris6 ;r e d u c tio n ;tr a ining Caccessed &'(B*
Septe!$er LD+
C#*p"e' 6
REVIE0 OF RELATED LITERATURE AND STUDIES
This chapter presents the revie3 of related literature and studies+ The researcher
gathered pertinent docu!ents pu$lished on print and online* locally and a$road* in order
to provide a theoretical $ac6ground and co!prehensive revie3 on the e,tent of disasters
glo$ally and on ho3 the 3orld addresses disaster ris6 reduction through education+
Rel*"e. Li"e'*"u'e
0#( "e*c# Di%*%"e' Ri%3 Re.uc"i$ i$ Sc#l? Co!pared to adults* children
are !ore vulnera$le to disasters* yet these children can $e influential and effective
co!!unicators of disaster pro$le!s and disaster ris6 reduction+ n this instance*
3hatever the students have learned at school are later trans!itted to their parents and
si$lings at ho!e+ There are !any instances that had $een docu!ented 3hen the safety of
a fa!ily* or the protection of an i!portant ele!ent of the household* had $een traced
$ac6 to a Nsafety lessonO learned at school+ n Thailand* young Tilly S!ith* 3here$y
seeing the receding 3ater $efore the tsuna!i 3as a$le to save the lives of ('' tourists
fro! a $each in Dece!$er &'')* $y !ere re!e!$ering her lessons on geography
concerning tsuna!i+ Another e,a!ple is in ndonesia* highlighting the value of children*
teaching their parents a$out 3hat to do in case of an earth#ua6e+ To foster $etter
understanding a!ong the children and the teachers a$out the i!!ediate environ!ent
3herein they and their fa!ilies live* disaster a3areness and ris6 reduction education
should $e introduced in the school curriculu! that 3ould help reduce the ris6 faced $y
the co!!unity+
(
(1
.n the conte!porary ti!e* natural disasters8 ris6 is reaching an increasingly
glo$al nature as sho3n in Figure (+ The ris6 in one region 3hich is the for!ation and
occurrence of such !ay easily i!pact another region and vice;versa+ The 3orld8s future
econo!y* population and sustaina$le progress of developing countries !ay endangered
$y unplanned ur$anization* environ!ental degradation* glo$al cli!atic changes and a
deficit of resources+
&
Figure 1
The Number of Natural Disaster Recorded Worldwide in 1900-2010
(Source: National Curriculum and
Assessment Centre. Teaching
Disaster Risk Reduction with
Interactive Methods!ook "or #ead
o" Class Teachers$ %rade &I'$
()**+
During the last decade* statistically* a$out &)' !illion people had suffered fro!
natural disasters annually as sho3n on Figure &+ The econo!ic losses caused $y these
natural disasters have tripled over the last B' years 3here the econo!ic da!ages that
resulted fro! these disasters have reached US V L' $illion+
B
(L
Figure 2
Economic Damage caused b Natural Disasters in 1900-2010 !in billion "#D$
(Source: National Curriculum and
Assessment Centre. Teaching
Disaster Risk Reduction with
Interactive Methods!ook "or #ead
o" Class Teachers$ %rade &I'$
()**+
7atural disaster ris6s occur 3hen the follo3ing factors such as physical* social*
econo!ic* and environ!ental vulnera$ility are affected $y hydro;!eteorological*
geological and other dangers+ A$out nine;tenths of the 3orld8s natural disasters that arise
$elongs to four categories 2 floods C)'TD* tropical cyclones C&'TD* earth#ua6es C(GTD*
and droughts C(GTD+ Based on t3o !ain features* the classifications of disasters are the
follo3ing/ causes* and scale of propagation and da!ages+ Disasters are caused $y natural
pheno!ena such as/ cli!ate conditions* geological processes* soil* and relief or $y
anthropogenic factors such as hu!an activities+ 7egatively* the !ain conse#uences of
disaster of any type are the loss of hu!an lives* !ass resettle!ent of populations*
collapse of !ountain slopes* $loc6;up of canyons* reduction of useful land area*
epide!ics* death of cattle* destruction of crops* increase of underground 3ater level*
destruction of co!!unications* destruction of residential houses and other $uildings* and
conta!ination of soil* 3ater and air+ The !ain factors that caused natural disasters are the
&'
degradation of the environ!ent* uneven distri$ution of the infrastructure* glo$al cli!ate
changes* densely populated territories and territories prone to natural disasters* irrational
distri$ution of the econo!y* violation of land use rules* lac6 of infor!ation and
6no3ledge* construction of cities and $ig engineering structures* develop!ent of ne3
territories* selection of inappropriate areas for residence* unsustaina$le e,traction of
!ineral resources* and econo!ic develop!ent+ n parallel to scientific and technical
achieve!ents* population gro3th and co!plicated social structure* !an6ind $eco!es
!ore and !ore vulnera$le to natural disasters 3ith e,tre!e;su$se#uent da!ages of
3hich depend not only on their propagation area $ut also the une,pectedness+ <u!an
activity has changed the environ!ent !uch !ore than during the 3hole history of
!an6ind over the last G' years* in 3hich the pri!ary reason is population gro3th+ n
&'G'* $y appro,i!ation* the total nu!$er of the 3orld8s population 3ill reach 1+L $illion+
7aturally* gro3th of population increases the de!and for natural resources li6e food*
3ater* ti!$er* fuel* etc+ .n the one hand* the intensive and fre#uent uncontrolled i!pact
on the environ!ent has pro!oted econo!ic 3elfare* $ut on the other hand* it leads to
degradation of !ostly irreversi$le environ!ental processes that pose a real threat to
people8s social and econo!ic 3elfare+
)
n ter!s of vulnera$ility* people living in developing countries are !ore
suscepti$le to natural disasters ris6 and carry the $iggest losses in hu!an lives and
livelihood as sho3n in Figure B+ Currently* the nu!$er of deaths resulting fro! natural
disasters in the third 3orld countries is (B ti!es higher co!pared 3ith the first 3orld
countries+ .n the "ichter scale* the fact that a F+H points earth#ua6e causes the deaths of
& people in the United States* 3hile &'*''' people die in ndia as a result of the sa!e
&(
earth#ua6e* de!onstrates une#ual distri$ution of the ris6s and correlation $et3een a
country8s develop!ent level and its disaster conse#uences+
G
Figure %
&ortalit Ris' for Tro(ical )clones in Two )ountries with #imilar E*(osure+ ,a(an and -hili((ines
(Source: National
Curriculum and
Assessment
Centre. Teaching
Disaster Risk
Reduction with
Interactive
Methods!ook
"or #ead o" Class
Teachers$ %rade
&I'$ ()**+
Unfortunately* 3e cannot fully prevent natural disasters to happen* ho3ever* 3e
can reduce the effects of the! $y underta6ing relevant !itigation !easures+ This is 3hy
it is i!portant to carryout relevant !itigation !easures 3hich significantly reduce natural
hazards and their associated da!ages+ -veryone is vulnera$le to disasters+ 7evertheless*
da!ages and significant econo!ic losses can $e avoided 3ith the develop!ent and
i!ple!entation of proper ris6 reduction !easures+ For this reason* !any states initiated
the !anage!ent of the disaster ris6 reduction and have adopted the /%ogo Framewor(
for Action+ .$?ectively* the progra! ai!s to achieve $y the year &'(G* a significant
reduction of da!ages caused $y natural disasters 2 na!ely to reduce considera$ly the
ris6 of deaths and the destruction of social* econo!ic and environ!ental resources+ .ut
of five priority actions 3ithin the <yogo Fra!e3or6 for Action* one of the !ost
&&
i!portant is the 01se of (nowledge, inno$ation and education to build a culture of safet%
and resilience at all le$els2 progra!+ N-ducation provides the $est instru!ent for
disse!inating the infor!ation necessary to reduce disaster ris6s and to facilitate the
develop!ent of strong social valuesO+
F
.ne of the !ost urgent challenges of !odern society is the develop!ent of
Disaster "is6 "eduction a!ong children and adult+ Children* $eing the !ost vulnera$le
!e!$ers of the population* especially during the occurrence of disasters* are often do not
have an access to infor!ation and lac6 6no3ledge and s6ills that 3ould ena$le the! to
protect the!selves and !a6e correct decisions during these difficult situations+
Significantly* $eing a center of co!!unity life* schools can play a very i!portant role in
Disaster "is6 "eduction+ The school environ!ent can deter!ine the student8s future*
since the !a?ority of the children8s ti!e is spent in school+
Therefore* schools have a direct i!pact not only to the lives of teachers* students*
parents and their relatives* $ut also to the co!!unity as a 3hole+ Being the !ost
effective Disaster "is6 reduction tool* changing hu!an $ehavior through disse!ination
of 6no3ledge and o$tain!ent of necessary s6ills for personal and collective safety is the
$est 3ay to avoid disaster ris6+ n order to achieve this goal* so!e very i!portant
pointers !ust $e considered such as/ CaD to disse!inate Disaster "is6 "eduction
infor!ation at all levels* especially a!ong populations living in the high ris6 zones9 C$D
to develop educational progra!s in Disaster "is6 "eduction9 and CcD to develop a safe
$ehavior !odel and s6ills a!ong students+ Society* as 3ell as schools* has a great !oral
responsi$ility to create a safe environ!ent for their students and teachers+ The greater the
level of self;organization that e,ists 3ithin society* the greater its potential $eco!es to
&B
avoid or !itigate the negative conse#uences of disasters+ The school ad!inistrators*
teachers and student in close cooperation 3ith the e!ergency !anage!ent authorities
i!ple!ented all initiatives targeted to increase the level of safety and disaster
preparedness+ t is necessary to understand the responsi$ility the school has for the
students8 lives+ t is !andatory to ta6e initiative to reduce the ris6 posed to the students+
Due to psychological and age;specific features* it is true that students are usually passive
in see6ing out infor!ation a$out disaster ris6 reduction and do not fully grasp the gravity
of the pro$le! entirely+ <o3ever* even the youngest ones can $eco!e i!portant
!essengers of critical infor!ation to their fa!ilies around the! as result of proper
efforts+ During the teaching process* the students do not only perceive the essence of the
potential dangers posed to the! fro! disasters* $ut also realize that Disaster "is6
"eduction is a collective responsi$ility and !ost i!portantly* a 3ay of saving their o3n
lives+ n an easily understanda$le for!at* one of the $iggest challenges that the society
face today is providing the children 3ith infor!ation a$out the co!ple, cause and effect
relationship $et3een !an6ind and the environ!ent+ The !ain goal is to help students8
develop vitally i!portant s6ills and ena$le to !a6e correct decisions in critical
situations+
H
.n 0anuary (1;&&* &''G in Mo$e* <yogo* 0apan* the @orld Conference on
Disaster "eduction 3as held and the gathering a$le to co!e up 3ith the present
Fra!e3or6 for Action &''G;&'(G/ Building the "esilience of 7ations and Co!!unities
to Disasters* 3herein* here after referred to as the NFra!e3or6 for ActionO+ The
Conference provided a uni#ue opportunity to pro!ote a strategic and syste!atic
approach to reducing vulnera$ilities and ris6s to hazards+ t underscored the need for* and
&)
identified 3ays of* $uilding the resilience of nations and co!!unities to disasters+ The
@orld Conference identified challenges posed $y disasters+ Disaster loss is on the rise
3ith grave conse#uences for the survival* dignity and livelihood of individuals*
particularly the poor and hard;3on develop!ent gains+
ncreasingly of glo$al concern* disaster ris6 and its i!pact in one region can have
an i!pact on ris6s in another* and vice versa+ Disaster ris6 is co!pounded $y increasing
vulnera$ilities related to changing de!ographic* technological and socio;econo!ic
conditions* unplanned ur$anization* develop!ent 3ithin high;ris6 zones* under;
develop!ent* environ!ental degradation* cli!ate varia$ility* cli!ate change* geological
hazards* co!petition for scarce resources* and the i!pact of epide!ics such as
<5JADS* points to a future 3here disasters could increasingly threaten the 3orld8s
econo!y* and its population and the sustaina$le develop!ent of developing countries+
.n the average of !ore than &'' !illion* people have $een affected every year $y
disasters in the past t3o decades+ Disaster ris6 arises 3hen hazards interact 3ith physical*
social* econo!ic and environ!ental vulnera$ilities+ @hat constitute the large !a?ority of
disasters 3ere the events of hydro;!eteorological origin+ Despite the gro3ing
understanding and acceptance of the i!portance of disaster ris6 reduction and increased
disaster response capacities* disasters and in particular the !anage!ent and reduction of
ris6 continue to pose a glo$al challenge+ nternationally ac6no3ledged* efforts to reduce
disaster ris6s !ust $e syste!atically integrated into policies* plans and progra!s for
sustaina$le develop!ent and poverty reduction* and supported through $ilateral* regional
and international cooperation* including partnerships+ Sustaina$le develop!ent* poverty
reduction* good governance and disaster ris6 reduction are !utually supportive
&G
o$?ectives* and in order to !eet the challenges ahead* accelerated efforts !ust $e !ade to
$uild the necessary capacities at the co!!unity and national levels to !anage and reduce
ris6+ Such an approach is to $e recognized as an i!portant ele!ent for the achieve!ent of
internationally agreed develop!ent goals* including those contained in the %illenniu!
Declaration+ n the past fe3 years* the i!portance of pro!oting disaster ris6 reduction
efforts on the international and regional levels as 3ell as the national and local levels has
$een recognized in a nu!$er of 6ey !ultilateral fra!e3or6s and declarations+
1
The "egional Consultative Co!!ittee on Disaster %anage!ent C"CCD* an
institution affiliated to the "epu$lic of the Philippines* 3or6s 3ith persons in 6ey
Govern!ent positions in the national disaster !anage!ent syste!s of countries of the
Asia and the Pacific region and 3as esta$lished at the initiative of the Asian Disaster
Preparedness Center CADPCD in &'''+ ts role as a consultative !echanis! for regional
cooperation is recognized and affir!ed $y the Charter of ADPC+ The roles of the "CC
3ere the follo3ing/ CaD identification of disaster;related needs and priorities of Asia and
the Pacific countries* C$D pro!otion of regional and su$;regional cooperative progra!s*
and CcD develop!ent of regional action strategies for disaster reduction+ The "CC8s
!eetings are convened annually $y the Govern!ent of a host !e!$er country in
colla$oration 3ith ADPC* 3herein* the !eetings are attended $y !ore than G' "CC
delegates co!prising of heads of national disaster !anage!ent offices fro! &F countries
in Asia and Pacific region and o$servers fro! U7 Agencies* donors and ADPC partners+
At present* all "CC !eetings have $een supported $y the Govern!ent of Australia+
ADPC serves as the secretariat to the "CC+ -ach !eeting of the "CC has a special the!e
as selected $y the host country+ n this the!e session* presentations are !ade $y selected
&F
!e!$er countries* on achieve!ents* challenges* good practices in the countries on the
said the!e+ The !eeting also has a separate session sho3casing the achieve!ents*
practices on disaster ris6 reduction CD""D of the host country+ n ter!s of providing
response as 3ell as planning for recovery and reconstruction* lessons learned $y the
!e!$er countries fro! the recent disasters in the region are presented at the !eeting+ n
the conte,t of strengthening regional cooperation* "CC also has $een organizing a
special session on progress on the i!ple!entation of the <yogo Fra!e3or6 for Action
C<FAD in Asia+ Group discussions are also held on various issues related to regional
cooperation for disaster ris6 reduction apart fro! the presentations $y the countries+
L
Disaster ris6 reduction should $e syste!atically treated across the curriculu! and
through the grade levels* 3herein* treat!ent !ust e,tend $eyond the $asic science of
hazards and safety !easures to consider prevention* !itigation* vulnera$ility and
resilience $uilding+ To integrate disaster ris6 reduction in the curriculu!* there are a
range of different approaches* each 3ith its o3n !erits and each 3ith its o3n do3nsides+
Creating a hy$rid approach out of the several approaches has !uch to co!!end it+
Disaster ris6 reduction curriculu! delivery calls for active* interactive and action;
oriented learning that places a pre!iu! on in;co!!unity learning e,perience and
rescues e!otional learning fro! the !arginal position it presently occupies+ Assessing
learning $rings curricular status $ut assess!ent of disaster ris6 reduction learning is* so
far* an inco!plete pro?ect+ !aginative for!s of assess!ent that !atch 3ith active*
action;oriented and co!petency;$ased learning are largely nota$le $y their a$sence+
Ups6illing teachers for effective delivery of disaster ris6 reduction curriculu! involves a
co!$ination of training in hazard; and disaster;related content and training in facilitation
&H
of active for!s of learning+ This is happening in so!e cases+ <o3ever* thus far such
training happens as a one;off event 3ith no follo3;up or teacher aftercare+ The glo$al
picture of disaster ris6 reduction curriculu! provision reveals a failure to engage
co!prehensively 3ith the #uestion of learning outco!es+ Learning outco!es are heavily
3eighted to3ards 6no3ledge 3ith little attention given to s6ills and attitudes+ A
prere#uisite of #uality D"" education is a co!prehensive enu!eration of learning
outco!es+ Proponents of disaster ris6 reduction education need to $e clearer a$out the
road!ap they 3ill follo3 in !ove!ent to scale+ To start a ?ourney 3ithout thin6ing
through the route to follo3 and the o$stacles to avoid can $e e,citing* $ut carries the ris6
of the ?ourney never $eing co!pleted+
('
The curriculu! and teaching practice is the 6ey ele!ents of a co!ple, syste!+
There is !uch interest in curriculu! and teaching practice as vehicles for trans!itting
disaster;related 6no3ledge+ @isner report e,plores $oth in so!e detail+ But first* a
caveat/ curriculu! does not e,ist in a vacuu!+ The pri!ary and secondary syste!s of
education in the 3orld today are precisely that/ syste!s* 3here such depend on the
strength and functionality of every co!ponent part+ Therefore* the overall condition of
education syste!s !ust $e ta6en into account if reco!!endations to pro!ote ris6
reduction education are to $e realistic and feasi$le+ For instance* there !ust $e teachers in
order to use the curriculu!+ And these teachers need to $e trained* paid a decent salary*
respected and supported+ The teaching and learning !aterials !ust also $e availa$le and
afforda$le 2 3hich is not a given+ .ne study found that 6ey te,t;$oo6s in southern Africa
cost up to four ti!es 3hat they do in the UM or the US+ Physical infrastructure is also
vital+ So!e of the !ost innovative curricula availa$le 3orld3ide are co!puter;$ased+
&1
Does the school have a co!puterA s there an internet connectionA s there a relia$le
electricity supplyA Are there enough des6s for the studentsA A$ove all* is the school itself
a safe place to $eA For e,a!ple* one e,pert intervie3ed for this revie3 re!ar6ed/ Kin
some Latin American countries the conse3uences of marginali'ation, po$ert% and
ine3uit% are reflected at the school le$el. In man% cases, schools 4a single classroom
school with a single teacher ha$e to pro$ide the training curriculum to students that are
between first to si5 grades. All of them recei$ing education at the same time b% one
teacher... 6An7 other common condition is o$ercrowding of the classrooms. In some
cases, public schools host more than 8.students per classroom. In some other cases,
mostl% pri$ate sector, schools are functioning in houses that were transformed into
schools. Additionally* the syste!s of ad!inistration* supervision* evaluation and
pro!otion !ust $e consistent 3ith the goal of using education for ris6 reduction+ n
educational syste!s 3ith standardized e,a!inations* for instance* it !ay $e difficult for
teachers to innovate and ta6e class ti!e for valua$le* hazard;related e,periential learning
e,ercises+ This revie3 3ill not e,plore !ost of these prere#uisites in depth+ <ere* the
e!phasis 3ill $e on curriculu! and its use+
((
Pedagogy* the art of teaching* is crucial+ Argua$ly* a 3ell;trained or highly;
!otivated teacher can do a good deal 3ith a !ediocre curriculu!* and a poorly;trained or
un!otivated teacher 3ill !a6e little i!pact even 3ith a good curriculu!+ Therefore*
initial teacher training and in;service training are essential if education is to result in
increased hazard 6no3ledge and changed ris6 $ehavior that ripples fro! the classroo!
into the co!!unity+ As a rule* hands;on* e,periential learning is the !ost effective 3ay
to educate+ Therefore* ideally* a disaster relevant curriculu! 3ould not only i!part
&L
6no3ledge of the natural hazards the!selves* $ut also 3ould involve students in
inspecting the school $uildings* going outside to !ap the surroundings* and even
intervie3ing elders a$out e,tre!e natural events in the past+ Such learning could $e done
in 3ays that reinforce $asic s6ills in listening* 3riting* reporting and !apping+ t could $e
integrated into the study of history* geography and natural science+ Age;appropriate !ath*
fro! si!ple arith!etic to statistics* geo!etry and trigono!etry* could $e used+ The real;
life teaching and curricula revie3ed here vary greatly+ Fe3 appro,i!ate this ideal+ So!e
e,a!ples provide e,cellent training in earth and cli!ate science* $ut do not focus on
locally e,perienced hazards+ n other cases* li6e generals 3ho tend to re;fight the last
3ar* education planners have focused e,clusively on one recent disaster+ Tur6ey* for
e,a!ple* 3ithin its all hazards school curriculu!* has an i!pressive progra! of
earth#ua6e;ris6 a3areness that has reached perhaps five !illion students+ .n the tsuna!i
affected coast of Thailand* there are ne3 curricula that focus e,clusively on tsuna!i 2
even though the !ost co!!on hazards in the region are coastal stor!s* floods and forest
fire+
(&
Currently* children and youth in pri!ary and secondary schools around the glo$e
$enefited fro! a 3ide variety of treat!ents of natural hazards* disaster preparedness and
prevention+ Curricula and teaching practices vary greatly in approach* intensity and
#uality+ Ta6en as a 3hole* these diverse efforts raise the possi$ility of a rapid spread of
good practice+ To realize this possi$ility* ho3ever* relevant actors !ust devote focused
attention and resources to sharing e,perience* translating and adapting curricula* and
net3or6ing the !ost effective pedagogical practices+ .ne can get an i!pression of the
range of e,isting activities $y e,a!ining the nu!$ers $rought to light at the @orld
B'
Conference on Disaster "eduction C@CD"D+ Slightly !ore than half of the countries
reporting on disaster reduction in advance of the @CD" confir!ed that their education
syste!s included so!e for! of disaster related teaching+ The type of effort varies+
.verall* ((B countries sent infor!ation for the @CD"+ So!e BB countries reporting C)'
per centD clai!ed to have national efforts to teach disaster;related su$?ects in pri!ary
andJor secondary school+ The distri$ution of these countries $rea6s do3n as sho3n ta$le
( $elo3/
(B
Table 1
)ountries with ha.ards teaching in (rimar or secondar schools
/sia and the
-acific
0atin /merica
and the
)arribean
/frica 1E)D )entral and
E/#TERN
Euro(e2 and
)3#
1ther "N
&embers
4angladesh Bolivia Algeria France Czech Rep. Monaco
3ran Br. Virgin
Islands
Kenya Greece Hungary
3ndia Colomia Madagascar !apan "i#huana
&ongolia Cos#a Rica $l
%alvador
Mauri#ius &e' (ealand Macedonia
-hili((ines $l %alvador %enegal )or#ugal Romania
Tonga Mon#serra# *ganda %'eden Russian Fed.+
Tonga *%A
Arevia#ions, Br. Virgin Isl.+ Bri#ish Virgin Islands- CI%+ Common'eal#h o. Independen# %#a#es- Czech Rep.+ #he Czech Repulic-
/$C0+ /rganiza#ion .or
$conomic Co1opera#ion and 0evelopmen#- Russian Fed.+ #he Russian Federa#ion
(ISDR S,stem Thematic Cluster-.lat"orm on /nowledge and 0ducation$ 1ul, ())2+
.ther countries* such as Brazil and 5enezuela* reported significant pri!ary and
secondary teaching at !unicipal or state level+ .thers* in advance of the @CD"*
!entioned plans under3ay to $egin teaching in schools Cspecifically <aiti* 7icaragua*
>i!$a$3e and sraelD+ Still other nations reported either teaching 3ithout support of a
curriculu! CPapua 7e3 Guinea* Canada and AustriaD9 teaching integrated into other
su$?ects CCote d8voireD9 or narro3ly;focused teaching Ce+g+* fire safety in Ger!any*
B(
practical preparedness e,ercises in -cuadorD+ n addition* %e,ico* "o!ania and 7e3
>ealand !andate $y la3 the teaching of disaster;related su$?ects in their schools+ n the
year and a half since these reports 3ere collected $y the SD" secretariat* South Africa
and %e,ico have $egun so!e pilot teaching progra!s* and have put considera$le energy
into the develop!ent of teaching !aterials+ .ne hundred and si,ty eight nations 3ere
represented at the @CD"+ nfor!ation fro! those 3hose reports 3ere not su!!arized in
the preconference study revie3 sho3s pri!ary and secondary schools teaching on a large
scale in Cu$a* the UM and China* a!ong others+ %uch effective disaster;related teaching
is ta6ing place in !any parts of the 3orld+ t is esti!ated that half the 3orld8s nations
provide so!e for! of teaching a$out natural hazards and safety in at least so!e of their
schools+ A good deal of additional practice e,ists $eyond 3hat is revealed in ta$le (9 this
revie3 e,plores so!e* $ut has uncovered only the tip of the ice$erg+ Additionally* a great
deal of i!portant activity happens $elo3 the national level+ n !any places* educational
policy and the co!!ission and supply of teaching !aterials is decentralized to the su$;
national stage+ n addition* 7G.s* international organizations and agencies of the U7
syste! provide teaching !aterial that is accessi$le electronically* 3hich !ay 3ell $e
used in individual schools at the initiative of a 6een teacher+ n other cases* parents co!e
into class to supple!ent and enrich teaching 3ith their o3n e,periences and !aterial+
The challenge is to $uild on all these lauda$le practices* to pro!ote the! in neigh$oring
schools* and to encourage such teaching in nations 3here it is rare or a$sent+ These
practices provide a starting place fro! 3hich to $uild+
()
Children are a!ong the !ost vulnera$le population group 3hen a natural hazard
stri6es* especially those attending school in ti!es of disaster+ Disasters such as the
B&
.cto$er &''G earth#ua6e in Pa6istan* 3here over (F*''' children died in schools that
collapsed* or the recent !udslide on Leyte sland in the Philippines* 3here !ore than &''
school children 3ere $uried alive* are ?ust a fe3 tragic e,a!ples of 3hy !ore needs to $e
done to protect our children $efore disasters stri6es+ n all societies* children represent
hope for the future+ By e,tension* schools* $ecause of their direct lin6 to youths* are
universally regarded as institutions of learning* for instilling cultural values and passing
on $oth traditional and conventional 6no3ledge to younger generations+ Protecting our
children during natural hazards* therefore* re#uires t3o distinct yet insepara$le priorities
for action/ disaster ris6 education and school safety+ %a6ing disaster ris6 education part
of national pri!ary and secondary school curricula fosters a3areness and $etter
understanding of the i!!ediate environ!ent in 3hich children and their fa!ilies live and
3or6+ @e 6no3 fro! past e,perience that children 3ho are taught a$out natural hazard
ris6s play an i!portant role in saving lives and protecting !e!$ers of the co!!unity in
ti!es of crisis+ .n a $each in Thailand* 3hen the Dece!$er &'') Tsuna!i struc6* British
schoolgirl Tilly S!ith saved !any lives $y urging people to flee the shore/ her geography
class in Britain had ena$led her to recognize the first signs of a tsuna!i+ At the sa!e
ti!e* Anto* a young $oy on the ndonesian island of Si!eulue had learned fro! his
grandfather 3hat to do 3hen an earth#ua6e stri6es+ <e and all the other islanders ran to
higher ground $efore the tsuna!i struc6* sparing all $ut eight !e!$ers of the
co!!unity+ n !ost societies* in addition to their essential role in for!al education*
schools also serve as a co!!unity8s central location for !eetings and group activities* in
nor!al ti!es* and as !a6eshift hospitals* vaccination centers or places of refuge and
shelter in ti!es of disaster+ =et* several hundred !illion children across the developed
BB
and developing 3orld attend schools in $uildings that are una$le to 3ithstand the forces
of nature+ To infor! and insure the future of our co!!unities* the U7JSD" secretariat
and its partners have !ade disaster ris6 education and safer school facilities the t3o 6ey
the!es of the &''F;&''H @orld Disaster "eduction Ca!paign+ The ca!paign* entitled
NDisaster ris6 reduction $egins at schoolO* ai!s to infor! and !o$ilize Govern!ents*
co!!unities and individuals to ensure that disaster ris6 reduction is fully integrated into
school curricula in high ris6 countries and that school $uildings are $uilt or retrofitted to
3ithstand natural hazards+ As disaster ris6 reduction is every$ody8s $usiness and in
every$ody8s interest+ Together* 3e can help children $uild ; 3ith us and for all of us ; a
safer 3orld+ Schools !a6e the difference $et3een despair and hope+ They can also !a6e
the difference $et3een life and death
+(G
n 7epal* as cli!ate changes effects are !ore and !ore fre#uent and visi$le* the
need to educate young people a$out the ris6s of natural disasters increases+ n order to
!ainstrea! Disaster "is6 "eduction CD""D into 7epal8s school curricula* the U7-SC.
.ffice in Math!andu ?ointly 3ith the 7epal 7ational Co!!ission for U7-SC. and the
Curriculu! Develop!ent Centre of the %inistry of -ducation* are organizing a national
3or6shop on Wntegrating Disaster "is6 "eduction into the School Curriculu!8 in
Math!andu on Sunday* &F %ay &'(B+ The 3or6shop is $ased on U7-SC. guidelines
entitled NTo3ards the Learning culture of safety and resilience* a Technical Guidance for
ntegrating D"" in the School Curriculu!O* 3hich has $een piloted in several countries
including 7epal+ The event ai!s at presenting the guidelines and providing suggestions
for their adaptation to the specific 7epali conte,t+ Participants of the 3or6shop 3ill also
present a draft revie3 report of school and teacher training curriculu! $y using
B)
NTechnical Guidance for ntegrating D"" in the School Curriculu!O for its further
i!prove!ent+ The 3or6shop 3ill $ring all together around )G participants* including
curriculu! developers* teacher trainers and teachers* education policy !a6ers and
progra!!e i!ple!enters including representatives fro! U7 agencies and 7G.s+ n
addition to presenting the technical guidelines* the participants 3ill also discuss the
activities of the -ducation Cluster* a group of representatives of national institutions and
develop!ent partners addressing the role of education in hu!anitarian crises* and the
national fra!e3or6 for -ducation for Sustaina$le Develop!ent+ The reco!!endations of
the 3or6shop 3ill $e used for the further i!prove!ent of the technical guidelines and
draft revie3 report+
(F
n Lesotho* as part of !ainstrea!ing D"" into -ducation Sector* ntegrating
Disaster "is6 "eduction into School Curriculu! in Lesotho @or6shop CD""
@or6shopD 3as held on Septe!$er 'G;'L* &'(( in %aseru* Lesotho+ Disaster ris6
reduction $egins at ho!e* in schools* and at co!!unities+ -ducation is a vital in
nurturing a culture of disaster resilience a!ong students and in societies+ Thus* the
central the!e of the 3or6shop 3as providing shared understanding a!ong curriculu!
developers* in Lesotho* on the concept of D"" and facilitating the integration of D""
into school curriculu!* particularly in the pri!ary and secondary levels+ A co!!on and
shared understanding of the su$?ect* 3ith structured approach* could $e e,tre!ely helpful
in guiding integrating disaster ris6 reduction efforts into national curriculu! at different
levels in the schools* 3herein such understanding 3ould provide sound $asis for the
tea!s representing different learning areas and learning aspects+ The 3or6shop ai!ed to
provide conceptual clarity on D"" and child centered learning !ethodologies in
BG
!ainstrea!ing process of education sector as 3ell as identify 6ey D"" topic* learning
outco!es* s6ills and a$ilities that are needed to $uild the disaster resilient culture at an
early schooling age children in order to translating vulnera$ilities into capacities+ The
content* proposed here* is !ore !eaningful and ai!ed at providing s6ills of resolution
oriented for the students and teachers to prepare and !itigate the potential i!pact of
disasters and to $uild their confidence and a$ility in dealing 3ith life threatening
situation+
(H
The Philippines has $een co!!itted to !ainstrea!ing disaster ris6 reduction
CD""D into the education sector+ n &''H* the Secretary of the Depart!ent of -ducation
CDep-dD issued an order !e!o CDep-d .rder 7o+ GG* s+ &''HD to the undersecretaries*
assistant secretaries* $ureau directors* directors of servicesJcenters and heads of units*
regional directors* schools cityJdivision superintendents* and heads of pu$lic and private
schools to prioritize the !ainstrea!ing of disaster ris6 reduction !anage!ent in the
school syste! and ensure i!ple!entation of progra!s and pro?ects related to D""* and
so the progra! 3or6ed fro! this strong foundation and co!!it!ent+ There are total of
H*F1B secondary schools in the Philippines $ut unfortunately there has $een no syste!atic
docu!entation on ho3 disasters have affected schools in the past and so there is no data
on the nu!$er of schools in the Philippines 3hich are at ris6 fro! natural hazards+
<o3ever* data on da!ages and losses fro! earth#ua6es and volcanic eruptions have $een
collected and sho3 that $et3een &''' and &''F the total cost of da!age to school
$uildings as a result of these disasters 3as (*&HL !illion USV+ So!e D"" concepts can
$e found in e,isting su$?ects $ut there 3as no for!al curriculu! related to D"" $efore
this progra!+ There are good e,a!ples of safer school construction in the Philippines9
BF
LAPUS CThe Learning and Pu$lic Use SchoolD Building and U7C-F8s Building Safe
Learning -nviron!ent CBSL-D for Children 3hich are $oth pro?ect oriented+ The
Principalled School Building Progra! CPL;SBPD introduced $y the Dep-d decentralizes
construction !anage!ent 3ith active participation of the co!!unity+ There are t3o
types of plans for designs and specifications of pu$lic schools under the PL;SBP9
Standard Building Plan* and Special Building Plan+ The Special Building Plans are
designed specifically for a particular school that poses danger for the occupants in cases
of cala!ities and hazards+ Soil sta$ility* 3ind forces* and floods are considered in these
designs+ <o3ever* school site selection is usually dependent on land or lot donations
fro! local individuals* regardless of hazards* and so there is a need to revie3 this syste!*
and to introduce hazard resilient structures for school $uildings+ The Dep-d also needs to
i!prove construction !ethods and !aterials+ @ith Dep-d* !andated as the agency
responsi$le for providing evacuation centers through school facilities in the Philippines*
pu$lic schools are pri!arily used as evacuation centers during disasters+ Schools often
suffer da!age as their usage as e!ergency shelters is not factored into their design and so
their use as such puts a strain on the!9 facilities are left unclean* and school activities are
disrupted+ Classes are often suspended te!porarily during disasters and so!e teaching is
held in tents 3hen the school is $eing used as an evacuation center+ Teachers are also
affected $y disasters9 they are !andated to assist during e!ergencies and therefore !ight
$e tired and e!otionally affected as 3ell as struggling to teach children 3ith lo3er
concentration levels in unco!forta$le te!porary classroo!s+ Follo3ing a disaster*
teachers and students often spend longer hours at school such as at 3ee6ends or
e,tending class hours to co!plete the lessons that have $een !issed+ "elevant
BH
sta6eholders9 !inistries* U7 agencies and 7G.s 3ere consulted during the develop!ent
of the drafts and their feed$ac6 incorporated into the final output+
(1
The Bureau of Secondary -ducation CBS-D has a Curriculu! Develop!ent
Division that is responsi$le in enhancing and revising the secondary curriculu!+ -very
five years* they are conducting revie3 for curriculu! revision every five years* after a
$atch of students graduate fro! an e,isting curriculu!+ <o3ever* 3ithin the five;year
period* the division conducts !onitoring and revie3s for enhancing the curriculu!+
Curriculu! revie3s starts in the Division* 3ith the Division Specialists initiating the
revie3+ They also engage other e,pert teachers fro! the regions in 3riting the !odules+
The draft !odule is validated $y e,perts fro! the acade!e or teachers in $ig schools not
involved in 3riting the !odule+ After all the co!!ents and suggestions are inputted* the
!odule is piloted in schools representing $oth pu$lic and private schools fro! the
regions of the country+ After the pilot testing* the final %odule is approved $y the
nstruction %aterials Secretariat that is under the .ffice of the Depart!ent Secretary+ The
!odule is returned to the Bureau for !ass printing+ This is follo3ed $y the training and
orientation of teachers 3ho 3ould teach the ne3 !odule+ @hile the Bureau has a 3ell
esta$lished procedures and e,pertise in curriculu! develop!ent* the process entails
ade#uate funding support to train the !ore than &''*''' high school teachers to handle
the ne3 !odule+ Co!ing out 3ith additional su$?ect for high school is difficult $ecause
of the re#uired nu!$er of hours for the various su$?ects+ Thus* 3hat can $e done* ?ust li6e
in the integration of the D""* is the enhance!ent of the curriculu! 3here the D""
concepts are integrated in e,isting su$?ects+ -ven then* as already cited* this re#uires
funds to train all the teachers nation3ide to $eco!e fa!iliar 3ith the !odule+ A !ore
B1
effective 3ay of integrating the concept is $y having a D"" su$?ect in the teachers8
training at the tertiary level+ This !eans that D"" su$?ect 3ill $eco!e a re#uire!ent in
the BS -le!entary and <igher -ducation in all colleges and universities+ Thus* all
teachers 3ould then $e fa!iliar 3ith the D"" and 3ould have the capa$ility to teach it
a!ong high school or ele!entary students+
(L
n Euezon City* Philippines 2 City councilor 0ose %ario Don De Leon is pushing
for a !easure that 3ould re#uire school teachers* $oth in pu$lic and private schools* in
the city to undergo disaster ris6 reduction training and ensure the safety of students in
their charge+ This alder!an has proposed an ordinance !a6ing it !andatory for faculty
!e!$ers of pu$lic and private schools to undergo ris6 reduction training as provided $y
"epu$lic Act ('(&( or the NPhilippine "is6 "eduction %anage!ent Act on &'('O so
they could provide additional !anpo3er in ti!es of disaster+ This la3 underscores the
necessity of $eing prepared for any disaster* natural or !an;!ade* in order to prevent or
lessen its effect+ n see6ing the !easure* the alder!an noted ho3 a nu!$er of schools are
often used as evacuation center in ti!es of cala!ities such as flashfloods* earth#ua6es*
and fire+ @ith all $arangays re#uired to organize their respective $arangay e!ergency
response tea!s to respond to cases of i!!ediate ris6 to life and health* the councilor
said* Nthe sa!e training and se!inar should $e conducted for the faculty !e!$ers of
private and pu$lic schools* since !a?ority of the children and youth are li6e3ise to $e
inside ca!puses during dayti!e* should any disaster or e!ergency occurO+ NParents 3ill
Wfeel a lot $etter8 6no3ing that teachers are properly trained to provide i!!ediate
!edical response in e!ergency situationsO+
&'
BL
Rel*"e. S"u.ie%
The study in South Africa* entitled NTeachers Perceptions a$out Lesson Planning
to include a Disaster "is6 "eduction Focus*O is a !ultiple case study li!ited to the three
pri!ary schools in the Central "egion of the City of Tsh3ane %etropolitan %unicipality+
The City of Tsh3ane %etropolitan %unicipality plays a significant role in the econo!y
of the Gauteng Province in ter!s of the ntegrated Develop!ent Plan of the City of
Tsh3ane+ The %etropolitan needs to $e priority points in areas of #uality education*
access to 3or6 and econo!ic opportunities and social infrastructure* ho3ever* these areas
3as characterized $y high density of disadvantaged zones* 3hich include a nu!$er of
infor!al settle!ents 3ith high levels of poverty and poor access to opportunities+ .f
3hich so!e are located on environ!entally sensitive locations* there are ur$an* se!i;
ur$an and rural areas that conse#uently need attention and a strategic develop!ent
approach in areas of rural develop!ent* food security and land refor! as 3ell as in areas
of environ!ental develop!ent and spatial planning+ The City of Tsh3ane Central
"egion 2 the inner city and areas of Atteridgeville To3nship* Sunnyside* -landspoort*
Fort @est and Danville 2 are areas characterized $y the !assive flo3 of i!!igrants 3ho
!ostly live in infor!al d3ellings 3ithout for!al supply of $asic services such as road
infrastructure* transport* 3ater and electricity+ n ter!s of N.pti!ize service delivery to
all co!!unities in the "egion and strive to capacitate the co!!unities to its full e,tent
as allo3ed $y the resources of the City of Tsh3ane* the Central "egion* li6e the other
four "egions 3ithin the City of Tsh3ane %etropolitan %unicipality is also e,pected to
discharge its roles and responsi$ilities+ <o3ever* there is no official and for!alized
strategy for the develop!ent of Atteridgeville* 3here the focus of this study 3ill $e+
)'
Pending the outco!e of the geotechnical study currently going on* a decision has still to
$e ta6en on 3here to relocate the infor!al settle!ents+ @ithin the fra!e3or6 of
sustaina$le develop!ent* the City of Tsh3ane has its Disaster %anage!ent Division that
is focused on Ncreating safer and resilient City of Tsh3ane co!!unities through
coordination of all;hazard prevention* preparedness and !itigation* response and
recovery activitiesO+ To provide fire and rescue services to the city* there is the Fire
Brigade Division* in 3hich also deals 3ith issues of incidents involving hazardous
su$stances+ Specifically* the Central region has four Fire Stations providing the region
3ith !ost of the !edical e!ergency services+
&(
This study has the sa!e ai! 3ith the
current study in ter!s of integrating ris6 reduction in lesson planning so as to educate
students and edify the co!!unity as a 3hole+
Le6ala6ala* e!phasizes the need for the realization that education processes
fostering the i!ple!entation of progra!s to $etter the lives of co!!unities can $est $e
applied in for!al schooling through a !ore focused policy approach and an interactive
process of !utual learning at school levels+ <er study sees the govern!ent of the
"epu$lic of South Africa to have sho3n its co!!it!ent and political 3ill for $oth
disaster !anage!ent and ris6 reduction and educational policy refor! in an atte!pt to
$uild the culture of safety and resilience as 3ell as !a6ing a $ehavioural change at a
household level as re#uired $y the principles of disaster ris6 reduction+ The holistic*
strategic and integrative curriculu! develop!ent and i!ple!entation opportunities and
initiatives 3ere put in place through the policy refor! processes+ t is through these
initiatives that South African schools !ust $e a$le to develop the full potential of each
learner as a citizen of a de!ocratic country* !ust $e a$le to !a6e the! ac#uire a high
)(
level of s6ills and 6no3ledge through an integration and lin6age of learning areas* as 3ell
as ensuring that educators are a$le to fulfil the various roles such as $eco!ing !ediators
of learning* interpreters and designers of Learning Progra!s and !aterials+ n order to
deter!ine 3hat and ho3 to teach* there is a roo! for creativity and innovation 3herein
teachers are on their o3n+ @ith specific reference to the inclusion of disaster ris6
reduction focus into the school curricula* the 7on;Govern!ental .rganisations C7G.sD
!ay visit schools and tal6 to the ad!inistrators* teachers and their students a$out their
preparedness initiatives+ Teachers !ay choose to introduce in their lessons* particular
aspects that are relevant to the co!!unities+ Children are $elieved to $e !ore a!ena$le
to ne3 ideas than adults* and it is also $elieved that they !ay influence their peers and
their parents+ Due to lac6 of resources* s6ills and capacities* there !ight $e so!e
li!itations for the developing countries to incorporate disaster ris6 reduction activities
into for!al education+ t is recapitulated that due to the li!ited fle,i$ility 3ithin the
school curricula* !ost educational progra!s are una$le to adapt to acco!!odate the
incorporation and integration of all the aspects of disaster ris6 reduction* $ut !ay focus
only on single issues such hazards* li!iting children fro! dealing 3ith the entire aspect
of disaster preparedness across a nu!$er of Learning Areas such as N!athe!atics*
science* history* geography and citizenshipO+ n this 3ay* it N!ay $e easier to teach a$out
hazards only C3hich fit 3ith standard science or geography teachingD than socio;
econo!ic vulnera$ility or disaster !anage!entO* 3hich also caters for ris6 education
leading to an accurate perception and a $etter understanding of protective !easures+
&&
Le6ala6ala8s study presented the tripartite efforts of the African govern!ent * its 7G.s
and schools in order to instill good citizenship to their young generation through disaster
)&
ris6 reduction a3areness+ The said study is related to this one in $eing aligned 3ith the
national and local govern!ents8 thrusts in disaster ris6 reduction a3areness+
The Depart!ent of Cooperative Governance and Traditional Affairs in its
7ational -ducation* Training and "esearch 7eeds and "esources Analysis C7-Ta"7"AD
consolidated report has indicated that in South Africa* the directives 3ithin the 7ational
Curriculu! State!ent sho3 a convincing align!ent $et3een schools8 curriculu! and the
re#uire!ents as stipulated in the 7ational Disaster %anage!ent Fra!e3or6 a$out the
integration of disaster ris6 reduction into schools8 curriculu! planning* especially in the
Social Sciences and the Life .rientation Learning Areas for $oth pri!ary and secondary
schools+ <o3ever* there is the scepticis! still in this report that $ecause of Learning
Areas choices and high secondary school dropout rates* the li6elihood of disaster ris6
!anage!ent education not reaching out to all senior secondary school children $eco!es
very high+ <o3ever* loo6ing at the positive develop!ents of policy refor! recorded $y
South Africa in the fields of disaster !anage!ent and education respectively*
Le6ala6ala8s study therefore ta6es it further to investigate the possi$le i!pacts of these
initiatives on for!al education at pri!ary school level+ @hile 7G.s are supposedly to $e
stepping in to assist schools that cannot see the holistic picture of disaster ris6 reduction
planning* Le6ala6a* argues that due to an ena$ling regulatory environ!ent created $y the
govern!ent of South Africa* it is e,pected that the pri!ary school teachers 3ill $e in a
position to adapt their localized curricula to incorporate different perspectives on
disasters+ The "egional Consultative Co!!ittee on Disaster %anage!ent C"CCD has
indicated that !any "CC !e!$ers8 countries such as Bangladesh* Ca!$odia* ndia*
ndonesia* ran* etcetera* have !anaged* depending on their policy decisions* to integrate
)B
disaster ris6 reduction into their school curricula+ This 3as done either through having
disaster ris6 reduction as an independent su$?ect or $y having disaster ris6 reduction
concepts $eing taught $y co!$ining 3ith portions and specific chapters of other su$?ects
such as environ!ental studies* geography and science+ An intervie3 3as ad!inistered
3ith the teachers fro! the three pri!ary schools 3ithin the Central "egion of the City of
Tsh3ane %etropolitan %unicipality* to find out e,actly 3hat their perceptions and
practices are regarding the integration of a disaster ris6 reduction focus in their actual
situation and local settings+ The ntegrated Develop!ent Plan of the City of Tsh3ane
%etropolitan %unicipality does not ela$orate !uch on the nature and the e,tent of the
integrative approach to disaster ris6 reduction of the City 3ithin the for!al school
curriculu!+ Through its o$ligations and regulatory !easures* the govern!ent of the
"epu$lic of South Africa has ensured so!e guarantee to3ards $uilding the resilience of
its co!!unities through protection of their rights and those of its individuals* institutions
and co!!unities to safe environ!ents+ t is hoped that through an investigation to $e
conducted through Le6ala6a8s study* the Central "egion of the City of Tsh3ane
%etropolitan %unicipality 3ill also $e found to $e co!plying 3ith the policy
re#uire!ents that ensure that the learners in this city are also e!po3ered to e,ercise
responsi$ility for their o3n lives and for life on earth+
&B
This study is in line 3ith the
researcher8s 3or6 as the for!er enco!passes the integration of disaster ris6 reduction in
school8s curriculu! planning 3hereas the current study also reco!!ends the
i!ple!entation of the sa!e+
n the Province of Al$ay* a study a$out the i!ple!entation of the Disaster "is6
"eduction %anage!ent Progra! 3as conducted+ The study atte!pted to docu!ent the
))
i!ple!entation of the D"" in ter!s of the !andate and o$?ectives* organization and
structures* $udget and funding* i!ple!enting rules and regulations* revie3 and
evaluation of the different City and %unicipal Disaster "is6 "eduction and %anage!ent
Councils* 3ith the Al$ay Pu$lic Safety and -!ergency %anage!ent .ffice as the !odel
or standard of i!ple!entation* 3ith the ai! of reco!!ending a !odel for organizational
sustaina$ility in ter!s of local disaster ris6 reduction and !anage!ent+ According to
Daep* it cannot $e denied that there are positive results as outco!es of the provisions of
"A ('(&(* especially in ter!s of institutional capacity develop!ent* $udget allocation
and fund utilization+ These are in ter!s of professionalization of disaster readiness*
capa$ility and resiliency of the Al$ayanos* and hu!anitarian assistance through
international donors of !aterial* financial and technical support+ The perceived strengths
of the said la3 3as in the aspect of sustaina$ility* use of LD""% fund for pre;disaster
activities and opportunity to $eco!e an integral part of planning and progra!!ing at the
local levels+ The perceived 3ea6nesses focused on LGU8s readiness to create an office in
ter!s of $udget for the office space re#uire!ent* furniture* operation center and
e#uip!ent* and availa$ility of co!petent !anpo3er+ The reco!!ended organizational
structure is a functional organization $y division+
&)
@hile the for!er study dealt 3ith the
status of the i!ple!entation of the "A ('(&(* its strengths and 3ea6nesses* the present
study only dealt 3ith Section () of "A ('(&(* concerning the integration of Disaster
"is6 "eduction -ducation into the School Curricula+ 0ust li6e the current study* this one
fro! the local govern!ent of Al$ay ai!ed to see the i!ple!enting rules and regulations+
.ndiz* in her study a$out the flood disaster preparedness and !itigation progra!
i!ple!entation centered in Euinali NAO "iver Syste!* found out that flooding affects a
)G
very significant portion of the Province of Al$ay* $oth in ter!s of land area and
population+ A research on Flood Disaster Preparedness and %itigation Progra!
