Comprehensive Disaster Risk Reduction and Management

(DRRM) in Basic Education Framework: Schools’ Disaster

Readiness Assessment and Monitoring

QUESTIONNAIRE

Name (Optional):_________________________
Name of School: _________________________
School ID Number: _________________________

Elementary
High School
Integrated School

Direction. The researcher would like to find out how prepared you are involving disaster risk reduction
management. Choose the answers closest to your opinion. None of the answers is either right or wrong. It
is your opinion that counts.
For the response to each question, use the following:
5 Outstanding
4 Very Satisfactory
3 Satisfactory
2 Fair
1 Poor

Comprehensive Disaster Risk Reduction and Management Scale

(DRRM) in Basic Education Framework 5 4 3 2 1
ENABLING ENVIRONMENT
1. Adopts/ adapts/localized existing guidelines, policies,
programs and activities relating to DRRM education/ school
safety.
2. Supports school DRRM coordinator and his team that consists
of personnel from different offices and orients them with
their respective roles and responsibilities /functions.
3. Provides the school with school DRRM Plan which includes
CCA and EIE measures covering risk assessment, risk reduction
and rehabilitation and recovery.
4. Integrates DRRM into the School Improvement Plan (SIP) with
the allotment of budget for the related activities.
5. Taps school partnerships in supporting the school DRRM
programs and activities in kind specially, in the aftermath of a
disaster or emergency exit.
6. Conducts student-led school watching and hazard mapping as
per D.O 23., s. 2015 and incorporates its results to the School
DRRM Plan and SIP.

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 7. Interconnects student-led school watching and hazard
mapping with the community hazard maps of LGUs provided
by DOST.
8. Links School Planning Team and the community hazard maps
with education data to better understand the schools’ risk.
9. Submits Rapid Assessment and Damage Report (RADAR)
immediately after the onslaught of a hazard in the area.
10. Provides the DRRM offices with the collected data and
consolidated programs and activities pertaining to DRRM
covering the three pillars to monitor results and impact exit.
SAFE LEARNING FACILITIES
1. The school is accessible to all, regardless of physical ability.
2. The learning environment is marked by visible boundaries and
clear signs, as appropriate.
3. The school grounds have adequate space for classes and
administration, recreation and sanitation facilities.
4. Class space and seating arrangements are according to the
prescribed ratio of space per learner and teacher, at all grade
levels, in order to facilitate participatory methodologies and
learner-centered approaches.
5. Basic health and hygiene are promoted in the learning
environment.
6. Adequate sanitation facilities are provided, taking into
account age, gender and special education needs and
considerations.
7. Adequate quantities of water for safe drinking and personal
hygiene are available at the learning site.
8. Training programs for teachers, learners and the community
are in place to promote safety, security and protection.
9. Teachers and other education personnel are provided with
the skills to give psychosocial support for the learners’
emotional wellbeing.
10. School heads are clear with the roles and functions for the
school in camp management vis-à-vis LGU and DSWD as per
Joint Memorandum Circular No. 1, series of 2013 and its
corresponding IRR.
School Disaster Management
1. School has necessary functioning equipment in case of a
disaster (e.g. fire extinguisher, handheld/base radio
generator, etc.)
2. School has pre-identified spaces for putting up Temporary
Learning Spaces/Shelters in the aftermath of disaster.
3. School has ready resumption strategies and alternative
delivery modes to ensure education continuity.
4. Classrooms, learners, and teachers have been provided with
First Aid Kit, Emergency Kit, Health and Hygiene Kit.

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 5. Family Earthquake Preparedness Plan and its requirement are
conducted, complied and reported.
6. The school is equipped with Evacuation Plans and Procedures,
Functional Early Warning System and Personnel Tracking
System in case of Disaster.
7. Brigada Eskwela is conducted yearly to ensure schools safety
and preparedness.
8. The school DRRM Team conducts annual review of school
DRRM plans and SIP with DRRM integration.
9. Training and capacity-building opportunities exist for
community members, children and youth, to manage
education in emergency activities.
10. School children and staff are involved in the development and
implementation of various activities like regular hazard-
specific drills initiated by the other stakeholders and partner
agencies.
Disaster Risk Reduction and Management
1. DRR and CCA are integrated from kindergarten to Grade 6 (for
elementary school) and Grade 7 to Grade 10 or Grade 12 (for
high school) in subject areas such as Health, Social Studies,
and Science.
2. The classroom teaching of DRRM is supplemented by various
co-curricular activities (e.g. poster making, slogan and essay
writing, multi-hazard drills, solid waste management and
posting of hazard maps).
3. Psychosocial support is integrated in the learning process of
students as a recovery mechanism to allow students, and
teachers to cope with their experience.
4. Skills and competencies of students are assessed through
measurable Learning and Risk Reduction (LRR) outcomes.
5. The school regularly conducts hazard drill led by the school
DRRM coordinator or in-charge.
6. About 100 percent of the students in school actively
participate in year-round DRRM-related activities such as
World Environment Day and Safe Kids Week in June, the
National Disaster Consciousness Month in July, Clean and
Green Month in September, National Simultaneous
Earthquake Drill in November, and the Fire Prevention Month
in March.
7. School has a DRRM capacity building plan for teachers and
school personnel.
8. School has available and accessible quality and up-to-date
DRRM materials.
9. School prepares DRRM corner with updated IEC materials
posted in it in every classroom.
10. School carry out monitoring and evaluation to assess
sustainable implementation.

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II. What are the common problems that your school has encountered as to the compliance of the
Comprehensive DRRM in Basic Education Framework?
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