Bauan Technical High School

Bauan Technical High School 1
Disaster Awareness and Preparedness: Building Resiliency for Improving

Students Safety
A Quantitative Research Presented to the Faculty of Senior High

Bauan Technical High School
In Partial fulfillment of the Requirements for the K-12

Enhanced Basic Education Curriculum
Manalo, Rodienel Rei A.

Agbay, Trisha Mae P.
Cabiting, Fiarizza
Esteban, Joshua Carlito
February, 2019
Introduction
Disaster is defined as a sudden event such as an accident or catastrophe
that causes great damage to facilities and can lead to fatalities or worse loss of
life. It is unpredictable and can occur anytime and anywhere (WHO, n.d). When
people are exposed to hazards in their environment there is a greater chance of
a disaster occurring. According to the International Federation of Red Cross and
Red Crescent of a Societies, a disaster is a sudden, calamitous event that
seriously disrupts the functioning community or society and causes human,
material, and economic or environmental losses that exceed the community’s or
society’s ability to cope using its own resources.
The country has a long history of disastrous events that occurred over the
years. There are countless reports of strong typhoons and devastating
earthquakes which disturbed the functions of the country. One of those is the
occurrence of a 7.8 magnitude earthquake in the mountain resort in Baguio and
other areas in the Northern Philippines last July 16, 1990, killing 1621 people.
Also such occurrence of tsunami and earthquake on Moro Gulf, Mindanao in
1976, the tropical storm Thema on Ormoc, Leyte in 1991, typhoon Bopha hitting
southern Mindanao in 2012 and many others[ CITATION Pre13 \l 13321 ].
Although many lives are lost and infrastructures have been destroyed, the
government was able to aid and withstand such calamities. With such
experiences, the country has been alarmed which leads to ways and plans to be
ready and prepared whenever a disaster or calamity occur. In connection to this,
the country has created a law which promotes the disaster readiness and
preparedness of the country. It is the Republic Act No. 101211 entitled “An Act
Strengthening the Philippine Disaster Risk Reduction and Management System
Providing for the National Disaster Risk Reduction and Management Framework
and Institutionalizing the National Risk Reduction and Management Plan,
Appropriating Funds therefore and Other Purposes” (Department of Health - The
Lawphil Project, n.d).
The R.A. 10121 promotes to strengthen the country by creating a disaster
management department which will manage and provide plans for disaster
mitigation across the country .The law sought to create frameworks for creating
a country whose communities are capable of surviving to different disasters.
With recognizing the risk patterns occurring in the country, the law can
strengthen the Local Government Units (LGU) to be prepared, ready and
manage its resources well at regional and local levels. Also, through R.A. 10121
the country will be able to allocate sufficient funds that will be used for calamity
support and response to people affected by disasters, supporting disaster risk
reductions, and lastly for rehabilitation (Asia-Pacific Information Platform on
Agricultural Policy-Republic Act 10121: An Approach in Strengthening Disaster
Risk Reduction and Management in the Philippines, n.d).
Recently, the creation of a Department of Disaster Management that was
proposed by President Rodrigo Duterte as stated in his SONA 2017 has been
approved by his cabinet members and was waiting for the congress to pass this
law. According to Duterte as he explained, “a new department with more powers

that the current National Disaster Risk Reduction and Management Council
(NDRRMC) would help the country respond to natural and man-made calamities
faster.
Institutions such as schools and universities are crowded and habited by
large population of students, faculty, and staff. The population residing inside the
school are exposed to different hazards which may cause minor or fatal injuries.
Sudden occurrence of disaster can also cause damage to facilities within the
school grounds which may increase the risks of being in danger. With these
implications, safety is one of the important factors that should be provided by
these institutions whenever a disaster occurs in these places.
It is a need for these institutions to educate their students and personnel
about the proper ways of preparing for a disaster. Bulletin boards, signage and
other visual must be posted to the school vicinity such as hazard prone areas
and evacuation area for the students to be informed and knowledgeable. Drills
and practices must also be executed for better simulation. Also strong
communication between the institution and LDRRM (Local Disaster Risk
Reduction Management) team will be beneficial in securing safety of the people
residing in this institution whenever a disaster arises.
According to R.A 101211 Section 14, it is stated that DRRM bodies must
“encourage community, specifically the youth, participation in disaster risk
reduction and management activities, such as organizing quick response
groups, particularly in identified disaster-prone areas, as well as the inclusion of