!ple!entation* 3hich is $ased on the provisions set forth in P+D+ (GFF* is very
i!portant to the flood;prone areas of the province* 3herein* the death toll clai!ed $y
floods needs to $e reduced if not !ini!ized+ <er study revealed that the top ran6ed
o$?ectives are saving and protecting lives and properties and* !ini!ize loss of properties
and least in ran6 is to prevent needless suffering+ Providing safety of vulnera$le
population is the top priority+
&G
n relation to the for!er study that recognized
opportunities in the training and education* and esta$lish!ent of co!!unity $ased flood
forecasting and 3arning syste!* the present study identified the role of education in
ad!inistering disaster pro$le!s+
A study a$out crisis preparedness 3as done in Bicol University in order to
deter!ine the capa$ility of the institution concerning crisis preparedness through its
e,isting policies* structure and resources availa$le+ Se!inars and 3or6shops 3ere
conducted on disaster and hazard preparedness !ainly in the college level+ .n the
capa$ility of crisis preparedness along policy* structure and resources* Frias* concluded
that though there are e,isting crisis policies in the university* a codified crisis plan
reflecting all such policies can facilitate the action and response during crisis+ The
creation of the crisis tea!s indicates that the university is serious in its ai! to ensure the
safety and security of its constituents+
&F
The for!er and the present study $oth ai! to
uphold safety* only that they differ in the !eans of attaining this goal+ n the for!er
study* se!inars and 3or6shops a$out disasters 3ere conducted a!ong the college
students 3hile the present study 3as concentrated on the education a!ong the secondary
)F
school students a$out disaster ris6 reduction through the integration of 3hich in the
school curriculu!+
During the &''F %ayon eruption* the disaster !anage!ent activities in the high
ris6 zone of %ayon 5olcano have in a 3ay contri$uted !uch to the ris6 reduction
particularly on lives and properties+ @hile disaster !anage!ent activities 3ere felt*
ho3ever* there is a need to enhance all the disaster activities along the five co!ponents
of local disaster !anagers+ -nhance!ent of the said activities !ay lead to a $etter level
of effectiveness of the activities+
&H
This study is relevant to the present study in ter!s of
disaster preparedness+ >uniga gave e!phasis on the enhance!ent of the level of
co!!unity a3areness on disaster preparedness as the present study recognized the role
of education in addressing the local co!!unity8s pro$le!s on disaster+
.ne of the 6eys to survive an e!ergency or a disaster is $eing properly prepared+
n order to $e prepared* people need appropriate education in preparedness* 3hich
includes ele!ents of prevention and planning+ n order for the people to safely respond in
ti!es of a disaster* there is a definite need to $etter prepare the!+ t also see!s li6ely that
the earlier concepts and s6ills are learned* the easier those concepts and s6ills 3ould $e to
re!e!$er and the !ore proficient one 3ould $eco!e in i!ple!enting the!+ Therefore*
it see!s appropriate to teach e!ergency preparedness concepts and s6ills early on in the
educational process+ This !eans that significant efforts need to $e directed to3ard
learning* 3hat i!pedi!ents currently e,ist* 3hat is helpful* and ho3 preparedness
concepts and s6ills can $e taught to our children+ Christensen* distri$uted surveys to third*
fourth* and fifth grade teachers* as6ing the! #uestions a$out e!ergency preparedness
lessons in the classroo!+ "esults indicated that the !a?ority of teachers 3ould $e 3illing
)H
to teach e!ergency preparedness if the curriculu! !et current acade!ic standards and
they 3ere given ade#uate resources to teach this su$?ect+ <er study provides ideas*
concepts and !otivation for teachers to use in a cross;curricular approach to teaching
e!ergency preparedness in the classroo!+ This is acco!plished $y presenting e,a!ples
of ne3ly developed curriculu! and lesson plans that !eet state acade!ic standards*
$ased on the current Co!!unity -!ergency "esponse Tea! progra! and on children8s
fiction literature for the appropriate age group+
&1
This study is related to the present study
as it recognized the great need in i!ple!enting disaster ris6 reduction in the school
curriculu! to effectively train and teach the students concerning disaster preparedness+
n Tur6ey* certain study e,plore a$out ho3 different co!!unity institutions li6e
govern!ent* education* healthcare* $usiness and grassroots organizations engages in
disaster ris6 reduction CD""D strategies and ho3 each institution fosters a culture of
resilience+ The <yogo Fra!e3or6 for Action C<FAD is the fra!e3or6 used to assess
D"" engage!ent* 3hich is the structure of resilience and preparedness created $y the
United 7ations nternational Strategy for Disaster "eduction CU7SD"D+ Schillperoot8s
goal of the research is to understand the 3ays that D"" is integrated into social
institutions in tur6ey* using the cities of stan$ul and Anta6ya as the pri!ary case study
co!!unities+ The analyses of &( intervie3s* as 3ell as supple!ental respondent surveys*
highlight pri!ary the!es infor!ing ho3 the five co!!unity institutions address seis!ic
ris6 in Tur6ey+ The current social organization of Tur6ey has 6ey characteristics found in
Wfatalistic8 societies* or societies that are characteristically reactive+ <o3ever* the 3ays
co!!unity institutions engage in D"" illustrates that Tur6ey is deter!ined to shift its
D"" strategies fro! reactive to proactive+ NA current state of unpreparednessO is ho3 a
)1
respondent descri$ed the ris6 culture in Tur6ey today+ Still* an e,a!ination of the data
verifies that* despite the $arriers* Tur6ey is $eginning to develop a strong culture of
resilience and gradually shifting to3ard a !ore Wself;reliant8* proactive society+
&L
This
study is related to the present study since it also gave e!phasis on the engage!ent of
different co!!unity institutions in disaster ris6 reduction+ The present study ai!ed to
esta$lish disaster ris6 reduction in school as vital co!ponent of the co!!unity+
n South Africa* the infor!al settle!ent co!!unities are faced 3ith
infrastructural challenges such as/ lac6 of proper housing* poor sanitation* poor electrical
connections* if any* poor !edical facilities and various social health ris6s such as
<5JAids* TB and other STDs* as 3ell as high levels of violence and cri!e+ =oung girls
for! a portion of the de!ographics of such infor!al settle!ents+ %ost adolescent girls*
$et3een the ages of (B and (1 years are at an increased ris6 !erely $ecause they are
physically s!aller than their !ale peers* are a$le to $eco!e pregnant and have to
co!pete 3ith !ultiple si$lings and fa!ily !e!$ers+ %ost of these young girls have to
leave school to act as heads of households* to provide an inco!e or $ecause they have
$eco!e pregnant+ These factors for! the root of disaster ris6 reduction initiatives as such
initiatives focus on $uilding up the resiliency of those 3ho are !ost vulnera$le in society+
%aartens* focuses on the aspects of disaster ris6* ris6 reduction and co!!unity;$ased
disaster ris6 a3areness+ The study is uni#ue in that co!$ines the fields of develop!ent
co!!unication and disaster ris6 reduction and the principles of participative
develop!ent co!!unication for! the guidelines throughout the study+ <er study
highlighted the i!portance of participation in co!!unity* $ased disaster ris6 reduction
initiatives and places young adolescent girls in the spotlight+ Develop!ent
)L
co!!unication is an i!portant aspect to consider and this study outlines its role in the
disaster ris6 reduction environ!ent+
B'
This study is associated 3ith the present study in
ter!s of pro!oting disaster ris6 reduction through develop!ent co!!unication+
!ple!enting disaster ris6 reduction in schools curricula 3ould $e the !ost effective
3ay to address the need of the young people to $e infor!ed a$out various hazards as 3ell
as the 3ays to cope 3ith the!+
During the early (LH's increase in disaster events lead to the e!ergence of a Nne3
conceptO 3ithin the field of disaster !anage!ent+ This concept 3as called the Disaster
%anage!ent Cycle+ The cycle 3as designed to illustrate the ongoing process $y 3hich
govern!ents* $usinesses* and civil society plan for and reduce the i!pact of disasters*
react during and i!!ediately follo3ing a disaster* and ta6e steps to recover after a
disaster has occurred+ The Disaster %anage!ent Cycle concept has not re!ained static
over the past )' years and so!e changes and variations have occurred in ho3 the cycle is
illustrated* and ho3 it is applied in different organizations+ Further!ore* it is also not
clear ho3 the concept of !anaging disasters and their i!pacts in a cyclical fashion
originated+ Coetzee* in his study* deter!ine ho3 the cycle originated* 3hat changes
occurred in the cycle concept* and ho3 Disaster %anage!ent Cycles 3ere applied in
different conte,ts+ To ans3er the research #uestions posed for the study t3o tools 3ere
used+ A revie3 of literature 3as underta6en in order to provide a $ase fro! 3hich further
analysis could $e conducted+ n this regard* a 3ide spectru! of literature 3as revie3ed
3hich included training !aterial* policies* international organization docu!entation* peer
revie3ed articles* research reports and case studies+ Se!i;structured intervie3s 3ith
6no3ledgea$le individuals in the field of disaster and ris6 !anage!ent 3ere also used to
G'
triangulate the finding of the literature revie3+ The data gathered fro! the literature
revie3 process 3as than analyzed $y the application of general syste!s theory concepts
such as e#ui;finality* open syste!s* feed$ac6 arrange!ents and iso!orphis!+ Through
the application of these general syste!s theory concepts the interaction $et3een the
Disaster %anage!ent Cycle and the environ!ent in 3hich it 3as created or applied 3as
e,plored* 3hich in turn provided insight into the origins and differing applications of the
cycle+
B(
Si!ilar to the present study* it tapped !anaging disasters and reducing their
i!pacts+ The study recognized that there is an i!!ense necessity to learn disaster ris6
reduction+
According to the Constitution of the "epu$lic of South Africa* the !ain
responsi$ility of the South African Police Service8s CSAPSD is to protect and safeguard
the inha$itants of South Africa+ The Act GH of (LLF had changed the face of South
Africa8s Govern!ent+ The ne3 dispensation $rought on after (LL) 3as that every person
in South Africa has the right to receive service fro! 7ational* Provincial and Local
Govern!ent+ The change fro! the old dispensation to the ne3 caused a vacuu! $et3een
the different Govern!ent depart!ents in ter!s of disaster ris6 reduction+ To $ridge this
gap* the Ca$inet in (LLH esta$lished the nter %inisterial Co!!ittee on Disaster
%anage!ent C%CD+ This resulted in a Ca$inet resolution to follo3 international trends
and ta6e a ne3 loo6 at the 3hole concept of civil protection+ The nter;%inisterial
processes consulted a 3ide array of sta6eholders in South Africa and this led to the
pu$lishing of the Green Paper on Disaster %anage!ent in Fe$ruary (LL1+ The Green
Paper* 3hich highlighted the need for a holistic !echanis! for the !anage!ent of
disasters in South Africa* 3as follo3ed in the follo3ing year $y the @hite Paper process
G(
and in 0anuary (LLL* for the first ti!e* South Africa had a national policy on the
!anage!ent of disasters+ The ne3ly elected de!ocratic govern!ent resolved to !ove
a3ay fro! traditional thin6ing that nothing could $e done to prevent disasters+ They
developed strategies in line 3ith glo$al trends $y integrating ris6 reduction
!ethodologies into develop!ent initiatives* to $uild resilience in households*
co!!unities and areas 6no3n to $e at ris6+ Brazer8s purpose of the study 3as to e,plore
3hat is e,pected fro! the SAPS in ter!s of disaster ris6 !anage!ent* and to co!pare it
3ith 3hat is actually happening at the frontline+ The SAPS can only fully participate in
disaster ris6 !anage!ent functions if the SAPS understand its o3n role and functions
itself+ Disaster ris6 reduction and institutional capacity develop!ent for disaster ris6
!anage!ent 3ill $eco!e part of the SAPS
duties in its daily activities+ Structures and
policies are needed in the SAPS to achieve such success+ The research reco!!ends that
if the SAPS 3ants to esta$lish itself as a role;player in the disaster ris6 !anage!ent
real!* attention !ust $e given to the develop!ent and esta$lish!ent of structures and
policies+ Structures and policies 3ill $ring all the SAPS disaster ris6 !anage!ent role;
players into line 3ith the re#uire!ents of the disaster ris6 !anage!ent legislation and
policy* and 3ill lead to a unifor! approach to disaster ris6 !anage!ent in the SAPS
3ithin the Dr Menneth Maunda District %unicipality+ Disaster "is6 %anage!ent in the
SAPS can $e seen as one of these processes 3hich never 3ill $e for finalized* $ut needs
constant focus and effort to $e successful+
B&
The present study si!ilarly ai!ed to
asse!$le resilience in co!!unities 6no3n to $e at ris6 $y integrating disaster ris6
reduction+
G&
Dla!ini* in his research focuses on the disaster ris6 reduction pheno!enon and
!a?or or international initiatives and foru!s ai!ed at i!proving or raising the disaster
ris6 reduction profile+ n &''G* !any govern!ents around the 3orld co!!itted
the!selves to ta6e action to reduce disaster ris6* and there$y adopted a guiding docu!ent
to reduce vulnera$ilities to natural hazards* called the <yogo Fra!e3or6 for Action
C<FAD+ The <FA 3as adopted in 0anuary &''G at the @orld Conference on Disaster
"eduction* in Mo$e <yogo* 0apan $y (F1 States+ The ai! of the <FA is to assist the
efforts of nations and co!!unities to $eco!e !ore resilient to* and cope $etter* 3ith the
hazards that threaten their develop!ent gains 3ith the overriding goal of achieving a
su$stantial reduction in glo$al disaster ris6+ The Glo$al 7et3or6 of Civil Society
.rganization for Disaster "is6 "eduction CG7D"D 3hich 3as launched in &''H in
Geneva* is a !a?or international net3or6 of civil society organizations 3or6ing to
influence and i!ple!ent disaster ris6 reduction policies and practice around the 3orld+
The 5ie3s fro! the Frontline C5FLD is the first independent assess!ent pro?ect
underta6en to3ards the i!ple!entation of the <FA at the local level and is led $y the
Glo$al 7et3or6+ The ai! of this pro?ect is to !easure the gap $et3een policy
for!ulations at international level 3ith the realities of policy e,ecution at local level and
to deepen the co!!unication and coordination $et3een different sta6eholders on disaster
ris6 reduction $y involving govern!ent organization and co!!unities at the local level+
Dla!ini8s !ain o$?ective of this research 3as to provide an overvie3 of progress !ade in
the i!ple!entation of the <FA at local level particularly in the Ma$o63eni Location+ The
approach adopted in this study is called Xthe 5ie3s fro! the Frontline* and e,plores the
e,tent of the actual progress !ade to3ard the i!ple!entation and i!pact of the <FA
GB
priorities at local level* na!ely the Ma$o63eni co!!unity in the %$o!$ela Local
%unicipality C%L%D situated in the %pu!alanga Province of South Africa+
BB
Dla!ini8s
study is relevant to the present study as $oth of these aspired in !a6ing co!!unities
$eco!e !ore supple and conversant in coping 3ith the hazards caused $y different
disasters+
Developing !ore efficient disaster reduction strategies 3ill not only save
su$stantial a!ount of !oney $ut also lives as 3ell+ n see6ing ne3 3ays to i!ple!ent
ne3 disaster ris6 reduction strategies* it $eca!e increasingly apparent that children have
a vital role to play 3ithin disaster ris6 reduction strategies+ Children are e,cellent
conduits of disaster ris6 infor!ation and can therefore create significant disaster ris6
a3areness 3ithin their co!!unities+ t is therefore i!perative that disaster ris6 reduction
strategies should include the pro!otion of disaster ris6 a3areness ai!ed at children+ To
this end* a nu!$er of disaster ris6 reduction educational !aterials have $een developed
and i!ple!ented in countries around the 3orld+ <o3ever there see!s to $e a general
lac6 of evidence sho3ing the effectiveness of these interventions and 3hether they have
contri$uted to the overall enhance!ent of co!!unity resilience and ulti!ately to disaster
ris6 reduction+ To $e effective* disaster ris6 reduction school educational progra!s !ust
result in greater disaster resilience in co!!unities+ Coles* in her research ai!ed at
critically analyzing the disaster ris6 reduction educational progra! for pri!ary schools in
the City of Tsh3ane in order to deter!ine its effectiveness as a tool for disaster ris6
reduction+ n addition* this research sought to dra3 a co!parison in ter!s of disaster ris6
a3areness* preparedness* !itigation and response 6no3ledge a!ong learners in the
schools 3hich i!ple!ented this progra! against those schools 3hich have not as yet
G)
i!ple!ented the progra!+ The South African disaster ris6 reduction legislative
re#uire!ents 3ere scrutinized in order to ascertain legislative re#uire!ents in ter!s of
governing disaster ris6 !anage!ent in South Africa+ After conducting a literature revie3
and conducting focus groups and se!i2structured intervie3s it 3as concluded that there
is evidence that the school guide pac6 intervention instilled confidence in the learners
a$out their 6no3ledge of disaster ris6 reduction+ n addition learners 3ho had $een taught
fro! the school guide pac6 had a good understanding that they should specifically $e
a3are of ris6s and hazards+ The song 3as a feature in the school guide pac6 3hich
received a very favora$le response fro! all the learners+ Learners 3ho had $een taught
fro! the school guide pac6 had the 6no3ledge that to $e prepared they need to tell the
co!!unity ho3 to $e safe* to tell their friends to $e a3are of ris6s and hazards and to
6no3 the e!ergency nu!$er+ Learners in schools 3here the school guide pac6 3as
i!ple!ented all 6ne3 their local e!ergency nu!$er+ Three une,pected finding also
ca!e to the fore* na!ely evidence e!erged that School B struggled 3ith the
i!ple!entation of the school guide pac6+ Secondly learners in School C displayed a good
understanding of disaster ris6 reduction* despite the fact that School C had not
i!ple!ented the school guide pac6+ Finally* learners fro! School D e,hi$ited strong*
underlying e!otions 3hen participating in the focus group+ Lastly* a nu!$er of
reco!!endations 3ere !ade as to co!ponents and aspects 3hich should $e considered
3hen developing disaster ris6 reduction educational !aterial in order for it to $e an
effective !ethod of disaster ris6 reduction and !itigation+ t 3as concluded that 3hen
i!ple!ented in isolation fro! additional disaster ris6 reduction activities* the City of
Tsh3aneRs %etropolitan %unicipality pri!ary schools progra!* 3as not a sufficient tool
GG
for reducing disaster ris6 in the City of Tsh3ane+ <o3ever if the disaster ris6 reduction
pri!ary school progra! 3as co!$ined 3ith a 3ell planned* %etropolitan 3ide* disaster
ris6 reduction ca!paign 3hich incorporated all spheres of the co!!unity* there is a
!uch greater li6elihood that disaster ris6 reduction 3ould $e achieved.
B)
This study is
relevant to the present study $ecause it realized that children are the e,cellent !ediu! of
disaster ris6 infor!ation+ The present study gave e!phasis on the integration of disaster
ris6 reduction in school curricula+ t sho3s apparently that children have a vital role to
play 3ithin disaster ris6 reduction so they have to $e 3ell educated+
The ris6 posed $y natural disasters is escalating+ As a result* the a!ount of 3or6
in the field of disaster !anage!ent has $een increasing* particularly in disaster ris6
reduction CD""D+ D"" focuses on pre;disaster activities including prevention* !itigation
and preparedness+ Local* national* regional and international organizations have shifted
their approach to D"" in recent years* a3ay fro! technology;focused activities Csuch as
advanced surveillance syste!s* technical 3arning syste!s* and stronger infrastructureD
and to3ard an e!phasis on reducing vulnera$ility 3hich involves affected co!!unities
in the process+ These shifts have recently led D"" e,perts and practitioners to consider
indigenous 6no3ledge in D"" policy and practice+ ndigenous 6no3ledge refers to
approaches and practices of a culture 3hich develop fro! an advanced understanding of
its specific environ!ent 3hich has for!ed over nu!erous generations of ha$itation+
Bau!3oll* in her research had concluded that indigenous 6no3ledge is valua$le to D""
in $oth a narro3 sense Cspecific D"" strategies 3hich translate to si!ilar co!!unitiesD*
and in a general sense Ce!po3ering the co!!unity* i!proving pro?ect i!ple!entation*
and successfully using non;for!al !ethods of infor!ation disse!inationD+ This suggests
GF
the e,istence of an inter!ediate value* $y 3hich specific categories of indigenous
6no3ledge can $e identified as valua$le to D"" and applied to a co!!unity* regardless
of its uni#ue characteristics+ This research ai!s to identify these universally applica$le
categories of 6no3ledge $y revie3ing literature fro! the indigenous 6no3ledge
discourse+ t 3ill e,tract four pri!ary categories 3hich prove to have the !ost value for
D""+ These four categories all relate to environ!ental sustaina$ility* strengthening the
lin6ages $et3een sustaina$le develop!ent and D""+ They include ecological
6no3ledge* an environ!ental ethic* cultural traditions associated 3ith disasters* and a
connection to place+ The four categories are e,a!ined and supported $y e,a!ples of
co!!unities that have successfully used indigenous 6no3ledge to survive* cope or
reduce ris6 fro! disasters+ The four categories are then organized into an assess!ent tool
3hich can $e used in affected co!!unities to deter!ine and reduce their vulnera$ility+
Finally* the tool is validated $y applying it to the case of Si!eulue* ndonesia* an island
co!!unity that successfully reduced negative conse#uences during the &'') ndian
.cean tsuna!i+
BG
Bau!3oll8s study is related to the present study as it also gave
e!phasis on reducing vulnera$ility 3hich involves affected co!!unities through disaster
ris6 reduction+
The dyna!ic nature of vulnera$ility coupled 3ith increasing volatility of cli!atic
and environ!ental conditions* characterized $y !ore fre#uent and e,tre!e hazards*
disaster !anage!ent practitioners* decision !a6ers and co!!unities* especially those at
ris6* need to ta6e action to protect vulnera$le people and environ!ent+ n recent years*
poor co!!unities have had to $ear the $runt of the hazards+ The area of this study* the
Gutu district in %asvingo Province of >i!$a$3e 3as in recent ti!es e,perienced !ore
GH
fre#uent droughts and floods+ Sha!ano ai!ed to deter!ine the Disaster "is6 "eduction
activities* particularly -arly @arning* e,isting and $eing i!ple!ented in Gutu District+
Fro! the findings* the research then ascertained if the utilization of !ore and varied -@
can i!prove D"" efforts in Gutu+ The study esta$lished that the drought hazard re!ains
the $iggest hazard threatening the lives and livelihoods of the Gutu co!!unity+ .ther
nota$le hazards include the <5 and ADS pande!ic* flooding 3hich so!eti!es
alternate 3ith drought* diarrheal and 3ater;$orne diseases* crop and livestoc6 diseases
and environ!ental degradation+
BF
Sha!ano8s study is relevant to the present study
$ecause it sho3ed the need to ta6e action to protect vulnera$le people and environ!ent+
This action !ust $e addressed to disasters+ The present study recognized the role of
education in addressing these various disasters+
Faced 3ith an increasing fre#uency of droughts* the local co!!unities of Buhera
and Chi6o!$a are constantly at ris6 of food insecurity and 3ater stress due to their
dependence upon rain;fed agriculture+ %utasa conducted a study in order to assess the
peopleWs degrees of vulnera$ility to drought i!pacts* and to revie3 their survival
!echanis!s and adaptive strategies+ The introductory chapter $riefly revie3s the
countryWs agricultural sector and the internationally politicized land #uestion so as to
conte,tualize the study* and introduces the vulnera$ility concepts and theoretical
approaches used in the research+ So!e state policies 3ere found to have actually
contri$uted to the vulnera$ility of the people in the co!!unities+ The country has not
!aintained a national strategic grain reserve since the late (LL's and its focus on cash
crops created a near !onoculture of !aize* a crop variety that is vulnera$le to !oisture
fluctuations+ The econo!ic challenges and the violent political environ!ent of &''1
G1
contri$uted to food shortages and the closure of a !a?ority of rural shops+ So!e
hu!anitarian organizations inadvertently 3orsened households8 vulnera$ility to drought
i!pacts through ill;infor!ed screening !ethods and fla3ed relief aid targeting+ ncreased
!or$idity and school dropouts* the lo3ering of the 3ater ta$le and an upsurge in
livestoc6 and grain thefts 3ere a!ong the effects of droughts e,perienced in Buhera and
Chi6o!$a+ @ild fruits and relief aid $eca!e alternative food sources+ The study revealed
that the people in these co!!unities 3ere not passive victi!s in the face of a disaster9
instead* they 3ere enterprising and innovative* and e!ployed their indigenous 6no3ledge
syste!s to predict 3eather patterns in the a$sence of conventional !odern 3eather
predictions+ The local co!!unities developed !itigation strategies to protect the!selves
against the cli!atic e,igencies* despite their difficult conditions+
BH
%utasa8s study
sho3ed the results and possi$le disasters caused $y indigenous 6no3ledge syste!s+ t is
relevant to the present study 3herein it ai!ed to address the lac6 of 6no3ledge in coping
3ith different disasters through edifying the 3hole co!!unity a$out disaster ris6
reduction+
For !any people* Sri Lan6a has $een placed on the !ap $ecause of the Dece!$er
&'') Tsuna!i Disaster+ As a result* nu!erous articles have $een 3ritten a$out 3hat
happened on that day+ Besides the tsuna!i* the country has continually e,perienced a
!ultitude of 3eather;related hazards $oth $efore and after &Fth Dece!$er* &'')+ This
has resulted in seasonal floods* landslides* cyclones and droughts+ After the Tsuna!i Sri
Lan6a and the international co!!unity revisited disaster !anage!ent protocols+ The
7ational Disaster %anage!ent Centre recognized that the country 3as 3ithin a disaster
prone area+ Because of the tsuna!i* the %inistry of -ducation C%o-D felt there 3as an
GL
urgent need for educational course offers especially tailored to deal 3ith the catastrophe
for 3ar and tsuna!i trau!atized children and youth+ The fact that the country suffers
fro! nu!erous disasters* the #uestion of 3hether Disaster %anage!ent -ducation
CD%-D could $e incorporated into the school curriculu! evolved+ Such education
includes* $ut is not li!ited to* the learning of First AidJCP"* evacuation !easures and
disaster definitions+ As !ore !aterial 3as revie3ed it $eca!e apparent that* $ecause Sri
Lan6an children 3ere highly educated $ut continually at ris6* such an education could
and should $e seen as a useful tool+ @hile visiting Sri Lan6an schools* it 3as learned that
teachers had not received infor!ation nor ade#uate training on D%- su$?ects* even
though these are activities that can $e #uic6ly learned and 3hich save lives+ Since there
has $een no prior 6no3ledge of these s6ills there 3as never any thought a$out
introducing the! into the curriculu! Y that is* until &''G+ Fro! this ti!e on3ard* special
educational advisors have $een co!!issioned to collect and revie3 disaster preparedness
su$?ects 3hich 3ill gradually $e incorporated into different grades 3ithin the school
curriculu! over ti!e+ <o3ever* 3hile so!e topics suggest that grades 1 and L students
Wshould develop the capacity to cope 3ith disasters and to respond #uic6ly 3ith relief and
re!edial !easures8* these su$?ects do not include D%- topics C%o- Curriculu! "efor!
&''FD+ Until they do it 3ill not $e possi$le to introduce disaster response tea!s 3ithin
school settings* 3hich 3as one of the ai!s of this research+ Pia* in her study* paid
attention to international non;govern!ent organizations C7G.sD since these
organizations are usually the ones 3ho offer $oth hu!anitarian and financial assistance
after a disaster+ @hile !any do support a 3ide variety of progra!s* less than half 3ere
unprepared if a disaster 3ere to occur+ This has $ought ho!e the !essage that !ore
F'
training needs to $e done in this area if sustaina$le develop!ent is to affect change+
Teaching children a$out the response and de!ands of a disaster at an early age !ay 3ell
help to influence their thin6ing and attitudes 3hen they $eco!e adults+ n any disaster*
children can and 3ill $e affected in different 3ays+ Sri Lan6a is an a!azing country
3hose citizens are #uic6 to learn and accept change+ @hile they have undou$tedly
e,perienced one of the 3orst disasters of the century they do continue to s!ile and !ove
for3ard+
B1
This study is relevant to the present study $ecause it realized the role of
education in reducing disaster ris6s+ %oreover* it sho3ed the necessity in integrating
disaster ris6 reduction in school curricula+
<aulle* in his study esta$lishes e,isting 6no3ledge on earth#ua6es and coping
!echanis!s e!ployed in reducing the severity of adverse i!pacts caused $y an
earth#ua6e disaster in a specific locality+ <is purpose 3as to reco!!end useful !easures
for disaster ris6 !anage!ent+ t also !ore particularly ai!ed at assessing !echanis!s
e!ployed in reducing the disaster ris6 and integrating 6no3ledge of disasters and hazards
in pri!ary and secondary school curricula+ The study 3as carried out in "ung3e
5olcanic Province in "ung3e District* Tanzania* and included recording people8s
attitudes to3ards earth#ua6e disaster and locations of schools+ t e!ployed focus group
discussions* pu$lic hearings and intervie3s in order to capture the actual situation
relating to ris6 and vulnera$ility assess!ents $y the co!!unity+ <e revealed high levels
of ris6 and vulnera$ility to the i!pact of earth#ua6es on the part of the co!!unity* 3ho
accepted earth#ua6es as a nor!al pheno!enon and therefore did not e!ploy special
!easures to reduce the i!pact+ The study sho3ed that the co!!unity8s coping
!echanis!s and the e,tent to 3hich disaster !anage!ent 6no3ledge has $een integrated
F(
in school curricula are inade#uate in addressing earth#ua6e disasters+ t is thus
reco!!ended that traditional and !odern technologies $e integrated in curricula and
later in sustaina$le practices9 such technologies include the $elief in W7yif3ila8*
traditional housing style and 3ooden housing* and non;structural planning for disaster
ris6 !anage!ent
+BL
<aulle8s study is relevant to the present study $ecause it also
recognized ho3 i!portant education is in ter!s of reducing disaster ris6s+ Besides* it
e,plained the necessity in integrating disaster ris6 reduction in school curricula+
n &''F* the SD" Cnternational Strategy for Disaster "eductionD initiated a
ca!paign called Disaster "is6 "eduction Begins at School to encourage the integration
of disaster ris6 education into school curricula in countries vulnera$le to disasters+ A
study 3as initiated to deter!ine ho3 education* in particular curriculu! develop!ent and
teaching* contri$utes to South African learners8 hazard a3areness and disaster
preparedness+ %i,ed !ethod research Cconsisting of #uestionnaires* intervie3s and
docu!ent revie3sD 3as done to collect data+ (G' educators fro! Gauteng* the @estern
Cape* M3a>ulu;7atal* 7orth @est and the -astern Cape co!pleted #uestionnaires+ Five
curriculu! coordinators* three disaster specialists and t3o disaster lecturers 3ere
intervie3ed to record their perspectives+ The first finding of the study 3as that the
!a?ority of educators* disaster specialists and curriculu! coordinators identified floods*
fire* droughts* epide!ics* road accidents and stor!s as the !ost prevalent disasters in the
country+ The second finding fro! the literature and e!pirical data collection revealed
that South African co!!unities* particularly people residing in infor!al settle!ents and
other poor areas* are !ore vulnera$le to disasters than their counterparts in !ore affluent
areas+ The third finding of the study 3as that teaching learners a$out hazards and
F&
disasters is vital and !ust $e e,panded+
)'
This study is relevant to the present study
$ecause $oth ai!ed to pro!ote and contri$ute hazard a3areness and disaster
preparedness through education+ The present study also realized that integrating disaster
ris6 reduction to school curricula is a $ig step in achieving 3ell;infor!ed learners 3ho
are capa$le to cope 3ith different disasters+
S($"#e%i% ! "#e S"*"e ! "#e A'"
The various related literature and studies provided the researcher useful insights
and perspectives in the underta6ing and i!prove!ent of the present study+ They served
as a !odified guidelines and support $ac6ed;up in deter!ining the integration of disaster
ris6 reduction in the school curricula and in the teachers8 learning progra! 3ithin the
selected secondary schools of Legazpi City Division+
The cited literature and studies* specifically of the "egional Consultative
Co!!ittee on Disaster %anage!ent C"CCD and Le6ala6ala* %+0+ of the University of the
Free State* South Africa* sho3 the significance of the integration of the Disaster "is6
"eduction Focus on the School Curriculu! and on the teacher8s Learning Progra!+
-!phasis 3as given on the i!portance of teaching Disaster ris6 reduction in School*
si!ply 3ith the $elief that children are !ore vulnera$le to disasters* and that at the sa!e
ti!e they can $e influential and effective co!!unicators a$out disasters* as they often
trans!it to their parents and si$lings 3hat they have learned in school+
5ulnera$ility of <u!an to disasters increased over the past several decades+
7atural disasters have $eco!e fre#uently occurring as the 3orld e,periences a glo$al
cli!ate change 3here people affected $y disasters are follo3ing a si!ilar and increasing
trend+ This is the very reason* 3hy the researcher 3ent to this study* to enhance the
FB
understanding of people a$out the severity of disasters9 depending on ho3 !uch i!pact a
hazard has on society and the environ!ent* depending on the choices the people !a6e for
their lives and for the environ!ent* depending on the !easures of preparation the society
underta6es specially on the education of the children a$out the nature of disasters and
disaster ris6 reduction+
G*p B'i.)e. b( "#e S"u.(
As a 3hole* there are already !any studies underta6en a$out the i!ple!entation
of disaster ris6 reduction !anage!ent+ <o3ever* there are very fe3 that dealt specifically
3ith the education sector addressing disaster pro$le!s+
To $e particular* in Al$ay* !ost of the studies done in this place 3ere a$out the
i!ple!entation of the disaster ris6 reduction e,ecuted $y Al$ay Pu$lic Safety and
-!ergency %anage!ent .ffice+ The lac6 of studies concerning the role of education in
ad!inistering disaster pro$le!s* particularly the integration of Disaster "is6 "eduction
in the school curricula 3as the identified gap $ridged $y the study+
T#e'e"ic*l F'*1e@'3
Social vulnera$ility pertains to the ina$ility of the society and govern!ent to
3ithstand adverse i!pacts fro! !ultiple stressors to 3hich they are e,posed+ These
i!pacts are due in part to characteristics inherent in social interactions* institutions* and
syste!s of cultural values+ Three co!ple!entary theories in the literature e,plore
disaster ris6 and vulnera$ility and are ta6en into account in this study+ The first theory is
Ri%3AH*+*'. BRHC M.el $y Dr+ Billie L+ Turner et al+ nitially* his theory sought to
understand the i!pact of a hazard as a function of e,posure to the hazardous event and
the sensitivity of the entity e,posed+ Applications of this !odel in environ!ental and
F)
cli!ate i!pact assess!ents generally e!phasized e,posure and sensitivity to
pertur$ations and stressors and 3or6ed fro! the hazard to the i!pacts+ <o3ever* several
insufficiencies $eca!e evident+ Pri!arily* it does not treat the 3ays in 3hich the syste!s
in #uestion a!plify or attenuate the i!pacts of the hazard+ 7either does the !odel
address the distinction a!ong e,posed su$syste!s and co!ponents that lead to
significant variations in the conse#uences of the hazards* or the role of political econo!y
in shaping differential e,posure and conse#uences+ llustration of the theory 3as sho3n
on Figure ) $elo3+ This led to the develop!ent of the PA" !odel+
)(
Figure 5
Ris'-6a.ard !R6$ &odel
Ris21Hazard 3RH4 model 3diagram a.#er 5urner e# al.+ 67784 sho'ing #he impac# o. a hazard as a .unc#ion o.
e9posure and sensi#ivi#y. 5he chain se:uence egins 'i#h #he hazard+ and #he concep# o. vulneraili#y is no#ed
implici#ly as represen#ed y 'hi#e arro's.
(Source: 3I/I.0DIA The 4ree 0nc,clo5edia+
The second theory 3as the Di%*%"e' P'e%%u'e *$. Rele*%e BPARC M.el
developed $y Dr+ Piers Blai6ie et al+ 3ho e,plains disaster ris6s fro! a !acro
perspective+ According to the PA" !odel* disasters occur at the tangent $et3een t3o
opposing forces* those of natural hazards and the processes that generate vulnera$ility+ t
FG
is 3hen these t3o forces coincide that a disaster happens+ 5ulnera$ility 3as e,plained $y
PA" !odel as a process that starts fro! 3hat it calls root causes, 3herein* these are
political or econo!ical syste!s* esta$lish a distri$ution of po3er 3ithin a society* 3hich
deter!ines access to resources+ Through d%namic pressures, a series of processes* these
root causes can $e channeled and transfor!ed into unsafe conditions, 3herein, the entire
process is called the progress of $ulnerabilit%+ @hen unsafe conditions are co!$ined
3ith physical e,posure to hazards* disasters occur as sho3n on Figure G $elo3+
)&
Figure 7
Disaster -ressure and Release !-/R$ &odel
(Source: Schilderinck$ %erard$ ())6+
The third theory adopted in this study 3as the Acce%% M.el $y Dr+ Ben?a!in
@isner et al+ 3ho e,plains ho3 unsafe conditions at household level e!erge as a result of
processes that allocate resources+ A household8s level of access to resources strongly
FF
influences its capacity to respond to the i!pact of hazards* 3herein* resources can $e
econo!ic* health related* infrastructure* co!!unication and !ost i!portantly education
particularly of the students under pri!ary and secondary school+ The Access !odel
considers ho3 the relationship $et3een households8 access to various resources and the
choices !ade 3ithin a set of structural constraints i!pacts on their a$ility to 3ithstand
shoc6s+ Access to resources specially education is the 6ey to households i!proving their
livelihoods* !a6ing the! sustaina$le* increasing their resilience against shoc6s and
having the capacity to restore their livelihoods after a disaster occurs+
)B
Table 2
6ogo Framewor' for /ction 2007-2017 !6F/$ 8
Fi9e -riorit /reas and :e /cti9ities
-riorit /reas :e /cti9ities
$nsure #ha# 0RR is a na#ional and local priori#y &a#ional+ ins#i#u#ional and legisla#ive .rame'or2s.
'i#h a s#rong ins#i#u#ional asis .or implemen#a#ion. Resources
Communi#y par#icipa#ion.
Iden#i.y+ assess and moni#or disas#er ris2s and &a#ional and local ris2 assessmen#s.
enhance early 'arning. $arly 'arning.
Capaci#y.
Regional and emerging ris2s.
*se 2no'ledge+ innova#ion and educa#ion #o uild In.orma#ion managemen# and e9change.
a cul#ure o. sa.e#y and resilience a# all levels. $duca#ion and #raining.
Research.
)ulic a'areness.
Reduce #he underlying ris2 .ac#ors. $nvironmen#al and na#ural resource managemen#.
%ocial and economic developmen# prac#ices.
"and1use planning and o#her #echnical measures.
%#reng#hen disas#er preparedness .or e..ec#ive
response a# all levels.
Compiled .rom *& 3677;4
(Source: Disaster Risk Reduction (DRR+: Reducing #uman &ulnera7ilities to Natural Disasters$ ()*)+
"educing hu!an vulnera$ilities to natural disasters 3ill al3ays $e the ai! of
Disaster "is6 "eduction+ As 3idely used $y the nternational Co!!unity* United
7ations adopted the definition of Disaster "is6 "eduction CD""D as& the conceptual
framewor( of elements considered with the purpose of minimi'ing $ulnerabilities and
FH
disaster ris(s throughout a societ% in order to a$oid 4pre$ention or to limit 4mitigation
and preparedness the ad$erse impact of ha'ards, and facilitate sustainable de$elopment.
