1. DepEd Legal Mandates on DRRM
and Region XII DRRM Updates
Division and District Level: Education in Emergency-Early Child Care
Development in Emergencies-Disaster Risk Reduction (EiE-ECCDiE-
DRR PSS) cum Psychosocial Support Training
September 10-12, 2014, T’boli Hotel, General Santos City
AGNEY C. TARUC
EPS II, Regional DRRM Focal Person
6. DRR
Disastersare emergencies that cannot be handled by those
affected without outside assistance. They are caused by natural or
man-made events wherein communities experience severe danger
and incur loss of lives and properties causing disruption to their
social structure and to all or some of the affected communities’
essential functions.
Disastersare inevitable. They are caused by unsustainable
development that has not taken account of possible hazard impacts
in that location. They can be less damaging if the population has
better understanding of locally-experienced hazards and
implements preventive or mitigating measures against them.
7. • A serious disruption of the functioning of a community or
society. The landslide completely wiped out bridges, blocked
roads and left mud and debris all over town, disrupting lines of
communication and transportation systems.
• Widespread human, material, economic and environmental
losses were sustained. Houses, schools and buildings were
buried and destroyed by the landslide. Over one thousand
people died, including several hundred schoolchildren.
• The affected community cannot cope without outside
resources. The overwhelming destruction necessitated the
assistance of national and international rescue teams and
humanitarian organizations, as evidenced by the presence of
the Red Cross and military.
3 Elements present in a Disaster:
8. Hazard is an event or occurrence that has the potential to cause harm to life and
damage property and the environment.
Riskis the probability of harmful consequences, or expected loss of lives, people injured,
livelihoods, disruption of economic activities and damages to the environment as a result of
interactions between natural or human induced hazards and vulnerable / capable
conditions.
Vulnerability comprises conditions determined by physical, social, economic, and
environmental factors or processes, which increase the susceptibility of a community,
school, or certain area in a locality to the impact of hazards.
Capacitiesare those positive resources and abilities which are helpful to individuals,
families and community in mitigating, preparing for, responding to and recovering from the
hazard impact.
What constitutes a Disaster?
9. OVERVIEW of DISASTER RISK MANAGEMENT
In disaster risk management a whole range of elements need attention depending on the
nature of the hazards in that location. These include:
Risk Reduction. Vulnerability and hazards are not dangerous if taken separately. They
become risk and disaster factors when they unite. Risks can be reduced or managed, and
measures can be employed to ensure that hazards will not result in disasters if people
reduce the weaknesses and vulnerabilities to existing hazards in the location.
Risk management is needed for disaster prevention to ensure sustainable development
so that people can lead a good, healthy, and happy life without creating damage to the
environment. Risk management includes identifying health and safety hazards,
determining probability of their occurrences, estimating their potential impacts to the
schools and the communities at risk, enumerating and implementing the following risk
reduction measures: hazard mapping; vulnerability analysis; potential losses estimation;
and strategic disaster prevention / mitigation development.
10. Essential Components in Determining Risk
The following are essential components in the determination of risk, each of which
should be separately quantified:
• Hazard occurrence probabilityis the likelihood of experiencing a
natural or technological hazard at a given location or region. Quantifying hazard
probability involves assessing not only the probability of occurrence but the
probability of magnitude.
• Elements at risk. Identifying and making an inventory of people or school
buildings or other elements which would be affected by the hazard if it occurs,
and when required, estimating their economic value.
• Vulnerability of the elements at risk. How affected the school buildings
or school children or other elements would be if they were to experience some
levels of hazard impact. Vulnerability is the relationship between the severity of
hazard impact and the degree of damaged caused.
11. Phases of Disaster Risk Management
1. Prevention and Mitigation - to implement activities and strategies to prevent
and minimize the adverse effects of disaster-causing phenomena to the education sector.
2. Preparedness - to be able to reach a state in which the school communities have
developed plans, allocated resources, and established procedures for an efficient and
effective implementation of the plans to save lives and prevent further damage to DepED
family and properties in the event of a disaster.
3. Emergency Response - to devise efficient and effective ways of translating into
action what are called for by the preparedness plans.
4.Recovery (Rehabilitation and Reconstruction) - to decide and act with the
end view of restoring or improving the pre-disaster living conditions of the affected school
communities and encouraging, facilitating the necessary adjustments to reduce disaster risks
and vulnerabilities.
12. Disaster Risk Reduction refers to actions, policies to limit the
possibilities for something to go wrong, or being prepared so that the risk of
disaster is reduced, and being prepared to deal with the effects of a disaster if one
occurs.
Disaster Risk Reduction (DRR)
Involves working with communities on activities that help people prepare for
and reduce the impact of natural or human-induced disasters.
Why Disaster Risk Reduction (DRR)?
To prevent avoidable loss of life
To minimize human suffering
To minimize property damage and economic loss
To speed up recovery and rehabilitation towards development
13. PART II:LEGAL MANDATES
1. Strengthens the Philippine Disaster Control
Capability
2. Prioritizing the Mainstreaming of DRR in the
School System
3. Philippine Disaster Risk Reduction and
Management Act of 2010
4. Quarterly Conduct of National School-Based
Earthquake and Fire Drills
5. Creation of Disaster Risk Reduction and
Management Office
14. LEGAL MANDATES
1. Strengthens the Philippine Disaster Control
Capability PD 1566
2. Prioritizing the Mainstreaming of DRR in the
School System DepEd Order 55, s. 2007
3. Philippine Disaster Risk Reduction and
Management Act of 2010 RA10121
4. Quarterly Conduct of National School-Based
Earthquake and Fire Drills DepEd 48 s. 2012
5. Creation of Disaster Risk Reduction and
Management Office DepEd Order 50 s.2011
16. DepEd’s Mandate
Part of the
Philippine
government’s
response to
the Hyogo
Framework of
Action (2005-
2015)
HFA 5 priorities for
action.