disaster risk reduction and management programs as part of youth programs
and projects.”
Bauan Technical High School being a learning institution which is also
prone to disasters has implemented some methods for disaster preparations and
disaster management among its students, faculty, and staffs. Programs for
disaster awareness and preparedness such as conducting unannounced
earthquake drills in the school are one of the methods to analyze the current
knowledge and attitude of the students towards disaster management. Escape
routes and kits are also prepared in each rooms for securing students safety.
Also, possible debris that may fall and harm the students are removed as a
result in their site assessment. Lastly, coordination and partnership of the school
with its Local Disaster Management Team and the creation of the schools’
disaster management team is an efficient way to manage disasters well.
With such conditions present in the institution and guidelines
implemented by the government regarding disaster preparedness and
awareness, it is in the state that the researchers conducted the study entitled
“Disaster Preparedness and Awareness: Building Resiliency for Improving
Students’ Safety” to assess the institutions preparedness and awareness. Being
aware and prepared at all times would be beneficial and may result to being
unharmed of an individual. After assessing the level of disaster preparedness
and awareness of the school, this study aimed to provide significance to the
following: students, school, community and future researchers.

The study would be beneficial for the students because it would provide
them knowledge regarding the preparations arranged by the school institutions
for securing their safety. With appropriate knowledge, the students would be
able to feel the easiness and secureness whenever they stay at the school at all
times.
Being an institution which needs to cater the safety of a large population,
this study served as a reference to identify the level of preparedness of the
school regarding disaster mitigation. Thus, the study would benefit the school for
it would point out weaknesses regarding disaster preparedness and it would
lead in the improvement of the methods used by the school for increasing the
safety standards to maintaining security to the students.
Mitigating disaster involves the help of all possible groups from outside
the school. The study would also benefit the community because after the
evaluation and assesment of disaster readiness and prepraredness of the
school it can help the community improve their ability to manage and cope up for
incoming disasters and lessen the number of casualties if one occur. Also the
study would be significant to the community as this could serve as the basis for
the programs that would be implemented to increase the disaster awareness
and preparedness of the community. With this, it would also branch to the
creation of partnerships with other institutions that would be open for helping the
community when a disaster occurs.

Lastly, the research would be helpful and useful to future researchers.
The study would serve as a guide and reference for future researchers who
sought to answer their inquiries within the same field of topic. Results and ideas
gathered from the study could be used by future researchers to support the
ideas from their study.
Objectives of the Study
This study determined the current situation of the institution with regards
to disaster planning, management and awareness. Thus the study identified the
different DRRM materials and equipment used by the institution for disaster
readiness. It also determined the level of preparedness of Bauan Technical High
School in terms of information dissemination, support groups and equipment.
The study also determined the significant difference in the perception of the
students and the school’s Disaster Risk Reduction Management (DRRM) Group.
And lastly after gathering results, the study proposed ideas and methods for the
improvement of the institution with regards to disaster management.
Hypothesis
There is no significant difference between the perception of the students
and the Schools Disaster Management Group regarding the schools’ disaster
preparedness and awareness.
Literature Review
Disaster and its Impacts to Schools

Almost 45 cities with populations over 1 million face devastating
earthquakes. The deadliest and costliest disaster are considered to be cyclones,
hurricanes and typhoons. While droughts and desertification affects almost 250
people and threaten 1.2 billion people around (UNESCO, 2007).
Natural disasters are complex events in which people are subjected to
multiple risks of danger. Every disaster scenario varies and present new
challenges to face for the victims and rescue emergency personnel
alike[ CITATION Mar02 \l 13321 ].
Disasters are classified into three (3) as stated by Shaluf (2007) in the
research of Mamogale (2011), entitled “Assessing disaster preparedness of
learners and educators in Soshanguve North schools”, disaster are classified as
natural, man made or hybrid. All types of disaster can bring disastrous events.
He stated that similarities can be shown in these three types which is the
severity of disaster. However differences are also infered with them. Natural
disasters are events which occur naturally while man-made disasters are
those which are results from human activites. And lastly hybrid disaster are
the combination of natural and man made disasters. Figure 1 below shows
the classification of disaster according to Shaluf.

‘ Figure 1: Types of Disaster
Source: Shaluf (2007)
Disaster has many impacts including physical, educational, economic,
psychosocial. Physical impacts include students and staffs being killed because
of unsafe schools. Falling objects, bursting pipes and blockage of fire exits which
are considered as non-structural hazards may also cause death or serious
injuries. On the other hand educational impacts include dispution on educational
rights because of damaged schools. If alternative locations are not available,
students are not able for continuos schooling. Economic impacts encompasses
reinvestments of funds for increasing school safety. Facilities that are beyond
repair require more money and may cost higher than the intial cost of the
buildings. Delays in matriculation makes it also challenging for the parents to
support children from going to school. Lastly, psychosocial impacts affects the
well being of students. Some may lose hope and will to continue studying for
they believed that their futures are destroyed (UNISDR, 2008).
Additionally, disasters have a major impact to the youth, children and
education systems. “Studies of disaster trends and the likely consequences of
climate change suggest that each year 175 million children are likely to be
affected by natural hazard related disasters alone [CITATION Ped12 \l 13321 ] .
During the 21st century impacts of intensive disaster in schools have been
recorded. Last 2012 in Thailand, a number of 2600 schools and 700,000
students and teachers were affected by Bangkok’s flood. Damage to educational
facilities are estimated to be 224 million dollars. Another case was the
occurrence of the Super typhoon Megi in the Philippines in the year 2010 which
damaged 28 schools and 63 schools are used as evacuation centers. Also a 7.6
magnitude earthquake in the Western Sumatra damaged 1,100 schools affecting
3,200 classrooms [ CITATION Raj12 \l 13321 ]
There are many natural occurring hazards in the Philippines. As explained,
the country is bounded to several tectonic plate boundaries, a path for tropical
cyclones and may disaster related events. The nation is always affected by
occurrence of earthquakes, floods, typhoon, volcanic eruptions and many more.
TABLE 1
Hazard Event Number Killed Damage (USD million)
Typhoon 28812 5653