-pito!ized $y this study 3as the <yogo Fra!e3or6 for Action &''G;&'(G/ 9uilding the
resilience of nations and communities to disasters. The <yogo Fra!e3or6 for Action
C<FAD has since $eco!e the point of reference for D"" i!ple!entation glo$ally* in
3hich it offers five areas of priorities for action as sho3n in Ta$le &+ t represent guiding
principles and practical !eans for D"" i!ple!entation 3ith a !ediu!;ter! goal of
achieving su$stantive reduction of disaster losses $y &'(G+
))
Figure ;
Framewor' for Disaster Ris' Reduction !DRR$
"N3#DR !2005+7$
Source: Disaster Risk Reduction (DRR+: Reducing #uman &ulnera7ilities to Natural Disasters$ ()*)+
F1
Co!prehensive disaster !anage!ent enco!passes the aspect of preparedness*
early 3arning* !itigation* relief* recovery and reha$ilitation+ t can $e seen that D"" 3as
focused on the preparedness* early 3arning and !itigation aspects of this disaster
!anage!ent cycle+ D""8s ai! 3as to reduce vulnera$ilities and increase the
preparedness of states and co!!unities to natural hazards in long run Csee Figure FD+
)G
Disaster* a result of the co!$ination of hazards* vulnera$ility and ina$ility to
reduce the potential negative conse#uences of ris6* 3hich can $e $est illustrated in this
for!ula/ C5ulnera$ility P <azardD J Capacity Q Disaster+
)F
5ulnera$ility !ay !ean as
3ea6ened capacity of an individual or a co!!unity to anticipate* cope 3ith* resist and
recover fro! the i!pact of a disaster* natural or !an;!ade+ n this conte,t* the researcher
theorizes that vulnera$ility to hazards can $e cope $y a3areness and 6no3ledge
develop!ent+ A3areness through syste!atic efforts to analyze and !anage the factors
causing disasters that includes reduced e,posure to hazards* lessened vulnera$ility of
people and of their properties* 3ise !anage!ent of land and the environ!ent* and
i!proved preparedness for adverse events+ Disaster "is6 "eduction enco!passes the
concepts of prevention* !itigation and preparedness of the co!!unity to disasters* in
3hich should $e vie3ed as develop!ental activities that !ini!izes the pro$a$ility of
disastrous occurrences $y reducing the vulnera$ility of those at ris6+ As an i!portant
ele!ent for the achieve!ent of develop!ent goals* these concepts should $e considered
to $uild the necessary capacities of the local co!!unities to !anage and reduce ris6 of
disasters+ <enceforth* it is al3ays i!portant that disaster ris6 reduction $e pro!oted at all
levels* internationally and locally* in 3hich* the only 3ay to achieve this goal is $y
ensuring that there is a syste!atic integration of disaster ris6 reduction concepts into
FL
govern!ent policies and progra!s for sustaina$le develop!ent and poverty reduction
through education+ And so therefore* teaching disaster ris6 reduction in school is a !ust+
The govern!ent* upon i!ple!entation of the integration of disaster ris6 reduction
focus in the school curricula and in the learning progra! of teachers !ust consider
!easures that !ight $e the follo3ing/ CaD revie3 the current school curricula and plan the
integration of D"" in the Learning Progra!9 C$D develop a !odule a$out D"" for
specific su$?ects9 CcD train teachers to handle D"" in their respective su$?ects9 CdD test and
develop the !odule through actual teaching and training of students9 and
CeD consider all feed$ac6s and reco!!endations to i!prove the teaching of D"" and
revise the curriculu! Cthe !easures for the underta6ing of the integration of Disaster
"is6 "eduction in the school curricula 3as !odified fro! the *uggested steps for
underta(ing Priorit% Implementation Partnerships : PIPs for mainstreaming !)) into
*chool ;urriculum <ear = and > $y the "egional Consultative Co!!ittee on Disaster
%anage!ent 2 "CCD+
)H
Upon learning fro! the discussion and actual trainings done in
school* these children !ight trans!it this 6no3ledge to their parents and other relatives+
The theory developed $y the researcher 3ill $e 6no3n as A3areness and Preparedness
-nhancing Capacity to Cope 3ith Disasters !pact CAPP Q PCCDD %odel as sho3n on
Figure H+
The theoretical fra!e3or6 particularly the theory NA3areness and Preparedness
-nhancing Capacity to Cope 3ith Disasters !pact CAPP Q PCCDD %odelO developed
for the study Nntegration of Disaster "is6 "eduction in School Curricula in Selected
Secondary Schools in Legazpi City DivisionO 3as chiefly connected to the concepts of
the study+ Specifically* the status of the integration of D"" in the schools8 curricula9 the
H'
factors influencing the integration9 the schools8 policies and practices adopted for the
integration of D""9 and the reco!!endations that can $e advanced to i!prove the D""
integration in the schools8 curricula+ 5ulnera$ility or the capacity of the people to cope
3ith the i!pact of disasters is relevant to the status of the integration of Disaster "is6
"eduction in school curricula+ f integration of D"" foci 3ere high* vulnera$ility of the
co!!unity to hazards 3ould $e lo3+ .n the other hand* if the integration 3ere lo3* it
3ould !ean high vulnera$ility of the people to cope 3ith the i!pact of hazards+
A3areness and 6no3ledge develop!ent* specifically teaching D"" in school* are
significant to the factors influencing the integration* and the school policies and practices
adopted for the integration of D"" in schools8 curricula+ The factors influencing the
integration of D"" particularly along 3ith policies* teachers8 learning progra!*
instructional !aterials* and facilities9 parallel to the schools8 policies and practices
adopted for the integration of D"" in ter!s of !anpo3er* funding* and technical9 are
pertinent factors to $e considered devising !easures for the i!ple!entation of
integration of D"" foci in school curricula+ The current school curricula should $e
revie3 and should thoroughly plan the integration of D"" in accordance to factors that
!ight influence the i!ple!entation+ Develop !odules a$out D"" for specific topics or
su$?ects+ Training of teachers to handle D"" in their respective su$?ects should $e train+
The feed$ac6s and reco!!endations $y teachers of respective schools surveyed and $y
the researcher hi!self should $e consider for the advance!ent of D"" integration+ The
researcher $elieves that NPreparedness to respond and cope 3ith the effect of disasters
$egins 3ith a $etter -ducation in SchoolO+
H(
Fi)u'e ;. P*'*.i)1 ! T#e'e"ic*l F'*1e@'3
H&
C$cep"u*l F'*1e@'3
The study discusses the integration of Disaster "is6 "eduction CD""D into
schools8 curricula recognizing the role of education in addressing disaster pro$le!s+
Specifically* the study co!!ences 3ith deter!ining the status of the integration of D""
in the schools8 curricula9 then ne,t* it proceeded 3ith the factors that influence the
integration of D""9 schools8 policies and practices adopted for the infusion of D""9 and
the reco!!endations that can $e advanced to i!prove the D"" integration in the
schools8 curricula+ The afore!entioned varia$les are the factors in the actualization of
this research+
The research focused on the status of the integration of the D"" in the schools8
curricula after the issuance of Dep-d .rder 7o+ GG* s+ &''H prioritizing the
!ainstrea!ing of Disaster "is6 "eduction %anage!ent in the School Syste! and
i!ple!entation of progra!s and pro?ects relative to it+ The study 3as conducted to
identify the factors 3ithin the school co!!unities that influence the integration of D""
into the schools8 curricula along the follo3ing/ CaD policies* C$D teachers8 learning
progra!* CcD instructional !aterials* and CdD facilities+ The schools8 policies and practices
adopted for the integration of D"" in ter!s of/ CaD !anpo3er* C$D funding* and CcD
technical 3ere loo6 into+ Finally* this study ought reco!!endations to i!prove the D""
integration in the schools8 curricula+ The feed$ac6 received fro! the school
ad!inistrators and teachers !ay lead to the i!prove!ent the disaster ris6 reduction
integration in the schools8 curricula+ The interrelationships of concepts discussed are
varia$les of the study* 3hich are illustrated in the conceptual paradig! as sho3n in
Figure 1+
HB
Fi)u'e <. P*'*.i)1 ! C$cep"u*l F'*1e@'3
H)
De!i$i"i$ ! Te'1%
The follo3ing ter!s used in the study are defined conceptually and operationally
for $etter understanding+
C*p*bili"(. This refers the #ualitative assess!ent of hu!an and !aterial
resources such as a$ility* co!petence* and authority+ The natural capa$ility so!e people
see! to cope or resist 3ith the i!pact of disasters+
)1
C*p*ci"(. This refers to the total a!ount that can $e contained or produced+ n
this study* it !ay !ean as 2the co!$ination of all the strengths* attri$utes and resources
availa$le 3ithin a co!!unity* society or organization that can $e used to achieve agreed
goalsO+ t is a #uantitative assess!ent of hu!an and !aterial resources+ -,a!ple/
nu!$er* volu!e* size+ The capacity of an individual or group to cope or resist 3ith the
i!pact of a disaster+
)L
Cu''iculu1. t refers to planned interactions* opportunities and e,periences that
occur $et3een learners and teachers in schools* utilizing instructional content* !aterials*
resources* and processes for evaluating the attain!ent of educational o$?ectives+ t is also
referred to as the su! of all learning e,periences provided $y school* including the
content of the course sylla$us* the !ethod and strategies e!ployed* and other aspects li6e
nor!s and values* 3hich directly or indirectly influence the learning process+
G'
Di%*%"e'. t is a natural or !an;!ade e!ergencies that cannot $e handled $y
affected co!!unities 3ho e,perience severe danger and incur loss of lives and properties
causing disruption in its social structure and prevention of the ful
Z
ll!ent of all or so!e
of the affected co!!unity8s essential functions+ A pheno!enon that can cause da!age to
life and property and destroy the econo!ic* social and cultural life of people+
G(
HG
Di%*%"e' p'ep*'e.$e%%. t is a state in 3hich individuals and groups of a
co!!unity have developed plans* allocated resources* and esta$lished procedures for an
efficient and effective i!ple!entation of the plans for the purpose of saving lives and
preventing further da!age to property in the event of a disaster+ Preparedness includes
plans or preparations !ade to save lives and to help response;and;rescue operations+
-vacuation plans and stoc6ing food and 3ater are $oth e,a!ples of preparedness+
G&
Di%*%"e' 'i%3 1*$*)e1e$". t is a syste!atic process of using ad!inistrative
decisions* organization* operational s6ills and capacities to i!ple!ent policies* strategies
and coping capacities of the society and co!!unities to lessen the i!pacts of natural
hazards and related environ!ental and technological disasters+ t co!prises all for!s of
activities* including structural and non;structural !easures to avoid CpreventionD or to
li!it C!itigation and preparednessD adverse effects of hazards+
GB
Di%*%"e' 'i%3 'e.uc"i$. This refers to the concept and practice of reducing
disaster ris6s through syste!atic efforts to analyze and !anage the causal factors of
disasters* including through reduced e,posures to hazards* lessened vulnera$ility of
people and property* 3ise !anage!ent of land and the environ!ent* and i!proved
preparedness for adverse events+ t is a syste!atic approach to identifying* assessing and
reducing the ris6s of disaster* 3hich ai!s to reduce socio;econo!ic vulnera$ilities to
disaster as 3ell as dealing 3ith the environ!ent and other hazards that trigger the!+ t is
the concept and practice of reducing disaster ris6s through syste!atic efforts to analyse
and !anage the causal factors of disasters* including through reduced e,posure to
hazards* lessened vulnera$ility of people and property* 3ise !anage!ent of land and the
environ!ent* and i!proved preparedness for adverse events+
G)
HF
H*+*'.. t refers to any pheno!enon that has the potential to cause disruption or
da!age to hu!ans and their environ!ent* or an event or occurrence that has the potential
for causing in?ury to life* property and environ!ent+ t is a situation that poses a level of
threat to life* health* property* or environ!ent+ Such a dangerous pheno!enon*
su$stance* hu!an activity or condition that !ay cause loss of life* in?ury or other health
i!pacts* property da!age* loss of livelihoods and services* social and econo!ic
disruption* or environ!ental da!age+
GG
I$"e)'*"i$. t refers to the !ainstrea!ing of disaster ris6 reduction and cli!ate
change in develop!ent processes such as policy for!ulation* socioecono!ic
develop!ent planning* $udgeting* and governance* particularly in the areas of
environ!ent* agriculture* 3ater* energy* health* education* poverty reduction* land;use
and ur$an planning* and pu$lic infrastructure and housing* a!ong others+ -,a!ple/
ntegration of Disaster "is6 "eduction -ducation into the School Curricula and
Sangguniang Ma$ataan CSMD Progra! and %andatory Training for the Pu$lic Sector
-!ployees+
GF
Le*'$i$) P')'*1. t refers to the plan of 3or6 3hich guides activities*
assess!ent and achieve!ent of critical and learning outco!es of teaching and learning
3ithin an outco!es;$ased fra!e3or6+
GH
Ou"c1e%AB*%e. E.uc*"i$ *$. T'*i$i$) BOBEC *pp'*c#. t refers to the
educational syste! ena$ling for!al education to produce s6illed people for developing
!ar6ets and econo!ic gro3th* through the use of learning progra!!es and processes
$ased on integrated outco!es+
G1
HH
Plic(. t is a principle or rule to guide decisions and achieve rational outco!es+ t
is an state!ent of intent* and is i!ple!ented as a procedure or protocol+
GL
P'ep*'e.$e%%. t refers to activities and !easures ta6en in advance to ensure
effective response to the i!pact of hazards* including the issuance of ti!ely and effective
early 3arnings and the te!porary evacuation of people and property fro! threatened
locations+ t is a developed 6no3ledge and capacities to effectively anticipate* respond to*
and recover fro!* the i!pacts of li6ely* i!!inent or current hazard events or
conditions+
F'
Rec&e'(. This refers to the decisions and actions ta6en after a disaster 3ith a
vie3 to restoring or i!proving the pre;disaster living conditions of the stric6en
co!!unity* 3hile encouraging and facilitating necessary ad?ust!ents to reduce disaster
ris6s+ t is the restoration and i!prove!ent 3here appropriate* of facilities* livelihoods
and living conditions of disaster;affected co!!unities* including efforts to reduce
disaster ris6 factors+
F(
Re%p$%e. This refers to the act of i!ple!enting or translating into actions 3hat
are called for $y the preparedness plans+ "esponse includes actions ta6en to save lives
and prevent further da!age in a disaster or e!ergency situation+ See6ing shelter fro!
strong 3inds acco!panying a typhoon and evacuating to higher grounds due to an
i!pending [ood are e,a!ples of response+ The provision of e!ergency services and
pu$lic assistance during or i!!ediately after a disaster in order to save lives* reduces
health i!pacts* ensure pu$lic safety and !eet the $asic su$sistence needs of the people
affected+
F&
H1
Ri%3. This refers to the e,pected nu!$er of lives lost* persons in?ured* da!age to
property and disruption of econo!ic activity due to natural pheno!enon* and
conse#uently the product of speciZc ris6 and ele!ents at ris6+ SpeciZc ris6 !eans the
e,pected degree of loss due to a particular pheno!enon+ -le!ents at ris6 !eans the
population* $uildings and civil engineering 3or6s* econo!ic activities* pu$lic services*
utilities and infrastructure* etc+* at ris6 in a given area+ t is a potential of loss resulting
fro! a given action* activity and or inaction+ t is the co!$ination of the pro$a$ility of an
event and its negative conse#uences+
FB
S"*"u% ! I1ple1e$"*"i$. This refers to the e,tent of carrying out or fulfilling
so!ething+ n this study it refers to the e,tent of integration of the Disaster "is6
"eduction in the school curricula+
F)
Vul$e'*bili"(. This refers to the factors of the co!!unity that allo3 a hazard to
cause a disaster+ .r the result of a nu!$er of factors that increase the chances of a
co!!unity $eing una$le to cope 3ith an e!ergency+ t is a 3ea6ened capacity of an
individual or group of society to anticipate* cope 3ith* resist and recover fro! the i!pact
of a natural or !an;!ade hazard+
FG
HL
NOTES
(
"egional Consultative Co!!ittee on Disaster %anage!ent C"CCD+ Integrating
!isaster )is( )eduction into *chool ;urriculum& Mainstreaming !isaster )is( )eduction
into ?ducation. "etrieved fro!/
http/JJ333+pr e v e ntion3 e $+n e tJfil e sJ)''F4AD PC -du c Guid e lin e C onsult a tion5 e rsionB+(+pd
f Caccessed &'(B* 0une &GD+
&
7ational Curriculu! and Assess!ent Centre+ Teaching !isaster )is( )eduction
with Interacti$e Methods& 9oo( for /ead of ;lass Teachers 4@rade A : IB, p.-. "etrieved
fro!/ http/JJ333+pr e v e ntion3 e $+n e tJfil e sJ&& H B'4&&HB'h ea dt e a c h e rsg u id ee ngn c a c (+pdf
Caccessed &'(B* 0une &FD+
B
Ibid.
)
Ibid+* p+ H+
G
Ibid+* p+ 1+
F
Ibid.
H
Ibid+* p+ ((+
1
nternational Strategy for Disaster "eduction CSD"D+ /%ogo Framewor( for
Action >..8C>.=8& 9uilding the )esilience of nations and ;ommunities to !isasters.
@orld Conference on Disaster "eduction* Mo$e* <yogo* 0apan* 0anuary (1;&&* &''G+
"etrieved fro!/ http/J J333+unisdr+orgJ&''GJ3 c drJint e rgov e rJoff i c ia l ;do c J L ;d o c sJ < y og o ;
fr a ! e 3 o r6 ;fo r;a c tio n ;e n glish+pdf Caccessed &'(B* 0uly &HD+
L
"egional Consultative Co!!ittee on Disaster %anage!ent C"CCD+ Fe$ruary
&'(' Brochure+ "etrieved fro!/
http/JJ333+ a dp c +n e tJv&''HJDo3nlo a dsJ& ' ('J F e $J "CCB ro c hur e +pdf Caccessed &'(B* 0uly
&GD+
('
United 7ations Children Fund CU7C-FD+ !isaster )is( )eduction in *chool
;urricula& ;ase *tudies from Thirt% ;ountries. "etrieved fro!/
http/JJ333+uni ce f+orgJ e d u ca tionJfil e sJD "" in C urri c ul a ;% a ppingB' c ountr i e s F 7 A L +p d f
Caccessed &'(B* 0uly &1D+
((
@isner* Ben+ Let our ;hildren Teach 1sD : A )e$iew of the )ole of ?ducation
and Enowledge in !isaster )is( )eduction. SD" Syste! the!atic ClusterJPlatfor! on
Mno3ledge and -ducation+ p+ ('+ "etrieved fro!/
http/JJ333+unisdr+orgJfil e sJF'L4(''B'+pdf Caccessed &'(B* 0uly &1D+
(&
Ibid. pp+ (';((+
1'
(B
Ibid. p+ ((+
()
Ibid. pp+ ((;(&+
(G
Brice:o* Salavano+ !isaster )is( )eduction 9egins at *chool. &''F;&''H @orld
Disaster "eduction Ca!paign+ United 7ations 2 nternational Strategy for Disaster
"eduction+ "etrieved fro!/ http/JJ333+unisdr+orgJ&''HJ ca ! p a ignJpdfJ @ D " C ;&'' F ;&'' H ;
-nglis h ;fullv e rsion+pdf Caccessed &'(B* 0uly &1D+
(F
U7-SC.;Math!andu+ Towards a Learning ;ulture of *afet% and )esilienceC
Integrating !isaster )is( )eduction into *chool ;urricula. "etrieved fro!/
http/JJ333+ u n e s c o+orgJn e 3J e nJ6 a th ! a nduJ a $ou t ;t hi s ;offi ce Jsingle;
vi e 3Jn e 3sJto3 a rds 4 a 4l e a rning4 c ultur e 4of4 s a fe t y 4 a nd4r e sili e n c e 4int e gr a ti ng4dis a st e r4ris6
4r e du c tion4into4s c hool4 c urri c ul a J Caccessed &'(B* 0uly &1D+
(H
U7C-F Lesotho+ !isaster )is( reduction& Integrating into *chool ;urriculum in
Lesotho. Septe!$er &'((+ "etrieved fro!/
http/JJ333+pr e v e ntion3 e $+n e tJfil e sJ&B1))4uni ce f +pdf Caccessed &'(B* 0uly &1D+
(1
Dep-d+ Mainstreaming !isaster )is( )eduction in the ?ducation *ector in the
Philippines. "etrieved fro!/
http/JJ333+nd cc +gov+phJ a tt ac h ! e ntsJ')&4%D "" e du ca tion4 P hilippin e s+pdf Caccessed
&'(B* 0uly &1D+
(L
Luna* -!!anuel %+ et al+ Impact of !isasters on the ?ducation *ector in the
Philippines. Center for Disaster Preparedness CCDPD+ "etrieved fro!/
http/JJ33 3 +a dp c +n e tJv&''HJprogr a ! sJd ! sJ P" .G " A% S J% a instr ea ! ingT&'D "" JDo3nlo
a dsJ P hilippin e s+pdf Caccessed &'(B* 0uly &1D+
&'
Andrade* 0eannette + Training on what to do during disasters pushed for F;
teachers. Pu$lished $y/ Philippine Daily n#uirer* Fe$ruary &G* &'(B+
&(
Le6ala6ala* %+0+ &'((+ Teachers perception about lesson planning to include a
!isaster )is( )eduction Focus. CUnpu$lished %aster8s ThesisD+ University of the Free
State* South Africa+ pp+ B( 2 B&+ "etrieved fro!/
http/JJn a ta gri+ufs+ ac +z a JdlJus e rfil e sJDo c u ! e ntsJ' ' ''&J&&114 e ng+pdf Caccessed &'(B* %ay
&HD+
&&
Ibid. pp+ BH 2 B1+
&B
Ibid. pp+ B1 2 )'+
&)
Daep* Cedric D+ The Implementation of the !isaster )is( )eduction Management
Program in the Pro$ince of Alba%, CUnpu$lished DissertationD* Bicol University+ Legazpi
City* Philippines+ &'((+
1(
&G
.ndiz* "o3ena L+ Flood !isaster Preparedness and Mitigation Program
Implementation in Fuinali 0A2 )i$er *%stem, CUnpu$lished DissertationD* Bicol
University+ Legazpi City* Philippines* &''F+
&F
Frias* "ose!arie T+ ;risis Preparedness in 9icol 1ni$ersit%, CUnpu$lished
DissertationD* Bicol University+ Legazpi City* Philippines* &''H+
&H
>u:iga* "o!an Cha!$erlane 5 G+ !isaster )is( )eduction in the /igh )is(
Gone of Ma%on Aolcano. CUnpu$lished DissertationD* Bicol University* Legazpi City*
Philippines+ &''1+
&1
Christensen* Christian B+ &'((+ Preliminar% ;oncepts for !e$eloping ;hildhood
?ducation in ?mergenc% Preparedness. CUnpu$lished %aster8s ThesisD+ Arizona State
University* United States of A!erica+ "etrieved fro!/
http/JJr e posito r y + a su+ e du J a tt ac h ! e ntsJGF1FGJ c ont e ntJ C hrist e ns e n4 a s u 4''('74('1B&+pdf
Caccessed &'(B* 0une &1D+
&L
Shilperoort* Liezel %ary+ &'(&+ /ow ;ommunit% Institutions in Tur(e% ?ngage in
!isaster )is( )eduction& A ;ase *tud% of Istanbul and Anta(%a. CUnpu$lished %aster8s
ThesisD+ Colorado State University* United States of A!erica+ "etrieved fro!/
http/JJdis a st e r+ c olost a te +e duJD a ta JS it e sJ(J c dr a ;r e s e a rc hJ c d ra;
th e s e s a nddiss e rt a tionsJs c hilp e roortth e sis+pdf Caccessed &'(B* 0uly &LD+
B'
%aartens+ =+ &'((+ !e$elopment ;ommunication in !isaster )is( )eduction& The
@.I.).).L. 4@irls in )is( )eduction Leadership Pro+ect. CUnpu$lished %aster8s ThesisD+
Potchefstroo! Ca!pus of the 7orth;@est University+ South Africa+ "etrieved fro!/
http/JJ ac ds+ c o+ z a Juplo a ds Jth e sis J y ol a nd a !a a rt e ns 4 ! +pdf Caccessed &'(B* 0uly &LD+
B(
Coetzee* Christo+ &''L+ The de$elopment, implementation and transformation of
the !isaster Management ;%cle. CUnpu$lished %aster8s ThesisD+ Potchefstroo! Ca!pus
of the 7orth;@est University+ South Africa+ "etrieved fro!/
http/JJ ac ds+ c o+ z a Juplo a ds Jth e sisJ c hris t o c o e tz ee 4 ! +pdf Caccessed &'(B* 0uly &LD+
B&
Brazer* Peter 0aco$us+ &''L+ Institutional ;apacit% of the *outh African Police
*er$ice for !isaster )is( )eduction in the !r Eenneth Eaunda !istrict Municipalit%.
CUnpu$lished %aster8s ThesisD+ Potchefstroo! Ca!pus of the 7orth;@est University+
South Africa+ "etrieved fro!/
http/JJdsp ace +n3u+ ac +z a J$ itstr ea ! Jh a ndl e J('BL)JFL1GJ B ra z e r4T&' P 4T&' 0 +pdf A s e #u e n ce Q
& Caccessed &'(B* 0uly &LD+
BB
Dla!ini* Prudence P+ &'((+ ?$aluating the Implementation of the /%ogo
Framewor( for Action in the Eabo(weni Location& Aiews from the Frontline Perspecti$e.
CUnpu$lished %aster8s ThesisD+ Potchefstroo! Ca!pus of the 7orth;@est University+
South Africa+ "etrieved fro!/
http/JJdsp ace +n3u+ ac +z a J$ itstr ea ! Jh a ndl e J('BL)J)1H(JDll a ! ini4 PP +pd fA s e #u e n c e Q&
Caccessed &'(B* 0uly &LD+
1&
B)
Coles* 0ennifer "o$yn+ &'((+ The disaster ris( reduction educational programme
for primar% schools in the ;it% of Tshwane& A critical anal%sis. CUnpu$lished %aster8s
ThesisD+ Potchefstroo! Ca!pus of the 7orth;@est University+ South Africa+ "etrieved
fro!/ CUnpu$lished %aster8s ThesisD+ Potchefstroo! Ca!pus of the 7orth;@est
University+ "etrieved fro!/ http/JJdsp ace +n3u+ ac +z a Jh a ndl e J('BL)J1'H( Caccessed &'(B*
0uly &LD+
BG
Bau!3oll* 0ennifer+ &''1+ The Aalue of Indigenous Enowledge for !isaster )is(
)eduction& A 1ni3ue Tool for )educing ;ommunit% Aulnerabilit% to ,atural !isasters.
CUnpu$lished %aster8s ThesisD+ @e$ster University* 5ienna* Austria+ "etrieved fro!/
"etrieved fro!/ http/J J333+isl a ndvuln e ra $ili t y + orgJ ! J$ a u ! 3oll ! +pdf Caccessed &'(B*
0uly &LD+
BF
Sha!ano* 7icholas+ &'('+ An In$estigation into the !isaster )is( reduction
4!)) ?fforts in @utu !istrict 4Gimbabwe& A Focus on !rought ?arl% "arning *%stems.
CUnpu$lished %aster8s ThesisD+ University of the Free State* South Africa + "etrieved
fro!/ http/JJn a ta gri+ufs+ a c +z a JdlJus e rfil e sJDo c u !e ntsJ''''&J&&HG4 e ng+pdf Caccessed &'(B*
0uly &LD+
BH
%utasa* %u6undi+ &'('+ Gimbabwes !rought ;onundrum& $ulnerabilit% and
coping in 9uhera ;hi(omba districts. CUnpu$lished %aster8s ThesisD+ 7or3egian
University of Life Science+ 7or3ay+ "etrieved fro!/
http/JJ$r a g e +$i$ s y s+noJu ! $J$itstr ea ! JU " 7/7 B 7/n o ; $i$ s y s4$r a g e 4())L(J(J%u6undi
T&'%ut a s a T&' F in a lT&'Th e sis+pdf Caccessed &'(B* 0uly
&LD+
B1
"ea* De$orah+ &''H+ Preparing for the future& Incorporating !isaster
Management ?ducation into *ri Lan(an *chools. CUnpu$lished %aster8s ThesisD+ Coventry
University Sri Lan6a+ "etrieved fro!/
http/JJ333+in ee sit e +orgJuplo a dsJfil e sJr e sour c e sJdo c 4(41H4Th e sis4 S ri 4 L a n 6 a 4D e $o r a h4 " e
a +pdf Caccessed &'(B* 0uly &LD+
BL
<aulle* -varisto+ &'(&+ ?$aluating earth3ua(e disaster ris( management in
schools in )ungwe Aolcanic pro$ince in Tan'ania. University of Dar es Salaa!* Tanzania+
"etrieved fro!/ http/JJ333+? a ! $ a +org+ z a Jind e ,+phpJ ?a ! $ a Ja r ti c le Jvi e 3 F il e J))J)F
Caccessed &'(B* 0uly &LD+
)'
Ta6alani* "a!$au S+ et al+ !isaster )is( )eduction through school learners
awareness and preparedness. University of Pretoria* South Africa+ "etrieved fro!/
http/JJr e posito r y +u p + ac +za J$itstr ea ! Jh a ndl e J&&FBJ&(BH'J " a ! $ a u4Dis a st e rC& '(&D+pdf A s e #ue
n ce Q( Caccessed &'(B* 0uly &LD+
)(
@M-P-DA The Free -ncyclopedia+ *ocial Aulnerabilit%+ "etrieved fro!/
http/JJ e n+3i6ip e di a +orgJ3i6iJ S o c ia l4vuln e ra $ili t y \ 5uln e ra $ili t y 43ithin4so c ie t y Caccessed
&'(B* 0uly &BD+
1B
)&
Schilderinc6* Gerard+ !rought ;%cle Management in arid and semiCarid Een%a&
A rele$ant disaster ris( reduction model# pp+ L U &H+ "etrieved fro!
333+ a ln a p+ o rgJpoolJfil e sJ(' ' ;(''BG $ ;fin a l ;d r r;r e s ea rc h ;re p o rt+pdf Caccessed &'(B* 0uly
&&D+
)B
Ibid. pp+ &H;&L+
))
The Centre for the 7on;Traditional Security C7TSD 2 7TS AL-"T Septe!$er
&'(' Cssue (D+ !isaster )is( )eduction 4!))& )educing /uman Aulnerabilities to
,atural !isasters. "etrieved fro!/ http/JJ333+rsi s +e du+sgJntsJht ! l ;n e 3s le tt e rJ a le rtJ7T S ;
a le rt ;s e p ;(''(+ht ! l Caccessed &'(B* 0uly &&D+
)G
Ibid.
)F
nternational Federation of "ed Cross and "ed Crescent Societies+ "hat is a
disaster# "etrieved fro!/ http /JJ333+ifr c +org J e nJ3h a t; 3 e; doJdis a st e r ;
! a n a g e ! e ntJ a $ou t ;dis a s t e rsJ3h a t ;is ;a ;dis a st e rJ Caccessed &'(B* 0une &D+
)H
Ibid. (* pp+ L;(&+
)1
!isaster )is( )eduction )esource Manual, Depart!ent of -ducation* "epu$lic
of the Philippines* p+ G* c+ &''1+
)L
Ibid.
G'
@M-P-DA The Free -ncyclopedia+ ;urriculum+ "etrieved fro!/
http/JJ e n+3i6ip e di a +orgJ3i6iJ C urri c ulu! Caccessed &'(B* 0uly LD+
G(
Ibid. )1* p+ F+
G&
Ibid.
GB
Ibid.
G)
"epu$lic Act 7o+ ('(&(+ An Act *trengthening the Philippine !isaster )is(
)eduction and Management *%stem, Pro$iding for the ,ational !isaster )is( )eduction
and Management Framewor( and Institutionali'ing the ,ational !isaster ris( )eduction
and management Plan, Appropriating funds Thererefor and for other Purposes. "epu$lic
of the Philippines* Congress of the Philippines+ %ay &H* &'('+
GG
Ibid. )1* p+ H+
GF
Ibid. G)+
GH
Ibid. 1* p+ ()+
1)
G1
Ibid.
GL
@M-P-DA The Free -ncyclopedia+ Polic%+ "etrieved fro!/
http/JJ e n+3i6ip e di a +orgJ3i6iJ P oli c y Caccessed &'(B* 0uly LD+
F'
Ibid. )1* p+ 1+
F(
Ibid. )1* p+ L+
F&
Ibid.
FB
Ibid.
F)
@M-P-DA The Free -ncyclopedia+ *tatus of Implementation+ "etrieved
fro!/ http/JJ e n+3i6ip e d ia +orgJ3i6iJ S ta tus 4of ! pl e ! e nt a tion Caccessed &'(B* 0uly 1D+
FG
Ibid. )1* p+ ('+
+
C#*p"e' 7
RESEARCH DESIGN AND METHODOLOGY
This chapter discusses the research design* the !ethods and procedures e!ployed
in conducting the study+ This also includes the research !ethods* sources of data*
respondents* instru!ents used* the data collection procedure* and statistical treat!ent of
data+
Re%e*'c# Me"#.%
Based on the pro$le!s stated and o$?ectives sought $y the study* the descriptive
2 evaluative research approach 3as used+ This design 3as used to appraise carefully the
3orthiness of the current study+
The study is pri!arily a descriptive research* 3hich focused on investigating and
!apping out Cdescri$ingD pro$le!s* processes* relationships Cespecially causal
relationshipsD* or other e,isting pheno!ena+ Descriptive research is a design 3hich ai!s
to descri$e syste!atically a situation* pro$le!* pheno!enon* service or progra!* or
provides infor!ation a$out* says the living conditions of a co!!unity* or descri$es
attitudes to3ards an issue+ Thus* it descri$es the nature of a situation as it e,ists at the
ti!e of the study and e,plores the causes of particular pheno!ena+ t is used to identify
and o$tain infor!ation on the characteristics of a particular pro$le! or issue+ Descriptive
research goes further in e,a!ining a pro$le! than e,ploratory research* as it is
underta6en to ascertain and descri$e the characteristics of the pertinent issues+ A
descriptive study deter!ines and reports the 3ay things are* as it has no control over 3hat
is* and it can only !easure 3hat already e,ists+ "esearch #uestions for theses involving
descriptive research usually as6 3hat happened* 3hat the relationship is $et3een one
1F
thing and another* or 3hat 3e 6no3 a$out so!ething+ Thin6 of this paradig! as a
ca!era* ta6ing snapshots or video of so!ething that hasn8t $een studied $efore+ .n the
other hand* -valuative research is concerned 3ith the assess!ent of policies* progra!s or
institutional fra!e3or6s+ -valuative research evaluates/ it ?udges* assesses* or !easures
so!ething in relation to outco!es or re#uire!ents+ f you 3ant to 6no3 ho3 3ell a
policy has 3or6ed* or ho3 3ell a progra! is perfor!ing* or 3hether a practice is
effective or successful* or 3hat the outco!es of a given policy are* you8re doing
-valuative research+ Thin6 of this paradig! as a scale or calculator* !easuring
so!ething8s characteristics* gro3th* or perfor!ance+
(
n this study* descriptive 2 evaluative research design 3as e!ployed 3hich
carefully appraised the 3orthiness of the current study+ The researcher devised a
#uestionnaire 3hich evaluates the integration of Disaster "is6 "eduction in the School
Curricula in selected secondary schools in Legazpi City Division in order to address the
local co!!unity8s disaster issues and re#uested that principals and teachers of the B
selected schools as su$?ect of the study to respond on it+ Specifically* to evaluate the
D"" status of integration9 the factors that influence such integration in ter!s of policies*
teacher8s learning progra!* and facilities9 school policies and practices in the integration
of D"" in ter!s of !anpo3er* funding* and technical9 and the reco!!endations that
!ay $e advanced to i!prove the D"" integration in the school curricula+
Su'ce% ! D*"*
The data in the study 3ere derived fro! t3o sources+ First* pri!ary data 3ere
sought fro! the ans3ers of the respondents+ n this study* it included the perception of
the teacher;respondents fro! three !a?or sources such as Pag;Asa 7ational <igh School*
1H
.ro Site <igh School* and Taysan "esettle!ent ntegrated School 2 <igh School
Depart!ent+ All three schools are located 3ithin and near$y the !etropolis of Legazpi
under Legazpi City Division+ These schools 3ere chosen due to the vulnera$ility of the
sa!e to natural disasters+ <o3ever* the ris6s faced $y each school differ $ased on the
geophysical characteristics of each site* to 3it9 Pag;Asa 7ational <igh school poses
danger to3ards shac6 fire* flood and volcanic eruption9 .ro Site <igh School is prone to
e,tensive flooding and shac6 fires9 and Taysan "esettle!ent ntegrated School* on the
other hand* faces flash flood* soil erosion* strong 3ind and earth #ua6e+ n addition*
secondary data included $oo6s* ?ournals* thesis* dissertation* online !aterials and
docu!ents gathered fro! the respective schools* division office and other agencies 3hich
are su$?ected to analytical tool+
Re%p$.e$"%
This study on the ntegration of Disaster "is6 "eduction in School Curricula in
Selected Secondary Schools in Legazpi City Division involved the follo3ing/ CaD school
head and teachers fro! Pag;Asa 7ational <igh School9 C$D school head and teachers
fro! .ro Site <igh School9 and CcD school head and teachers fro! Taysan "esettle!ent
ntegrated School 2 <igh School Depart!ent* 3hich said schools are fre#uently affected
$y floods and soil erosion during heavy rains and typhoons* volcanic eruptions*
earth#ua6e and even e,posed to the ris6 of shac6 fires during the hotter !onths+ The total
nu!$er of the respondents is (FG* 3hich is a total enu!eration e#uivalent to the e,act
nu!$er of teachers fro! the B schools selected including the respective school heads as
sho3n in ta$le B $elo3+
11
T*ble 7
Di%"'ibu"i$ ! "#e Re%p$.e$"%
RESPONDENTS TOTAL NUMBER
School <eads B
Teachers fro! Pag;Asa 7ational <igh School L)
Teachers fro! .ro Site <igh School GB
Teachers fro! Taysan "esettle!ent ntegrated School
2 <igh School Depart!ent (G
T"*l 5:9
The principals of the B selected high schools 3ere the direct respondents as they
are the top i!ple!enters in their respective institution concerning the integration of
Disaster "is6 "eduction in the school curricula+ The (F& teachers 3ere totally
enu!erated* 3hich represented the B selected secondary schools under Legazpi City
Division* 3hich has diverse vulnera$ilities due to the geophysical characteristics of its
location+
I$%"'u1e$" U%e.
The follo3ing research instru!ents 3ere e!ployed in see6ing ans3ers to the
pro$le!s of the study+
Su'&e(. Using Fuestionnaire, survey research 3as used to ans3er #uestions that
have $een raised* to solve pro$le!s that have $een posed or o$served* to assess needs
and set goals* to deter!ine 3hether or not specific o$?ectives have $een !et* to esta$lish
$aselines against 3hich future co!parisons can $e !ade* to analyze trends across ti!e*
and generally* to descri$e 3hat e,ists* in 3hat a!ount* and in 3hat conte,t+ Si!ply a
1L
data collection tool for carrying out survey research* survey is defined as a !eans for
gathering infor!ation a$out the characteristics* actions* or opinions of a large group of
people+ Survey can also $e used to asses needs* evaluate de!ands* and e,a!ine i!pact+
&
Euestionnaire 3as used to o$tain infor!ation regarding the integration of Disaster
"is6 "eduction in the School Curricula+ Specifically to assess the status of integration9
the factors that influences such integration in ter!s of policies* teacher8s learning
progra!* and facilities9 school policies and practices in the integration of D"" in ter!s
of !anpo3er* funding* and technical9 and the reco!!endations that !ay $e advanced to
i!prove the D"" integration in the school curricula+
Dcu1e$" Re&ie@. A 3ide variety of 3ritten !aterials !ay serve as a valua$le
source of data+ Docu!ents include $ut are not li!ited to institutional docu!ents Cclinical*
progra!!atic* or organizational recordsD* personal docu!ents Cdiaries* letters* artistic
e,pressionsD* and pu$lic historical docu!ents Clegislative testi!ony* legal
docu!entsD+ .ne !ethod of syste!atic docu!ent revie3 is content analysis* a strategy
that generates inferences through o$?ective and syste!atic identification of core ele!ents
of 3ritten co!!unication+ Content analysis involves the categorization and classification
of data to !a6e inferences a$out the antecedents of a co!!unication* descri$e and !a6e
inferences a$out characteristics of a co!!unication* and !a6e inferences a$out the
effects of a co!!unication+
B
n this study* the docu!ents li6e $oo6s* encyclopedia* !agazines* ?ournals* thesis
or dissertation* and other docu!ents online 3ere consulted and used that provided a
su$stantial infor!ation on the pro$le! studied+ The docu!ents availa$le in the schools
3here this study is conducted 3ill $e thoroughly analyzed $ased on its content+
L'
D*"* Cllec"i$ P'ce.u'e
This study adhered to strict standard operating procedure in collecting data+ t has
respect for autono!y* ?ustice* fair selection of the study population* infor!ed consent*
social value* validity and independent ethical vie3+ The responsi$ility to3ards the
respondents of the survey conducted is considered+ The rights of participants to have a
voluntary and free participating choice as 3ell as their confidentiality are respected+
Thus* in the study* a re#uest to conduct surveys and intervie3s at the schools and 3ith the
teachers is !ade through letters that are approved $y the study institution 3here the
researcher is registered as the student+ Prior to the for!al presentation of the survey
instru!ent to the respondents* validation and approval 3ere !ade* necessary revisions
3ere done* and appoint!ents are !ade 3ith the respondents at the ti!e suita$le to the!+
Before the co!!ence!ent of the intervie3s* each participant signs an infor!ed consent
contained in an infor!ation sheet that clearly outlines the purpose and the procedures of
the study* as 3ell as e,plaining the detail of the study and the li6ely duration of the
intervie3+ Participants 3ere also given the space to discontinue 3ith the survey at any
point in the study should they 3ish to do so or should any e!otional distress during the
survey $e noticed+ @hile data 3ere stored in a secured !anner in order to reduce identity
ris6s* as 3ell as re!oving the na!es of the participating schools* the research findings
3ill $e co!!unicated to the respondents and the funding $ody of this pro?ect 3ith the
purpose of replicating the pro?ect for hu!an resource develop!ent and capacity $uilding
purposes+ The respondents 3ere allo3ed to ans3er freely their concept and perception of
the su$?ect !atter* after 3hich the ta$ulation* analysis and interpretation of the data 3ere
!ade+
L(
S"*"i%"ic*l T'e*"1e$" ! D*"*
The data gathered fro! the respondents 3ere presented in visual devices* ta$les
and graphs+ Descriptive statistics 3ere used to descri$e* analyze and interpret the data
gathered+ Total enu!eration 3as a !ethod used in selecting the sa!ple size for the study*
3here all !e!$ers of the population are !easured+
The data 3ere analyzed and interpreted using the follo3ing statistical tools/
F'eDue$c( is the rate of repetitive event+ Fre#uency 3as used to deter!ine the
nu!$er of ti!es the respondents ans3ered the sa!e se#uence of values on the
#uestionnaire at a given ti!e the survey 3as conducted+
)
Pe'ce$"*)e 3as used to deter!ine the e,tent the status of the integration of
Disaster "is6 "eduction in the school8s curricula+
n co!puting the percentage* any of the follo3ing for!ula 3as utilized+
G
@here/
f
P CTD Q , (''
7
P Q percentage
f Q fre#uency of responses falling under particular category
7 Q total nu!$er of respondents
R*$3 is a relationship $et3een a set of ite!s such that* for any t3o ite!s* the
first is either Wran6ed higher than8* 8ran6ed lo3er than8 or ran6ed e#ual to8 the second+
"an6 3as used to deter!ine the level of the ans3ers of the respondents fro! highest to
lo3est+
F
0ei)#"e. Me*$ ta6es into consideration the proper 3eights assigned to the
o$served values according to their relative i!portance+ This 3as used to find the level of
i!portance of the responses* as sho3n in the scales of value+
The for!ula for co!puting the !ean is given $elo3+
H

n
i Q ( @
i
]
i
] Q
@
i
@here/
@
i
Q 3eight of each ite!
]
i
Q value of each ite!
] Q !ean
Q !eans the su! of
These 3eighted !eans 3ere interpreted $ased on the scale concept of the
$oundary of nu!erals prepared ar$itrarily as follo3s+
%ean 5alue @eight 5er$al nterpretation
)+G(;G+'' G Fully ntegratedJ5ery <igh
B+G(;)+G' ) Al!ost Fully ntegrated J<igh
&+G(;B+G' B %oderately ntegrated J%oderate
(+G(;&+G' & Partially ntegrated JLo3
(+'';(+G' ( 7ot ntegrated J5ery Lo3
N"e%
(
@oll!an* Lauren F+ )esearch Paradigms "etrieved fro!/
https/J J333+ c hds+usJ c ours e fil e sJr e s e a rc hJl e c tur e sJ r e s ea r c h4p a r a dig ! sJs c ript+pdf
Caccessed &'(B* August &1D+
&
Glaso3* Priscilla A+ &''G+ Fundamentals of *ur$e% )esearch Methodolg%.