PA 3: Knowledge
Using knowledge,
innovation and
education to build a
culture of safety and
resilience at all levels
17. Role of DepEd in DRRM Law
Section
14 of
the new
DRRM
law
Integration of DRR
Education into the
school curricula
and SK.
Mandatory training
for public
employees on
Emergency
Response and
Preparedness
18. Integration of DRRM in Schools
• DRRM education will be integrated into ALL secondary and
tertiary school curricula (e.g. public, private, formal, non-
formal, technical/vocational, indigenous learning, out-of-
school youth programs
• All public sector employees, including teachers, must be
trained in emergency response and preparedness
• DRRM institutions at the national and local level will
encourage community members, and especially youth, to
participate in DRRM activities like quick response groups
10121 : Education Mandates
20. - Part of the Philippine
government’s response to
Hyogo Framework for Action
(2005–2015).
- DepEd’s response to
Guinsaugon tragedy (Feb 17,
2006) and T. Reming/ lahar
flow in Bicol (Nov. 30, 2006)
HFA 5 Priorities for Action
PA 3. Knowledge:
use knowledge , innovation and
education to build a culture of
safety and resilience at all levels
21. A. Utilization of DRR
Resource Manual (DRRRM)
• prepared by a TWG
created through DepED
Memo No. 175, s. 2007
• A DRR resource for School
Administrators, School
Heads, Supervisors and
Teachers
22. B. Implementation of Safe Schools
Programs:
1. Structural Component
• Construction of hazard resilient school
buildings like the Learning and Public Use
school (LAPUS) Building – on-going
• Be Better, Build Better International Design
Competition (Millennium Schools) -
completed
• Assessment of School Building’s Structural
Integrity and Stability (ASSIST) – on-going
• Schools Water and Electrical Facilities
Assessment Project (SWEFAP) – on-going
• Calamity Assistance and Rehabilitation
Efforts (CARE) Project – completed
23. 2. Non Structural Component
Mainstreaming DRR Concepts in
Basic Education Curriculum
Material production on DRR
through multi-media
Communication Plan for Energy
and Water Conservation
Preparation of DRR Resource
Manual
Road Safety in Schools
24. 2. Non Structural Component
• Institutionalization of School
Mapping through GIS
• Quarterly conduct of
Earthquake and Fire and
Evacuation Drills in schools
• Preparation of Modules and
Lesson Exemplars on DRR
• Training on DRR, Emergency
Preparedness and Response
Planning in Schools
26. E. Duties and Responsibilities
1. School Level
School Head/Principal shall:
• Initiate the organization of
Schools Disaster Risk
Reduction Management Group (SDRRMG)
• Invite DPWH, BFP, and MEO to conduct site,
building inspection to include water and
electrical facilities, structural integrity and
stability of school buildings, and act on their
recommendations and suggestions
27. • Conduct DRR seminar,
symposium, program and
involve resource speakers
from DOH and Red Cross
on First Aid and Basic Life
Support System
• Involve Student
Government Organization,
Boy and Girl Scouts in the
orientation on DRR
concepts in school and
community
• Call a GPTA meeting as
part of info dissemination
campaign
28. Head Teachers shall:
• Monitor the topic
integration by the
classroom teachers
• Suggest effective
teaching strategies to
carry out the topic
• Evaluate the
mainstreaming/
integration process
• Report the progress to
the principal
29. Classroom teachers
shall:
• Read and study carefully
the contents of the
DRRRM
• Mainstream DRR
concepts in subject
areas assigned to them
• Use appropriate/
effective teaching
strategies
30. Classroom teachers…
• Evaluate learning (cognitive,
affective and psychomotor)
• Include DRR concepts in the
bulletin board
• Let students prepare a DRR
collage, poster, jingle, poem
rap or slogan as part of
evaluation measures
31. E. Duties and Responsibilities
2. Division Level
Schools Division Superintendent/Assistant
Schools Division Superintendent shall:
• issue a Memo allowing School Heads to
allocate at least one-week activity to
simultaneously mainstream DRR concepts
in all subject areas and in all grade and
year level
32. Schools Division Superintendent/Assistant Schools
Division Superintendent shall:
• conduct monitoring and evaluation of
the DRR program
• prepare summary of reports and submit
to the Office of the Regional Director
33. b. Education Supervisors (in
charge of DRR Management)
• Monitor the mainstreaming of
DRR concepts in the schools
• Suggest effective/appropriate
mainstreaming strategies
• Evaluate the effectiveness of
the mainstreaming activities
• Consolidate and submit report
to the SDS/ASDS
34. DepEd Order 50 s. 2011
CREATION OF DISASTER RISK
REDUCTION AND MANAGEMENT
OFFICE (DRRMO)
35. DepEd ORD E R No. 50 ,S.2011:
Creation of Disaster Risk Reduction Management
Office (DRRMO)
Functions:
Venue for discussing DRM an EiE issues within DepEd
Recommend to DepEd Policy standards on DRM, EiE and CCA
Propose programs/projects mitigating and reducing the impact of disasters to
teachers, staff, students and properties
DepEd’s focal point in implementing, coordinating and monitoring activities
related to DRM, EiE and CCA
Serve as the clearinghouse for all DRRM-related transactions
including production and issuance of EiE/DRRM modules,
distribution of school kits, and offering of emergency aid or Assistance.
It will create an Emergency Operations Center (EOC): An operating and
responding facility during disaster
37. “Bad things do happen in the
world, like war, natural disasters,
disease. But out of those
situations always arise stories of
ordinary people doing
extraordinary things”.
Daryn Kagan
Thank you very
much,,,