"etrieved fro!/
http/JJ333+ ! itr e +orgJ3or6Jt ec h4p a p e rsJt ec h4p a p e rs4'GJ'G4'FB1J'G4'FB1+pdf Caccessed
&'(B* August &1D+
B
Curry* Leslie A+ Ee% Issues in Hutcomes )esearch& Fualitati$e and Mi5ed
Methods Pro$ide 1ni3ue ;ontributions to Hutcomes )esearch. "etrieved fro!/
http/JJ c ir c +a h a ?ourn a ls+o r gJ c ont e ntJ((LJ('J())&+full Caccessed &'(B* 0une &'D+
)
Lo!$ardi* %ichael A+ 0Fundamentals of Time and Fre3uenc%.27ational
nstitute of Standards and Technology+ C+ &''&+ "etrieved fro!/
http/JJtf+nist+go v Jg e n e ra lJpdfJ()L1+pdf Caccessed &'(B* Dece!$er (FD+
G
0accard* 0a!es and Bec6er* %ichael A+ 0*tatistics for the 9eha$ioral *ciences,
Third ?dition,2 United States of A!erica/ Broo6sJCole Pu$lishing Co!pany* c+ (LLH+
F
@M-P-DA The Free -ncyclopedia+ )an(ing+ "etrieved fro!/
http/JJ e n+3i6ip e di a +orgJ3i6iJ " a n6ing Caccessed &'()* 0anuary &'D+
H
%ercado del "osario* Asuncion C+ 09usiness *tatistics,2 %anila/ SB7* c+ (LLF+
C#*p"e' 8
THE INTEGRATION OF DISASTER RISK REDUCTION IN SCHOOL
CURRICULA IN SELECTED SECONDARY SCHOOLS
IN LEGAZPI CITY DIVISION
The integration of Disaster "is6 "eduction CD""D %anage!ent in the School
Syste! had $een initiated $y the Depart!ent of -ducation CDep-dD in N$uilding schools*
nations and co!!unities resilient to disasterO through the issuance of Dep-d .rder 7o+
GG* s+ &''H+ The "epu$lic of the Philippines 3as a !e!$er country of the "egional
Consultative Co!!ittee C"CCD on Disaster %anage!ent along 3ith other &L !e!$ers
fro! &F countries 3ho are 3or6ing in 6ey govern!ent positions in the 7ational Disaster
%anage!ent syste!s of countries of the Asian region+
@ithin the education sector* the "CC8s o$?ective to initiate !ainstrea!ing of
D"" 3as/ a+D ntegrating D"" !odules into school curriculu!* $+D Pro!oting hazard
resilient construction of ne3 schools* and c+D ntroducing features into school for their use
as e!ergency shelters+ "ealizing the i!portance of !ainstrea!ing of D"" in the
-ducation Sector 3as to support the i!ple!entation of <yogo Fra!e3or6 for Action
C<FAD through %ainstrea!ing of D"" into Develop!ent Planning* Policy and
!ple!entation in Asia+ The <FA 3hich has $een considered as a priority policy for
i!ple!entation $y the Depart!ent of -ducation ai!s to reduce disaster losses in lives*
properties* social* econo!ic and environ!ental assets of co!!unities and countries that
$eco!e the policy o$?ectives of the Dep-d .rder 7o+ GG* s+ &''H particularly the
!ainstrea!ing of Disaster "is6 "eduction %anage!ent in the School Syste!+
LG
T#e S"*"u% ! "#e I$"e)'*"i$ ! Di%*%"e' Ri%3 Re.uc"i$ i$ Sc#l%E Cu''icul*
For the Secondary -ducation* the integration 3as done $y distri$uting the topics
provided in the Disaster "is6 "eduction "esource %anual in all su$?ect areas in all year
levels+ The topics in D"" %anual are distri$uted according to the relevance per su$?ect
area as sho3n $elo3/
SUB/ECTS TOPICS
(+ -nglish ;5 Chap+ (+ The Philippine "is6 Profile
&+ Filipino Chap+ &+ The Philippine Disaster "is6
"eduction %anage!ent Syste!
B+ %athe!atics 5 Chap+ B+ 7atural <azards
C<ydro;!eteorological <azardsD
)+ Science ;5 Chap+ B+ 7atural <azards
CGeological <azardsD
G+ Araling Panlipunan ;5 Chap+ )+ Technological <azards
CSocial StudiesD
F+ %AP-< Chap+ )+ -nviron!ental <azards
<ealth and Physical -ducation
H+ -du6asyon sa Pagpapa6atao Chap+ G+ -nsuring Continuity of nstruction
C5alues -ducationD
1+ Technology and Livelihood Chap+ F+ -nsuring Safety of Dep-d Properties
-ducation CTL-D
a+ <o!e -cono!ics
$+ ndustrial Arts
L+ Citizens Advance!ent .rganization of School Disaster "is6
"eduction Training CCATD %anage!ent Group CcJo CAT Facilitator*
Pu$lic Safety and Co!!unity Service D
n co!pliance to the .rientation Guidelines and %echanics provided for the
Dep-d .rder 7o+ GG* s+ &''H* a one;3ee6 schedule 3hich is e#uivalent to forty;one C)(D
hours is allo3ed for discussion of contents of the D"" "esource %anual to $e ta6en up
si!ultaneously in all su$?ect areas and in all grade and year level 3ith due respect to the
Ti!e on Tas6 Policy+ The integration 3as represented per su$?ect area evaluated and
presented on Ta$le )+
LF
T*ble 8
S"*"u% ! I$"e)'*"i$ ! Di%*%"e' Ri%3 Re.uc"i$ i$ Sc#l Cu''icul*
n Q (FG
SubFec" A'e*%
S"*"u% ! I$"e)'*"i$ ! DRR i$ Sc#l Cu''icul*
FI AFI MI PI NI
0M GD
F T F T F T F T F T
(
-nglish 2 5 ) &+)& H )+&) (& H+&H &' (&+(& (&& HB+L) (+)L 7
&
Filipino 2 5 B (+1& 1 )+1G (( F+FH (1 ('+L( (&G HG+HF (+)F 7
B
%athe!atics 2 5 G B+'B L G+)G (' F+'F (F L+H' (&G HG+HF (+G' 7
)
Science 2 5 (1 ('+L( B1 &B+'B FF )'+'' &1 (F+LH (G L+'L B+(' %
G
Araling Panlipunan ; 5 (( F+FH &' (&+(& BH &&+)& FH )'+F( B' (1+(1 &+)1 P
F
%AP-< ; 5 (1 ('+L( &B (B+L) H' )&+)& &L (H+G1 &G (G+(G &+11 %
H
-du6asyon sa Pagpapa6atao 2 5 ) &+)& H )+&) (& H+&H (G L+'L (&H HF+LH (+)F 7
1
Technology and Livelihood -cono!ics ;5 G B+'B H )+&) (' F+'F (F L+H' (&H HF+LH (+)H 7
L
Citizens Advance!ent Training ) &+)& 1 )+1G (( F+FH (1 ('+L( (&) HG+(G (+)1 7
Legend/
F ; Fully ntegratedJ5ery <igh F ; Fre#uency
AF ; Al!ost Fully ntegratedJ<igh T ; Percentage
% ; %oderately ntegratedJ%oderate @% ; @eighted %ean
P ; Partially ntegratedJLo3 ED ; Eualitative Description
7 ; 7ot ntegratedJ5ery Lo3 n ; Total "espondent
Aside fro! Science and Araling Panlipunan* 3here !ainstrea!ing of Disaster
"is6 "eduction 3ere !oderately integrated* and %AP-<* 3hich has partial integration*
!ost of the su$?ects in the secondary curriculu! did not integrate D""+ Because of lac6
of political 3ill in the enforce!ent and institutionalization of D"" $y Dep-d personnel*
3ho are supposed to !onitor and evaluate the integration* it resulted to very 3ea6
integration of D"" foci $y teachers in their lesson+ The results pose a $ig threat not only
to the students $ut also to the entire co!!unity lac6ing the a3areness and preparedness
a$out disasters and its ris6s to the co!!unity $eing vulnera$le to the hazards of
disasters+ <ence* it 3as a challenge to the acade!e to educate the co!!unity a$out the
nature of disasters* its ris6s to the environ!ent and the co!!unity* in order to $e !ore
resilient 3ith the i!pact of disasters+
LH
I$"e)'*"i$ ! DRR $ E$)li%# IAIV SubFec"%. The data revealed that
!ainstrea!ing D"" concepts in -nglish particularly the Philippine "is6 Profile 3as not
integrated+ The !a?ority or seventy;five percent CHGTD of the total respondents agreed
that the integration of D"" in -nglish 3as very lo3 in their respective schools having the
3eighted !ean of (+)L indicating it is not integrated+ D"" Concepts that should $e
integrated in teaching -nglish include the ris6s that the Philippines is vulnera$le into*
considering the country8s geographical location* said to $e situated along the @estern
Pacific Basin* the 3orld8s $usiest typhoon $elt+ "ecent tragedies e,perienced $y the
country !ust also $e discussed+ The figure $elo3 sho3s the status of the integration of
D"" Concepts in -nglish ;5 su$?ects+
Fi)u'e =
G'*p# S#@i$) "#e S"*"u% ! I$"e)'*"i$ ! Di%*%"e'
Ri%3 Re.uc"i$ i$ E$)li%# IAIV SubFec"%
L1
I$"e)'*"i$ ! DRR $ Filipi$ IAIV SubFec"%. %ainstrea!ing D"" concepts in
Filipino include the Philippine Disaster "is6 "eduction %anage!ent Syste! discussing
the salient provisions of PD (GFF C(LH1D* 7D""%C co!prehensive disaster
!anage!ent fra!e3or6* declaration of principles* the cluster approach on hu!anitarian
response* the role of Dep-d in the Philippine disaster ris6 !anage!ent syste!* Disaster
"is6 "eduction %anage!ent .ffice CD""%.D* and standard operation procedures for
!itigation and prevention+ The !a?ority or seventy;five percent CHGTD of the total
respondents fro! the selected schools in Legazpi City Division agreed that the
integration of D"" in Filipino 3as very lo3 having the 3eighted !ean of (+)F indicating
it is not integrated+ The figure $elo3 sho3s the status of the integration of D"" Concepts
in Filipino ;5 su$?ects+
Fi)u'e 5>
G'*p# S#@i$) "#e S"*"u% ! I$"e)'*"i$ ! Di%*%"e'
Ri%3 Re.uc"i$ i$ Filipi$ IAIV SubFec"%
LL
I$"e)'*"i$ ! DRR $ M*"#e1*"ic% IAIV SubFec"%. For !athe!atics su$?ects*
D"" concepts that !ust $e integrated are the hydro;!eteorological pheno!ena and
hazards topics such as/ cyclone or typhoon* tornado* thunderstor!* glo$al 3ar!ing
e,tre!e cli!atic varia$ility* cold front* south3est !onsoon* northeast !onsoon* active
lo3 pressure area* inter;tropical convergence zone* and other associated hazards to
3eather syste! including flood* stor! surge* landslide* stor! 3ind and de$ris flo3+
Unfortunately in all three selected schools surveyed* the !a?ority or seventy;si, percent
CHFTD of the total respondents agreed that the integration of D"" in %athe!atics 3as
very lo3 having the 3eighted !ean of (+G' indicating it is not integrated+ The figure
$elo3 sho3s the status of the integration of D"" Concepts in %athe!atics ;5 su$?ects+
Fi)u'e 55
G'*p# S#@i$) "#e S"*"u% ! I$"e)'*"i$ ! Di%*%"e'
Ri%3 Re.uc"i$ i$ M*"#e1*"ic% IAIV SubFec"%
(''
I$"e)'*"i$ ! DRR i$ Scie$ce IAIV SubFec"%. n the science su$?ects* the
integration of D"" focus on the lesson 3as !oderate+ The topics integrated in the
sciences 3ere the natural hazards particularly the geological pheno!ena and hazards that
includes topics on earth#ua6e and volcanic eruption+ Astrono!ical <azards is also
included+ Fro! the data* it sho3s that Science is a!ong the three CBD su$?ect;areas that
integrates D"" in the lesson+ The !a?ority or forty percent C)'TD of the total
respondents agreed that the integration of D"" in Science 3as !oderate in their
respective schools having the 3eighted !ean of B+(' indicating it is !oderately
integrated+ The figure $elo3 sho3s the status of the integration of D"" Concepts in
Science ;5 su$?ects+
Fi)u'e 56
G'*p# S#@i$) "#e S"*"u% ! I$"e)'*"i$ ! Di%*%"e'
Ri%3 Re.uc"i$ i$ Scie$ce IAIV SubFec"%
('(
I$"e)'*"i$ ! DRR i$ A'*li$) P*$lipu$*$ IAIV SubFec"%. The forty;one
percent C)(TD of the respondents perceived that the integration of D"" in Social Studies
CAraling PanlipunanD 3as lo3 having the 3eighted !ean of &+) indicating it is partially
integrated in the curricula of three selected schools in Legazpi City Division+ The D""
topics for the Social Studies 3ere the <u!an nduced <azards including the
technological hazards and socio;econo!ic* political* security hazards+ The topics under
Technological <azards 3ere/ the structure collapse* fire* vehicular accident* che!ical
spill* food poisoning* pest infestation* epide!ic* and oil spill+ Socio;-cono!ic* Political*
Security <azards covers the follo3ing topics/ $o!$ threats* 6idnapping threats* hostage
ta6ing* and civil disorder+ The figure $elo3 sho3s the status of the integration of D""
Concepts in Araling Panlipunan ;5 su$?ects+
Fi)u'e 57
G'*p# S#@i$) "#e S"*"u% ! I$"e)'*"i$ ! Di%*%"e'
Ri%3 Re.uc"i$ i$ A'*li$) P*$lipu$*$ IAIV SubFec"%
('&
.n a report !ade $y the Center for Disaster Preparedness concerning the !pact
of Disasters on the -ducation Sector in the Philippines* the status of !ainstrea!ing
Disaster "is6 "eduction CD""D in the education sector in the Philippines in so!e e,tent*
D"" concepts can $e found in e,isting su$?ects $ut there 3as no for!al curriculu!
related to D""+ There is a !odule for teaching D"" developed under %D"D;-ducation
Pro?ect in &''H intended for Grade H+ The Depart!ent of -ducation CDep-dD had refined
the !odule 3here the chapters on Civil Disorder and Civil Unrest had $een re!oved
3hile topics on Cli!ate Change and Glo$al @ar!ing 3ere added+ The developed D""
!odule includes CBD chapters 3ith C(&D lessons in Science; and C)D chapters 3ith C(FD
lessons in Social Studies of (st year of secondary school CGrade HD+ The !odule covers
the follo3ing units/ 7atural <azards* Cli!ate ChangeJGlo$al Change* Fa!ily Disaster
Plan* 5olcanoes* <eat @ave* Tornado* and Fire+ -ach unit sho3s the chapter into 3hich
the lesson is to $e integrated+ Group activities are incorporated in the lessons that are to
$e coordinated $y the teacher in the class roo!+ The !odule enco!passes #uestions to $e
as6ed to the students* the topics that the teacher should cover in the lecture* an
application of the 6no3ledge that the teacher 3ill conduct 3ith the students and
!ethodology for evaluation of learning $y the students+
I$"e)'*"i$ ! DRR i$ Mu%ic- A'"%- P#(%ic*l E.uc*"i$ *$. He*l"# BMAPEHC
IAIV SubFec"%. Specifically for <ealth and Physical -ducation* the D"" topics included
in %AP-< 3ere the follo3ing environ!ental hazards/ red tide* 3ater pollution* air
pollution and soil pollution+ The !a?ority or forty;t3o percent C)&TD of the total
respondents agreed that the integration of D"" in %AP-< 3as !oderate having the
3eighted !ean of &+11 indicating it is !oderately integrated+ .f three selected schools
('B
surveyed* t3o schools have their D"" coordinator co!ing fro! the %AP-<
Depart!ent+ Considering that cala!ity !ay co!e 3ithout 3arning* the coordinator
ensure that D"" topics 3ere discussed in the lesson $y teachers in their respective
su$?ects $earing in !ind that a3areness* preparedness and action are i!portant+ The
figure $elo3 sho3s the status of the integration of D"" Concepts in %AP-< ;5
su$?ects+
Fi)u'e 58
G'*p# S#@i$) "#e S"*"u% ! I$"e)'*"i$ ! Di%*%"e'
Ri%3 Re.uc"i$ i$ MAPEH IAIV SubFec"%
I$"e)'*"i$ ! DRR i$ E.u3*%($ %* P*)p*p*3*"* BV*lue% E.uc*"i$C IAIV
SubFec"%. The seventy;seven percent CHHTD of the respondents indicated that the
integration of D"" in 5alues -ducation 3as very lo3 having a 3eighted !ean of &+11
stating the non;integration of D"" in their respective schools+ -nsuring Continuity of
nstruction 3as the supposed topic that should $e integrated in 5alues -ducation* 3hich
(')
covers the legal $asis* the school i!prove!ent plan* alternative delivery of for!al
instruction* reco!!ended actions to ensure continuity of instruction during disasters*
!ini!u! standards for education in e!ergencies C%SS-D* and e!ergency procure!ent
syste! for reha$ilitationJreplace!ent of school $uildings* e#uip!ent and fi,tures+ The
figure $elo3 sho3s the status of the integration of D"" Concepts in -du6asyon sa
Pagpapa6atao su$?ects+
Fi)u'e 59
G'*p# S#@i$) "#e S"*"u% ! I$"e)'*"i$ ! Di%*%"e'
Ri%3 Re.uc"i$ i$ E.u3*%($ %* P*)p*p*3*"* IAIV SubFec"%
I$"e)'*"i$ ! DRR $ Tec#$l)( *$. Li&eli#. Ec$1ic% IAIV SubFec"%.
%ainstrea!ing D"" Focus in <o!e -cono!ics and ndustrial Arts include the -nsuring
Safety of Deped Properties discussing the school sites and $uildings* records
!anage!ent and fi,tures+ The !a?ority or seventy;seven percent CHHTD of the total
('G
respondents fro! the selected schools in Legazpi City Division agreed that the
integration of D"" in T+L+-+ 3as very lo3 as evidenced $y the 3eighted !ean of (+)H
indicating it is not integrated+ The figure $elo3 sho3s the status of the integration of
D"" Concepts in Technology and Livelihood -ducation ;5 Su$?ects+
Fi)u'e 5:
G'*p# S#@i$) "#e S"*"u% ! I$"e)'*"i$ ! Di%*%"e'
Ri%3 Re.uc"i$ i$ Tec#$l)( *$. Li&eli#. Ec$1ic% IAIV SubFec"%
I$"e)'*"i$ ! DRR $ Ci"i+e$% A.&*$ce1e$" T'*i$i$). CAT Facilitator shall
$e in charge 3ith the .rganization of School Disaster "is6 "eduction %anage!ent
Group+ For the %onitoring and -valuation of the Disaster "is6 %anage!ent
!ple!entation* the concepts that !ust $e integrated in the Citizens Advance!ent
Training 3ere the follo3ing/ %ainstrea!ing Disaster "is6 "eduction %anage!ent in the
School Syste!* %onitoring and -valuation Guidelines* Disaster "is6 "eduction
Progra!
('F
!ple!entation Assess!ent Chec6list* Chec6list on the Disaster "is6 "eduction
Preparation Underta6en $y the School* Chec6list on -nsuring the Safety of Dep-d
Properties* Data Gathering For!s During Cala!ity or Disasters* "apid Disaster
Assess!ent "eport C"A+D+A+"+D* Contingency Plan C-ngineering -vacuation PlanD*
Capacity and 5ulnera$ility Assess!ent+ n the three selected schools that had $een
surveyed* seventy;five percent CHGTD of the total respondents ascertain that the
integration of D"" in the Citizens Advance!ent Training 3as very lo3 having the
3eighted !ean of (+)1 indicating it is not integrated+ The figure $elo3 sho3s the status
of the integration of D"" Concepts in Citizens Advance!ent Training+
Fi)u'e 5;
G'*p# S#@i$) "#e S"*"u% ! I$"e)'*"i$ ! Di%*%"e'
Ri%3 Re.uc"i$ i$ Ci"i+e$% A.&*$ce1e$" T'*i$i$)
('H
F*c"'% I$!lue$ci$) "#e I$"e)'*"i$ ! Di%*%"e' Ri%3 Re.uc"i$ i$ Sc#l Cu''icul*
The factors that influence the integration of Disaster "is6 "eduction in school
curricula are assessed through policies i!ple!ented* teachers8 learning progra!*
instructional !aterials* and facilities+
Al$) Plicie%. The Depart!ent of -ducation CDep-dD had prioritized the
!ainstrea!ing of Disaster "is6 "eduction %anage!ent in the School Syste!* through
the issuance of Dep-d .rder no+ GG* s+ &''H* to support the o$?ectives of the <yogo
Fra!e3or6 for Action in N$uilding schools* nations and co!!unities resilient to
disasterO+ The <yogo Fra!e3or6 for Action* 3hich is considered as a priority policy for
i!ple!entation $y Dep-d* is a glo$al $lue print for disaster ris6 reduction efforts 3hich
ai!s to reduce disaster losses in lives* properties* social econo!ic and environ!ental
assets of co!!unities and countries $y year &'(G+
.n %ay &H* &'('* Pres+ Gloria %acapagal;Arroyo had signed the "epu$lic Act
7o+ ('(&(* an act strengthening the Philippine Disaster "is6 "eduction and %anage!ent
Syste!* providing for the 7ational Disaster "is6 "eduction and %anage!ent Fra!e3or6
and institutionalizing the 7ational Disaster "is6 "eduction and %anage!ent Plan+
Section () of the "A ('(&( strengthens the Nntegration of Disaster "is6 "eduction
-ducation into the School CurriculaKO 3herein the Depart!ent of -ducation CDep-dD*
the Co!!ission on <igher -ducation CC<-DD and S6ills Develop!ent Authority
CT-SDAD* in coordination 3ith .ffice of Civil Defense C.CDD* the 7ational =outh
Co!!ission C7=CD* the Depart!ent of Science and Technology CD.STD* the
Depart!ent of -nviron!ent and 7atural "esources CD-7"D* the Depart!ent of nterior
and Local Govern!ent 2 Bureau of Fire CDLG;BFPD* the Depart!ent of <ealth CD.<D*
('1
the Depart!ent of Social @elfare and Develop!ent CDS@DD and other relevant
agencies* shall integrate Disaster "is6 "eduction and %anage!ent -ducation in the
school curricula of secondary and tertiary level education* including the 7ational Service
Training Progra! C7STPD* 3hether private or pu$lic* including for!al and non;for!al*
technical;vocational* indigenous learning* and out;of;school youth courses and progra!s+
The factors that influence the integration of D"" in school curricula along
policies are assessed through the follo3ing indicators/ (+ nstitutionalization of e,isting
policies a$out the integration of D"" in the school curricula9 &+ Disse!ination of e,isting
policies a$out the integration of D"" in the school curricula9 B+ Clear policy o$?ectives9
)+ Policy !easures underta6en $y Dep-d in the i!ple!entation of D"" %anage!ent
Pro?ect9 G+ Clear policy state!ent in the i!ple!entation of Safe Schools Progra!s
relative to D"" efforts concerning non;structural co!ponents9 and F+ Clear policy
state!ent in the structural co!ponents relative to the construction of hazards resilient
school $uildings+
The !easures underta6en $y Dep-D* clarity of the policy o$?ectives and
state!ents are centered in Dep-d .rder 7o+ GG* s+ &''H+ The policies for the integration
of Disaster "is6 "eduction in the school curricula particularly the Dep-d .rder 7o+ GG*
s+ &''H 3as institutionalized in the respective schools surveyed+ %ost of the teachers
responded that the said policy 3as institutionalized and $een disse!inated in their school+
Unfortunately !ore than half of the respondents are not a3are of the "epu$lic Act 7o+
('(&( saying it 3asn8t institutionalized and not $een disse!inated+
Based fro! the <yogo Fra!e3or6 for Action* 3hich is considered as a priority
policy for i!ple!entation $y the Depart!ent of -ducation* the policy o$?ectives 3ere the
('L
follo3ing/ a+ To update the guiding fra!e3or6 on disaster reduction for the t3enty;first
century9 $+ To identify specific activities ai!ed at ensuring the i!ple!entation of
Sustaina$le Develop!ent on vulnera$ility* ris6 assess!ent and disaster !anage!ent9
c+ To share good practices and lessons learned to further disaster reduction 3ithin the
conte,t of attaining sustaina$le develop!ent* and to identify gaps and challenges9 d+ To
increase a3areness of the i!portance of disaster reduction policies* there$y facilitating
and pro!oting the i!ple!entation of those policies9 e+ To increase the relia$ility and
availa$ility of appropriate disaster;related infor!ation to the pu$lic and disaster
!anage!ent agencies in all regions9 f+ To $uild schools* nations and co!!unities
resilient to disaster9 and g+ To reduce disaster losses in lives* properties* social* econo!ic
and environ!ental assets of co!!unities and courtiers $y year &'(G+
The study* ho3ever found out that !ost of the respondents perceived that the
policy o$?ectives are unclear to the! as indicated $y t3enty;one percent C&(TD to forty;
four percent C))TD 3ho ans3ered that policy o$?ectives 3ere unclear to the!+ Solely* the
relia$ility and availa$ility of appropriate disaster;related infor!ation to the pu$lic and
disaster !anage!ent agencies in all regions got higher ran6* 3hich is si,ty;five percent
CFGTD+ This !eans that the institutionalization and disse!ination of the policies
concerning the integration of D"" in school curricula should $e strengthened and $e
e,panded+ n addition* the o$?ectives* !easures and state!ents of policies for the
!ainstrea!ing of D"" !ust $e cleared to the school co!!unity and sta6eholders+ The
factors influencing the integration of D"" in school curricula along policies are sho3n in
Ta$le G+
(('
T*ble 9
F*c"'% I$!lue$ci$) "#e I$"e)'*"i$ ! Di%*%"e' Ri%3
Re.uc"i$ i$ Sc#l Cu''icul* Al$) Plicie%
F*c"'% I$!lue$ci$) "#e M*i$%"'e*1i$) ! DRR F Pe'ce$"*)e
R*$3
Al$) Plicie%
(+D
nstitutionalization of e,isting policyJies a$out the integration of D"" in the school
curricula
Dep-d .rder 7o+ GG* s+ &''H ((1 H(+G& (
"epu$lic Act 7o+ ('(&( HH )F+FH &
&+D
Disse!ination of e,isting policyJies a$out the integration of D"" in the school
curricula
Dep-d .rder 7o+ GG* s+ &''H 1G G(+G& (
"epu$lic Act 7o+ ('(&( GL BG+HF &
B+D
Clear Policy .$?ectives CDep-d .rder 7o+ GG* s+ &''HD
To update the guiding fra!e3or6 on disaster reduction for the t3enty;first century B) &'+F( H
To identify specific activities ai!ed at ensuring the i!ple!entation of Sustaina$le
Develop!ent on vulnera$ility* ris6 assess!ent and disaster !anage!ent H( )B+'B B
To share good practices and lessons learned to further disaster reduction 3ithin the
conte,t of attaining sustaina$le develop!ent* and to identify gaps and challenges )F &H+11 F
To increase a3areness of the i!portance of disaster reduction policies* there$y
facilitating and pro!oting the i!ple!entation of those policies F1 )(+&( )
To increase the relia$ility and availa$ility of appropriate disaster;related infor!ation to
the pu$lic and disaster !anage!ent agencies in all regions ('H F)+1G (
To $uild schools* nations and co!!unities resilient to disaster GB B&+(& G
To reduce disaster losses in lives* properties* social* econo!ic and environ!ental assets
of co!!unities and courtiers $y year &'(G H& )B+F) &
)+D
Policy !easures underta6en $y Dep-d in the i!ple!entation of D"" %anage!ent
Pro?ect CDep-d .rder 7o+ GG* s+ &''HD
Utilization of D"" %anual &B (B+L) )
!ple!entation of Safe Schools Progra!s relative to disaster ris6 reduction efforts ('& F(+1& (
nfor!ation Disse!ination Ca!paign for -nergy and @ater Conservation Flyers on
3ater and energy conservation HG )G+)G &
%onitoring of the i!ple!entation of the disaster ris6 reduction pro?ects and other
activities )B &F+'F B
G+D
Clear Policy State!ent in the non;structural co!ponents CDep-d .rder 7o+ GG* s+ &''HD
%ainstrea!ing Disaster "is6 "eduction Concepts in the -le!entary and Secondary
School Curricula HH )F+FH B
School %apping -,ercise )) &F+FH G
Schools @ater and -lectrical Facilities assess!ent Pro?ect L' G)+GG &
Preparation of Disater Preparedness %odules Through %ulti;%edia B' (1+(1 F
Euarterly Conduct of earth#ua6e and Fire Drills ()' 1)+1G (
"oad Safety -ducation for Children GF BB+L) )
F+D
Clear Policy State!ent in the structural co!ponents CDep-d .rder 7o+ GG* s+ &''HD
Learning and pu$lic use of school $uilding ('B F&+)& &
Be $etter* $uild $etter international design co!petition HL )H+11 B
Assess!ent of school $uildings8 structural integrity and sta$ility (BG 1(+1& (
(((
n vie3 of the policy in the !ainstrea!ing of D"" %anage!ent in the school
syste! under Dep-d .rder 7o+ GG* s+ &''H* the !easures underta6en $y the Depart!ent
of -ducation in the i!ple!entation of disaster ris6 reduction !anage!ent pro?ect 3ere
the follo3ing/ Utilization of Disaster "is6 "eduction "esource %anual* !ple!entation
of Safe Schools Progra!s relative to disaster ris6 reduction efforts* nfor!ation
Disse!ination Ca!paign for -nergy and @ater Conservation Flyers on 3ater and energy
conservation* and %onitoring of the i!ple!entation of the disaster ris6 reduction pro?ects
and other activities+ Around half of the respondents identified the said !easures of
i!ple!entation in the !ainstrea!ing of D"" !anage!ent in the school syste!+
The D"" !anual 3as prepared $y the Technical @or6ing Group 3hich 3as
created through Dep-d !e!orandu! 7o+ (HG* s+ &''H+ The guidelines of its utilization
are enclosed in the Dep-d .rder 7o+ GG* s+ &''H as -nclosure 7o+ ( 3hich contains
suggested activities and duties of each sta6eholder+ An orientation on the utilization of
the D"" %anual is conducted $y the Technical @or6ing Group+ nfor!ation
Disse!ination Ca!paign for -nergy and @ater Conservation Flyers on 3ater and energy
conservation are distri$uted to the schools and all concerned individual are en?oined to
use the flyers as advocacy and infor!ation disse!ination ca!paign !aterials+ The
7ational Disaster Coordinating Council C7DCCD and Dep-d developed a
Co!!unication Plan using an acrony! TUBG P.@-" 3ith the NSa!pung <a6$angO
on 3ater and energy conservation+ t provides tips and 3ays to conserve these i!portant
resources+ ts o$?ectives are to create heightened a3areness a!ong the schoolchildren*
teachers and the general pu$lic on the i!pending dry spell and in preparation for the
rainy season+ %onitoring of the i!ple!entation of the disaster ris6 reduction pro?ects and
((&
other activities under Dep-d .rder 7o+ GG* s+ &''H 3as done $y the Central .ffice
particularly the Cala!ityJDisaster and Fire Control Group CCDFCGD care of the .ffice of
the Director for Ad!inistrative Service+
The policy state!ent in the i!ple!entation of Safe Schools Progra!s relative to
D"" efforts concerning non;structural co!ponents under Dep-d .rder 7o+ GG* s+ &''H
3ere the follo3ing/ (+ %ainstrea!ing Disaster "is6 "eduction Concepts in the
-le!entary and Secondary School Curricula9 &+ School %apping -,ercise9 B+ Schools
@ater and -lectrical Facilities assess!ent Pro?ect9 )+ Preparation of Disaster
Preparedness %odules through %ulti;%edia9 and G+ Euarterly Conduct of earth#ua6e and
Fire Drills9 and F+ "oad Safety -ducation for Children+
The policy state!ent in the structural co!ponents relative to the construction of
hazards resilient school $uildings under Dep-d .rder 7o+ GG* s+ &''H 3ere as follo3s/
(+ Learning and pu$lic use of school $uilding9 &+ Be $etter* $uild $etter international
design co!petition9 and B+ Assess!ent of school $uildings8 structural integrity and
sta$ility+
The study further revealed that the D"" %anual has not $een fully utilized+
<aving only fourteen percent C()TD of the total respondents perceived that D"" %anual
3as utilized in their respective schools+ A$out fifty percent CG'TD of the respondents
identified the !easures involving i!ple!entation of the safe schools progra!s*
infor!ation disse!ination ca!paign for energy and 3ater conservation* and !onitoring
of the i!ple!entation of D"" pro?ects and activities+
((B
Al$) Te*c#e'%E Le*'$i$) P')'*1. n ter!s of teachers8 learning progra!* it
3as found out that the factors that influence the inclusion of Disaster "is6 "eduction on
the teachers8 Lesson Planning 3ere the follo3ing/ (+ Teachers are re#uired to !a6e daily
Learning Progra! for their lesson9 &+ Disaster topics and Disaster "is6 "eduction Focus
are i!posed to $e integrated in the respective Learning Areas they are assigned for
!ainstrea!ing provided in the Dep-d .rder 7o+ GG* s+ &''H9 B+ The purpose of the
learning areas is apparently related to Disaster "is6 "eduction9 )+ The su$stance of the
lessons re#uires the su$?ect 6no3ledge* understanding* and s6ills concerning real life
situations on ho3 to cope 3ith disasters9 G+ Activities such as earth#ua6e and fire drills
and other practicu! are !ethods conducted in teaching disaster ris6 reduction9 F+ The
su$?ect !atter associated 3ith Disaster "is6 "eduction calls for evaluation9 and H+ Putting
into application the 6no3ledge gained fro! the teachers8 trainings on ho3 to integrate
D"" in their Learning Progra!+
The survey sho3s that !ost of the teachers perceived that all of the! are re#uired
to !a6e daily lesson plan+ Although it is a regular re#uire!ent* D"" foci are not
integrated in the daily lesson planning even if it is supposedly i!posed to $e integrated
in the respective learning areas they are assigned for !ainstrea!ing due to 3ea6
integration of D"" in the school curricula+ -arth#ua6e and fire drills 3ere the !ethod
used to discuss Disaster "is6 "eduction that is apparent in the learning progra!+ %ore
than half of the teachers did not put into application the 6no3ledge gained fro! the
teachers8 training on ho3 to integrate D"" in their learning progra!+ The factors
influencing the integration of D"" in school curricula along teachers8 learning progra!
are sho3n in Ta$le F $elo3+
(()
T*ble :
F*c"'% I$!lue$ci$) "#e I$"e)'*"i$ ! Di%*%"e' Ri%3 Re.uc"i$
i$ Sc#l Cu''icul* Al$) Te*c#e'%E Le*'$i$) P')'*1
F*c"'% I$!lue$ci$) "#e M*i$%"'e*1i$) ! DRR F Pe'ce$"*)e
R*$3
Al$) Te*c#e'%H Le*'$i$) P')'*1
Factors that influence the inclusion of D"" in the learning progra!Jlesson planning
Teachers are re#uired to !a6e Learning Progra! for their lesson daily ()G 1H+11 &
Disaster topics and Disaster "is6 "eduction Focus are i!posed to $e integrated in the
respective Learning Areas they are assigned for !ainstrea!ing provided in the Dep-d
.rder 7o+ GG* s+ &''H 1H G&+HB
)
The purpose of the learning areas are apparently related to Disaster "is6 "eduction G) B&+HB
H
The su$stance of the lessons re#uires the su$?ect 6no3ledge* understanding* and s6ills
concerning real life situations on ho3 to cope 3ith disasters L& GG+HF B
Activities such as earth#ua6e and fire drills and other practicu! are !ethods conducted
in teaching disaster ris6 reduction (G) LB+BB (
The su$?ect !atter associated 3ith Disaster "is6 "eduction calls for evaluation FH )'+F(
F
Putting into application the 6no3ledge gained fro! the teachers8 trainings on ho3 to
integrate D"" in their Learning Progra! H1 )H+&H G
Al$) I$%"'uc"i$*l M*"e'i*l%. The factors influencing the integration of D"" in
school curricula are assessed through the follo3ing/ (+ Uses of the Disaster "is6
"eduction %anual* &+ Availa$ility of the instructional !aterials CD"" %anualD* B+
Accessi$ility of the instructional !aterials CD"" %anualD* and )+ Discussion of the
contents of the D"" %anual in the respective su$?ect areas assigned for !ainstrea!ing+
The Disaster "is6 "eduction CD""D %anual provides for the school ad!inistrators*
supervisors and school teachers 3ith infor!ation needed to reduce ris6 and !a6e school
safer+ Through the Technical @or6ing Group* the Depart!ent of -ducation pro!otes
hazardJdisaster a3areness* to !anage i!pacts* and to help all school co!!unities to
reduce the ris6 of threats fro! natural and hu!an;!adeJinduced disasters+ The D""
!anual provides procedures $ased on the policy state!ent of the Depart!ent of
-ducation for the e!po3er!ent of Dep-d personnel+ t outlines legal $ases of the
progra! and spells out the role of the Depart!ent8s Central .ffice*
((G
"egional .ffices* Division .ffices* do3n to the school level+ The !anual also illustrates
the $asic procedures that a school !ay e!ploy $efore* during and after the occurrence of
a disaster through the adopted );phase strategy/ !itigation* preparedness* response and
reha$ilitation+ t offers safeguarding !echanis!s to protect and preserve personnel and
students* Dep-d property* school facilities* e#uip!ent* fi,tures instructional !aterials
and school records+ To ensure continuity of instruction* alternative leaning syste! as 3ell
as reha$ilitation of learning venues is further predeter!ined in order to carry out the
duties and responsi$ilities of the school to deliver instruction even in ti!es of
e!ergencies or cala!ities+ Since sustaina$ility of a progra! has al3ays $een an issue*
the provision of the !onitoring* evaluation* and proper reporting procedures ensures the
continuity and effectiveness of the i!ple!entation of the Disaster "is6 %anage!ent
Progra!+ Ulti!ately* the !ain goal of this !anual is to protect the lives of the !e!$ers
of the school co!!unity and property+
Thus* in order to effectively achieve the e,pected response in ti!es of e!ergency
and cala!ity* the school officials and other personnel should ta6e ti!e to understand the
contents of this Safer Schools "esource %anual+ %a6ing it as a practice and
internalization of the ris6 reduction !easures 3ould eventually !a6e a ha$it of $eing
prepared $efore* during and after the disaster stri6es* $e it natural or hu!an induced
hazards+ Although the respondents perceived that the D"" %anual 3as availa$le in the
Dep-d division offices* 3hile !ost of the respondents say that D"" %anual in their
respective schools are inade#uate+ Surprisingly* o$taining the rate of ninety;one percent
CL(TD* the respondents perceived that the !anual 3as availa$le in the official 3e$site of
the Depart!ent of -ducation+ <o3ever*
((F
despite of the fact that it can $e do3nloaded fro! the internet and have it printed* !ost of
the respondents rated poorly the accessi$ility of the D"" !anual in ter!s of stoc6s in
their school 3here teachers can use and students !ay $orro3+ This 3as revealed $y an
average of thirty;three percent CBBTD rating+ These factors influencing the integration of
D"" in school curricula along instructional !aterials are sho3n in Ta$le H $elo3+
T*ble ;
F*c"'% I$!lue$ci$) "#e I$"e)'*"i$ ! Di%*%"e' Ri%3 Re.uc"i$
i$ Sc#l Cu''icul* *l$) I$%"'uc"i$*l M*"e'i*l%
F*c"'% I$!lue$ci$) "#e M*i$%"'e*1i$) ! DRR F Pe'ce$"*)e
R*$3
Al$) I$%"'uc"i$*l M*"e'i*l%
(+D Uses of the Disaster "is6 "eduction %anual
To provide the school ad!inistrators* supervisors and school teachers 3ith infor!ation needed
to reduce ris6 and !a6e school safer H1 )H+&H G
To pro!ote hazardJdisaster a3areness* to !anage i!pacts* and to help all school co!!unities
to reduce the ris6 of threats fro! natural and hu!an;!adeJinduced disasters L( GG+(G B
Provides procedures $ased on the policy state!ent of the Depart!ent of -ducation for the
e!po3er!ent of Dep-d personnel )H &1+)1 H
.utlines legal $ases of the progra! and spells out the role of the Depart!ent8s Central .ffice*
"egional .ffices* Division .ffices* do3n to the school level G( B'+L( F
llustrates the $asic procedures that a school !ay e!ploy $efore* during and after the
occurrence of a disaster through the adopted );phase strategy/ !itigation* preparedness*
response and reha$ilitation (&' H&+HB &
t offers safeguarding !echanis!s to protect and preserve personnel and students* Dep-d
property* school facilities* e#uip!ent* fi,tures instructional !aterials and school records 1F G&+(& )
To protect the lives of the !e!$ers of the school co!!unity and property ()B 1F+FH (
&+D Availa$ility of the instructional !aterials CD"" %anualD
The D"" %anual is availa$le in Dep-d division offices ((( FH+&H &
The D"" %anual is availa$le in the schools )) &F+FH )
The D"" %anual is availa$le in the official 3e$site of the Depart!ent of -ducation (G' L'+L( (
The D"" %anual is availa$le in $oo6stores ('1 FG+)G B
B+D Accessi$ility of the instructional !aterials CD"" %anualD
There are stoc6s in the school 3here the teachers can use and students !ay $orro3 G' B'+B' B
The teachers can re#uest for a copy in the school ad!inistrators )( &)+1G )
The students can as6 for a copy fro! the school (& H+&H G
The school !ay re#uest for a copy fro! the Dep-d Division .ffice ((B F1+)1 &
Anyone can do3nload it fro! the internet and have it printed (GG LB+L) (
)+D
Discussion of the contents of the D"" %anual in the respective su$?ect areas assigned for
!ainstrea!ing
I. O&e'&ie@ ! Di%*%"e' Ri%3 Re.uc"i$
Understanding Disaster ((F H'+B' (
Disaster Preparedness* Prevention and %itigation L& GG+HF &
.vervie3 of Policies and Principles of Disaster "is6 "eduction GB B&+(& B
II. N*"u'*l H*+*'.%
A. H(.'AMe"e'l)ic*l P#e$1e$* *$. H*+*'.%
Cyclone or Typhoon LG GH+G1 &
Tornado G1 BG+(G F
((H
T*ble C$"i$u*"i$I H(.'AMe"e'l)ic*l P#e$1e$* *$. H*+*'.% F Pe'ce$"*)e R*$3
Thunderstor! HL )H+11 B
Glo$al @ar!ing ((& FH+11 (
-,tre!e Cli!atic 5aria$ility G) B&+HB H
Cold Front FF )'+'' )
South;@est %onsoon )F &H+11 L
7orth;-ast %onsoon )' &)+&) ('
Active Lo3 Pressure Area F( BF+LH G
nter;Tropical Convergence >one )L &L+H' 1
.ther Associated <azards to @eather Syste!
Flood ((' FF+FH (
Stor! Surge G1 BG+(G )
Landslide LH G1+HL &
Stor! @ind H1 )H+&H B
De$ris Flo3 GF BB+L) G
II. N*"u'*l H*+*'.%
B. Gel)ic*l P#e$1e$* *$. H*+*'.%
-arth#ua6e (GH LG+(G &
Ground %otion ('1 FG+)G (B
Tsuna!i (&B H)+GG 1
Landslide (BH 1B+'B G
Structural Failure ((& FH+11 (&
Flash Flood (B& 1'+'' H
Fire ()G 1H+11 B
5olcanic -ruption (F' LF+LH (
Ash Fall (&& HB+L) L
Pyroclastic Flo3 ('G FB+F) ()
Lava Flo3 (&( HB+BB ('
Lava Fountaining (BG 1(+1& F
5olcanic Eua6es ()) 1H+&H )
5olcanic Avalanche (&' H&+HB ((
Astrono!ical <azards L) GF+LH (G
III. Hu1*$ I$.uce. H*+*'.%
A. Tec#$l)ic*l H*+*'.%
Structure Collapse ('' F'+F( H
Fire ()G 1H+11 (
5ehicular Accident ('F F)+&) G
Che!ical Spill CLa$oratoryD 11 GB+BB 1
Food Poisoning (&1 HH+G1 &
Pest nfestation ('( F(+&( F
-pide!ic (&B H)+GG B
.il Spill ((B F1+)1 )
B. E$&i'$1e$"*l H*+*'.%
"ed Tide (BG 1(+1& B
@ater Pollution (G' L'+L( (
Air Pollution ()( 1G+)G &
Soil Pollution (&L H1+(1 )
C. SciAEc$1ic- Pli"ic*l- Secu'i"( H*+*'.%
Bo!$ Threats ('' F'+F( )
Midnapping Threats (B) 1(+&( &
<ostage Ta6ing ((& FH+11 B
Civil Disorder (BL 1)+&) (
IV. Ri%3 P'!ile ! "#e P#ilippi$e%
The "is6s F& BH+G1 &
"ecent Tragedies -,perienced $y the Country H1 )H+&H (
V. T#e P#ilippi$e Di%*%"e' Ri%3 M*$*)e1e$" S(%"e1
Salient Provisions of PD (GFF C(LH1D && (B+BB &
7D""%C Co!prehensive Disaster %anage!ent Fra!e3or6 )1 &L+'L (
Declaration of Principles (1 ('+L( B
((1
T*ble C$"i$u*"i$I T#e P#ilippi$e Di%*%"e' Ri%3 M*$*)e1e$" S(%"e1 F Pe'ce$"*)e R*$3
The Cluster Approach on <u!anitarian "esponse (& H+&H G
The "ole of Dep-d in the Philippine Disaster "is6 %anage!ent Syste! (G L+'L )
Disaster "is6 "eduction %anage!ent .ffice CD""%.D (' F+'F F
Standard .peration Procedures for %itigation and Prevention 1 )+1G H
VI. E$%u'i$) C$"i$ui"( ! I$%"'uc"i$
Legal Basis (& H+&H B
The School !prove!ent Plan B' (1+(1 (
Alternative Delivery of For!al nstruction (' F+'F )
"eco!!ended Actions to -nsure Continuity of nstruction during Disasters H )+&) G
%ini!u! Standards for -ducation in -!ergencies C%S--D H )+&) G
-!ergency Procure!ent Syste! for "eha$ilitationJ"eplace!ent of School Buildings*
-#uip!ent and Fi,tures () 1+)1 &
VII. E$%u'i$) S*!e"( ! DepE. P'pe'"ie%
School Sites and Buildings F1 )(+&( (
"ecords %anage!ent B( (1+HL B
Fi,tures and -#uip!ent )G &H+&H &
VIII. M$i"'i$) J E&*lu*"i$ ! "#e Di%*%"e' Ri%3 M*$*)e1e$" I1ple1e$"*"i$
%ainstrea!ing Disaster "is6 "eduction %anage!ent in the School Syste! 1( )L+'L (
%onitoring and -valuation Guidelines )& &G+)G B
Disaster "is6 "eduction Progra! !ple!entation Assess!ent Chec6list B& (L+BL )
Chec6list on the Disaster "is6 "eduction Preparation Underta6en $y the School &( (&+HB G
Chec6list on -nsuring the Safety of Dep-d Properties G1 BG+(G &
Data Gathering For!s During Cala!ity or Disasters (B H+11 H
"apid Disaster Assess!ent "eport C"A+D+A+"+D L G+)G L
Contingency Plan C-ngineering -vacuation PlanD (( F+FH 1
Capacity and 5ulnera$ility Assess!ent (H ('+B' F
The overvie3 of the Disaster "is6 "eduction includes understanding of disaster9
disaster preparedness* prevention and !itigation9 and overvie3 of policies and principles
of disaster ris6 reduction+ Disaster ris6 !anage!ent involves a 3hole range of ele!ents
that need attention depending on the nature of hazards in the particular location+ These
include ris6 reduction and ris6 !anage!ent+ -ssential co!ponents in deter!ining ris6
are included in the discussion such as the follo3ing/ hazard occurrence pro$a$ility*
ele!ents at ris6* and vulnera$ility of the ele!ents at ris6+ The topics concerning loss
!anage!ent involves pre;disaster loss !anage!ent and post;disaster loss !anage!ent+
Topics under control of events* e#uity of assistance* resource !anage!ent and i!pact
reduction are also included+ Disaster prevention and !itigation e!phasizes actions ta6en
to !a6e sure that the i!pact of a hazard is lessened+ The overvie3 of policies and
principle of disaster ris6 reduction involves discussion on the legal $asis and guiding
((L
principles+ The guiding principles in disaster ris6 reduction !anage!ent in &''G 3ere
adopted $y Dep-d to i!ple!ent the <yogo Fra!e3or6 for Action+ These are/ !a6ing
disaster ris6 reduction a priority* 6no3ing the ris6 and ta6ing actions* reducing ris6*
$eing prepared and ready to act* and organization of a disaster control group+ The Dep-d
Cala!ity* Disaster and Fire Control Group CCDFCGD is supported $y eight Co!!ittees
including/ (+ ntelligenceJDisaster Analysis Co!!ittee9 &+ Plans and .peration
Co!!ittee9 B+ "escue* -ngineering and -vacuation Co!!ittee9 )+ Physical Security
Co!!ittee9 G+ Docu!entation and nvestigation Co!!ittee9 F+ Fire Fighting Co!!ittee9
and H+ Action Group+
<ydro;!eteorological pheno!ena and hazards include topics on/ cyclone or
typhoon* tornado* thunderstor!* glo$al 3ar!ing e,tre!e cli!atic varia$ility* cold front*
south;3est !onsoon* north;east !onsoon* active lo3 pressure area* inter;tropical
convergence zone* and other associated hazards to 3eather syste! including flood* stor!
surge* landslide* stor! 3ind and de$ris flo3+ Unfortunately the D"" %anual did not
include the topics on cold front* south;3est !onsoon* north;east !onsoon* active lo3
pressure area* and inter;tropical convergence zone+ Stor! 3ind and de$ris flo3 are not
also included+
The !a?ority or seventy percent CH'TD of the respondents understand the concept
and nature of disasters and had $een a$le to discuss the topic in their lessons+ @hile fifty
percent CG'TD of the teachers discuss disaster preparedness* prevention and !itigation*
and only thirty;t3o percent CB&TD of the! are a3are and a$le to discuss the policies and
principles of Disaster "is6 "eduction+ Less than half of the teachers in the three CBD
respective schools perceived that topics in <ydro;%eteorological Pheno!ena and
<azards are discussed in their classes+ Therefore* indicating very lo3 integration of the
D"" topics in the %athe!atics ;5
(&'
su$?ects+ The Geological Pheno!ena and <azards include topics on earth#ua6e* volcanic
eruption and astrono!ical hazards+ n ter!s of astrono!ical hazards* the Philippine
At!ospheric* Geophysical and Astrono!ical Services Ad!inistration CPAGASAD
considers so!e specific astrono!ical pheno!ena as one of the natural hazards that could
occur on earth and affect people+ Generally* the !anual covers topic on earth#ua6e*
tsuna!i and volcanic eruptions+ But unfortunately* the D"" %anual fails to include
specific topics on earth#ua6e such as/ ground !otion* tsuna!i* landslide* structural
failure* flash flood and fire+ Also not included in the !anual are topics on volcanic
eruptions such as ash fall* pyroclastic flo3* lava flo3* lava fountaining* volcanic #ua6es
and volcanic avalanches+ %ost of the respondents rated a$ove average the discussion of
the Geological Pheno!ena and <azards+ The data sho3ed that ninety;five percent CLGTD
of the teachers discussed the topics concerning earth#ua6e in their classes* also* ninety;
seven percent CLHTD of the! integrated the topics on volcanic eruption* 3hile fifty;seven
percent CGHTD discuss astrono!ical hazards in their lessons+ The results revealed
!oderate integration in the Science ;5 su$?ects* 3hich !eans that in the respective
schools surveyed* the teachers integrated D"" foci in their lessons+ These teachers
valued the i!portance of the a3areness of students concerning D"" so that these
students 3ould $e !ore resilient to the i!pact of disasters+
%ean3hile* hu!an induced hazards include the follo3ing on technological9
environ!ental9 and socio;econo!ic* political* security hazards+ .n the other hand* the
topics under technological hazards 3ere the structure collapse* fire* vehicular accident*
che!ical spill* food poisoning* pest infestation* epide!ic* and oil spill+ Socio;-cono!ic*
Political* Security <azards covers the follo3ing topics/ $o!$ threats* 6idnapping
threats* hostage
(&(
ta6ing* and civil disorder+ t can also $e noted that !ore than half of the teachers $elieved
that Technological <azards and Socio;-cono!ic* Political* Security <azards are partially
integrated in the Araling Panlipunan su$?ects+ Based on the data* the topic a$out fire
under technological hazards got the highest percentage of the total respondents* 3hich is
eighty;eight percent C11TD 3hile the topic in che!ical spill Cla$oratoryD got the lo3est
percentage garnering fifty;three percent CGBTD+ Under Socio;-cono!ic* Political*
Security <azards the topics concerning civil disorder got the highest percentage having
eighty;four percent C1)TD of the teacher;respondents 3hile topics on $o!$ threats got
the lo3est percentage of the respondents 3ith si,ty;one percent CF(TD+ n %AP-<
su$?ects* particularly <ealth and Physical -ducation integrate topics on -nviron!ental
hazards including red tide* 3ater pollution* air pollution and soil pollution+ %a?ority or
the ninety;one percent CL(TD of the teachers had integrated the topics on 3ater pollution
in their lesson 3hile soil pollution got only seventy;eight percent CH1TD+ The data
indicate !oderate integration of D"" topics in %AP-< ;5 su$?ects+
Discussions a$out the "is6 Profile of the Philippines* the Philippine Disaster "is6
%anage!ent Syste!* and ensuring continuity of instruction are included in the !anual+
"is6 profile of the Philippines identifies the ris6 present in the area and the recent
tragedies e,perienced $y the country* causing da!age to lives and property+ The topics
on ris6 got thirty;eight percent CB1TD* on the other hand* topics on the recent tragedies
e,perienced $y the Philippines got forty;seven percent C)HTD indicating very lo3
integration of D"" topics on -nglish ;5 su$?ects+ This sho3s that the integration on
these foci 3ere very lo3* 3hich !eans that there is an urgent need for the teachers to
consider the present cli!atic changes that the 3orld is e,periencing today+ The
Philippine Disaster "is6 "eduction %anage!ent
(&&
Syste! include topics on the salient provisions of PD (GFF C(LH1D* 7D""%C
co!prehensive disaster !anage!ent fra!e3or6* declaration of principles* the cluster
approach on hu!anitarian response* the role of Dep-d in the Philippine disaster
ris6 !anage!ent syste!* Disaster "is6 "eduction %anage!ent .ffice CD""%.D* and
standard operation procedures for !itigation and prevention+ The govern!ent developed
a 7atural Disaster and Cala!ities Plan to $e a$le to cope 3ith the 3orsening effects of
hazards i!pacting the country+ ts guiding principle 3as to use all availa$le govern!ent
resources* and encourage all concerned agencies to 3or6 together in addressing the issue
of disasters and cala!ities+ The topics on 7D""%C Co!prehensive Disaster "is6
%anage!ent Syste! got the highest percentage of the teachers having t3enty;nine
percent C&LTD 3hile Standard .peration Procedures for %itigation and Prevention got the
lo3est percentage gathering five percent CGTD of the teachers+ Further!ore* the data
indicated very lo3 integration of D"" topics on Filipino ;5 su$?ects+ -nsuring
continuity of instruction includes the legal $asis* the school i!prove!ent plan*
alternative delivery of for!al instruction* reco!!ended actions to ensure continuity of
instruction during disasters* !ini!u! standards for education in e!ergencies C%SS-D*
and e!ergency procure!ent syste! for reha$ilitationJreplace!ent of school $uildings*
e#uip!ent and fi,tures+ Based fro! the survey* unfortunately it see!s that these topics
are not $een discussed in 5alues -ducation ;5 su$?ects+ The topics on the School
!prove!ent Plan got the highest percentage o$taining eighteen percent C(1TD 3hile the
lo3est percentage 3as o$tained $oth $y "eco!!ended Actions to -nsure Continuity of
nstruction during Disasters and %ini!u! Standards for -ducation in -!ergencies
C%S--D having four percent C)TD+ The data indicated very lo3 integration of D"" topics
in 5alues -ducation ;5 su$?ects+
(&B
-nsuring Safety of Dep-d Properties includes topics on the school sites and
$uildings* records !anage!ent and fi,tures and e#uip!ent+ The essential co!ponents of
the learning environ!ent includes educational facilities li6e school $uildings*
la$oratories* e#uip!ent* instructional and non;instructional !aterials* supplies* and other
properties* 3here all these educational facilities can $e instru!ental in raising the #uality
of education as 3ell as continuing educational services during e!ergency situations+ The
topics concerning the safety of the school sites and $uildings got the highest percentage
of respondents o$taining forty;one percent C)(TD 3hile topics on records !anage!ent
got the lo3est percentage gathering nineteen percent C(LTD+ The data indicated very lo3
integration of D"" topics in Technology in Livelihood and -cono!ics+
For the %onitoring and -valuation of the Disaster "is6 %anage!ent
!ple!entation* the concepts that !ust $e integrated in the Citizens Advance!ent
Training include a!ong others the %ainstrea!ing D"" %anage!ent in the School
Syste!* %onitoring and -valuation Guidelines* D"" Progra! !ple!entation
Assess!ent Chec6list* Chec6list on the D"" Preparation Underta6en $y the School*
Chec6list on -nsuring the Safety of Dep-d Properties* Data Gathering For!s
During Cala!ity or Disasters* "apid Disaster Assess!ent "eport C"A+D+A+"+D*
Contingency Plan C-ngineering -vacuation PlanD* Capacity and 5ulnera$ility
Assess!ent+ Develop!ent that is i!ple!ented 3ithout !ainstrea!ing D"" into all its
aspects !ay result in disasters 3ith varying degrees of da!age to socio;econo!ic
aspects+ Unless D"" $eco!es part of the Depart!ent of -ducation8s develop!ent plans
and progra!s at all levels* progress in social and econo!ic develop!ent 3ill continue to
$e eroded $y recurring disasters+ Li6e any progra! in Dep-d* in order to ensure proper
application* efficiency* and corrective !easuresJinterventions* the
(&)
i!ple!entation of the Disaster "is6 "eduction Progra! CD""PD has to $e assessed and
!onitored+ %ainstrea!ing Disaster "is6 "eduction %anage!ent in the School Syste!
got the highest percentage of the teachers having forty;nine percent C)LTD 3hile "apid
Disaster Assess!ent "eport C"A+D+A+"+D got the lo3est percentage garnering five percent
CGTD of the total respondents+ The data indicated very lo3 integration of D"" topics in
the Citizens Advance!ent training+
Al$) F*cili"ie%. To ensure safety of Dep-d properties particularly the schools
sites and $uildings* facilities* e#uip!ent* fi,tures* records* and other properties so!e
infor!ation and practical tips should $e considered+ The !easures indicating that !ain
entrance shall $e located prefera$ly on a secondary road got the highest percentage
o$taining seventy;eight percent CH1TD 3hile the !easures signifying to provide separate
service entrance for the pu$licJstudents got the lo3est percentage having fourteen percent
C()TD of the total respondents+ For electrical fi,tures* hanging curtains in the classroo!s
a3ay fro! 3all; !ounted fans got the highest percentage gathering eighty;one percent
C1(TD 3hile installing a fire alar! syste! that is afforda$le got the lo3est percentage
garnering t3enty;seven percent C&HTD+ Concerning stairs and handrails* al3ays providing
a landing 3ith railing $et3een a door3ay and stair3ays* and for a$rupt changes in floor
elevation* prefera$ly providing a ra!p to avoid frea6 accidents $oth got the highest
percentage o$taining seventy; three percent CHBTD 3hile !easures indicating step treads
should not less than '+&G ! deep and rise not !ore than '+&' ! per step got the lo3est
score having fifty;five percent CGGTD of all the teachers in the three selected schools+ This
sho3s that educational facilities li6e school $uildings* la$oratories* e#uip!ent*
instructional !aterials* supplies* and other properties are essential co!ponents of the
learning environ!ent+ All these can $e instru!ental in raising
(&G
the #uality of education as 3ell as continuing educational services during
e!ergency situations+ To !a,i!ize teaching and learning process in schools* it is
necessary to have an ade#uate and conducive shelter for instructional activities+ The
school $uildings shall $e designed and constructed in accordance 3ith Dep-d standards*
including standards for resilience+ There are guidelines that are intended to co!ple!ent
accepted architectural and engineering principles* and the provisions of the 7ational
Building Code of the Philippines* and other relevant rules* regulations and ordinances
pro!ulgated $y the national and local agencies+ t is also i!portant to give due
considerations to the ergono!ics* anthropo!etrics* ther!al co!fort* illu!ination*
acoustics and colors+ n designing and constructing school $uildings* safety and ris6
reduction !easures should al3ays $e considered+ The factors influencing the
integration of D"" in school curricula along facilities are sho3n in Ta$le
1 $elo3+
T*ble <
F*c"'% I$!lue$ci$) "#e I$"e)'*"i$ ! Di%*%"e' Ri%3
Re.uc"i$ i$ Sc#l Cu''icul* Al$) F*cili"ie%
F*c"'% I$!lue$ci$) "#e M*i$%"'e*1i$) ! DRR F Pe'ce$"*)e
R*$3
Al$) F*cili"ie%
S*!e"( *$. Secu'i"( ! "#e E.uc*"i$*l F*cili"ie% i$ "#e 7 Selec"e. Sc#l% !'1 H*+*'.%
Sc#l Si"e% *$. Buil.i$)%
M*i$ E$"'*$ceI
The !ain entrance shall $e located prefera$ly on a secondary road+ (&L H1+(1 (
Gates !ust $e designed to s3ing in to the school property+ H1 )H+&H &
Provide separate service entrance for the pu$licJstudents+ &B (B+L) )
%ain entrance shall provide enough clearance for fire truc6s and !edical vehicles+ )G &H+&H B
Elec"'ic*l FiK"u'e%I
"e#uire protective covering for all electrical 3irings and fi,tures+ ((F H'+B' )
nstall a fire alar! syste! that is afforda$le+ )G &H+&H F
Provide environ!ent;friendly fire e,tinguishers+ (B' H1+HL &
"eport any defective electrical 3iring fi,tures to e,perts+ (') FB+'B G
<ang curtains in the classroo!s a3ay fro! 3all;!ounted fans+ (B) 1(+&( (
Conduct periodic assess!ents of electric load capacity+ (&' H&+HB B
S"*i'%LH*$.'*il%I
Avoid s!ooth or polished step and floor surfaces and provide non;slips nosing to !ini!ize the
chance of slipping on stairs+ ((1 H(+G& B
(&F
T*ble C$"i$u*"i$I S"*i'%LH*$.'*il% F Pe'ce$"*)e
R*$3
Step treads should not $e less than '+&G! deep and rise not !ore than '+&'! per step+ They
should $e regular+ L' G)+GG G
Al3ays provide a landing 3ith railings $et3een a door3ay and stair3ays+ (&' H&+HB (
Distance $et3een railings shall $e not !ore than ('' !!+ C) inchesD so that pupilsJstudents
cannot s#ueeze through+ ((H H'+L( )
For a$rupt changes in floor elevation* prefera$ly provide a ra!p to avoid frea6 accidents+ (&' H&+HB (
0i$.@%I
@indo3s shall $e provided 3ith security grills and an e!ergency e,it+ H1 )H+&H (
D'LEKi"%I
Classroo!s shall al3ays $e provided 3ith at least t3o s3ing;outdoors at the opposite sides of
the classroo!+ &' (&+(& (
0*ll%I
@alls shall $e s!ooth finished to prevent in?ury to highly active* playful* and !o$ile students+ (&L H1+(1 (
Space for safe evacuation 3ithout o$struction+ L1 GL+BL &
C$.e1$e.LU$!i$i%#e. C$%"'uc"i$I
Conde!ned or unfinished $uilding structures an on;going construction* !ust $e cordoned off
3ith an N.ff Li!itsO sign+ L& GG+HF (
S*$i"*'( F*cili"ie%I
Drainage canals shall $e 3ide enough* covered* and provided 3ith !anholes for safety and
sanitation purposes+ Drain floors should $e 5 shaped for good drainage+ GF BB+L) &
Location of the septic tan6 !ust $e at least t3o C&D !eters a3ay fro! the $uilding it serves+ t
shall $e properly vented for proper release of gases+ t !ust $e at least B' !eters a3ay fro!
any source of 3ater supply to avoid conta!ination+ 1& )L+H' (
O"#e' Buil.i$) Ri%3 Re.uc"i$ ReDui'e1e$"%I
Conduct school !apping e,ercise at the school level+ ('B F&+)& F
Underta6e site appraisal including soil testing to deter!ine appropriate $uilding design and
foundation+ (&' H&+HB )
"evie3 the Progra! of 3or6s for the construction of school $uildings $y proper authorities+ ()B 1F+FH &
-nsure structural sta$ility $y follo3ing the re#uire!ents of the 7ational Building Code on
distances $et3een $uildings such as/
-ight C1D !eters $et3een one story $uilding positioned side $y side+ HF )F+'F ('
Ten C('D !eters $et3een t3o;story acade!ic $uilding side $y side+ H( )B+'B (B
Ten C('D !eters $et3een non;acade!ic $uildings+ F1 )(+&( ()
At least ten C('D !eters is suggested fro! a !ain $uilding to the front gate+ HB ))+&) (&
Greater distance than the !ini!u! $et3een school $uildings allo3s for ade#uate free space to
$e utilized for !any school;related activities+ 1' )1+)1 L
Strengthen* retrofit* or upgrade poorly $uilt school $uildings to 3ithstand any possi$le
cala!ity+ HF )F+'F ('
!ple!ent Dep-d Pro?ect A+S+S++S+T+ CAssess!ent of School$uildings8 Structural integrity*
and Sta$ilityD+ ('' F'+F( H
"eco!!end to appropriate authorities the provision of structures to protect the school fro!
!udflo3s* landslides and the li6e+ (BB 1'+F( B
Provide evacuationJe,it plan to $e posted in a strategic place in the $uilding+ LH G1+HL 1
%a6e funds availa$le for insurance of ne3ly co!pleted school $uildings and other insura$le
Dep-d properties+ (&' H&+HB )
Underta6e regular repair and !aintenance of all school facilities and utilities+ ()G 1H+11 (
R ec ' . M * $ * ) e 1 e $ "
P*pe' Rec'.I
Prepare vital records 3ith long retention periods or 3hich are generated in high volu!es in
!icrofil! for!+ ('L FF+'F B
Photocopy in plain paper vital facs!ile trans!issions+ (B) 1(+&( &
File paper records in ca$inets or dra3ers 3hen not in use+ ()G 1H+11 (
Mic'!'1%I
Store in separate ca$inets and $o,es !icrofor!s Cfil!* ficheD created through different
processes* e+g+ silver halide* diazo and vesicular+ Different types of fil!s interact 3ith each
other and produce dangerous gases that destroy the !icrofil! i!ages+ 1L GB+L) (
(&H
T*ble C$"i$u*"i$I Mic'!'1% F Pe'ce$"*)e R*$3
Store off site security copies of !icrofil!+ )G &H+&H B
<andle the fil! $y the edges to prevent fingerprint s!udges+ FH )'+F( &
M*)$e"ic Me.i*I
Bac6 up co!puter infor!ation on a regular $asis+ Store $ac6 up infor!ation off site+ (&' H&+HB B
Protect !edia and e#uip!ent 3ith plastic covers to !ini!ize 3ater da!age+ (BH 1B+'B (
Meep !agnetic !edia a3ay fro! all sources of ris6+ ((F H'+B' )
"e;3ind data catridges to $eginning $efore re!oving the! fro! the tape drive+ F1 )(+&( H
Store data cartridges securely in their protective plastic cases+ 1) G'+L( F
Clean regularly the tape drive to enhance its a$ilities to accurately read data $ut never atte!pt
to clean a data cartridge $y touching the tape or the tape drive rollers 3ith fingers or other
o$?ects+ L) GF+LH G
Store $ac6;up data on e,ternal hard drive* USB flash drive* CD8s and D5D8s+ (BG 1(+1& &
f afford* store your data on a cloud drive* a @e$;$ased service that provides storage space on
a re!ote server 3hich are accessed over the nternet 3ith client;side soft3are that are useful
for $ac6ing up files+ &B (B+L) 1
Concerning 3indo3s* it shall $e provided 3ith security grills and an e!ergency
e,it* the data sho3s that forty;seven percent C)HTD of the teachers agreed that 3indo3s
in their respective schools are provided 3ith security grills and an e!ergency e,it+ The
t3elve percent C(&TD of the respondents said that classroo!s should al3ays $e provided
3ith at least t3o s3ing;outdoors at the opposite sides of the classroo!+ Concerning
3alls* the seventy;eight percent CH1TD of the teachers articulated that it should al3ays $e
s!ooth finished to prevent in?ury to highly active* playful* and !o$ile students+ @hile
the fifty;nine percent CGLTD agreed that there !ust $e space for safe evacuation 3ithout
o$struction+ The conde!ned or unfinished $uilding structures and on;going construction*
according to the fifty;si, percent CGFTD of the teachers* !ust $e cordoned off 3ith an
N.ff Li!itO sign+ n ter!s of sanitary facilities* the half or the fifty percent CG'TD of the
teacher;respondents specify that location of septic tan6 !ust $e at least t3o !eters a3ay
fro! the $uilding it serves+ For other $uilding ris6 reduction re#uire!ents* the tips
concerning the underta6ing of regular repair and !aintenance of all school facilities and
utilities got the highest percentage o$taining eighty;eight percent C11TD 3hile ensuring
structural sta$ility particularly the ten C('D !eters $et3een non;acade!ic $uildings got
(&1
the lo3est percentage having forty;one percent C)(TD of the teachers+ .n "ecords
%anage!ent as a syste!atic and secured safe6eeping of i!portant records that !ay
contain pieces of infor!ation that serve as !anage!ent tools for decision !a6ing and in
the for!ulation of policies and progra!s $y proper authorities+ Salvage !ay$e defined as
the rescue of property fro! fire* flood* falling $uildings* or other danger+ "ecords
Salvage Priorities refers to the identification of records 3hich need to $e saved first fro!
any ris6s+ For paper records* filing paper records in ca$inet or dra3ers 3hen not in use
got the highest percentage garnering eighty;eight percent C11TD 3hile preparing vital
records 3ith long retention periods or 3hich are generated in high volu!es in !icrofil!
for! got the lo3est percentage o$taining si,ty;si, percent CFFTD of the teachers in the
selected secondary schools in Legazpi City Division+ For !icrofor!s* storing in a
separate ca$inets and $o,es the !icrofor!s created through different processes got the
highest percentage having fifty;four percent CG)TD 3hile storing the copies of !icrofil!
off site security got the lo3est percentage gathering t3enty;seven percent C&HTD of the
total respondents+ And in ter!s of !agnetic !edia* protecting !edia and e#uip!ent 3ith
plastic covers to !ini!ize 3ater da!age got the highest percentage ac#uiring eighty;
three percent C1BTD 3hile storing data on a cloud drive* a 3e$;$ased service that
provides storage space on a re!ote server 3hich are accessed over the internet 3ith
client;side soft3are that are useful for $ac6ing up files got the lo3est percentage attaining
fourteen percent C()TD of the teacher;respondents+ t is i!plied that record
!anage!ent 3as considered the life$lood of an effective and efficient !anage!ent
of a school syste!+ The school records !ay contain i!portant infor!ation a$out the
profile and the perfor!ance of students* teachers* e!ployees and the school as a
3hole 3hich are
(&L
necessary and indispensa$le for past* present and future references+ For this reason* it is
i!portant to ensure the safety of all school records+ Li6e3ise* it has to $e assured to
reduce* if not to eli!inate* the ris6 factors that 3ill endanger any docu!ent in the school+
Sc#l Plicie% *$. P'*c"ice% A.p"e. !' "#e I$"e)'*"i$ ! Di%*%"e' Ri%3 Re.uc"i$
The school policies and practices adapted for the integration of D"" in the school
curricula are deter!ined through/ !anpo3er* funding and technical+ %anpo3er includes
duties and responsi$ilities $y every school personnel+ Funding pertains to the allocation
of $udget* and technical refers to various techni#ues underta6en for !ainstrea!ing D""+
O$ M*$p@e'. For the school level* the duties and responsi$ilities of every
school personnel to ensure the !ainstrea!ing of the D"" Concepts provided in the D""
"esource %anual $ased on Dep-d .rder 7o+ GG* s+ &''H are the follo3ing/ (+ School
<eadJPrincipal shall/ CaD Suspend Cper School Division Superintendent instructionD the
regular delivery of Learning Co!petencies to give 3ay to the si!ultaneous
!ainstrea!ing of Disaster "is6 "eduction concepts and plan for !a6eup classes9 C$D
nitiate the organization of schools Disaster "is6 "eduction %anage!ent Group9 CcD
nvite DP@<* BFP and Local Govern!ent .ffice C%unicipal -ngineering .fficeD
representative to conduct site* $uilding inspection to include 3ater and electrical
facilities* structural integrity and sta$ility of school $uildings* and act on their
reco!!endations and suggestions9 CdD Conduct school level se!inar sy!posiu!*
progra! and involve resource spea6er fro! D.<* "ed Cross on First Aid and Basic Life
Support Syste!9 CeD nvolve the Student Govern!ent .rganization* Boy and Girl Scouts
in the orientation of Disaster "is6 "eduction concepts in the school and co!!unity9 CfD
Call a GPTA !eeting as part of nfo;disse!ination ca!paign9 and CgD .ther activities
sheJhe !ay conduct relative to the D""+ &+ <ead Teachers shall/ CaD %onitor the
topic
(B'
integration $y the classroo! teachers9 C$D Suggest effective teaching strategies to carry
out the topic9 CcD -valuate the !ainstrea!ingJintegration process9 and CdD "eport the
progress to the principal+ B+ CAT Facilitators shall/ CaD Provide assistance to the school
headJprincipal on the conduct of activities as re#uired in the CAT curriculu!9 C$D
Conduct infor!ation disse!ination through the CAT progra!9 and CcD Ta6e charge in
the esta$lish!ent of the Schools D"" %anage!ent Group+ )+ Teachers shall/ CaD "ead
and study carefully the contents of the D""% and !ainstrea! disaster ris6 reduction
concepts in the su$?ect areas+ Continuously integrate the concepts if these points of
entries are !et in the Learning Co!petencies+ -,+ n Science* the topic is
-nviron!ent9 integrate the environ!ental hazards in a for! of revie3* re!inder or
co!!it!ent9 C$D Use appropriateJeffective teaching strategies9 CcD -valuate learning
Ccognitive* affective and psycho!otorD9 CdD nclude in the $ulletin $oard concepts on
disaster ris6 reduction9 and CeD Let students prepare a collage* poster* ?ingle* poe!* rap or
slogan on disaster ris6 reduction as part of the evaluation !easures+ .ther roles of every
school personnel in order to protect the lives of the !e!$ers of the school co!!unity and
property include the follo3ing/ CaD Analyze the condition of the school or conduct
situational analysis9 C$D dentify possi$le hazardsJthreats faced $y the school9 CcD Follo3
and strictly act according to the disaster !anage!ent strategies especially in ti!es of
e!ergencies* cala!ityJdisaster9 CdD Provide feed$ac6 to the authorities for policy
for!ulation9 and CeD "e#uest the Dep-d DivisionJ"egionalJCentral .fficesJother local
and international G.s* 7G.s and sta6eholder for any assistance+ School policies and
practices adopted for the integration of D"" in ter!s of !anpo3er are sho3n in Ta$le L
$elo3+
(B(
T*ble =
Sc#l Plicie% *$. P'*c"ice% A.p"e. !' "#e I$"e)'*"i$ !
Di%*%"e' Ri%3 Re.uc"i$ i$ Te'1% ! M*$p@e'
Sc#l Plicie% *$. P'*c"ice% F Pe'ce$"*)e
R*$3
I$ Te'1% ! M*$p@e'
(+D
Duties and "esponsi$ilities of the school headJprincipal $ased fro! Dep-d .rder 7o+ GG* s+ &''H
3hich are adopted in your school
Suspend Cper SDS instructionD the regular delivery of Learning Co!petencies to give 3ay to the
si!ultaneous !ainstrea!ing of Disaster "is6 "eduction concepts and plan for !a6e up classes+ 1L GB+L) F
nitiate the organization of schools Disaster "is6 "eduction %anage!ent Group+ ('& F(+1& )
nvite DP@<* BFP and Local Govern!ent .ffice C%unicipal -ngineering .fficeD representative
to conduct site* $uilding inspection to include 3ater and electrical facilities* structural integrity and
sta$ility of school $uildings* and act on their reco!!endations and suggestions+ (BF 1&+)& &
Conduct school level se!inar sy!posiu!* progra! and involve resource spea6er fro! D.<* "ed
Cross on First Aid and Basic Life Support Syste!+ ((' FF+FH B
nvolve the Student Govern!ent .rganization* Boy and Girl Scouts in the orientation of Disaster
"is6 "eduction concepts in the school and co!!unity+ LB GF+BF G
Call a GPTA !eeting as part of nfo;disse!ination ca!paign+ ()) 1H+&H (
.ther activities heJshe !ay conduct relative to the D""+ 1H G&+HB H
&+D
Duties and "esponsi$ilities of the head teachers $ased fro! Dep-d .rder 7o+ GG* s+ &''H 3hich
are adopted in your school
%onitor the topic integration $y the classroo! teachers+ ('H F)+1G B
Suggest effective teaching strategies to carry out the topic+ 1H G&+HB )
-valuate the !ainstrea!ingJintegration process+ ((& FH+11 &
"eport the progress to the principal+ (&( HB+BB (
B+D
Duties and "esponsi$ilities of the CAT facilitators $ased fro! Dep-d .rder 7o+ GG* s+ &''H 3hich
are adopted in your school
Provide assistance to the school headJprincipal on the conduct of activities as re#uired in the CAT
curriculu! ()G 1H+11 (
Conduct infor!ation disse!ination through the CAT progra!+ 1L GB+L) &
Ta6e charge in the esta$lish!ent of the Schools Disaster "is6 "eduction %anage!ent Group+ HH )F+FH B
)+D
Duties and "esponsi$ilities of the teachers facilitators $ased fro! Dep-d .rder 7o+ GG* s+ &''H
3hich are adopted in your school
"ead* study carefully the contents of the D""% and !ainstrea! disaster ris6 reduction concepts
in the su$?ect areas+ Continuously integrate the concepts if these point of entries are !et in the
Learning Co!petencies+ -,+ n Science* the topic is -nviron!ent* integrate the environ!ental
hazards in a for! of revie3* re!inder or co!!it!ent (B) 1(+&( &
Use appropriateJeffective teaching strategies ()' 1)+1G (
-valuate learning Ccognitive* affective and psycho!otorD (BB 1'+F( B
nclude in the $ulletin $oard concepts on disaster ris6 reduction+ 1H G&+HB G
Let students prepare a collage* poster* ?ingle* poe!* rap or slogan on disaster ris6 reduction as part
of the evaluation !easures+ ('B F&+)& )
G+D
"oles of every school personnel in order to protect the lives of the !e!$ers of the school
co!!unity and property
Analyze the condition of the school or conduct situational analysis L) GF+LH G
dentify possi$le hazardsJthreats faced $y the school+ ()& 1F+'F (
Follo3 and strictly act according to the disaster !anage!ent strategies especially in ti!es of
e!ergencies* cala!ityJdisaster (&H HF+LH )
Provide feed$ac6 to the authorities for policy for!ulation (BF 1&+)& B
"e#uest the Dep-d DivisionJ"egionalJCentral .fficesJother local and international G.s* 7G.s
and sta6eholder for any assistance ()' 1)+1G &
(B&
Concerning the duties and responsi$ilities of the school head or the principal* to
call for a GPTA !eeting got the highest percentage o$taining eighty;seven percent C1HTD
3hile to suspend the regular delivery of Learning Co!petency to give 3ay to the
si!ultaneous !ainstrea!ing of Disaster "is6 "eduction Concepts and plan for !a6eup
class got the lo3est percentage having fifty;four percent CG)TD of all the teachers+ For the
duties and responsi$ilities of the head teachers* reporting the progress to the principal got
the highest percentage gathering seventy;three percent CHBTD 3hile suggesting effective
teaching strategies to carry out the topic got the highest percentage garnering fifty;three
percent CGBTD of the total respondents in the selected secondary schools in Legazpi City
Division+
n ter!s of the duties and responsi$ilities* the Citizens Advance!ent Training
CCATD facilitator* providing assistance to the school head or principal on the conduct of
activities as re#uired in the CAT curriculu! got the highest percentage ac#uiring eighty;
eight percent C11TD 3hile ta6ing charge in the esta$lish!ent of the Schools Disaster "is6
"eduction %anage!ent Group got the lo3est percentage attaining fifty;four percent
CG)TD of all the teachers+ @ith regards to the duties and responsi$ilities of the teachers*
using appropriate or effective teaching strategies got the highest percentage having
eighty;five percent C1GTD 3hile including in the $ulletin $oard the concepts on disaster
ris6 reduction got the lo3est percentage o$taining fifty;three percent CGBTD of the
respondents+ Concerning the other roles of every school personnel in order to protect the
lives of the !e!$ers of the school co!!unity and property* identifying the possi$le
hazards or threats faced $y the school got the highest percentage gathering eighty;si,
percent C1FTD 3hile analyzing the condition of the school or conduct situational analysis
(BB
got the lo3est percentage garnering fifty;seven percent CGHTD of the teacher;respondents+
The data i!plies that school heads* head teachers* teacher* CAT facilitator and other
school personnel assu!ed the duties and responsi$ilities in order to ensure
!ainstrea!ing of the D"" in the school curricula+
O$ Fu$.i$). The source of fund for the integration of D"" in the school
curriculu! co!es fro! the follo3ing institutions that finance the integration of Disaster
"is6 "eduction/ 7ational Govern!ent C$y Depart!entD9 Local Govern!ent Unit CLGUD9
7on;Govern!ental .rganizations C7G.8sD and Private .rganization CP.8sD9 The School
%aintenance and .ther .perating -,penses C%..-D9 General Parent Teacher
Association CGPTAD9 <o!eroo! Parent Teacher Association C<"PTAD9 Alu!ni
Association9 and Solicitation+ The funds for !ainstrea!ing D"" into school curriculu!
are allocated to the follo3ing activities underta6en/ nstitutionalization 3ithin the
-ducation Sector9 Develop!ent of D"" curriculu! !aterials9 Training of teachers and
trainers and pilot testing9 Develop!ent of Curriculu! Fra!e3or6 Plan for integrating
D"" in all grades9 and ntegrating hazards resilient school construction features+ n ter!s
of sources of fund for the !ainstrea!ing of D""* the Local Govern!ent Unit CLGUD got
the highest percentage o$taining eighty;eight percent C11TD 3hile the <o!eroo! Parent
Teacher Association C<"PTAD got the lo3est percentage garnering t3enty;si, percent
C&FTD rating fro! the respondents+ %ean3hile* for the allocation of funds for
!ainstrea!ing D"" into school curriculu!* training of teachers and trainers and pilot
testing got the highest percentage having eighty;eight percent C11TD 3hile
institutionalization 3ithin the education sector got the lo3est percentage gathering si,ty;
five percent CFGTD of all the teachers+ These school policies and practices adopted for the
integration of Disaster "is6 "eduction in ter!s of funding are sho3n in Ta$le ('+
(B)
T*ble 5>
Sc#l Plicie% *$. P'*c"ice% A.p"e. !' "#e I$"e)'*"i$ ! Di%*%"e'
Ri%3 Re.uc"i$ i$ Te'1% ! Fu$.i$)
Sc#l Plicie% *$. P'*c"ice% F Pe'ce$"*)e
R*$3
I$ Te'1% ! Fu$.i$)
(+D Sources of fund for the integration of D"" in the school curriculu!
7ational Govern!ent C$y Depart!entD (B( HL+BL )
Local Govern!ent Unit CLGUD ()F 11+)1 (
7on;Govern!ental .rganizations C7G.8sD and Private .rganization CP.8sD 1H G&+HB F
The School %aintenance and .ther .perating -,penses C%..-D (BF 1&+)& B
General Parent Teacher Association CGPTAD 1L GB+L) G
<o!eroo! Parent Teacher Association C<"PTAD )B &F+'F 1
Alu!ni Association HH )F+FH H
Solicitations (B1 1B+F) &
&+D Allocations of funds for !ainstrea!ing D"" into school curriculu!
nstitutionalization 3ithin the -ducation Sector ('1 FG+)G G
Develop!ent of D"" curriculu! !aterials (BH 1B+'B &
Training of teachers and trainers and pilot testing ()G 1H+11 (
Develop!ent of Curriculu! Fra!e3or6 Plan for integrating D"" in all grades ('L FF+'F )
ntegrating hazards resilient school construction features ((H H'+L( B
The funds for the integration of Disaster "is6 "eduction 3as spent on the
activities done $y the Technical @or6ing Group CT@GD 3ith the -ducation @or6ing
Group C-@GD to effectively i!ple!ent the %ainstrea!ing of Disaster "is6 "eduction in
the -ducation Sector C%D"D;-DUD in order i!prove the !ainstrea!ing of D"" focus in
the school curricula+ @ith the serious occurrence of disasters in the country ensures the
need for the integration of D"" into the education sector+ Significant develop!ent has
already $een underta6en $y the Depart!ent of -ducation on !ainstrea!ing D"" in the
school curricula+ Dep-d de!onstrated its co!!it!ent on the integration of D"" in the
school curricula through its issuance of Dep-d .rder 7o+ GG* s+ &''H prioritizing D""
!ainstrea!ing in education+ The partnership of T@G and -@G is vital to ensure the full
institutionalization of D"" in the $roader education agenda+
(BG
The Dep-d and the T@G decided that integration of D"" topics into su$?ects
already taught 3ould $e !ore effective than creating a ne3 su$?ect9 it 3as felt that this
approach 3ould !a6e it easier for the children to understand the su$?ect+ D"" "esource
!anual* a studentJteacher !odule for Grade H* 3as developed in the su$?ects Science and
Social Studies+ To guide the teachers in the delivery of the !odules* lesson e,e!plars for
each su$?ect 3ere also developed+ -ach lesson e,e!plar includes group activities to
!otivate students* #uestions to $e as6ed $y the teacher* and !ethodologies to
evaluate student learning+ The nstructional %aterials Council;Secretariat C%CSD of
Dep-d has approved and endorsed the D"" curriculu! !aterials li6e the !odules* lesson
e,e!plars* teaching aids as official teaching !aterials for national use+
Li6e3ise* to orient the teachers on ho3 to use the D"" curriculu! !aterials*
training to the teachers and education supervisors CToTD 3as done+ Teaching of the
curriculu! !aterial on D"" has $een carried out 3ith a range of teaching !ethods*
including the use of songs* co!petitions* poster and plays+ Teaching of the D"" !odules
3as !onitored $y the curriculu! specialists fro! Dep-d* 7DCC focal point* and T@G
!e!$ers visiting the pilot schools+ Ded-d had developed an o$servation for!s to evaluate
teacher+
To guide the full integration of D"" in the school curriculu! in the Philippines* it
3as recognized that there 3as a need to develop an overall fra!e3or6 plan+ The pro?ect
helped to analyze the 7ational Curriculu! for all grades and identify opportunities for
integration of D"" topics in the future+ The Curriculu! Fra!e3or6 Plan has $een
finalized $y the $ureaus of Dep-d as one integrated docu!ent+
Thus* recognizing the need for i!proved hazard resilience of school $uilding*
the
Physical Facilities and Schools -ngineering Division CPFS-DD of Dep-d had led
t3o
(BF
3or6shops to enhance the current school construction guidelines of the country 6no3n as
the -ducational Facilities <and$oo6+ During the 3or6shop* cli!ate change
adaptation 3as integrated in the enhanced guidelines+ 5alidation activity 3as done+ After
3hich* the -ducational Facilities <and$oo6 3as later reco!!ended to $e called a !anual+
O$ Tec#$ic*l. The !e!$ers of the e,panded Technical @or6ing Group CT@GD
in the Philippines constitute to integrate the Disaster "is6 "eduction into School
Curricula+ The T@G 3as e,panded to enhance the !ainstrea!ing of D"" focus in
school syste!+ The constitution of the Technical @or6ing Groups includes the follo3ing/
.ffice of the Undersecretary for Teachers8 @elfare* Dep-D9 Bureau of Secondary and
-le!entary -ducation* Dep-d9 Bureau of Alternative Learning Syste!* Dep-d9 Physical
Facilities and Schools -ngineering Division* Dep-d9 Basic -ducation Support and
"efor! Agenda Secretariat* Dep-d9 7ational -cono!ic Develop!ent Authority
C7-DAD9 Depart!ent of Finance CDoFD* Dep-d9 7ational Disaster Coordinating Council
2 .ffice of Civil Defense C7DCC;.CDD9 Philippine nstitute of 5olcanology and
Seis!ology CP<5.LCSD* D.ST9 Philippine At!ospheric* Geophysical and
Astrono!ical Service CPAGASAD* D.ST9 7ational %apping and "esources nfor!ation
Authority C7A%"AD* D-7"9 %ines and Geosciences Bureau* D-7"9 .ffice of the
Presidential Advisor on Cli!ate Change C.PACCD9 Depart!ent of Pu$lic @or6s and
<igh3ays9 Philippine nfor!ation Agency CPAD9 Pu$lic Safety and -!ergency
%anage!ent .ffice e+g+ Al$ay Safety and -!ergency %anage!ent .ffice CAPS-%.D9
United 7ations Develop!ent Progra!!e CU7DP;PhilippinesD9 and Asian Disaster
Preparedness Center CADPCD+ The Technical @or6ing Group CT@GD and the various
techni#ues underta6en $y the! are sho3n in Ta$le (( $elo3+
(BH
T*ble 55
Sc#l Plicie% *$. P'*c"ice% A.p"e. !' "#e I$"e)'*"i$ ! Di%*%"e' Ri%3 Re.uc"i$
I$ Te'1% ! Tec#$ic*l
C$%"i"u"i$ ! "#e Tec#$ic*l
0'3i$) G'up%
V*'iu% Tec#$iDue% U$.e'"*3e$ !' P'i'i"( I1ple1e$"*"i$ P*'"$e'%#ip%
BPIP%C i$ "#e M*i$%"'e*1i$) DRR i$" Sc#l Cu''iculu1
5 6 7 8 9 :
F T F T F T F T F T F T
(
.ffice of the Undersecretary for
Teachers8 @elfare* Dep-D
(B) 1(+&( ((L H&+(& (&' H&+HB ()' 1)+1G ()L L'+B' (GB L&+HB
&
Bureau of Secondary and -le!entary
-ducation* Dep-d
(B' H1+HL (&H HF+LH (&1 HH+G1 (G' L'+L( (GF L)+GG (GG LB+L)
B
Bureau of Alternative Learning Syste!*
Dep-d
L' G)+GG ('B F&+)& (&( HB+BB (&' H&+HB L1 GL+BL LH G1+HL
)
Physical Facilities and Schools
-ngineering Division* Dep-d
)G &H+&H (&' H&+HB ('1 FG+)G (&' H&+HB ((& FH+11 (&1 HH+G1
G
Basic -ducation Support and "efor!
Agenda Secretariat* Dep-d
G& B(+G& ((& FH+11 ('H F)+1G ((1 H(+G& (&B H)+GG LL F'+''
F
7ational -cono!ic Develop!ent
Authority C7-DAD
FG BL+BL L1 GL+BL L' G)+GG 1& )L+H' ('' F'+F( HG )G+)G
H Depart!ent of Finance CDoFD* Dep-d ('' F'+F( ('H F)+1G (&' H&+HB (B1 1B+F) ()& 1F+'F ('B F&+)&
1
7ational Disaster Coordinating Council
2 .ffice of Civil Defense C7DCC;.CDD
(B' H1+HL (BL 1)+&) ()& 1F+'F ()1 1L+H' (GF L)+GG ()H 1L+'L
L
Philippine nstitute of 5olcanology and
Seis!ology CP<5.LCSD* D.ST
('1 FG+)G (&G HG+HF (&1 HH+G1 ('( F(+&( (&B H)+GG ('H F)+1G
('
Philippine At!ospheric* Geophysical
and Astrono!ical Service CPAGASAD*
D.ST
(() FL+'L (B& 1'+'' (&G HG+HF ((' FF+FH ((1 H(+G& ((' FF+FH
((
7ational %apping and "esources
nfor!ation Authority C7A%"AD*
D-7"
(&' H&+HB (BB 1'+F( (BL 1)+&) (&1 HH+G1 (B& 1'+'' (&L H1+(1
(& %ines and Geosciences Bureau* D-7" (&L H1+(1 ()& 1F+'F ()B 1F+FH (BG 1(+1& (BL 1)+&) (&' H&+HB
(B
.ffice of the Presidential Advisor on
Cli!ate Change C.PACCD
(BL 1)+&) ()H 1L+'L ()' 1)+1G ()' 1)+1G ()L L'+B' ()' 1)+1G
()
Depart!ent of Pu$lic @or6s and
<igh3ays
((( FH+&H (&' H&+HB (&G HG+HF (B) 1(+&( ((H H'+L( ('1 FG+)G
(G Philippine nfor!ation Agency CPAD ('B F&+)& ((L H&+(& (&& HB+L) (&H HF+LH (&L H1+(1 LH G1+HL
(F
Pu$lic Safety and -!ergency
%anage!ent .ffice e+g+ Al$ay Safety
and -!ergency %anage!ent .ffice
CAPS-%.D
(BG 1(+1& ()L L'+B' (G' L'+L( ()& 1F+'F (G' L'+L( (GG LB+L)
(H
United 7ations Develop!ent
Progra!!e CU7DP;PhilippinesD
(&1 HH+G1 (&H HF+LH (B' H1+HL (&' H&+HB (BG 1(+1& (B1 1B+F)
(1
Asian Disaster Preparedness Center
CADPCD
(B' H1+HL (B& 1'+'' (BH 1B+'B (&B H)+GG ()B 1F+FH ()H 1L+'L
Legend/
= : Initiating !ialogue between ,!))M; and !ep?d
> : Formation of "or(ing @roup and Ad$isor% @roup
I : Eic( off Meeting of the Technical "or(ing @roup as well as the Ad$isor% @roup
J : !e$elop and test the draft curriculum
8 : "or( with the curriculum de$eloper and re$iew committee
- : Integration of the !)) sub+ectKmodule into the national curriculum
F : Fre3uenc%
L : Percentage
(B1
The Technical @or6ing Group CT@GD underta6es various techni#ues for Priority
!ple!entation Partnerships CPPsD in the !ainstrea!ing of Disaster "is6 "eduction into
school curricula+ Those are techni#ues for a successful !ainstrea!ing of D""+ The
process dra3s on lessons learned fro! past e,periences of the !e!$ers of the "egional
Consultative Co!!ittee on Disaster %anage!ent C"CCD !e!$er countries 3ho have
successfully integrated D"" into school curricula under the PPs on %ainstrea!ing D""
into -ducation* $eing i!ple!ented under "CC on %ainstrea!ing Disaster "is6
"eduction into Develop!ent C%D"DD+
The various techni#ues suggested for underta6ing Priority !ple!entation
Partnerships for %ainstrea!ing Disaster "is6 "eduction as discussed in the "CC
Guidelines include the follo3ing/ (+ nitiating Dialogue $et3een 7ational Disaster "is6
"eduction and %anage!ent Council C7D""%CD and Depart!ent of -ducation9
&+ For!ation of @or6ing Group and Advisory Group9 B+ Mic6 off %eeting of the
Technical @or6ing Group as 3ell as the Advisory Group CPriority !ple!entation
Partnership PPD9 )+ Develop and test the draft curriculu! such as revie3 e,isting
secondary school curriculu!* develop ne3 D"" su$?ectJ!odule* training of teachers*
pilot test of the D"" su$?ectJ!odule* 3or6 3ith the curriculu! developer and revie3
co!!ittee* and F+ ntegration of the D"" su$?ectJ!odule into the national curriculu!
Tec#$iDue 5. I$i"i*"i$) Di*l)ue be"@ee$ N*"i$*l Di%*%"e' Ri%3 Re.uc"i$ *$.
M*$*)e1e$" Cu$cil BNDRRMCC *$. Dep*'"1e$" ! E.uc*"i$
The 7ational Disaster "is6 "eduction and %anage!ent Council should
esta$lished co!!unication 3ith the Depart!ent of -ducation particularly its offices
responsi$le for the develop!ent of school curriculu!+ Under the leadership of the
7D""%C* a 3or6shop could $e organized for the officials fro! Dep-d to introduce the
(BL
topic and get their consensus on the process+ A !e!orandu! of agree!ent C%.AD could
$e an outco!e of the 3or6shop so as to/ a+ set out the o$?ectives* scope and e,pected
outco!es of the partnership $et3een the 7D""%C and Dep-d9 and $+ na!e the
!e!$ers of the technical 3or6ing group CT@GD+
Tec#$iDue 6. F'1*"i$ ! 0'3i$) G'up *$. A.&i%'( G'up
Based on the %.A $et3een the 7D""%C and Dep-d* it is 3orth3hile to set up
a T@G 3ith !e!$ers fro! the Dep-d particularly its office responsi$le for the
curriculu! develop!ent* 7D""%C and other concerned agencies pri!arily involved in
curriculu! develop!ent+
t is advisa$le to organize an Advisory Group* headed $y senior representative
fro! Dep-d to supervise and guide the process+ The advisory group should $e
represented $y staff fro! all concerned govern!ent agencies li6e 7D""%C* 7ational
-cono!ic Develop!ent C7-DAD* Depart!ent of Finance CDoFD* Depart!ent of Science
and Technology CD.STD* Depart!ent of -nviron!ental and 7atural "esources CD-7"D*
.ffice of the Presidential Advisor on Cli!ate Change C.PACCD* Depart!ent of pu$lic
@or6s and <igh3ays CDP@<D* Philippine nfor!ation Agency CPAD and other
sta6eholders involved in education sector+ t could $e an education focus su$co!!ittee
of 7D""%C or a disaster related su$co!!ittee of the -ducation Sector @or6ing Group+
Tec#$iDue 7. Kic3 !! Mee"i$) ! "#e Tec#$ic*l 0'3i$) G'up *% @ell *% "#e
A.&i%'( G'up BP'i'i"( I1ple1e$"*"i$ P*'"$e'%#ip PIPC
To start the process* a 6ic6 off !eeting $et3een the technical 3or6ing group and
advisory group could $e organized to provide guidance in detailing out the 3or6 plan of
the 3or6ing group* assign responsi$ilities for agreed actions and proposed target dates for
their achieve!ents+ At this stage* it is i!portant to !ap out the various past initiatives in
()'
D"" in the country to avoid duplication and learning fro! the e,perience+ The regular
$usiness of the advisory group 3ould $e the revie3 of the action plan* analysis of
successes and failures* and ad?ust!ents of targets in the light of lessons learned+
Tec#$iDue 8. De&elp *$. "e%" "#e .'*!" cu''iculu1
n accordance 3ith the 3or6 plan* the technical 3or6ing group 3ould carry out
the activities to achieve the o$?ective of the integration+ The suggested activities are
illustrated in the figure $elo3+
(Source: RCC %uideline 2.*$ Se5tem7er ())8+
Fi)u'e 5<
Su))e%"e. Ac"i&i"ie% !' Di%*%"e' Ri%3 Re.uc"i$ I$"e)'*"i$
()(
Tec#$iDue 8.*. Re&ie@ eKi%"i$) %ec$.*'( %c#l cu''iculu1
To integrate DD" in school curricula* it 3ould include revie3ing the e,isting
curriculu! and arriving at a consensus on 3hich grade and su$?ects the integration 3ould
$e in place+
Tec#$iDue 8.b. De&elp $e@ DRR %ubFec"L1.ule
Considering the revie3* the pro?ect 3or6ing group 3ould develop either the ne3
D"" su$?ect or a !odule for the integration of D"" in different su$?ects+ Throughout the
duration of this stage* it 3ould $e helpful to consult 3ith other "egional Consultative
Co!!ittee on Disaster %anage!ent C"CCD !e!$er countries that have successfully
carried out such integration and revie3 their curriculu! !aterial+
Tec#$iDue 8.c. T'*i$i$) ! "e*c#e'%
Selected nu!$er of teachers fro! various parts of the country should $e trained in
teaching the ne3 su$?ect or !odule once the draft of su$?ect or !odule is developed+ For
training the teachers* the teacher8s !anual should $e developed+ The participat ing
teachers for the training could $e fro! selected pilot schools for testing of the curriculu!*
and also fro! the other school 3here the latter could $e trained as !aster trainers+ Aside
fro! the teachers* it also i!portant to train relevant officials fro! various $ureaus of the
Depart!ent of -ducation and other concerned agencies+ To $e a3are of the school
calendar 3ould $e the 6ey point to $e re!e!$ered 3hile planning training for the
teachers+ School vacation should $e targeted for organizing such training for the reasons
that teachers are !ost $usy during regular se!ester particularly during e,a!inations+
()&
Tec#$iDue 8... Pil" "e%" ! "#e DRR %ubFec"L1.ule
The draft su$?ect or !odule developed should $e tested in a cross section of
schools 3here the teachers have $een trained+ The testing should $e synchronized 3ith
the school annual calendar+ Giving enough ti!e for the students to understand the
content* the testing of the draft su$?ect or !odule should $e done over a fe3 !onths+ t
3ould also allo3 the teachers to analyze the gaps in the su$?ect or !odule* related to
contents* structure* and effectiveness in reaching out the !essage to the children* as 3ell
as practical pro$le!s in ter!s of teaching hours* te,t$oo6 and others+ The teachers can
also develop activities for the students in the availa$le ti!e+ There should $e an
evaluation of the draft curriculu! and the teaching $y the teachers at the end of the
testing+ To evaluate ho3 the students have understood the lessons a$out D""* there
should $e a #uiz* story 3riting* essay 3riting* painting co!petition and other activities
3here the teachers can develop in an availa$le ti!e+
Tec#$iDue 9. 0'3 @i"# "#e cu''iculu1 .e&elpe' *$. 'e&ie@ c11i""ee
t can $e suggested that the technical 3or6ing group could 3or6 closely 3ith the
curriculu! developer and the national curriculu! revie3 co!!ittee so that $y ne,t
curriculu! revision cycle the ne3 D"" su$?ect or !odule could $e ta6en up for
integration+
Tec#$iDue :. I$"e)'*"i$ ! "#e DRR %ubFec"L1.ule i$" "#e $*"i$*l cu''iculu1
n order to achieve the final leg of integration* the pri!ary tas6 3ould $e to attain
the approval of the advisory group concerning the revised su$?ect or !odule+ There is a
need to ensure the $udgetary provision that has $een !ade for the adoption of the ne3
()B
su$?ect or !odule and all related approvals fro! concerned $ureaus of the Depart!ent of
-ducation* Local Govern!ent and 7D""%C $e o$tained+
The individual !e!$er of Technical @or6ing Group assu!e definite roles
to perfor! in the integration of D"" in school curricula* evidently $ased fro! data it
3as Depd-d together 3ith 7D""%C that occupies !ost of the functions throughout the
process of integration+
Rec11e$.*"i$% " I1p'&e "#e DRR I$"e)'*"i$ i$ "#e Sc#l Cu''icul*
The i!ple!entation of the !ainstrea!ing of Disaster "is6 "eduction in school
curricula* in order to $e !ore realiza$le and effective needs so!e i!prove!ents in its
!easures and enforce!ent+ Upon reco!!endations !ade $y teachers in the
selected secondary schools in Legazpi City Division* !ost of the! uttered that the
e,isting policies a$out the integration of Disaster "is6 "eduction in the school curricula
!ust $e disse!inated garnering the highest percentage of ninety;seven percent CLHTD
3hile suggestion to design safeguarding !echanis!s in order to protect and preserve
personnel and students* Dep-d property* school facilities* e#uip!ent* fi,tures
instructional !aterials and school records got the lo3est percentage of fifty;seven
percent CGHTD fro! the teacher;respondents+ The reco!!endations that !ay $e
advanced to i!prove the Disaster "is6 "eduction integration in the school curricula are
sho3n in Ta$le (&+
The reco!!endations offered $y teachers in the selected secondary schools in
Legazpi City Division should $e considered $y the technical 3or6ing group particularly
$y Dep-d for it 3ould perhaps $e helpful to fully institutionalize and integrate the D""
Foci in the school curricula+
())
T*ble 56
Rec11e$.*"i$% " I1p'&e "#e Di%*%"e' Ri%3 Re.uc"i$
I$"e)'*"i$ i$ "#e Sc#l Cu''icul*
Rec11e$.*"i$% b( Te*c#e'% i$ "#e Selec"e. Sec$.*'( Sc#l%
i$ Le)*+pi Ci"( Di&i%i$
F Pe'ce$"*)e
R*$3
The integration of Disater "is6 "eduction in the school curricula !ust $e intensified $y
!ainstrea!ing D"" Concepts provided in the resource !anual distri$uted per topic in all
su$?ect areas for all year levels+ ()) 1H+&H L
The school !ust institutionalize the e,isting policies a$out the integration of D"" in the
School Curricula (G' L'+L( )
The e,isting policies a$out the integration of the D"" in the School Curricula !ust $e
disse!inated (F' LF+LH (
There !ust $e trainings for the teachers on ho3 to successfully integrate the D"" concepts
in their Learning Progra! ()L L'+B' H
Design interactive activities such as earth#ua6e and fire drill and other practicu! in teaching
D"" ()' 1)+1G ('
Provide the school ad!inistrators* supervisors and school teachers 3ith infor!ation needed
to reduce ris6 and !a6e school safer (&' H&+HB (B
Pro!ote hazardJdisaster a3areness to !anage i!pacts and to help all school co!!unities to
reduce the ris6 of threats fro! natural and hu!an;!adeJinduced disasters (G' L'+L( )
Provide procedures $ased on the policy state!ent of the Depart!ent of -ducation for the
e!po3er!ent of Dep-d personnel ('G FB+F) (G
Train teachers and other school personnel on the $asic procedures that a school !ay e!ploy
$efore* during and after the occurrence of a disaster through the adopted );phase strategy/
!itigation* preparedness* response and reha$ilitation (G' L'+L( )
Design safeguarding !echanis!s in order to protect and preserve personnel and students*
Dep-d property* school facilities* e#uip!ent* fi,tures instructional !aterials and school
records L1 GL+BL (F
-nsure the availa$ility and accessi$ility of D"" %anual to teachers* students and other
school personnel (GG LB+L) &
The contents of the D"" "esource %anual !ust $e religiously discussed in the respective
su$?ect areas assigned for !ainstrea!ing (GB L&+HB B
-nsure that facilities in your school are safe and secured fro! hazards (&' H&+HB (B
The duties and responsi$ilities of the school headJprincipal* head teachers* teachers and CAT
facilitators defined in the Dep-d .rder !ust $e definitely assu!ed to successfully integrate
D"" in the school syste! (BH 1B+'B ((
There !ust $e fund allocated to underta6e the activities in the !ainstrea!ing D"" in the
school curricula ()L L'+B' H
-nsure to carry out the various techni#ues underta6en $y Technical @or6ing Groups for
Priority !ple!entation Partnership CPPsD in the !ainstrea!ing of Disaster "is6 "eduction
into school curriculu! (B& 1'+'' (&
The reco!!endations $y the teachers that !ay $e advanced to i!prove the
Disaster "is6 "eduction integration include the follo3ing/ (+ The integration of Disaster
"is6 "eduction in the school curricula !ust $e intensified $y !ainstrea!ing D""
Concepts provided in the resource !anual distri$uted per topic in all su$?ect areas for all
year levels9 &+ The school !ust institutionalize the e,isting policies a$out the integration
of D"" in the School Curricula9 B+ The e,isting policies a$out the integration of the D""
()G
in the School Curricula !ust $e disse!inated9 )+ There !ust $e trainings for the teachers
on ho3 to successfully integrate the D"" concepts in their Learning Progra!9 G+Design
interactive activities such as earth#ua6e and fire drill and other practicu! in teaching
D""9 F+ Provide the school ad!inistrators* supervisors and school teachers 3ith
infor!ation needed to reduce ris6 and !a6e school safer9 H+ Pro!ote hazardJdisaster
a3areness to !anage i!pacts and to help all school co!!unities to reduce the ris6 of
threats fro! natural and hu!an;!adeJinduced disasters9 1+ Provide procedures $ased on
the policy state!ent of the Depart!ent of -ducation for the e!po3er!ent of Dep-d
personnel9 L+ Train teachers and other school personnel on the $asic procedures that a
school !ay e!ploy $efore* during and after the occurrence of a disaster through the
adopted );phase strategy/ !itigation* preparedness* response and reha$ilitation9 ('+
Design safeguarding !echanis!s in order to protect and preserve personnel and students*
Dep-d property* school facilities* e#uip!ent* fi,tures instructional !aterials and school
records9 ((+ -nsure the availa$ility and accessi$ility of D"" %anual to teachers*
students and other school personnel9 (&+ The contents of the D"" "esource %anual !ust
$e religiously discussed in the respective su$?ect areas assigned for !ainstrea!ing9
(B+ -nsure that facilities in your school are safe and secured fro! hazards9 ()+ The duties
and responsi$ilities of the school headJprincipal* head teachers* teachers and CAT
facilitators defined in the Dep-d .rder !ust $e definitely assu!ed to successfully
integrate D"" in the school syste!9 (G+ There !ust $e fund allocated to underta6e the
activities in the !ainstrea!ing D"" in the school curricula9 and (F+ -nsure to carry out
the various techni#ues underta6en $y Technical @or6ing Groups for Priority
!ple!entation Partnership CPPsD in the !ainstrea!ing of D"" into school curriculu!+
C#*p"e' 9
SUMMARY- FINDINGS- CONCLUSIONS AND RECOMMENDATIONS
This chapter provides the su!!ary* conclusions and reco!!endations of the
study+ t recapitulates the pro$le!s of the study and the su!ary of findings+
Su11*'(
This research deter!ined the integration of Disaster "is6 "eduction in the School
Curricula in selected secondary schools in Legazpi City Division+
Specifically* the study sought ans3ers to the follo3ing su$;pro$le!s/
(+ @hat is the status of the integration of Disaster "is6 "eduction in the schools8
curriculaA
&+ @hat are the factors that influence the integration of Disaster "is6 "eduction in
school curricula along the follo3ing/
a+ Policies9
$+ Teachers8 Learning Progra!9
c+ nstructional %aterials9 and
d+ FacilitiesA
B+ @hat are the school policies and practices adopted for the integration of
Disaster "is6 "eduction in ter!s of/
a+ %anpo3er9
$+ Funding9 and
c+ TechnicalA
)+ @hat reco!!endations !ay $e advanced to i!prove the Disaster "is6
"eduction integration in the school curriculaA
()H
The descriptive 2 evaluative !ethod of research 3as used in this study+
Euestionnaire and docu!ent for revie3 3ere the instru!ents used in the study+ The
statistical tools used 3ere 3eighted !ean and percentage techni#ues+ The total
respondents in this study 3as (FG* 3hich is a total enu!eration e#uivalent to the e,act
nu!$er of teachers fro! the three schools selected including the respective school heads+
Fi$.i$)%
Based on the analyses and interpretation of the data* the follo3ing are the
findings/
(+ .n the status of integration of Disaster "is6 "eduction in the schools8 curricula
The status of the integration of Disaster "is6 "eduction in the school curricula are
3eighed in ter!s of the e,tent of !ainstrea!ing D"" Concepts provided in the "esource
%anual distri$uted per topic in all su$?ect areas for all year levels in the secondary+ The
integration is represented per su$?ect discussed $elo3+
Integration of !)) on ?nglish ICIA *ub+ects. The integration of D"" foci in
-nglish particularly the Philippine "is6 Profile 3as very lo3 indicating that it 3as not
integrated in the curricula of the selected secondary schools in Legazpi City Division+
Integration of !)) on Filipino ICIA *ub+ects. The !a?ority of the teachers
percieved that the integration of D"" in Filipino particularly the Philippine Disaster "is6
"eduction %anage!ent 3as very lo3 signifying that it 3as not integrated in the su$?ects+
Integration of !)) on Mathematics ICIA *ub+ects. For %athe!atics su$?ects*
D"" concepts that should $e integrated are the <ydro;%eteorological Pheno!ena and
<azards topics+ <o3ever* in the schools surveyed* !ost of the respondents agreed that
!ainstrea!ing D"" foci 3as very lo3 stating that it 3as not integrated+
()1
Integration of !)) in *cience ICIA *ub+ects. The integration of D"" concepts
a$out Geological Pheno!ena and <azards in the Sciences 3as !oderate de!onstrating
that !ainstrea!ing D"" in the curricula of selected schools are !oderately integrated+
Integration of !)) in Araling Panlipunan ICIA *ub+ects. .n the !ainstrea!ing of
D"" topics a$out <u!an nduced <azards particularly Technological <azards* fifty
percent of the teacher;respondents o$served that integration of D"" in Social Studies
3as lo3 indicating that it 3as partially integrated in the curricula of the three selected
schools+
Integration of !)) in Music, Arts, Ph%sical ?ducation and /ealth 4MAP?/ ICIA
*ub+ects. For <ealth and Physical -ducation su$?ects* the !ainstrea!ing of D"" topics
particularly -nviron!ental <azards 3as found to $e !oderate signifying that in the
selected secondary schools in Legazpi City it 3as !oderately integrated+ .f three schools
surveyed* t3o schools have their D"" Coordinator co!ing fro! %AP-< Depart!ent+
Integration of !)) in ?du(as%on sa Pagpapa(atao 4Aalues ?ducation ICIA
*ub+ects. %ost of the teachers are certain that the integration of D"" in 5alues -ducation
particularly -nsuring Continuity of nstruction 3as very lo3 revealing that it 3as not
integrated in their respective schools+
Integration of !)) on Technolog% and Li$elihood ?conomics 4T.L.?. ICIA
*ub+ects. %ainstrea!ing D"" Focus in <o!e -cono!ics and ndustrial Arts
particularly in ensuring safety of Deped properties* !ost of the the teachers agreed that
the integration of D"" in T+L+-+ 3as very lo3 indicating that it 3as not integrated+
Integration of !)) on ;iti'ens Ad$ancement Training. .n the D"" integration of
the topics* %onitoring and -valuation of Disaster "is6 %anage!ent !ple!entation* the
()L
respondents percieved that the perfor!ance of the CAT .fficials and Cadettes $eing
incharge 3ith the .rganization of School Disater "is6 "eduction %anage!ent Group* on
the integration of D"" in the school curricula 3as very lo3+
&+ .n the factors that influence the integration of Disaster "is6 "eduction in school
curricula
The factors that influence the integration of Disaster "is6 "eduction in school
curricula are assessed through policies i!ple!ented* teachers8 learning progra!*
instructional !aterials* and facilities+
a. Along Policies. The policies for the integration of Disaster "is6 "eduction in
the school curricula particularly the Dep-d .rder 7o+ GG* s+ &''H 3as institutionalized in
the respective schools surveyed+ %ost of the teachers responded that the said policy 3as
institutionalized and had $een disse!inated in their school+ This 3as contrary to the
result sho3ing that !ore than half of the respondents 3ere not a3are of the "epu$lic Act
7o+ ('(&( saying that it 3as not institutionalized and has not $een disse!inated+ %ost of
the respondents perceived that the policy o$?ectives 3ere unclear to the!+ <o3ever* the
!easures underta6en $y the Depart!ent of -ducation in the i!ple!entation of disaster
ris6 reduction !anage!ent pro?ect as identified $y the teachers 3ere the utilization of
D"" !anual9 !ple!entation of Safe Schools Progra!s relative to disaster ris6
reduction efforts9 nfor!ation Disse!ination Ca!paign for -nergy and @ater
Conservation Flyers on 3ater and energy conservation9 and %onitoring of the
i!ple!entation of the disaster ris6 reduction pro?ects and other activities+ According to
the teachers* D"" !anual has not $een utilized in their respective schools+ The policy
state!ent in the i!ple!entation of Safe Schools Progra!s relative to D"" efforts
(G'
concerning non;structural co!ponents under Dep-d .rder 7o+ GG* s+ &''H 3ere the
follo3ing/ (+ %ainstrea!ing D"" Concepts in the -le!entary and Secondary
School Curricula9 &+ School %apping -,ercise9 B+ Schools @ater and -lectrical
Facilities Assess!ent Pro?ect9 )+ Preparation of Disaster Preparedness %odules through
%ulti;%edia9 and G+ Euarterly Conduct of -arth#ua6e and Fire Drills9 and F+ "oad Safety
-ducation for Children+ The policy state!ent in the structural co!ponents relative to the
construction of hazards resilient school $uildings under Dep-d .rder 7o+ GG* s+
&''H 3ere the follo3ing/ (+ Learning and pu$lic use of school $uilding9 &+ Be $etter*
$uild $etter international design co!petition9 and B+ Assess!ent of school $uildings8
structural integrity and sta$ility+
b. Along Teachers Learning Program. %ost of the teachers perceived that all of
the! are re#uired to !a6e daily lesson plan+ <ence* as a daily re#uire!ent* D"" Foci are
i!posed to $e integrated in the preparation of lesson plan in the respective learning areas
they are assigned for !ainstrea!ing+
c. Along Instructional Materials. The factors influencing the integration of D""
in school curricula in ter!s of instructional !aterials are assessed through the follo3ing/
(+ Uses of the Disaster "is6 "eduction %anual9 &+ Availa$ility of the instructional
!aterials CD"" %anualD9 B+ Accessi$ility of the instructional !aterials CD""
%anualD9 and )+ Discussion of the contents of the D"" %anual in the respective su$?ect
areas assigned for !ainstrea!ing+
d. Along Facilities. The 6ey instru!ents in raising #uality education as 3ell as
continuing educational services during e!ergency situations* educational facilities such
as school $uildings* la$oratories* e#uip!ent* instructional !aterials* supplies* and other
(G(
properties are essential co!ponents of the learning environ!ent+ Dep-d standards and
standards for resilience !ust $e considered in designing and constructing school
$uildings+ There are guidelines that are intended to co!ple!ent accepted architectural
and engineering principles* and the provisions of the 7ational Building Code of the
Philippines* and other relevant rules* regulations and ordinances pro!ulgated $y the
national and local agencies+ t is also i!portant to give due considerations to the
ergono!ics* anthropo!etrics* ther!al co!fort* illu!ination* acoustics and colors+ n
designing and constructing school $uildings* safety and ris6 reduction !easures shall
al3ays $e considered+
B+ .n the school policies and practices adopted for the integration of Disaster "is6
"eduction
The school policies and practices adapted for the integration of D"" in the school
curricula are deter!ined through/ !anpo3er* funding and technical+ %anpo3er includes
duties and responsi$ilities $y every school personnel+ Funding pertains to the allocation
of $udget and technical refers to various techni#ues underta6en for !ainstrea!ing D""+
a. Hn Manpower. For the school level* to ensure the !ainstrea!ing of D""
Concepts provided in the "esource %anual* the duties and responsi$ilities should $e
adhered to as provided in Dep-d .rder 7o+ GG* s+ &''H intended for particular persons
such as for school head or principal* head teachers* CAT facilitators* and teachers+ .ther
roles of every school personnel in order to protect the lives of the !e!$ers of the school
co!!unity and property include the follo3ing/ a+ Analyze the condition of the school or
conduct situational analysis9 $+ dentify possi$le hazardsJthreats faced $y the
school9 c+ Follo3 and strictly act according to the disaster !anage!ent strategies
(G&
especially in ti!es of e!ergencies* cala!ityJdisaster9 d+ Provide feed$ac6 to the
authorities for policy for!ulation9 and e+ "e#uest the Dep-d DivisionJ"egionalJCentral
.fficesJother local and international G.s* 7G.s and sta6eholder for any assistance+
b. Hn Funding. n coordination 3ith the Technical @or6ing Group CT@GD and
the -ducation @or6ing Group C-@GD for the purpose of i!ple!enting effectively the
!ainstrea!ing of Disaster "is6 "eduction in the -ducation Sector C%D"D;-DUD and in
order to i!prove the integration of D"" foci in the school curricula* the funds 3as spent
on the follo3ing activities such as/ (+ nstitutionalization 3ithin the -ducation Sector9 &+
Develop!ent of D"" curriculu! !aterials9 B+ Training of teachers and trainers and pilot
testing9 )+ Develop!ent of Curriculu! Fra!e3or6 Plan for integrating D"" in all
grades9 and G+ ntegrating hazards resilient school construction features+
c. Hn Technical. The Technical @or6ing Group CT@GD underta6es various
techni#ues for Priority !ple!entation Partnerships CPPsD in the !ainstrea!ing of D""
into school curricula+ The various techni#ues suggested for underta6ing Priority
!ple!entation Partnerships for %ainstrea!ing Disaster "is6 "eduction as discussed in
the "CC Guidelines include the follo3ing/ (+ nitiating Dialogue $et3een 7ational
Disaster "is6 "eduction and %anage!ent Council C7D""%CD and Depart!ent of
-ducation9 &+ For!ation of @or6ing Group and Advisory Group9 B+ Mic6;off %eeting of
the T@G as 3ell as the AdvisoryGroup CPriority !ple!entation partnershipD9 )+
Develop and test the draft curriculu! including revie3 of e,isting secondary school
curriculu!* developing ne3 D"" su$?ectJ!odule* training of teachers* and pilot testing
of the D"" su$?ectJ!odule9 G+ @or6 3ith the curriculu! developer and revie3
co!!ittee9 and F+ ntegration of the D"" su$?ectJ!odule into the national curriculu!+
(GB
)+ .n the reco!!endations that !ay $e advanced to i!prove the Disaster "is6
"eduction integration in the school curricula
The teacher;respondents of the study reco!!ended that in the realization and
effective Disaster "is6 "eduction integration in the school curricula* the follo3ing should
$e considered/ (+ The integration of Disaster "is6 "eduction in the school curricula !ust
$e intensified $y !ainstrea!ing D"" Concepts provided in the resource !anual
distri$uted per topic in all su$?ect areas for all year levels9 &+ The school !ust
institutionalize the e,isting policies a$out the integration of D"" in the School Curricula9
B+ The e,isting policies a$out the integration of the D"" in the School Curricula !ust $e
disse!inated9 )+ There !ust $e trainings for the teachers on ho3 to successfully integrate
the D"" concepts in their Learning Progra!9 G+ Design interactive activities such as
earth#ua6e and fire drill and other practicu! in teaching D""9 F+ Provide the school
ad!inistrators* supervisors and school teachers 3ith infor!ation needed to reduce ris6
and !a6e school safer9 H+ Pro!ote hazardJdisaster a3areness to !anage i!pacts and to
help all school co!!unities to reduce the ris6 of threats fro! natural and hu!an;
!adeJinduced disasters9 1+ Provide procedures $ased on the policy state!ent of the
Depart!ent of -ducation for the e!po3er!ent of Dep-d personnel9 L+ Train teachers
and other school personnel on the $asic procedures that a school !ay e!ploy $efore*
during and after the occurrence of a disaster through the adopted );phase strategy/
!itigation* preparedness* response and reha$ilitation9 ('+ Design safeguarding
!echanis!s in order to protect and preserve personnel and students* Dep-d property*
school facilities* e#uip!ent* fi,tures instructional !aterials and school records9
((+ -nsure the availa$ility and accessi$ility of D"" %anual to teachers* students and
(G)
other school personnel9 (&+ The contents of the D"" "esource %anual !ust $e
religiously discussed in the respective su$?ect areas assigned for !ainstrea!ing9 (B+
-nsure that facilities in your school are safe and secured fro! hazards9 ()+ The duties and
responsi$ilities of the school headJprincipal* head teachers* teachers and CAT facilitators
defined in the Dep-d .rder !ust $e definitely assu!ed to successfully integrate D"" in
the school syste!9 (G+ There !ust $e fund allocated to underta6e the activities in the
!ainstrea!ing D"" in the school curricula9 and (F+ -nsure to carry out the various
techni#ues underta6en $y Technical @or6ing Groups for Priority !ple!entation
Partnership CPPsD in the !ainstrea!ing of Disaster "is6 "eduction into school
curriculu!+
C$clu%i$%
Based on the foregoing findings* the follo3ing conclusions 3ere dra3n/
(+ .n the status of integration of Disaster "is6 "eduction in the school curricula*
$ecause of lac6 of political 3ill in the enforce!ent and institutionalization of D"" $y
Dep-d personnel* 3ho are supposed to !onitor and evaluate the integration* it resulted to
very 3ea6 integration of D"" foci $y teachers in their lesson+ The results pose a $ig
threat not only to the students $ut also to the entire co!!unity lac6ing the a3areness and
preparedness a$out disasters and its ris6s to the co!!unity $eing vulnera$le to the
hazards of disasters+ <ence* it 3as a challenge to the acade!e to educate the co!!unity
a$out the nature of disasters* its ris6s to the environ!ent and the co!!unity* in order to
$e !ore resilient 3ith the i!pact of disasters+
&+ @ith regard to the factors influencing integraton of D"" in school curricula
along policies* since Dep-d .rder 7o+ GG* s* &''H and "epu$lic Act 7o+ ('(&( 3ere not
(GG
$een $een fully institutionalized in the selected secondary schools in Legazpi City
Division* it can $e concluded that its policy o$?ectives* !easures and state!ents are not
clear to the !a?ority of the respondents+
Along teachers8 learning progra!* the teachers are all re#uired to !a6e daily
lesson plans+ Supposedly* it 3as i!posed that D"" foci 3ere integrated in the teachers8
lesson plans on the respective learning areas they are assigned for !ainstrea!ing* $ut
since the integration 3as very 3ea6 it can $e construed that there no integration of D""
foci on teachers learning progra!+ Unluc6ily* !ost of the teachers fail to put into
application the 6no3ledge they have gained fro! the training concerning the integration
of D""* or 3orst there is no training at all concerning D"" integration+
Along instructional !aterials* the uses of D"" !anual had $een identified and
enu!erated+ -,cept that D"" !anual 3as availa$le online in the official 3e$site of
Dep-d* it 3as noticea$le that in division office and in schools* the availa$ility of D""
!anual 3ere insufficient and therefore less accessi$le for use $y the teachers and
students+ Aside fro! Sciences* %AP-< and Social Sudies9 D"" topics in other su$?ects
3ere not discussed+
Along facilities* Dep-d should confor! to the standards for resilience in
designing and constructing school $uildings* giving due considerations to the
ergono!ics* anthropo!etrics* ther!al co!fort* illu!ination* acoustics* colors and !ost
i!portantly the safety and ris6 reduction !easures+
B+ The school policies and practices adopted for the integration of D"" in ter!s
of !anpo3er* Dep-d .rder 7o+ GG* s+ &''H provides for the duties and responsi$ilities to
$e assu!ed $y particular persons in the school level+ The school head or principal* the
(GF
head teachers* the CAT facilitators* and the teachers need to ensure !ainstrea!ing of
D"" Concepts in the school curricula+
n ter!s of funding* effective i!ple!entation of the funds for %ainstrea!ing of
Disaster "is6 "eduction in the -ducation Sector C%D"D;-DUD 3as spent along the
Technical @or6ing Group CT@GD together 3ith the -ducation @or6ing Group C-@GD+
n ter!s of technical* the individual !e!$er of Technical @or6ing Group
assu!ed definite roles in perfor!ing the integration of D"" in school curricula+
-vidently $ased fro! data it 3as Depd-d together 3ith 7D""%C that occupies !ost of
the functions throughout the process of integration+
)+ The teacher;respondents reco!!endations on the integration of D"" in the
school curricula in order to !a6e the integration !ore realiza$le and effective 3as to
fully institutionalize and disse!inate the e,isting policies a$out D"" integration in the
school curricula+ The D"" "esource %anual should $e !ade accessi$le to the teachers*
students* vis;I;vis to effectively integrate D""* the Technical @or6ing Group and
Dep-d need to institutionalize training and progra! on the D"" %anual+
Rec11e$.*"i$%
n the light of the foregoing findings and conclusions* the follo3ing
reco!!endations are for3arded* to 3it/
(+ The i!ple!entation of Dep-d .der* "epu$lic Act and other e,isting la3s
should $e intensified and enforced e,tensively the integration of D"" in the school
curricula throughout the country+ %onitoring $y Dep-d officials should $e done
religiously in all schools through evaluation chec6list if they confor!ed and enforced
the !ainstrea!ing of Disater "is6 "eduction+
(GH
&+ The policies concerning D"" integration in the school curricula should $e
thoroughly institutionalized and disse!inated+ Learning progra! should $e done $y
teachers everyday concerning D"" foci+ nteractive activities for the topics especially
not found in the D"" "esource %anual should $e designed for practicu! as !ethods in
teaching D"" topics as indicated in the learning progra!+ Unfortunately* the %anual
did not include the topics on cold front* south3est !onsoon* northeast !onsoon* active
lo3; pressure area* intertropical convergence zone* stor! 3ind and de$ris flo3* and other
specific topics on earth#ua6e including ground !otion* tsuna!i* landslide* structural
failure* flash flood and fire+ Also not included in the !anual are topics on volcanic
eruptions such as ash fall* pyroclastic flo3* lava flo3* lava fountaining* volcanic #ua6es
and volcanic avalanches+ Sche!ing of activities for evaluation li6e #uizzes* recitation
and other pro?ect output should $e presented in the learning progra!+ The 6no3ledge
gained fro! trainings* se!inars and 3or6shops attended* if there is* should $e put into
application $y teachers to $e reflected in their learning progra!+ The availa$ility of the
"esource %anual in Dep-d Division .ffices* in all schools and in the $oo6stores
nation3ide should $e ensured+ The pu$lic should $e infor!ed a$out the availa$ility of
the %anual to $e do3nloaded in the official 3e$site of the Dep-d+ The use of the
%anual $eing an i!portant instructional !aterials in teaching D"" foci should $e
!ade accessi$le to all teachers* students* school personnel and other sta6eholders+ The
topics concerning D"" as included in the %anual should $e thoroughly discussed+
Designing and constructing $uildings and other facilities in the schools should
confor!ed to the guidelines concerning the standards of Dep-d and the standards for
resilience+ Designing and constructing school $uildings should $e done in accordance to
the safety and ris6 reduction !easures+
(G1
B+ The duties and responsi$ilities to $e assu!ed $y the head of schoolJprincipal*
head teachers* teachers* CAT facilitators and other school personnel as provided in the
!ple!enting "ules and "egulations of the Dep-d .rder and other la3s concerning
D"" integration in the school curricula should $e clearly identified and defined* and $e
delegated to concerned personnel+ The funds should $e allocated through lin6ages in
order to underta6e all activities concerning the integration of D"" in the school
curricula+ The techni#ues for underta6ing Priority !ple!entation Partnerships CPPsD
for !ainstrea!ing D"" should $e fa!iliarized $y every school personnel* teachers and
students+
)+ The reco!!endations $y teachers in the respective schools surveyed for this
study particularly intensifying the institutionalization and disse!ination of Dep-d .drer
and other e,isting la3s concerning the integration of D"" in school curricula should $e
considered+ According to the teachers* the availa$ility and acessi$ility of the D""
"esource %anual should $e ensured+ Also* teachers and other personnel concern should
$e trained regarding the !ainstrea!ing of Disaster "is6 "eduction+
G+ There should $e a need to put up an office for Disaster "is6 "eduction in every
school to ensure that integration is i!ple!ented* !onitored* and evaluated+
(GL
BIBLIOGRAPHY
B 3 %
!isaster )is( )eduction )esource Manual, Depart!ent of -ducation* "epu$lic of
the Philippines* c+ &''1+
0accard* 0a!es and Bec6er* %ichael A+ 0 *tatisti c s for the 9 e ha $ ioral * c ie n ce s,
T hird ?dition ,2 United States of A!erica/ Broo6sJCole Pu$lishing Co!pany* c+ (LLH+
%ercado del "osario* Asuncion C+ 0 9usin e ss *ta tisti c s,2 %anila/ SB7* c+ (LLF+
7ational Curriculu! and Assess!ent Centre+ T e a c hing !isast e r )is( ) e du c tion
w ith Int e ra c ti $ e M e thods& 9oo( for / e ad of ; lass T e a c h e rs 4@rade A : IB , p.-. "etrieved
fro!/ http/JJ333+pr e v e ntion3 e $+n e tJfil e sJ&& H B'4&&HB'h ea dt e a c h e rsg u id ee ngn c a c (+pdf
Caccessed &'(B* 0une &FD+
"egional Consultative Co!!ittee on Disaster %anage!ent C"CCD+ Fe$ruary
&'(' Brochure+ "etrieved fro!/
http/JJ333+ a dp c +n e tJv&''HJDo3nlo a dsJ&'('J F e $J "CCB ro c hur e +pdf Caccessed &'(B* 0uly
&GD+
A'"icle%
Andrade* 0eannette + Training on what to do during disasters pushed for F;
teachers. Pu$lished $y/ Philippine Daily n#uirer* Fe$ruary &G* &'(B+
Brice:o* Salavano+ !isaster )is( )eduction 9egins at *chool. &''F;&''H @orld
Disaster "eduction Ca!paign+ United 7ations 2 nternational Strategy for Disaster
"eduction+ "etrieved fro!/ http/JJ333+unisdr+orgJ&''HJ ca ! p a ignJpdfJ @ D " C ;&'' F ;&'' H ;
-nglis h ;fullv e rsion+pdf Caccessed &'(B* 0uly &1D+
Curry* Leslie A+ Ee% issues in outcomes research& Fualitati$e and mi5ed methods
pro$ide uni3ue contributions to outcomes research. "etrieved fro!/
http/JJ c ir c +a h a ?ourn a ls+o r gJ c ont e ntJ((LJ('J())&+full Caccessed &'(B* 0une &'D+
Dep-d et al+ Mainstreaming !isaster )is( )eduction in the ?ducation *ector in the
Philippines. "etrieved fro!/
http/JJ333+nd cc +gov+phJ a tt ac h ! e ntsJ')&4%D "" e d u ca tion4 P hilippin e s+pdf Caccessed
&'(B* 0uly &1D+
Galing Poo6+ Alba% !isaster )is( )eduction+ "etrieved fro!/
http/JJ333+g a lingpoo6+orgJ ! a inJ c o ! pon e ntJ c ont e ntJ a rti c le J(B & ;a l $ a y Caccessed &'(B*
0une )D+
(F'
Glaso3* Priscilla A+ &''G+ Fundamentals of *ur$e% )esearch Methodolg%.
"etrieved fro!/
http/JJ333+ ! itr e +orgJ3or6Jt ec h4p a p e rsJt ec h4p a p e rs 4'GJ'G4'FB1J'G4'FB1+pdf Caccessed
&'(B* August &1D+
nternational Federation of "ed Cross and "ed Crescent Societies+ "hat is a
disaster# "etrieved fro!/ http /JJ333+ifr c +org J e nJ3h a t; 3 e; doJdis a st e r ;
! a n a g e ! e ntJ a $ou t ;dis a s t e rsJ3h a t ;is ;a ;dis a st e rJ Caccessed &'(B* 0une &D+
nternational Federation of "ed Cross and "ed Crescent Societies+ "hat is
$ulnerabilit%# "etrieved fro!/ http/JJ333+ifr c +orgJ e nJ3 h a t; 3 e; doJdis a st e r ;
! a n a g e ! e ntJ a $ou t ;dis a s t e rsJ3h a t ;is ;a ;dis a st e rJ3 h a t ;is ;vuln e ra $ili t y J Caccessed &'(B*
0une &D+
nternational Federation of "ed Cross and "ed Crescent Societies+ T%pes of
!isasters& !efinition of /a'ard. "etrieved fro!/ http/JJ333+ifr c +o r gJ e nJ3h a t ;3 e ;
doJdis a st e r; ! a n a g e ! e ntJ a $ou t ;dis a st e rsJd e finitio n ;of ;h a z a rdJ Caccessed &'(B* 0une &D+
nternational Federation of "ed Cross and "ed Crescent Societies+ "hat is a
disaster# "etrieved fro!/ http /JJ333+ifr c +org J e nJ3h a t; 3 e; doJdis a st e r ;
! a n a g e ! e ntJ a $ou t ;dis a s t e rsJ3h a t ;is ;a ;dis a st e rJ Caccessed &'(B* 0une &D+
nternational Federation of "ed Cross and "ed Crescent Societies+ "hat is
$ulnerabilit%# "etrieved fro!/ http/JJ333+ifr c +orgJ e nJ3 h a t; 3 e; doJdis a st e r ;
! a n a g e ! e ntJ a $ou t ;dis a s t e rsJ3h a t ;is ;a ;dis a st e rJ3 h a t ;is ;vuln e ra $ili t y J Caccessed &'(B*
0une &D+
nternational Strategy for Disaster "eduction CSD"D+ /%ogo Framewor( for Action
>..8C>.=8& 9uilding the )esilience of nations and ;ommunities to !isasters. @orld
Conference on Disaster "eduction* Mo$e* <yogo* 0apan* 0anuary (1;&&* &''G+ "etrieved
fro!/ http/JJ333+unisdr+orgJ&''GJ3 c drJint e rgov e rJoffi c ia l ;d o c J L ;do c sJ < y og o ;fr a !e 3or6;
for ;a c tio n ;e nglish+pdf Caccessed &'(B* 0uly &HD+
Luna* -!!anuel %+ et al+ Impact of !isasters on the ?ducation *ector in the
Philippines. Center for Disaster Preparedness CCDPD+ "etrieved fro!/
http/ J J333+ a dp c +n e tJv&''HJprogr a ! sJd ! sJ P" .G " A% S J% a instr ea ! ingT&'D "" JDo3nlo
a dsJ P hilippin e s+pdf Caccessed &'(B* 0uly &1D+
Luna* -!!anuel %+ etal+ April &''1+ Mainstreaming !isaster )is( )eduction in
the ?ducation *ector in the Philippines. "etrieved fro!/
http/JJ333+ a dp c +n e tJv&''HJprogr a ! sJd ! sJ P" .G " A% S J% a instr ea ! ingT&'D "" JDo3nl
o a dsJ P hilippin e s+pdf Caccessed &'(B* Septe!$er LD+
(F(
"egional Consultative Co!!ittee on Disaster %anage!ent C"CCD+ Fe$ruary
&'(' Brochure+ "etrieved fro!/
http/JJ333+ a dp c +n e tJv&''HJDo3nlo a dsJ&'('J F e $J "CCB ro c hur e +pdf Caccessed &'(B* 0uly
&GD+
"egional Consultative Co!!ittee on Disaster %anage!ent C"CCD+ Integrating
!isaster )is( )eduction into *chool ;urriculum& Mainstreaming !isaster )is( )eduction
into ?ducation. "etrieved fro!/
http/JJ333+pr e v e ntion3 e $+n e tJfil e sJ)''F4AD PC -du c Guid e lin e C onsult a tion5 e rsionB+(+p
df Caccessed &'(B* 0une &GD+
Science+ph+ -,... public school teachers in Alba% set to undergo disaster ris(
reduction training "etrieved fro!/
http/JJ333+s c ie n ce +phJf u ll4sto r y +php A t y p e Q7 e 3 s U 6 e y Q FLF'/F'' ' ;pu$lic ; s c hoo l ;
teac h e rs ;in ;a l$ a y ;s e t ;to ; und e rg o ;dis a st e r;ris6 ;r e d u c tio n ;tr a ining Caccessed &'(B*
Septe!$er LD+
The Centre for the 7on;Traditional Security C7TSD 2 7TS AL-"T Septe!$er
&'(' Cssue (D+ !isaster )is( )eduction 4!))& )educing /uman Aulnerabilities to
,atural !isasters. "etrieved fro!/ http/JJ333+rsis+ e du+sgJntsJht ! l ;n e 3s le tt e rJ a le rtJ7T S ;
a le rt ;s e p ;(''(+ht ! l Caccessed &'(B* 0uly &&D+
U7-SC.;Math!andu+ Towards a Learning ;ulture of *afet% and )esilienceC
Integrating !isaster )is( )eduction into *chool ;urricula. "etrieved fro!/
http/JJ333+un e s c o+orgJn e 3J e nJ6 a th ! a nduJ a $ou t ;t hi s ;offi ce Jsingle;
vi e 3Jn e 3sJto3 a rds 4 a 4l e a rning4 c ultur e 4of4 s a fe t y 4 a nd4r e sili e n c e 4int e gr a ti ng4dis a st e r4ris6
4r e du c tion4into4s c hool4 c urri c ul a J Caccessed &'(B* 0uly &1D+
U7C-F Lesotho+ !isaster )is( reduction& Integrating into *chool ;urriculum in
Lesotho. Septe!$er &'((+ "etrieved fro!/
http/JJ333+pr e v e ntion3 e $+n e tJfil e sJ&B1))4uni ce f +pdf Caccessed &'(B* 0uly &1D+
U7SD";The United 7ations .ffice for Disaster "is6 "eduction+ "hat is
!isaster )is( )eduction# "etrieved fro!/ http/JJ333+unisdr+orgJ3h o ; 3 e ;a re J3 h a t ;is ;drr
Caccessed &'(B* 0une )D+
United 7ations Children Fund CU7C-FD+ !isaster )is( )eduction in *chool
;urricula& ;ase *tudies from Thirt% ;ountries. "etrieved fro!/
http/JJ333+uni ce f+orgJ e d u ca tionJfil e sJD "" in C urr i c ula ;% a ppingB' c ountr i e s F 7 A L +p d f
Caccessed &'(B* 0uly &1D+
@M-P-DA The Free -ncyclopedia+ !isaster+ "etrieved fro!/
http/JJ e n+3i6ip e di a +orgJ3i6iJDis a st e r Caccessed &'(B* %ay &HD+
(F&
@isner* Ben+ Let our ;hildren Teach 1sD : A )e$iew of the )ole of ?ducation and
Enowledge in !isaster )is( )eduction. SD" Syste! the!atic ClusterJPlatfor! on
Mno3ledge and -ducation+ p+ ('+ "etrieved fro!/
http / JJ333+unisdr+orgJfil e sJF'L4(''B'+pdf Caccessed &'(B* 0uly &1D+
@oll!an* Lauren F+ )esearch Paradigms "etrieved fro!/
https/J J333+ c hds+usJ c ours e fil e sJr e s e a rc hJ l e c tur e sJ r e s ea r c h4p a r a dig ! sJs c ript+pdf
Caccessed &'(B* August &1D+
T# e%i% *$ . Di%%e'"*"i$
Bau!3oll* 0ennifer+ &''1+ The Aalue of Indigenous Enowledge for !isaster )is(
)eduction& A 1ni3ue Tool for )educing ;ommunit% Aulnerabilit% to ,atural !isasters.
CUnpu$lished %aster8s ThesisD+ @e$ster University* 5ienna* Austria+ "etrieved fro!/
"etrieved fro!/ http/J J333+isl a ndvuln e ra $ili t y + orgJ ! J$ a u ! 3oll ! +pdf Caccessed &'(B*
0uly &LD+
Brazer* Peter 0aco$us+ &''L+ Institutional ;apacit% of the *outh African Police
*er$ice for !isaster )is( )eduction in the !r Eenneth Eaunda !istrict Municipalit%.
CUnpu$lished %aster8s ThesisD+ Potchefstroo! Ca!pus of the 7orth;@est University+
South Africa+ "etrieved fro!/
http/JJdsp ace +n3u+ ac +z a J$ itstr ea ! Jh a ndl e J('BL)JFL1GJ B ra z e r4T&' P 4T&' 0 +pdf A s e #u e n ce Q
& Caccessed &'(B* 0uly &LD+
Christensen* Christian B+ &'((+ Preliminar% ;oncepts for !e$eloping ;hildhood
?ducation in ?mergenc% Preparedness. CUnpu$lished %aster8s ThesisD+ Arizona State
University* United States of A!erica+ "etrieved fro!/
http/JJr e posito r y + a su+ e du J a tt ac h ! e ntsJGF1FGJ c ont e ntJ C hrist e ns e n4 a su4''('74('1B&+pdf
Caccessed &'(B* 0une &1D+
Coetzee* Christo+ &''L+ The de$elopment, implementation and transformation of
the !isaster Management ;%cle. CUnpu$lished %aster8s ThesisD+ Potchefstroo! Ca!pus
of the 7orth;@est University+ South Africa+ "etrieved fro!/
http/JJ ac ds+ c o+ z a Juplo a ds Jth e sisJ c hristo c o e tz ee 4 ! +pdf Caccessed &'(B* 0uly &LD+
Coles* 0ennifer "o$yn+ &'((+ The disaster ris( reduction educational programme
for primar% schools in the ;it% of Tshwane& A critical anal%sis. CUnpu$lished %aster8s
ThesisD+ Potchefstroo! Ca!pus of the 7orth;@est University+ South Africa+ "etrieved
fro!/ CUnpu$lished %aster8s ThesisD+ Potchefstroo! Ca!pus of the 7orth;@est
University+ "etrieved fro!/ http/JJdsp ace +n3u+ ac +z a Jh a ndl e J('BL)J1'H( Caccessed &'(B*
0uly &LD+
Daep* Cedric D+ &'((+ The Implementation of the !isaster )is( )eduction
Management Program in the Pro$ince of Alba%. CUnpu$lished DissertationD+ Bicol
University+ Legazpi City* Philippines+
(FB
Dla!ini* Prudence P+ &'((+ ?$aluating the Implementation of the /%ogo
Framewor( for Action in the Eabo(weni Location& Aiews from the Frontline Perspecti$e.
CUnpu$lished %aster8s ThesisD+ Potchefstroo! Ca!pus of the 7orth;@est University+
South Africa+ "etrieved fro!/
http/JJdsp ace +n3u+ ac +z a J$ itstr ea ! Jh a ndl e J('BL)J)1H(JDll a ! ini4 PP +pd fA s e #u e n c e Q&
Caccessed &'(B* 0uly &LD+
Frias* "ose!arie T+ &''H+ ;risis Preparedness in 9icol 1ni$ersit%. CUnpu$lished
DissertationD+ Bicol University+ Legazpi City* Philippines+
<aulle* -varisto+ &'(&+ ?$aluating earth3ua(e disaster ris( management in schools
in )ungwe Aolcanic pro$ince in Tan'ania. University of Dar es Salaa!* Tanzania+
"etrieved fro!/ http/JJ333+? a ! $ a +org+ z a Jind e ,+phpJ ?a ! $ a Ja r ti c le Jvi e 3 F il e J))J)F
Caccessed &'(B* 0uly &LD+
%aartens+ =+ &'((+ !e$elopment ;ommunication in !isaster )is( )eduction& The
@.I.).).L. 4@irls in )is( )eduction Leadership Pro+ect. CUnpu$lished %aster8s ThesisD+
Potchefstroo! Ca!pus of the 7orth;@est University+ South Africa+ "etrieved fro!/
http/JJ ac ds+ c o+ z a Juplo a ds Jth e sis J y ol a nd a !a a rt e ns 4 ! +pdf Caccessed &'(B* 0uly &LD+
%utasa* %u6undi+ &'('+ Gimbabwes !rought ;onundrum& $ulnerabilit% and
coping in 9uhera ;hi(omba districts. CUnpu$lished %aster8s ThesisD+ 7or3egian
University of Life Science+ 7or3ay+ "etrieved fro!/
http/JJ$r a g e +$i$ s y s+noJu ! $J$itstr ea ! JU " 7/7 B 7/n o ; $i$ s y s4$r a g e 4())L(J(J%u6undi
T&'%ut a s a T&' F in a lT&'Th e sis+pdf Caccessed &'(B* 0uly
&LD+
.ndiz* "o3ena L+ &''F+ Flood !isaster Preparedness and Mitigation Program
Implementation in Fuinali 0A2 )i$er *%stem. CUnpu$lished DissertationD+ Bicol
University+ Legazpi City* Philippines+
"ea* De$orah+ &''H+ Preparing for the future& Incorporating !isaster Management
?ducation into *ri Lan(an *chools. CUnpu$lished %aster8s ThesisD+ Coventry University
Sri Lan6a+ "etrieved fro!/
http/JJ333+in ee sit e +orgJuplo a dsJfil e sJr e sour c e sJdo c 4(41H4Th e sis4 S ri 4 L a n 6 a 4D e $o r a h4 " e
a +pdf Caccessed &'(B* 0uly &LD+
Schilderinc6* Gerard+ !rought ;%cle Management in arid and semiCarid Een%a& A
rele$ant disaster ris( reduction model# pp+ L U &H+ "etrieved fro!
333+ a ln a p+ o rgJpoolJfil e sJ(' ' ;(''BG $ ;fin a l ;d r r;r e s ea rc h ;re p o rt+pdf Caccessed &'(B* 0uly
&&D+
(F)
Sha!ano* 7icholas+ &'('+ An In$estigation into the !isaster )is( reduction 4!))
?fforts in @utu !istrict 4Gimbabwe& A Focus on !rought ?arl% "arning *%stems.
CUnpu$lished %aster8s ThesisD+ University of the Free State* South Africa + "etrieved
fro!/ http/JJn a ta gri+ufs+ a c +z a JdlJus e rfil e sJDo c u !e ntsJ''''&J&&HG4 e ng+pdf Caccessed &'(B*
0uly &LD+
Shilperoort* Liezel %ary+ &'(&+ /ow ;ommunit% Institutions in Tur(e% ?ngage in
!isaster )is( )eduction& A ;ase *tud% of Istanbul and Anta(%a. CUnpu$lished %aster8s
ThesisD+ Colorado State University* United States of A!erica+ "etrieved fro!/
http/JJdis a st e r+ c olost a te +e duJD a ta JS it e sJ(J c dr a ;r e s e a rc hJ c d ra;
th e s e s a nddiss e rt a tionsJs c hilp e roortth e sis+pdf Caccessed &'(B* 0uly &LD+
Ta6alani* "a!$au S+ et al+ !isaster )is( )eduction through school learners
awareness and preparedness. University of Pretoria* South Africa+ "etrieved fro!/
http/JJr e posito r y +up + ac +za J$itstr ea ! Jh a ndl e J&&FBJ&(BH'J " a ! $ a u4Dis a st e rC& '(&D+pdf A s e #ue
n ce Q( Caccessed &'(B* 0uly &LD+
>u:iga* "o!an Cha!$erlane 5 G+ &''1+ !isaster )is( )eduction in the /igh )is(
Gone of Ma%on Aolcano. CUnpu$lished DissertationD+ Bicol University+ Legazpi City*
Philippines+
Plicie%
Dep-d .rder 7o+ GG* s+ &''H+ Prioriti'ing the Mainstreaming of !isaster )is(
)eduction Management in the *chool *%stem and Implementation of Programs and
Pro+ects )elati$e Therefor. "epu$lic of the Philippines* Depart!ent of -ducation+
August ('* &''H+
"epu$lic Act 7o+ ('(&(+ An Act *trengthening the Philippine !isaster )is(
)eduction and Management *%stem, Pro$iding for the ,ational !isaster )is( )eduction
and Management Framewor( and Institutionali'ing the ,ational !isaster ris( )eduction
and management Plan, Appropriating funds Thererefor and for other Purposes. "epu$lic
of the Philippines* Congress of the Philippines+ %ay &H* &'('+
APPENDICES
(FF
Appe$.iK A
Republic ! "#e P#ilippi$e%
BICOL UNIVERSITY
G'*.u*"e Sc#l
COLLEGE OF BUSINESS- ECONOMICS AND MANAGEMENT
Dc"' ! P#il%p#( i$ Public A.1i$i%"'*"i$ P')'*1 Daraga
Ca!pus* Daraga* Al$ay
GUESTIONNAIRE
7a!e/
Se,/
School/ Age/
Designation/
Su$?ect CsD Taught/
=ears in Service/
P*'" I. S"*"u% ! "#e I$"e)'*"i$ ! Di%*%"e' Ri%3 Re.uc"i$ i$ "#e Sc#l%E
Cu''icul*
The ite!s listed $elo3 are the Disaster "is6 "eduction Concepts provided in the
"esource %anual distri$uted per topic in all su$?ect areas for all year levels in the
Secondary+ Please rate the e,tent of integration of Disaster "is6 "eduction corresponding
to the su$?ect areas you are concerned 3ith+ Mindly encircle the nu!$er that !atches
your rating for each ite!+ The rating scale !eans/
G 2 Fully ntegratedJ5ery <igh & 2 Partially ntegratedJLo3
) 2 Al!ost Fully ntegratedJ<igh ( 2 7ot ntegratedJ5ery Lo3
B 2 %oderately ntegratedJ%oderate
SUB/ECTS TOPICS RATING SCALE
('+ -nglish ;5 Chap+ (+ The Philippine "is6 Profile G ) B &
(
((+ Filipino Chap+ &+ The Philippine Disaster G ) B &
(
"is6 "eduction %anage!ent
(&+ %athe!atics 5 Chap+ B+ 7atural <azards C<ydro;!eteorologicalD G ) B &
(
(B+ Science ;5 Chap+ B+ 7atural <azards CGeologicalD G ) B &
(
()+ Araling Panlipunan ;5 Chap+ )+ Technological <azards G ) B &
(
(G+ %AP-< Chap+ )+ -nviron!ental <azards G ) B &
( C<ealth and Physical -ducationD
(F+ -du6asyong Pagpapahalaga Chap+ G+ -nsuring Continuity of nstruction G ) B &
( C5alues -ducationD
(H+ Technology and Livelihood Chap+ F+ -nsuring Safety of Dep-d Properties G ) B &
(
-ducation CTL-D
(1+ Citizens Advance!ent .rganization of School Disaster ris6 "eduction G ) B &
(FH
(
Training %anage!ent Group
P*'" II. F*c"'% "#*" I$!lue$ce "#e I$"e)'*"i$ ! Di%*%"e' Ri%3 Re.uc"i$ i$ "#e
Sc#l
Cu''icul*
A. I$ "e'1% ! Plicie%
(+ Did your school institutionalize the e,isting policyJies a$out the integration of D"" in
the school curriculaA
^=es_ or ^7o_
f yes* please chec6 3hich policyJies 3ere
institutionalized+ Dep-d .rder 7o+ GG* s+ &''H
"epu$lic Act 7o+ ('(&(
.thers
Please specify/
f no* state $riefly 3hy/
&+ @ere the e,isting policyJies a$out the integration of D"" in the school
curricula disse!inatedA
^=es_ or ^7o_
f yes* please chec6 3hich policyJies 3ere
disse!inated+ Dep-d .rder 7o+ GG* s+ &''H
"epu$lic Act 7o+ ('(&(
.thers
Please specify/
f no* state $riefly 3hy/
B+ Does Dep-d .rder 7o+ GG* s+ &''H have a clear policy o$?ectives $ased fro! the <yogo
Fra!e3or6 for Action &''G;&'(G* a glo$al $lue print for disaster ris6 reduction* 3hich is
considered as a priority policy for i!ple!entation $y the Depart!ent of -ducationA
^=es_ or ^7o_
f yes* please chec6 3hich policy o$?ectives are clear to you+
To update the guiding fra!e3or6 on disaster reduction for the t3enty;first century
To identify specific activities ai!ed at ensuring the i!ple!entation of Sustaina$le
Develop!ent on vulnera$ility* ris6 assess!ent and disaster !anage!ent
To share good practices and lessons learned to further disaster reduction 3ithin the conte,t
of attaining sustaina$le develop!ent* and to identify gaps and challenges
To increase a3areness of the i!portance of disaster reduction policies* there$y facilitating
and
pro!oting the i!ple!entation of those policies
To increase the relia$ility and availa$ility of appropriate disaster;related infor!ation to
the pu$lic and disaster !anage!ent agencies in all regions
To $uild schools* nations and co!!unities resilient to disaster
To reduce disaster losses in lives* properties* social* econo!ic and environ!ental assets
of co!!unities and courtiers $y year &'(G
.thers
Please specify/
f no* state $riefly 3hy/
)+ n vie3 of the policy in the !ainstrea!ing of D"" %anage!ent in the school syste!
under Dep-d .rder 7o+ GG* s+ &''H * 3hat are the !easures underta6en $y the Depart!ent
in the i!ple!entation of disaster ris6 reduction !anage!ent pro?ectA
Please chec6 3hich policy !easures are underta6en $y
Dep-d+ Utilization of D"" !anual
!ple!entation of Safe Schools Progra!s relative to disaster ris6 reduction efforts
nfor!ation Disse!ination Ca!paign for -nergy and @ater Conservation Flyers on
3ater and energy conservation
%onitoring of the i!ple!entation of the disaster ris6 reduction pro?ects and other activities
.thers
Please specify/
G+ @as the policy state!ent in the non;structural co!ponents under Dep-d .rder 7o+ GG* s+
&''H clear to
youA ^=es_ or
^7o_
f yes* please chec6 3hich co!ponent CsD+
%ainstrea!ing Disaster "is6 "eduction Concepts in the -le!entary and Secondary
School
Curricula
School %apping -,ercise
Schools @ater and -lectrical Facilities assess!ent Pro?ect
Preparation of Disater Preparedness %odules Through %ulti;
%edia Euarterly Conduct of earth#ua6e and Fire Drills
"oad Safety -ducation for Children
.thers
Please specify/
f no* state $riefly 3hy/
F+ @as the policy state!ent in the structural co!ponents relative to the construction of
hazards resilient school $uildings under Dep-d .rder 7o+ GG* s+ &''H clear to youA
^=es_ or ^7o_
f yes* please chec6 3hich co!ponent CsD+
Learning and pu$lic use of school
$uilding
Be $etter* $uild $etter international design co!petition
Assess!ent of school $uildings8 structural integrity and sta$ility
.thers
Please specify/
f no* state $riefly 3hy/
B. I$ Te'1% ! Te*c#e'%E Le*'$i$) P')'*1
(+ @hat are the factors that influence the inclusion of Disaster "is6 "eduction on the teachers8
Learning Progra!JLesson PlanningA
Please chec6 the follo3ing factors that influence the inclusion of Disaster "is6 "eduction
in the Learning Progra!JLesson Planning
Teachers are re#uired to !a6e Learning Progra! for their lesson daily
Disaster topics and Disaster "is6 "eduction Focus are i!posed to $e integrated in
the respective Learning Areas they are assigned for !ainstrea!ing provided in the Dep-d
.rder
7o+ GG* s+ &''H
The purpose of the learning areas are apparently related to Disaster "is6 "eduction
The su$stance of the lessons re#uires the su$?ect 6no3ledge* understanding* and
s6ills concerning real life situations on ho3 to cope 3ith disasters
Activities such as earth#ua6e and fire drills and other practicu! are !ethods conducted
in teaching disaster ris6 reduction
The su$?ect !atter associated 3ith Disaster "is6 "eduction calls for evaluation
Putting into application the 6no3ledge gained fro! the teachers8 trainings on ho3 to
integrate
D"" in their Learning Progra!
.thers
Please specify/
C. I$ Te'1% ! I$%"'uc"i$*l M*"e'i*l%
(+ @hat are the uses of the Disaster "is6 "eduction %anualA
Please chec6 the follo3ing use CsD of D"" %anual+
To provide the school ad!inistrators* supervisors and school teachers 3ith
infor!ation needed to reduce ris6 and !a6e school safer
To pro!ote hazardJdisaster a3areness* to !anage i!pacts* and to help all
school co!!unities to reduce the ris6 of threats fro! natural and hu!an;!adeJinduced
disasters
Provides procedures $ased on the policy state!ent of the Depart!ent of -ducation for
the e!po3er!ent of Dep-d personnel
.utlines legal $ases of the progra! and spells out the role of the Depart!ent8s Central
.ffice*
"egional .ffices* Division .ffices* do3n to the school level
llustrates the $asic procedures that a school !ay e!ploy $efore* during and after
the occurrence of a disaster through the adopted );phase strategy/ !itigation*
preparedness*
response and reha$ilitation
t offers safeguarding !echanis!s to protect and preserve personnel and students*
Dep-d property* school facilities* e#uip!ent* fi,tures instructional !aterials and school
records+
To protect the lives of the !e!$ers of the school co!!unity and property
.thers
Please specify/
&+ @as the nstructional %aterials particularly the D"" %anual availa$leA
Please chec6 the follo3ing !eans of availa$ility of D""
%anual+ The D"" %anual is availa$le in Dep-d division
offices
The D"" %anual is availa$le in the schools
The D"" %anual is availa$le in the official 3e$site of the Depart!ent of -ducation
The D"" %anual is availa$le in $oo6stores
.thers
Please specify/
B+ @as the nstructional %aterials particularly the D"" %anual
accessi$leA
Please chec6 the follo3ing !eans of accessi$ility of D"" %anual+
There are stoc6s in the school 3here the teachers can use and students !ay $orro3
The teachers can re#uest for a copy in the school ad!inistrators
The students can as6 for a copy fro! the school
The school !ay re#uest for a copy fro! the Dep-d Division .ffice
Anyone can do3nload it fro! the internet and have it printed
.thers
Please specify/
)+ Are the contents of the D"" "esource %anual discussed in the respective su$?ect
areas assigned for !ainstrea!ingA
^=es_ or ^7o_
f yes* please chec6 the follo3ing contents discussed in the respective su$?ect areas+
O&e'&ie@ ! Di%*%"e' Ri%3Re.uc"i$
Understanding Disaster
Disaster Prevention and %itigation
.vervie3 of Policies and Principles of Disaster "is6 "eduction
N*"u'*l H*+*'.%
H(.'AMe"e'l)ic*l P#e$1e$* *$. H*+*'.%
Cyclone
Typhoon
Tornado
Thunderstor!
Flood
Stor! Surge
Landslide
Glo$al @ar!ing
-,tre!e Cli!atic 5aria$ility
Gel)ic*l P#e$1e$* *$. H*+*'.%
-arth#ua6e
Tsuna!i
5olcanic -ruption
Astrono!ical <azards
Hu1*$ I$.uce. H*+*'.%
Tec#$l)ic*l H*+*'.%
Structure Collapse
Fire
5ehicular Accident
Che!ical Spill CLa$oratoryD
-lectrical Blac6out
Food Poisoning
E$&i'$1e$"*l H*+*'.%
"ed Tide
@ater Pollution
SciAEc$1ic- Pli"ic*l- Secu'i"( H*+*'.%
Bo!$ Threats
Midnapping Threats
<ostage Ta6ing
Civil Disorder
R i% 3 P'!ile ! "#e P#ilippi$e%
The "is6s
"ecent Tragedies -,perienced $y the Country
T#e P#ilippi$e Di%*%"e' Ri%3 M*$*)e1e$" S(%"e1
Salient Provisions of PD (GFF C(LH1D
7DCC Co!prehensive Disaster %anage!ent Fra!e3or6
Declaration of Principles
The Cluster Approach on <u!anitarian "esponse
The "ole of Dep-d in the Philippine Disaster "is6 %anage!ent Syste!
Disaster "is6 "eduction %anage!ent .ffice CD""%.D
Standard .peration Procedures for %itigation and
Prevention
E$ %u'i$) C$"i$ui"( ! I$%"'uc"i$
Legal Basis
The School !prove!ent Plan
Alternative Delivery of For!al nstruction
"eco!!ended Actions to -nsure Continuity of nstruction during Disasters
%ini!u! Standards for -ducation in -!ergencies C%S--D
-!ergency Procure!ent Syste! for "eha$ilitationJ"eplace!ent of School
Buildings* -#uip!ent and Fi,tures
E$%u'i$) S*!e"( ! DepE. P'pe'"ie%
School Sites and Buildings
"ecords %anage!ent
Fi,tures and -#uip!ent
M$i"'i$) J E&*lu*"i$ ! "#e Di%*%"e' Ri%3 M*$*)e1e$" I1ple1e$"*"i$
%ainstrea!ing Disaster "is6 "eduction !anage!ent in the School Syste!
%onitoring and -valuation Guidelines
Disaster "is6 "eduction Progra! i!ple!entation Assess!ent Chec6list
Chec6list on the Disaster "is6 "eduction Preparation Underta6en $y the School
Chec6list on -nsuring the Safety of Dep-d Properties
Data Gathering For!s During Cala!ity or Disasters
"apid Disaster Assess!ent "eport C"A+D+A+"+D
f no* state $riefly 3hy/
D. I$ Te'1% ! F*cili"ie%
(+ Are the educational facilities in your school safe and secured fro!
hazardsA ^=es_ or ^7o_
f yes* please chec6 3hich safety and ris6 reduction !easures are present and utilized in
order to ensure that educational facilities are safe and secured in your school+
S c # l S i"e % * $ . Bu il . i$ ) %
M*i$ E$"'*$ceI
The !ain entrance shall $e located prefera$ly on a secondary road+
Gates !ust $e designed to s3ing in to the school property+
Provide separate service entrance for the pu$licJstudents+
%ain entrance shall provide enough clearance for fire truc6s and !edical vehicles+
Elec"'ic*l FiK"u'e%I
"e#uire protective covering for all electrical 3irings and fi,tures+
nstall a fire alar! syste! that is afforda$le+
Provide environ!ent;friendly fire
e,tinguishers+
"eport any defective electrical 3iring fi,tures to e,perts+
<ang curtains in the classroo!s a3ay fro! 3all;!ounted
fans+ Conduct periodic assess!ents of electric load capacity+
S"*i'%LH*$.'*il%I
Avoid s!ooth or polished step and floor surfaces and provide non;slips nosing to !ini!ize
the chance of slipping on stairs+
Step treads should not $e less than '+&G! deep and rise not !ore than '+&'! per step+
They should $e regular+
Al3ays provide a landing 3ith railings $et3een a door3ay and stair3ays+
Distance $et3een railings shall $e not !ore than ('' !!+ C) inchesD so that
pupilsJstudents cannot s#ueeze through+
For a$rupt changes in floor elevation* prefera$ly provide a ra!p to avoid frea6 accidents+
0i$.@%I
@indo3s shall $e provided 3ith security grills and an e!ergency e,it+
D'LEKi"%I
Classroo!s shall al3ays $e provided 3ith at least t3o s3ing;outdoors at the opposite sides
of the classroo!+
0*ll%I
@alls shall $e s!ooth finished to prevent in?ury to highly active* playful* and
!o$ile students+
C$.e1$e.LU$!i$i%#e. C$%"'uc"i$I
Conde!ned or unfinished $uilding structures an on;going construction* !ust $e cordoned off
3ith an N.ff Li!itsO sign+
S*$i"*'( F*cili"ie%I
Drainage canals shall $e 3ide enough* covered* and provided 3ith !anholes for safety
and
sanitation purposes+ Drain floors should $e 5 shaped for good drainage+
Location of the septic tanc !ust $e at least t3o C&D !eters a3ay fro! the $uilding it serves+
t shall $e properly vented for proper release of gases+ t !ust $e at least B' !eters a3ay
fro!
any source of 3ater supply to avoid conta!ination+
O"#e' Buil.i$) Ri%3 Re.uc"i$ ReDui'e1e$"%I
Conduct school !apping e,ercise at the school level+
Underta6e site appraisal including soil testing to deter!ine appropriate $uilding design
and foundation+
"evie3 the Progra! of 3or6s for the construction of school $uildings $y proper authorities+
-nsure structural sta$ility $y follo3ing the re#uire!ents of the 7ational Building Code
on
distances $et3een $uildings such as/
-ight C1D !eters $et3een one story $uildingd positioned side $y side+
Ten C('D !eters $et3een t3o;story acade!ic $uilding side $y
side+ Ten C('D !eters $et3een non;acade!ic $uildings+
At least ten C('D !eters is suggested fro! a !ain $uilding to the front gate+
Greater distance than the !ini!u! $et3een school $uildings allo3s for ade#uate free
space to $e utilized for !any school;related activities+
Strengthen* retrofit* or upgrade poorly $uilt school $uildings to 3ithstand any
possi$le cala!ity+
(HB
!ple!ent Dep-d Pro?ect A+S+S++S+T+ CAssess!ent of School$uildings8 Structural
integrity*
and Sta$ilityD+
"eco!!end to appropriate authorities the provision of structures to protect the school
fro! !udflo3s* landslides and the li6e+
Provide evacuationJe,it plan to $e posted in a strategic place in the
$uilding+
%a6e funds availa$le for insurance of ne3ly co!pleted school $uildings and other
insura$le
Dep-d properties+
Underta6e regular repair and !aintenance of all school facilities and
utilities+
R ec' . M * $ *)e1e $ "
P*pe' Rec'.I
Prepare vital records 3ith long retention periods or 3hich are generated in high volu!es
in
!icrofil! for!+
Photocopy in plain paper vital facs!ile
trans!issions+
File paper records in ca$inets or dra3ers 3hen not in
use+ %icrofor!s/
Store in separate ca$inets and $o,es !icrofor!s Cfil!* ficheD created through
different
processes* e+g+ silver halide* diazo and vesicular+ Different types of fil!s interact 3ith
each other and produce dangerous gases that destroy the !icofil! i!ages+
Store off site security copies of
!icrofil!+
<andle the fil! $y the edges to prevent fingerprint
s!udges+
M*)$e"ic Me.i*I
Bac6 up co!puter infor!ation on a regular $asis+ Store $ac6 up infor!ation off
site+ Protect !edia and e#uip!ent 3ith plastic covers to !ini!ize 3ater da!age+
Meep !agnetic !edia a3ay fro! all sources of
ris6+
"e;3ind data catridges to $eginning $efore re!oving the! fro! the tape
drive+ Store data cartridges securely in their protective plastic cases+
Clean regularly the tape drive to enhance its a$ilities to accurately read data $ut never
atte!pt to clean a data cartridge $y touching the tape or the tape drive rollers 3ith fingers
or other o$?ects+
Store $ac6;up data on e,ternal hard drive* USB flash drive* CD8s and
D5D8s+
f afford* store your data on a cloud drive* a @e$;$ased service that provides storage space
on a re!ote server 3hich are accessed over the nternet 3ith client;side soft3are that are
useful
for $ac6ing up
files+
.thers
Please specify/
f no* state $riefly 3hy/
P*'" III. Sc#l Plicie% *$. P'*c"ice% A.p"e. !' "#e I$"e)'*"i$ ! Di%*%"e' Ri%3
Re.uc"i$
(H)
A. I$ "e'1% ! M*$p@e'
(+ @hat are the duties and responsi$ilities of the school headJprincipal $ased fro! Dep-d .rder
7o+ GG* s+ &''H 3hich are adopted in your schoolA
Please chec6 3hich duties and responsi$ilities are e,ecuted in your school+
Suspend Cper SDS instructionD the regular delivery of Learning Co!petencies to give
3ay to the si!ultaneous !ainstrea!ing of Disaster "is6 "eduction concepts and plan
for !a6e up classes+
nitiate the organization of schools Disaster "is6 "eduction %anage!ent Group+
(HG
nvite DP@<* BFP and Local Govern!ent .ffice C%unicipal -ngineering .fficeD
representative to conduct site* $uilding inspection to include 3ater and electrical facilities*
structural integrity and sta$ility of school $uildings* and act on their reco!!endations and
suggestions+
Conduct school level se!inar sy!posiu!* progra! and involve resource spea6er fro!
D.<* "ed Cross on First Aid and Basic Life Support Syste!+
nvolve the Student Govern!ent .rganization* Boy and Girl Scouts in the orientation
of
Disaster "is6 "eduction concepts in the school and
co!!unity+ Call a GPTA !eeting as part of nfo;
disse!ination ca!paign+ .ther activities heJshe !ay conduct
relative to the D""+
Please specify/
&+ @hat are the duties and responsi$ilities of the head teachers $ased fro! Dep-d .rder 7o+
GG* s+ &''H 3hich are adopted in your schoolA
Please chec6 3hich duties and responsi$ilities are e,ecuted in your
school+ %onitor the topic integration $y the classroo! teachers+
Suggest effective teaching strategies to carry out the
topic+ -valuate the !ainstrea!ingJintegration process+
"eport the progress to the
principal+ .thers
Please specify/
B+ @hat are the duties and responsi$ilities of the CAT Facilitators $ased fro! Dep-d .rder 7o+
GG* s+ &''H 3hich are adopted in your schoolA
Please chec6 3hich duties and responsi$ilities are e,ecuted in your school+
Provide assistance to the school headJprincipal on the conduct of activities as re#uired in the
CAT curriculu!+
Conduct infor!ation disse!ination through the CAT progra!+
Ta6e charge in the esta$lish!ent of the Schools Disaster "is6 "eduction %anage!ent
Group+ .thers
Please specify/
)+ @hat are the duties and responsi$ilities of the teachers $ased fro! Dep-d .rder 7o+ GG* s+
&''H 3hich are adopted in your schoolA
Please chec6 3hich duties and responsi$ilities are e,ecuted in your school+
"ead* study carefully the contents of the D""% and !ainstrea! disaster ris6
reduction concepts in the su$?ect areas+ Continously integrate the concepts if these point of
entries are
!et in the Learning Co!petencies+ -,+ n Science* the topic is -nviron!ent* integrate the
environ!ental hazards in a for! of revie3* re!inder or
co!!it!ent+ Use appropriateJeffective teaching strategies++
-valuate learning Ccognitive* affective and psycho!otorD+
nclude in the $ulletin $oard concepts on disaster ris6
reduction+
Let students prepare a collage* poster* ?ingle* poe!* rap or slogan on disaster ris6 reduction
as
part of the evaluation
!easures+ .thers
Please specify/
(HG
G+ @hat are the other roles of every school personnel in order to protect the lives of the
!e!$ers of the school co!!unity and propertyA
Please chec6 the follo3ing roles that !ust $e e,ecuted $y every school
personnel+ Analyze the condition of the school or conduct situational analysis+
dentify possi$le hazardsJthreats feaced $y the school+
Follo3 and strictly act according to the disaster !anage!ent strategies especially in ti!es
of e!ergencies* cala!ityJdisaster+
Provide feed$ac6 to the authorities for policy for!ulation+
"e#uest the Dep-d DivisionJ"egionalJCentral .fficesJother local and international
G.s* 7G.s and sta6eholder for any assistance+
.thers
Please specify/
B. I$ Te'1% ! Fu$.i$)
(+ @hat are the sources of fund for the integration of Disaster "is6 "eduction in the
school curriculu!A
Please chec6 the institutions that finance the integration of
D""+ 7ational Govern!ent C$y Depart!entD
Local Govern!ent Unit CLGUD
7on;Govern!ental .rganizations C7G.8sD and Private .rganization CP.8sD
The School %aintenance and .ther .perating -,penses
C%..-D General Parent Teacher Association CGPTAD
<o!eroo! Parent Teacher Association C<"PTAD
Alu!ni Association
Solicitations
.thers
Please specify/
&+ @here are the funds for !ainstrea!ing D"" into school curriculu! allocatedA
Please chec6 the activities underta6en for !ainstrea!ing D"" into school curriculu!
3here the funds are allocated+
nstitutionalization 3ithin the -ducation Sector
Develop!ent of D"" curriculu! !aterials
Training of teachers and trainers and pilot testing
Develop!ent of Curriculu! Fra!e3or6 Plan for integrating D"" in all grades
ntegrating hazards resilient school construction features
.thers
Please specify/
(HF
C. I$ Te'1% ! Tec#$ic*l
The follo3ing technical 3or6ing groups in the Philippines constitute to integrate the D""
into School Curriculu!+ Please chec6 the $o,es $eside the! that correspond to the various
techni#ues they underta6e for Priority !ple!entation Partnership CPPsD in the !ainstrea!ing of
Disaster "is6 "eduction into school curriculu!+ The $o,es stand for/
( 2 nitiating Dialogue $et3een 7D%. and 7ational nstitute of -ducation and its
Curriculu! Develop!ent Depart!ent* Depart!ent of -ducation
& 2 For!ation of @or6ing Group and Advisory Group
B 2 Mic6 off %eeting of the Technical @or6ing Group as 3ell as the Advisory Group
CPriority !ple!entation Partnership PPD
) 2 Develop and test the draft curriculu!
a+ "evie3 e,isting secondary school
curriculu! $+ Develop ne3 D""
su$?ectJ!odule
c+ Training of teachers
d+ Pilot test of the D"" su$?ectJ!odule
G 2 @or6 3ith the curriculu! developer and revie3 co!!ittee
F 2 ntegration of the D"" su$?ectJ!odule into the national curriculu!
C$%"i"u"i$ ! "#e Tec#$ic*l 0'3i$) G'up% 5 6 7 8 9 :
.ffice of the Undersecretary for Teachers8 @elfare* Dep-D
Bureau of Secondary and -le!entary -ducation* Dep-d
Bureau of Alternative Learning Syste!* Dep-d
Physical Facilities and Schools -ngineering Division* Dep-d
Basic -ducation Support and "efor! Agenda Secretariat* Dep-d
7ational -cono!ic Develop!ent Authority C7-DAD
Depart!ent of Finance CDoFD* Dep-d
7ational Disaster Coordinating Council 2 .ffice of Civil Defense
C7DCC;.CDD
Philippine nstitute of 5olcanology and Seis!ology CP<5.LCSD*
D.ST
Philippine At!ospheric* Geophysical and Astrono!ical Service
CPAGASAD* D.ST
7ational %apping and "esources nfor!ation Authority C7A%"AD*
D-7"
%ines and Geosciences Bureau* D-7"
.ffice of the Presidential Advisor on Cli!ate Change C.PACCD
Depart!ent of Pu$lic @or6s and <igh3ays
Philippine nfor!ation Agency CPAD
Pu$lic Safety and -!ergency %anage!ent .ffice e+g+ Al$ay
Safety and -!ergency %anage!ent .ffice CAPS-%.D
United 7ations Develop!ent Progra!!e CU7DP;PhilippinesD
Asian Disaster Preparedness Center CADPCD
(HH
P*'" IV. Rec11e$.*"i$% " I1p'&e "#e Di%*%"e' Ri%3 Re.uc"i$ I$"e)'*"i$ i$ "#e Sc#l
Cu''icul*
(+ @hat are the reco!!endations that !ay $e advanced to i!prove D"" integration in
the school curriculaA
Please chec6 so!e reco!!endations to i!prove D"" integration in the school
curricula+
The integration of Disater "is6 "eduction in the school curricula !ust $e intensified $y
!ainstrea!ing D"" Concepts provided in the resource !anual distri$uted per topic in all
su$?ect areas for all year levels+
The school !ust institutionalize the e,isting policies a$out the integration of D"" in
the
School Curricula
The e,isting policies a$out the integration of the D"" in the School Curricula !ust
$e disse!inated
There !ust $e trainings for the teachers on ho3 to successfully integrate the D"" concepts
in their Learning Progra!
Design interactive activities such as earth#ua6e and fire drill and other practicu! in
teaching
D""
Provide the school ad!inistrators* supervisors and school teachers 3ith infor!ation needed
to reduce ris6 and !a6e school safer
Pro!ote hazardJdisaster a3areness to !anage i!pacts and to help all school co!!unities
to
reduce the ris6 of threats fro! natural and hu!an;!adeJinduced
disasters
Provide procedures $ased on the policy state!ent of the Depart!ent of -ducation for
the e!po3er!ent of Dep-d personnel
Train teachers and other school personnel on the $asic procedures that a school !ay
e!ploy $efore* during and after the occurrence of a disaster through the adopted );phase
strategy/
!itigation* preparedness* response and
reha$ilitation
Design safeguarding !echanis!s in order to protect and preserve personnel and
students* Dep-d property* school facilities* e#uip!ent* fi,tures instructional !aterials
and school
records
-nsure the availa$ility and accessi$ility of D"" %anual to teachers* students and
other school personnel
The contents of the D"" "esource %anual !ust $e religiously discussed in the
respective
su$?ect areas assigned for
!ainstrea!ing
-nsure that facilities in your school are safe and secured fro!
hazards
The duties and responsi$ilities of the school headJprincipal* head teachers* teachers and
CAT
facilitators defined in the Dep-d .rder !ust $e definitely assu!ed to successfully
integrate
D"" in the school
syste!
There !ust $e fund allocated to underta6e the activities in the !ainstrea!ing D"" in
the school curricula
-nsure to carry out the various techni#ues underta6en $y Technical @or6ing Groups
(H1
for
Priority !ple!entation Partnership CPPsD in the !ainstrea!ing of Disaster "is6
"eduction into school curriculu!
.thers
Please specify/
(HL
Appe$.iK B
Bicl U$i&e'%i"(
G'*.u*"e Sc#l
COLLEGE OF BUSINESS- ECONOMICS AND MANAGEMENT
Dc"' ! P#il%p#( i$ Public A.1i$i%"'*"i$ P')'*1 Daraga
Ca!pus* Daraga* Al$ay
Septe!$er &H* &'(B
DR. CESAR H. MEDINA
Schools Division Superintendent
Legazpi City Division
Legazpi City
Dear Sir/
The undersigned is a student of Bicol University Graduate School ta6ing up Doctor of Philosophy
in Pu$lic Ad!inistration and is currently 3riting a dissertation entitled NThe ntegration of
Disaster "is6 "eduction in School Curricula in Selected Secondary Schools in Legazpi City
DivisionO+
n vie3 of this* specific schools have $een enu!erated 3herein relevant figures for the study can
$e ta6en fro!* that is under your prestigious Division 3here data for the a$ove!entioned study
shall $e dra3n so as the researcher !ay $e a$le to pursue 3ith the study+ These chosen schools
are the follo3ing/
(+ Pag;Asa 7ational <igh School9
&+ .ro Site <igh School9 and
B+ Taysan "esettle!ent ntegrated School 2 <igh School Depart!ent+
n this regard* !ay re#uest to conduct surveys and intervie3s a!ong the faculty !e!$ers and
school heads in order to o$tain the data and figures needed in !y dissertation+
Than6 you and God $less`
Sincerely yours*
ROMMEL R. REGALA- MAPA
Ph+D+ Pu$lic Ad!inistration Student
7oted $y/
ATTY. ALE, B. NEPOMUCENO- P#. D.
Adviser
(1'
Bicl U$i&e'%i"(
G'*.u*"e Sc#l
COLLEGE OF BUSINESS- ECONOMICS AND MANAGEMENT
Dc"' ! P#il%p#( i$ Public A.1i$i%"'*"i$ P')'*1 Daraga
Ca!pus* Daraga* Al$ay
Septe!$er &H* &'(B
DR. RICARDO LL. LLANETA
Principal
Pag;Asa 7ational <igh School
"a3is* Legazpi City
Dear Sir/
The undersigned is a student of Bicol University Graduate School ta6ing up Doctor of Philosophy
in Pu$lic Ad!inistration and is currently 3riting a dissertation entitled NThe ntegration of
Disaster "is6 "eduction in School Curricula in Selected Secondary Schools in Legazpi City
DivisionO+
n vie3 of this* specific schools have $een enu!erated 3herein relevant figures for the study can
$e ta6en fro!* your prestigious school has $een chosen to $e one of the locales 3here data for the
a$ove!entioned study shall $e dra3n so as the researcher !ay $e a$le to pursue 3ith the study+
n this regard* !ay re#uest to conduct surveys and intervie3s a!ong the faculty and your good
self in order to o$tain the data and figures needed in !y dissertation+
Than6 you and God $less`
Sincerely yours*
ROMMEL R. REGALA- MAPA
Ph+D+ Pu$lic Ad!inistration Student
7oted $y/
ATTY. ALE, B. NEPOMUCENO- P#. D.
Adviser
(1(
Bicl U$i&e'%i"(
G'*.u*"e Sc#l
COLLEGE OF BUSINESS- ECONOMICS AND MANAGEMENT
Dc"' ! P#il%p#( i$ Public A.1i$i%"'*"i$ P')'*1 Daraga
Ca!pus* Daraga* Al$ay
Septe!$er &H* &'(B
ERMA THERESA G. TABUENA
Principal
.ro Site <igh School
.ro Site* Legazpi City
Dear %ada!/
The undersigned is a student of Bicol University Graduate School ta6ing up Doctor of Philosophy
in Pu$lic Ad!inistration and is currently 3riting a dissertation entitled NThe ntegration of
Disaster "is6 "eduction in School Curricula in Selected Secondary Schools in Legazpi City
DivisionO+
n vie3 of this* specific schools have $een enu!erated 3herein relevant figures for the study can
$e ta6en fro!* your prestigious school has $een chosen to $e one of the locales 3here data for the
a$ove!entioned study shall $e dra3n so as the researcher !ay $e a$le to pursue 3ith the study+
n this regard* !ay re#uest to conduct surveys and intervie3s a!ong the faculty and your good
self in order to o$tain the data and figures needed in !y dissertation+
Than6 you and God $less`
Sincerely yours*
ROMMEL R. REGALA- MAPA
Ph+D+ Pu$lic Ad!inistration Student
7oted $y/
ATTY. ALE, B. NEPOMUCENO- P#. D.
Adviser
(1&
Bicl U$i&e'%i"(
G'*.u*"e Sc#l
COLLEGE OF BUSINESS- ECONOMICS AND MANAGEMENT
Dc"' ! P#il%p#( i$ Public A.1i$i%"'*"i$ P')'*1 Daraga
Ca!pus* Daraga* Al$ay
Septe!$er &H* &'(B
MARIA TERESA M. RUIVIVAR
<ead Teacher
Taysan "esettle!ent ntegrated School
Taysan* Legazpi City
Dear %ada!/
The undersigned is a student of Bicol University Graduate School ta6ing up Doctor of Philosophy
in Pu$lic Ad!inistration and is currently 3riting a dissertation entitled NThe ntegration of
Disaster "is6 "eduction in School Curricula in Selected Secondary Schools in Legazpi City
DivisionO+
n vie3 of this* specific schools have $een enu!erated 3herein relevant figures for the study can
$e ta6en fro!* your prestigious school has $een chosen to $e one of the locales 3here data for the
a$ove!entioned study shall $e dra3n so as the researcher !ay $e a$le to pursue 3ith the study+
n this regard* !ay re#uest to conduct surveys and intervie3s a!ong the faculty and your good
self in order to o$tain the data and figures needed in !y dissertation+
Than6 you and God $less`
Sincerely yours*
ROMMEL R. REGALA- MAPA
Ph+D+ Pu$lic Ad!inistration Student
7oted $y/
ATTY. ALE, B. NEPOMUCENO- P#. D.
Adviser
(1B
Appe$.iK C
Republic ! "#e P#ilippi$e%
Bicl U$i&e'%i"(
GRADUATE SCHOOL
Le)*+pi Ci"(
C E R T I F I C A T I O N
T. @<.% T %A= C.7C-"7/
This is to certify that this dissertation entitled THE INTEGRATION OF
DISASTER RISK REDUCTION IN SCHOOL CURRICULA IN SELECTED
SECONDARY SCHOOLS IN LEGAZPI CITY DIVISION- prepared and
su$!itted $y ROMMEL R. REGALA- M.A.P.A.- 3as edited $y the undersigned+
ssued upon re#uest of the interested party for reference purposes+
AGNES /ACOBANEPOMUCENO- P#.D.
-ditor
l*epub#c ! "be (L$i^ipplneY
<
lI.ep*'l1.e*" ! Du-*"".u
T*$))*p*$ $) Malihi!
OffIce of the Secretary
Dep-D ' " D - "
7o G G *s+ &''H
AUG 5>5>>;
P"."T>7GT<- %Al7ST"-A%7G.F DSAST-""SM
"-DUCT.7 %A7AG-%-7T7 T<- SC<..L S=ST-%A7D
%PL-%r+/7TAT..7F P".G"A%SA7D P".0-crs
"-LAT5-T<-"-F."
To/ Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of ServicesJCenters and <eads of Units
"egional Directors
Schools CityJDivision Superintendents
<eads* Pu$lic and Private Schools
(+ Building schools* nations and co!!unities resilient to disaster is one of
the o$?ectives of the <yogo Fra!e3or6 for Action &''G;&'(G 3hich is no3
considered as a priority policy for i!ple!entation $y the Depart!ent+ The
<yogo Fra!e3or6 for Action is a glo$al $lue print for disaster ris6 reduction
efforts 3hich ai!s to reduce disaster losses in lives* properties* social* econo!ic
and environ!ental assets of co!!unities and countries $y year &'(G+
&+ Under the 7on;Structural co!ponent of the Safe Schools Progra!* one of
the activities underta6en $y the Depart!ent is the preparation of the Disaster
"is6 "eduction "esource %anual CD"""%D 3hich 'ill serve as source of
infor!ation to $e used $y school ad!inistrators* School headsJprincipals*
supervisors* and teachers relative to the i!ple!entation of disaster ris6
reduction !anage!ent pro?ects+
B+ n vie3 hereof* all conce!ed are en?oined to prioritize the follo3ing/
a+ Utilization of the Disaster "is6 "eduction "esource %anual
CD"""%D3hich 3as prepared $y the Technical @or6ing Group
created through Dep-D %e!orandu! 7o+ (HG* s+ &''H+
Guidelines for its utilization are enclosed as -nclosure 7o+ = of
this %e!orandu! 3hich also contain suggested activities and
duties and responsi$ilities of each sta6eholder+ An orientation
on the utilization of the D"""% 'ill $e conducted $y the
Technical @or6ing Group to all regions starting August () to
Septe!$er G* &''H as contained in Dep-D %e!orandu! 7o+
&L(* s+ &''H 3hich 3as disse!inated earlier to the field+
h+ !ple!entation of Safe Schools Progra!s relative to disaster
+/ris6 reduction efforts such as/
CD+ 7on;Structural Co!ponents
CiD %ainstrea!ing Disaster "is6 "eduction Concepts in
the -le!entary and Secondary School Curricula9
CiiD School %apping -,ercise9
CiiiD Schools @ater and -lectrical Facilities Assess!ent
Pro?ect9
CivD Preparation of Disaster Preparedness %odules
Through %ulti;%edia*9
CvD Euarterly Conduct of -arth#ua6e and Fire Drills9 and
3vi4 "oad Safety -ducation for Children+
C&D+ Structural Co!ponents
Ci_ Construction of <azards "esilient School$uildings
Learning and Pu$lic Use School$uilding CLapus
BuildingD
Be Better* Build Better nte!ational Design
Co!petition
Assess!ent of School$uildingsR Structural ntegrity
and Sta$ility CASSSTD
c+ nfor!ation Disse!ination Ca!paign for -nergy and @ater
Conservation Flyers C-nclosure 7os+ & and BD on 3ater and
energy conservation 'ill $e distri$uted to the schools and all
conce!ed are en?oined to use these flyers as advocacy and
infor!ation disse!ination ca!paign !aterials+ A
Co!!unication Plan 3as also developed $y the 7ational
Disaster Coordinating Council C7DCCD3ith the Dep-D as one
of its %e!$er Agencies* 3ith the SSa!pung <a6$angS on 3ater
and energy conservation using an acrony! TUBG P.@-"
C-nclosure 7o+)D as tips and 3ays to conserve these i!portant
resources+ .$?ectives of this are to create heightened
a3areness a!ong the schoolchildren* teachers and the general
pu$lic on the i!pending dry spell and in preparation for the
co!ing of the rainy season+
d+ %onitoring of the i!ple!entation of the disaster ris6
reduction pro?ects and other activities under this .rder shall
$e done $y the Central .ffice particularly the
Cala!ity fDisaster and Fire Control Group CCDFCGDcare of the
.ffice of the Director for Ad!inistrative Service+
)+ !!ediate disse!ination of and co!pliance 3ith this .rder is directed+
+ R;fY
%AL+Yo"
Y
ndersecretary
.fficer ; n ; Charge
.M
++
-ncLs+/
As stated
"eferences/ Dep-D %e!orandu!/ C7os+ (HG and &L(* s+ &''HD
Allot!ent/ (; ;CD+.+ G';LHD
To $e indicated in the Perpetual nde,
under the follo3ing su$?ects/
CALA%T=
)R/GRAM%
)R/!$C5%
%CH//"%
Maricar <0/1Mains#reaming o. 0RRM
7>1=717?
++
HE$cl%u'e N.5 " DepED O'.e' N. S9- %. 6>>;
ORIENTATION GUIDELINES AND MECHANICS
To ensure a unifor! 3ay of orienting the users of the Di%*%"e' Ri%3 Re.uc"i$
Re%u'ce M*$u*l CD"""%D* the follo3ing are guidelines and !echanics to $e used
during the orientation 3or6shops scheduled for the purpose+
5 M*i$%"'e*1i$) A%%i)$1e$"
During the classroo! si!ultaneous discussionlintegrationl!ainstrea!ing
of Disaster "is6 "eduction Concepts provided in the resource !anual*
teachers of the follo3ing learning areas shall $e assigned to ta6e up the
follo3ing in all year levels+ This is to avoid !onotony and repetition of
concepts+
A. Sec$.*'(
(+ -nglish ;5 Chapter The Philippine "is6 Profile
6. Filipino Chapter I5 The Philippine Disaster "is6 "eduction
%anage!ent Syste!
8. %athe!atics 1IV Chapter ; 7atural <azards
C<ydro!eteorological <azardsD
)+ Science C ; 5D Chapter (l ; 7atural <azards
CGeological <azardsD
G+ A+ Panlipunan C;5D Chapter 5 ; Technological <azards
@. %AP-< C<ealth and Physical -ducationD
Chapter 5 ; -nviron!ental <azards
?. -du6asyong Pagpapahalaga C5alues -ducationD
Chapter 5 ; -nsuring Continuity of nstruction
>. Technology and Livelihood -ducation CTL-D
a+ <o!e -cono!ics
. ndustrial Arts
Chapter VI 1 -nsuring Safety of Dep-D Properties
A. Citizens Advance!ent Training C.rganization of School Disaster "is6
"eduction %anage!ent Group ; c-o CAT Facilitator* Pu$lic Safety and
Cornmurn#y Service
B+ -le!entary/
l. -nglish; The Philippines "is6 Profile CChapter I4
&+ Filipino;The Philippine "is6 "eduction %anage!ent Syste! CChapter ((D
B+ Science CGrades (((V;I4 7atural <azards C Geological <azardsDCChapter llD
)+ %athe!atics; 7atural <azards C<ydro!eteorological <azardsC ;do D
G+ <-MAS; <u!an %adeJnduced CTechnological <azardsD CChapter 5D
F+ %AP-<; <u!an %ade `nduced C-nviron!ental <azardsD C ;do; D
H+ G%"C;-nsuring Continuity in nstruction CChapter 5D
1+ -PP;-nsuring Safety of Dep-d Properties CChapter 5lD
+ "eco!!ended Strategies
(+ The Schools CitylDivision Superintendent shall allo3 a one;3ee6
schedule so that contents of the D"""% 3ill $e ta6en up si!ultaneously
in all su$?ect areas and in all grade and year level !entioned a$ove+
@ith due respect to the Ti!e on Tas6 Policy* schedule of !a6e up classes
shall also $e done to ensure that scheduledSlessons3hich 3ere postponed
giving 3ay to the contents of the D"""% shall $e ta6en up+ A3areness
on disaster ris6 reduction can not 3ait for the point of entries in the
LCs+A cala!ity !ay co!e 3ithout 3arning+ Therefore a3areness*
preparedness and action is a %UST+ The follo3ing are suggested
activities/
a+ %onday ; @ednesday ; Delivery of the D"""% Content in
the classroo! CAssign!ent per ite! =1 %ainstrea!ing
Assign!ent of Teachers in all AreasD +
$+ Thursday ; .rganization of the Disaster "is6 "eduction
%anage!ent Group*<azards Assess!ent* Contingency Planning
c+ F'i.*( A Actual Conduct of Basic Life SupportJFirst Aid in the
!orning and -arth#ua6e or Fire Drill in the afternoon+
d+ .ther suggested activities to $e spearheaded $y school head+
m< Du"ie% *$. Re%p$%ibili"ie%
1< Sc#l Le&el
a+ School <eadJPrincipal shall/
CiD suspend Cper SDS instructionD the regular delivery of
LCRs to give 3ay to the %i1ul"*$eu% 1*i$%"'e*1i$)
of DSAST-" "SM "-DUCT.7 concepts and plan
for !a6e up classes9
CiiD initiate the organization of schools Disaster "is6
"eduction %anage!ent GroupD9
CiiiD invite DP@<* BFP* and Local Govern!ent .ffice
C%unicipal -ngineering .fficeD representative to
conduct site* $uilding inspection to include 3ater and
electrical facilities* structural integrity and sta$ility of
school $uildings* and act on their reco!!endations and
suggestions9
CivD conduct school level se!inar sy!posiu!* progra! and
involve resource spea6er fro! D.<* "ed Cross on
First Aid and Basic Life Support Syste!9
CvD involve the Student Govern!ent .rganization* Boy and
Girl Scouts in the orientation of Disaster "is6
"eduction concepts in the school and co!!unity9
CviD call a GPTA !eeting as part of nfo;disse!ination
ca!paign9 and
CviiD other activities sheJhe !ay conduct relative to the D""+
$+ <ead Teachers shall/
3i4 !onitor the topic integration $y the classroo! teachers9
CiiD suggest effective teaching strategies to carry out the
topic9
CiiiD evaluate the !ainstrea!inglintegration process9 and
CivD report the progress to the principal
c+ CAT Facilitator shall/
CiD provide assistance to the school headJprincipal on the
conduct of activities as re#uired in the CAT curriculu!9
CiiD conduct infor!ation disse!ination through the CAT
progra!9 and
CiiiD ta6e charge in the esta$lish!ent of the Schools Disaster
"is6 "eduction %anage!ent Group9
d+ Teachers shall/
CiD read* study carefully the contents of the 0RRI*B= and
!ainstrea! disaster ris6 reduction concepts in the
su$?ect areas assigned in te! 7o+(+ Continuously
integrate the concepts if these point of entries are !et in
the Learning Co!petencies CLCsD+ -,+ n Science* the
topic is -niron!ent* integrate the environ!ental
hazards in a for! of revie3* re!inder or co!!it!entD
CiiD Use appropriateJeffective teachinY strategies9 +
CiiiD evaluate learning
psycho!otorD9
Ccognitive* affective and
CivD include in the $ulletin $oard concepts on disaster ris6
reduction9 and
CvD let students prepare a collage* poster* ?ingle* poe!* rap
or slogan on disaster ris6 reduction as pan of the
evaluation !easures+
6. Di&i%i$ Le(el
*. Ci"( Sc#l% Di&i%i$ Supe'i$"e$.e$"%LA%%i%"*$" Ci"( Sc#l%
Di&i%i$ Supe'i$"e$.e$"% %#*llI
CiD ssue a %e!orandu! allo3ing School <eads to
allocate one;3ee6 activity to si!ultaneously
!ainstrea! disaster ris6 reduction concepts in all
su$?ect areas and in all grade and year level9
CiiD Conduct !onitoring and evaluation of the disaster
reduction progra!9
CiiiD Prepare su!!ary of reports and su$!it to the .ffice of
the "egional Director CAttn+/ Ad!inistrative Service*
E.uc*"i$ Supe'&i%'% !3n c#*')e ! Di%*%"e' Ri%3 Re.uc"i$
M*$*)e1e$"C
CivD %onitor the !ainstrea!ing of disaster ris6 reduction
concepts in the schools9
CvD Suggest effectiveJappropriate !ainstrea!ing strategies9
CviD -valuate the effectiveness of the !ainstrea!ing
activities9 and
CviiD Consolidate and su$!it report Sto the City Schools
Division SuperintendentJAssistant City Schools
Division Superintendent
8. Re)i$*l Le&el
a+ -ducation Supervisors Cn charge of Disaster "is6 "eduction
%anage!entD shall/
CiD !onitor the !ain strea!ing of disaster ris6 reduction
concepts in the school syste!9
CiiD suggest effectiveJappropriate
strategies9
!ainstrea!ing
CiiiD evaluate the effectiveness of the !ain strea!ing
activities9 and
CivD consolidate and su$!it report to the O!!ice ! "#e
Sec'e"*'( A""$I Di'ec"'- A.1i$i%"'*"i&e Se'&ice- DepED P*%i)
Ci"(
b.P#(%ic*l F*cili"ie% C'.i$*"' %#*llI
CiD ensures safety* !aintenance and provision of all
school facilities needed in !ainstrea!ing disaster
ris6 reduction activities in school9
CiiD coordinates 3ith LGU s* Local Disaster
Coordinating Councils and Physical Facilities and
Schools -ngineering Division CPFS-DD on standard
re#uire!ent for disaster ris6 reduction !anage!ent
as 3ell as the needed facilities and logistics9 and
CiiiD assist the -ducation Supervisor in charge of disaster
ris6 reduction !anage!ent in i!ple!enting the
progra!+
)+ Ce$"'*l O!!ice
T0G Me1be'% %#*llI
CiD !onitor the i!ple!entation of the Disaster "is6 "eduction
%anage!ent Progra! as one of the co!ponents of the
Safe+ Schools Progra!9
CiiD provide policy directions for the i!ple!entation of the Safe
Schools Progra! and all pro?ects relative thereto9
CiiiD coordinate 3ith all partner agencies* 7on;Govern!ent
.rganizations C7G.sD and other sta6eholders in the
provision of policies and guidelines relative to the
i!ple!entation of the progra!9
CivD e,plore possi$ilities of partnership and sourcing of
financial assistance for the D""%P9 and
CvD provide technical assistance to effectively i!ple!ent he
!ainstrea!ing activitiesJstrategies+
-nclosure 7o+& to Dep-D .rder 7o+ GG* s+ &''H
~~~~~~~~~
; a;ata* bata2 Tubig a mahalaga2
Wag mong haaang ito a mawala2
"(ang Tagtuo a &alwasan ng &adia
titSS
%ga Paghahanda/
A Sa Loo$ /K Paaralan
Aug silid aralan ay oagsisil$iog pangala3ang tahanan og !ga !ag;ural 6aya dapat
la!ang .B !ag6arooo ito og !ga pangunahing pangangailangan og !ga $atil tulad III tu$ig
at !ga pasilidad oa 6ailangan upang patuloy oa !a6apag$igay ng tu$ig+ Aog tu$ig ay
6ailangan sa paghuhugas og !ga ga!it* pangdilig R !ea hala!an* at higit G( la$at ay
upang inu!in+ * CD+
Sa ogayon* nag6u6ulang tayo sa ulan E!ig oag$i$igay og tu$ig sa atin+ Ang
6ioa6ailangang ulan ay hindi du!arating 6uog lUyaRt !ara!i o+ sa i$ang $ahagi ng $ansa
ang oa6araranas og tagtuyo at !atindiog ioiY*/ AlR $Y3aRtaSRY og tu$ig ay !ahalaga
6ayaRt dapat natio itoog ga!itio oYg !Yayos at 0ftali??id+S Y+$g!ga su!usuood ay
!ga pa!a!araan upang !a6atipid l`9pagga!it Dgtu$ig sa loo$ Dlptat+a0an/
*C Y/
=. Gumami# III Yaliit/naRpalYU`P+?aYpapYY*gas III anu!ang ga!it
sa paaralan9 + SS R
&+ Map# oag sisipilyo* gu!a!it Dg $uo at hu3ag hayaang na6a$u6as ang
Fri)o at tu!utulo ang tu$it ha$ang DBpisipilyo
B+ punin ang tu$ig Da pinapugasan G pinag$anla3an at ga!itin ito sa
pagdidillg III !ga hala!ao+ Dillgao ang !ga hala!an sa u!aga $ago
su!i6at ang ara3 upang !asipsip DUe !a$uti /K hala!an ang tu$ig at
!ai3asan aog e$aporasoo og tu$ig sanhiS*d+atinding si6at oe ara3+
)+ pae$ilay aIam sa Punooe Guro ' sinu!an +a !la luro at taohan sa
puralao aag tunl6ol sa gripo n+ hindi !aisara naag !a$uti* !ga gripo
* R fta !ay $utu ' sira* at tu!ataeas +YngCY$ic+ *
G+ Ga!itin aug oaipong tu$ig E.,nH Rp!ach++++++++ ' pioapanla3an sa
pag$u$uhos og 6u$eta9 /+ +HE 9:
0 b +4Y+49/9+ YY9c RY/+Y a40c+/Y(cdY++9/Y
F+ Mapae !ay ulan* si2api.nc nia$ip.ai Dtfiatiic;ulaa upUC !aga!it Da
+ pandilig 0F hala!+aD 7 pughugas 0F !ga ga!it sa paaralan+
B+ Sa Loo$ **eRRfi@ian* *
,.ClIeDE-EI ..D. D . ., ..E
(+ RAllsin YunaYiR ++++ga +*Y6aiD$ago hYe9Ran9Ran+ !ga pinggan* $aso* tasa+
Y /Y ***/D;Ydnaana sa P+YY3 ag pia+pSiDan at ipunin ana !ga
/*; / Rcf/+tYYYRdi/u0@ !aga!it Da pacdilic sa h.I..... ' pa!$uhos 0F 6u$eta+
&+ <o3D hayUD u!apa3 ana tU$iCRs+ palaogana huang naghuhugas D !la
piaag6ainan9 *
///+
B+ Gu!d!it #ima at ta$o sa palilico at i3uaog g3aa!it Dg dotsa ' S$ath tu$S+
lsara Bll gripo 6apaa !apasa$oD nl 6ata3u at $u6san lang ito 6ung
!ac$a$anla3 Ii"
)+ Gu!a!it din ng palanggana la p#lala$a at si6aping !aipon ang tu$ia n+
S pinag$anla3an+ punin la$at ng !aru!ing da!it at sa$ay;sa$ay itollla$ahan+
s+ UgallinC m.pais laci+ ng $ahay upaDg hindi !ahirap +++ papl9SS `lito+
Gu!a!it $asaag $asahao at isarang !a$uti ug gripo pag6at+pos U*!+!it
ne tu$iad
Cr
E$c-l%u'e N.7 " DepED O'.e' N. 99- %. 6>>;
ENERT3-3D-=/W3N &1 :3D
:
++++++dF+R +
.J.J.J1 .DJa . ,NOCOCCC.,...P..OQ
++++ D
........
i KK
1+
L
I
1111.1111+++++++111++111......;
Y
(+9
c
J ..1
;;
99;
+..,+E
..... r +
,O r
9+++*z
. B... +.1 ++++++
$C:.
. +
%ga Ga$ay sa Pagtitipid ng Muryente
A Sa Loo$ ng Paaralan
(+ Linisin palagi ang $entilador* ila3 at !ga 6aga!itang gu!aga!it ng
6uryente+
&+ Gumami# ng fluorescent $ul$s sa halip na incandescent $ul$s9
B+ Taggalin ang plugs ng !ga 6o!pyuter sa outlets $ago urnalis ng paaralan9+
H. Mapag nasa La$oratoryong Pang;Agha!* gu!a!it ng sala!in sa !ata* a#
6asuotang pangla$oratoryo la!ang9
G+ Ugaliin ang pagsasaga3a ng ligtas na pagga!it ng la$oratoryo gaya ng
!ga su!usunod/
a+ isa;alang;alang ang sariling 6aligtasan 6apag gu!aga3a ng
e6speri!entD9
$+ hu3ag pu!aso6 ' gu!a3a ng e6speri!entD sa la$oratoryc
nang nag;iisa9
c. ala!in ang !ga pangani$ na !aaaring !angyari 6apag
gu!aga3a sa la$oratoryo* at 6ung ano ang ta!ang ga3in
upang !ai3asan ang !ga ito9
d. pag$igay;ala! ang anu!ang a6sidente ' pangyayari sa loo$
ng la$oratoryo+
e+ <u3ag na hu3ag 6u!ain* u!ino! at !anigarilyo sa loo$ ng +
la$oratoryo
.. Laging su!angguni sa guro $ago gu!a3a ng anu!an sa loo$
ng la$oratoryo
g+ "agyan ng ta!ang panga0an ang !ga che!icals sa loo$ ng
la$oratoryo
B+ Mapag 7asa Loo$ ng Tahanan
a+ "egular na linisin ang !ga 6aga!itan at 6u!punihin ang sira
ng !ga ito9
$+ <u3ag !a!alantsa ng paisa;isa at ga3in ito nang sa$ay;sa$ay
c+ Palaging linisan ang fluoresceat tu$e+ Ang du!i ' ali6a$o6 ay
na6a$a$a3as ng li3anang hanggang G' porsiyento+
d. Ga!itin ang telepono ' tele$isyon 6ung 6ina6ailangan
la!ang9
e+ Siguruhing !ay fire e,tinguishers+ first aid 6its+ fire $lan6ets
at fu!e hoods sa loo$ ng la$oratoryo+
f+ Suriin palagi ang !ga 6aga!itan at siguruhing (ahat ay may
grounded plugs at !aglagay ng gound fault interrupters CGFsD
6ung saan 6ailangan+
g+ %aglagay ng pa!atay sunog* alisin ang mga saga$al at
!aglagay ng la$el sa !ga la$asan+
-nclosure 7o+) to Dep-D .rder 7o+ GG* s+ &''H
SA%PU7G <AMBA7G SA TAGTU=.T
T ; ipirin and tu$ig* pati na 6uryente
* 1 galiing isara ang gripo* gu!a!it ng ta$o at $alde
B 1 a3aRt pata6 ng tu$ig* sahuring palagi
ID3asang !agla$a ng paisa;isa* sa$ay;sa$ay
lagi G 1 arnitin sa pag$uhos ng 6u$eta at pagdilig
ng
hala!an* inipong tu$ig ulan ' pinag$anla3an
) 1 lantsang grounded* ita$i ' itapon na
71 yen at refrigerator* linisin sa tu3ina
M 1 ag nang ga!itin* heater at $lo3er na lu!a
$1 ar to ear na ta3ag* ' 6ayaRy tele$a$ad
"; egular na i3asan+ ga!itin ito 6ung 6ailangan
la!ang
m
&
e

i
n

d
r
r
m
&
e
g
u
i
d
e
l
i
n
e
s
c
h
e
c
k
l
i
s
t
a
m
&
e

i
n

d
r
r
8 8
Need for Monitoring and Evaluation
Evaluation and monitoring go hand in hand. Monitoring provides the
raw data to answer questions. But in and of itself, it is a useless and
expensive exercise. Evaluation is putting those data to use and thus
giving them value. Evaluation is where the learning occurs, questions
answered, recommendations made, and improvements suggested. Yet
without monitoring, evaluation would have no foundation, have no raw
material to work with, and be limited to the realm of speculation. As
the old song sas, !ou can"t have one without the other.# A
monitoring program should not be designed without clearl knowing
how the data and information will be evaluated and put to use. $e
can not afford to collect and store data that are not used. Monitoring
for monitoring"s sake is monitoring that should never be done.
Managers need to understand that the design, development, and
maintenance of monitoring and evaluation programs requires
commitment and long term vision. %n the short term, monitoring and
evaluation often represents an additional cost and is particularl
difficult to maintain when budgets are tight and where personnel are
temporar or insu&cient.Yet we must be clear that lack of consistent
support for long term monitoring and evaluation will hinder
progressive pro'ect(program management.
Need for Credibility and Flexibility
Anone can produce data and tr to impress people with them. But
as managers, our dut and responsibilit is to provide the citi)ens of
the *hilippines with the best information possible. +redibilit with the
public is essential. Monitoring data that are collected using the best
scienti,c knowledge, have known precision, are of highest qualit, and
are as ob'ective as possible will be viewed as most credible.-his is a
tall order to ,ll, et provides a most worth goal. *roper monitoring
and evaluation are the wa that managers can regain public trust that
seems to have been lost in recent ears in man areas.
Disaster Risk Reduction Program
Imlementation !ssessment C"ecklist
#For Regional and Division
$f%ces& C"eck if t"e item is observed or
rovided for'
(asic Program Comonent
A. On Preparedness
)* Disaster Risk Reduction +rou $rgani,ation
-* Disaster Risk Reduction Plan
)). Disaster Risk Reduction
Resource Manual
Disaster Risk Reduction Resource Manual
))/
m
&
e

i
n

d
r
r
c
h
e
c
k
l
i
s
t
a
c
h
e
c
k
l
i
s
t
a
m
&
e

i
n

d
r
r
0* Disaster $eration Center
8 8
1* Disaster Risk Reduction 2rainings Conducted
B. On Response Efectiveness
)* Damage !ssessment and Needs !nalysis #D!N!&
-* 3earc" and Rescue
1* Fire 3uression
0* Emergency Medical 3ervices
)-4 Disaster Risk Reduction
Resource Manual
Disaster Risk
Reduction
Resource
Manual
)-)
m
&
e

i
n

d
r
r
c
h
e
c
k
l
i
s
t
c
h
e
c
k
l
i
s
t
m
&
e

i
n

d
r
r
5*
Evacuation
C"ecklist on t"e Disaster Risk Reduction
Prearations
6ndertaken by t"e
3c"ool
#For Elementary and 3econdary
3c"ools&
Name of 3c"ool'
7ocation' C"eck if suc" rearation 8as
observed or done*
8
A. On the Preparation of the Disaster Risk Reduction Plan
8
C. On Relief and Rehabilitation
General Remarks
ab
)-- Disaster Risk Reduction
Resource Manual
Disaster Risk Reduction Resource Manual
)-1
m
&
e

i
n

d
r
r
c
h
e
c
k
l
i
s
t
c
h
e
c
k
l
i
s
t
m
&
e

i
n

d
r
r
B. On Orani!ation of the "chool Disaster Risk
Reduction Group
C. On the #mplementation of the Disaster Risk Reduction $easures
8 8
bb
)-0 Disaster Risk Reduction
Resource Manual
Disaster Risk Reduction Resource Manual
)-5
m
&
e

i
n

d
r
r
c
h
e
c
k
l
i
s
t
c
h
e
c
k
l
i
s
t
c
m
&
e

i
n

d
r
r
8
8
C"ecklist on t"e Disaster Risk Reduction
Prearations
6ndertaken by t"e
3c"ool
#For Elementary and 3econdary
3c"ools&
C. #mplementation %Elementar& or "econdar& 'eachers(
)* Prearedness and Mitigation
Name of 3c"ool' 7ocation'
C"eck if t"e item is comlied or rovided for'
A. Alternative )earnin *enue
%for school heads+ ph&sical facilities coordinators(
Provided available instructional venues suc" as'
-*
Resonse
B. Alternative Deliver& of ,ormal Education
%for elementar&+ secondar& teachers(
Provided t"e follo8ing'
)* For elementary uils #elementary teac"ers&
1*
Re"abilitatio
n
-* For secondary sc"ool students #secondary teac"ers&
c
)-9 Disaster Risk Reduction
Resource Manual
Disaster Risk Reduction Resource Manual
)-:
m
&
e

i
n

d
r
r
c
h
e
c
k
l
i
s
t

d
c
h
e
c
k
l
i
s
t
m
&
e

i
n

d
r
r
C"ecklists on Ensuring t"e 3afety of DeED
Proerties
#For Division;3c"ools P"ysical Facilities Coordinators;Pro*
Custodians&
(continued...)
Name of 3c"ool'
7ocation' C"eck if t"e item is observed or
rovided for'
A. On "chool "ite and Buildin
8 8
d
)-. Disaster Risk Reduction
Resource Manual
Disaster Risk Reduction Resource Manual
)-/
m
&
e

i
n

d
r
r
c
h
e
c
k
l
i
s
t

d
c
h
e
c
k
l
i
s
t
d
m
&
e

i
n

d
r
r
B. On Records and Records
-eepin C"ecklists on Ensuring t"e 3afety of DeED Proerties
8 8
)14 Disaster Risk Reduction
Resource Manual
Disaster Risk
Reduction
Resource
Manual
)1)
m
&
e

i
n

d
r
r
d
a
t
a
R
e
g
i
o
n
'

3
c
"
o
o
l
'
D
i
v
i
s
i
o
n
'

!
d
d
r
e
s
s
'
I
s

t
"
e

s
c
"
o
o
l

u
s
e
d

a
s

a
n

E
v
a
c
u
a
t
i
o
n

C
e
n
t
e
r
<

=
e
s
N
o
P
r
e

a
r
e
d

b
y
'
(
I
n
d
u
s
t
r
i
a
l

A
r
t
s

T
e
a
c
h
e
r

/

P
r
o
p
e
r
t
y

C
u
s
t
o
d
i
a
n
)
N
o
t
e
d

(
y
'
(
S
c
h
o
o
l

H
e
a
d
)
m
&
e

i
n

d
r
r
8
8
Data +at"ering Forms During Calamity or Disaster
-here are three forms to be used in gathering data on
the extent of damages brought b a calamit or disaster. -hese
are called the Raid Damage !ssessment Reorts #R!D!R&
which is to be ,lled up b personnel concerned in the regions,
divisions and schools.
At the .egional level, the .A/A. shall be prepared b the
.egional 0acilities +oordinator, signed b the Assistant .egional
/irector or the +hairman of the /isaster .isk .eduction Management
1ffice 2/..M13, and shall be noted b the .egional /irector.
At the /ivision level the .A/A. shall be prepared b the /ivision
*hsical 0acilities +oordinator, signed b the Assistant 4chools
/ivision 4uperintendent or the +hairman of the /..M1 and noted b
the 4chools /ivision 4uperintendent.
At the school level, the .A/A. shall be prepared b the %ndustrial
Arts -eacher or the *ropert +ustodian and shall be certified b the
4chool 5ead(*rincipal. -he /istrict 4upervisor shall be provided with a
cop of the report. %t is important that contact numbers are written at
the lower portion of the forms for validation and con,rmation of data.
%n the following pages are sample .A/A. forms for the region,
division and school levels.
g
a
t
h
e
r
i
n
g
r
a
d
a
r

f
o
r
m

f
o
r

s
c
h
o
o
l
s
D
e

E
D

D
i
s
a
s
t
e
r

R
i
s
k

R
e
d
u
c
t
i
o
n

M
a
n
a
g
e
m
e
n
t

$
f
%
c
e

R
!

i
d

D
i
s
a
s
t
e
r

!
s
s
e
s
s
m
e
n
t

R
e

o
r
t

#
R
!
*
D
*
!
*
R
*
&
R
e

o
r
t

o
n

D
a
m
a
g
e
s

(
r
o
u
g
"
t

b
y
'

!
s

o
f
'
)1- Disaster Risk Reduction
Resource Manual
Disaster Risk Reduction Resource Manual
)11
8
8
)
1
0
)
1
5
D
i
s
a
s
t
e
r

R
i
s
k

R
e
d
u
c
t
i
o
n

R
e
s
o
u
r
c
e

M
a
n
u
a
l
D
i
s
a
s
t
e
r

R
i
s
k

R
e
d
u
c
t
i
o
n

R
e
s
o
u
r
c
e

M
a
n
u
a
l
m&e in drr
radar form for divisions
DeED Disaster Risk Reduction
Management $f%ce R!id Disaster
!ssessment Reort #R!*D*!*R*&
Reort on Damages
(roug"t by' !s of'
Region'
Division'
3ummary of sc"ool used as an Evacuation Center< =es No
Preared by'
(DPC)
Noted (y'
(Asst. SDS/Chair!an
DRRM")
radar form for regions
DeED Disaster Risk Reduction
Management $f%ce R!id Disaster
!ssessment Reort #R!*D*!*R*&
Reort on Damages
(roug"t by' !s of'
Region'
3ummary of sc"ool used as an Evacuation Center< =es No
Preared by'
(RPC)
Noted (y'
(Asst. Re#. Dir./Chair!an
DRRM")
m&e in drr
&'H
&'H
Appe$.iK F
CURRICULUM VITAE
Rommel R* Regala
.esponsible, motivated and productive individual seeking
opportunit for professional growth and advancement.
PROFESSIONAL E,PERIENCES
Te*c#e' / Dep*'"1e$" ! E.uc*"i$
S". D1i$) N*"i$*l Hi)# Sc#l
Sto+ Do!ingo* Al$ay
Fe$ruary &'(( 2 Present
P'!e%%' / Bicl Clle)e
Daraga* Al$ay
0une &'(' 2 %arch &'((
P'!e%%' / ADui$*% U$i&e'%i"( ! Le)*+pi
Legazpi City
0une &''1 2 .cto$er &''L
P'!e%%' / Di&i$e 0'. Clle)e ! Le)*+pi
Legazpi City
7ove!$er &''H 2 .cto$er &''1
P'!e%%' / C1pu"e' A'"% *$. Tec#$l)ic*l Clle)e
Legazpi City
0une &''G 2 .cto$er &''H
EDUCATIONAL ATTAINMENT
Dc"'*l De)'ee / Dc"' ! P#il%p#( i$ Public A.1i$i%"'*"i$
Bicol University* Legazpi City* Philippines
7ove!$er &''1 2 Present
M*%"e'% De)'ee / M*%"e' ! A'"% i$ Public A.1i$i%"'*"i$
Bicol University* Legazpi City* Philippines
7ove!$er &''B 2 %arch &''1
Speci*l S"u.ie% / Ce'"i!ic*"e i$ Clle)e Te*c#i$)
Bicol University* Legazpi City* Philippines
0une &''G 2 %arch &''H
Clle)e De)'ee / B*c#el' ! A'"% i$ Pli"ic*l Scie$ce
Ada!son University* %anila* Philippines
0une (LL1 2 %arch &''&
&'1
&'1
SCHOLARSHIP
.zana! Study Grant Progra!* Ada!son University
0uly (LLL 2 %arch &''&
ELIGIBILITIES
Lice$%u'e EK*1i$*"i$ !' Te*c#e'%- Sec$.*'( M*F' i$ Sci*l S"u.ie%
Professional "egulation Co!!ission 5 2 Legazpi City* Philippines
August &F* &''H
C*'ee' Se'&ice P'!e%%i$*l
Civil Service Co!!ission 2 %etro %anila* Philippines
%ay &G* &''&
CERTIFICATE OF A0ARDS AND APPRECIATIONS
.cto$er G* &'(B P*pe' P'e%e$"e'- Re%e*'c# F'u1
Bicol University College of -ducation* Daraga* Al$ay
0une &&* &''L A@*'.ee- Clle)e O'ie$"*"i$ *$. Rec)$i"i$ Ri"e%
A#uinas University of Legazpi* "a3is* Legazpi City
7ove!$er ('* &''1 A@*'.ee- Ou"%"*$.i$) Pe'!'1*$ce B5.5;C A&e'*)e R*"i$)
Pe'!'1*$ce E&*lu*"i$ !' Te*c#e'% B5
%"
Se1e%"e' SY 6>><A6>>=C
Divine @ord College of Legazpi* Legazpi City
August &&* &''H Gue%" Lec"u'e'- P#ilippi$e G&e'$1e$" J C$%"i"u"i$ SubFec"%
Philippine Pu$lic Safety College* "egional Training School G*
Legazpi City
SEMINARS J ACTIVITIES ATTENDED
%ay &(;&G* &'(B O00A I.T. C1pu"e' T'*i$i$) Cu'%e%
.verseas @or6ers @elfare Ad!inistration* "egion 5* Legazpi City
%ay &);&1* &'(& Re)i$*l M*%% T'*i$i$) !' K " 56 B*%ic E.uc*"i$ Cu''iculu1
Depart!ent of -ducation and Bicol University* Legazpi City
Fe$ruary (1* &'(& S(1p%iu1 $ Hu1*$ Re%u'ce De&elp1e$" M*$*)e1e$"
People8s %anage!ent Association of the Philippines;Bicol and
Bicol University* Legazpi City
.cto$er (B;(F* &'(( B*%ic T'*i$i$) Cu'%e i$ C*c#i$) All Sp'"% E&e$"%
Depart!ent of -ducation* "egion 5* Legazpi City
0une ((* (1* &G* and Di&i%i$ M*%% T'*i$i$) B6>5> Sec$.*'( E.uc*"i$ Cu''iculu1C
0uly &* &'(( Depart!ent of -ducation* "egion 5* Legazpi City
&'L
&'L
0uly &)* &'(' 6
$.
Re)i$*l F'u1 $ Be%" P'*c"ice% i$ Lc*l G&e'$*$ce
Bicol Consortiu! for Develop!ent nitiatives* Galing Poo6
Foundation* and Bicol University* Legazpi City
.cto$er 1* &''L H*'*1p*$)*$ >=I A Le*.e'%#ip F'u1
Bicol University College of Social Sciences and Philosophy
Daraga* Al$ay
.cto$er (* &''L ASEAN Hu1*$ Ri)#"% R*.%#@
A#uinas University of Legazpi* "a3is* Legazpi City
August B* &''L C'i"ic*l A$*l(%e% $ Pli"ic*l Be#*&i' *$. Re%p$%ible V"i$)
Bicol University College of Social Sciences and Philosophy
Daraga* Al$ay
0une 1;('* &''L PAGTAIS 6>>=I A$ I$A#u%e Se1i$*' 0'3%#p Se'ie% !' AG
F*cul"(
A#uinas University of Legazpi* "a3is* Legazpi City
0anuary &1* &''L Pe'!'1*$ce- I.e$"i"( *$. Pli"ic% i$ "#e Hi)#l*$.% ! Lu+$
A#uinas University of Legazpi* "a3is* Legazpi City