Earthquake 9572 517
Volcano 6331 228
Flood 2545 431
TH
20 Century Disaster Related Fatalities in the Philippines
Source: CRED, 1998
According to UNISDR, Terminology on Disaster Risk Reduction (2009),
disasters is described as causes of insufficient capacity of measures in reducing
and coping with disastrous events. They are often the results of the
combinations of different vulnerabilities. Loss of life, injury, physical, mental and
social well-being of an individual including destruction to property and assets are
some of the impacts of disaster.
Being aware in disaster is about knowing all possible conditions and
implications in the environment. Orallo (2011), disclosed that the Philippines is
prone to different natural hazards due to its geographical location and physical
environment; as it is located in the “Pacific Ring of Fire, an area encircling the
Pacific Ocean where frequent earthquakes and volcanic activity result from the
movements of said tectonic plates.
Additionally Orallo, (2011), said that “The National Disaster Risk
Reduction and Management Council (NDRRMC) Disaster management in the
Philippines has started from a purely disaster response approach by focusing on
the provision of assistance or intervention during or immediately after a disaster.
Within the same perspective, geophysical approaches prevailed that relied on
physical and engineering means such as dams, levees, channel improvements
and river training.

Disaster are inevitable and can have adverse effects. Poor management
and preparedness towards disaster can increse the severity of its impact. Table
2 below shows the top recent impacts of disaster to schools according to
UNISDR (2008).
Table 2.1
Impacts of Disaster to Schools
Year Country Disaster Impact
2008 NW China An estimated 10 000+ children died in their school,
estimated classrooms were destroyed.
2007 Bangladesh Cyclone destroyed 496 school buildings and
damaged 2 110 more.
2006 Uganda 13 children died in a school dormitory fire
where children were using candles
2005 Northern Pakistan, Khasmir 17 000 students died at school, and 50 000 were
seriously injured, many disabled, 10 000 school
buildings destroyed, 300 000 children affected. In
some districts 80% of schools were destroyed.
Source: UNISDR (2008) p.3
Table 2.2
Impacts of Disaster to Schools in the Philippines
Year Country Disaster Impact
2006 Philippines Super Typhoon Durian caused $20m USD
damage to schools including 90-100% of
school buildings in three cities and 50-60%
of school buildings in two other cities.
2006 Leyte, Illand. 245 children and their teachers died in
Philippines mudslide that buried the village
elementary school after five days of rain.
Source: UNISDR (2008) p.3
With some of the identified effects of disasters above, relating it to the
ideas stated by Galindo (2014) it has motivated the different sectors in our
society to create, apply, and enhance current plans and strategies to reduce the
disaster risks. In the National Disaster Risk Reduction and Management Plan
(NDRRMP) for 2011-2028, it stated its aims to strengthening the communities
regarding its abilities in coping and recovering from the negative impacts of
disasters. Four thematic areas are covered in the plan which disaster
preparedness is one of the areas.
The Hyogo Framework for Action as stated by ActionAid is termed as a
comprehensive 10 year strategy which a total of 168 coutries have signed to the
HFA. The framework encompasses disaster risk reduction which aims to reduce
human and material loses due to disasters by 2015. There are 5 key priorites
that are stated in the HFA these are: (1) ensure that DRR is a national and local
priority with a string institutional basis for implementations, (2) identify, asses,
and monitor disaster risks and enhance early warning, (3) use knowledge,
innovation and education to build a culture of safety and resilience at all levels,
(4) reduce underlying risk factors; and (5) strengthen disaster preparedness for
effective response at all levels.
Briceno (2007) stated that schools are the best venue for showing
collective value and it promotes two major initiatives: (1) making school buildings
safer; and (2) mainstreaming disaster risk reduction into school curricula.
In addition, Kay (2003) disclosed that disaster awareness borrows heavily
from education planning. Education planning starts with a vision that will bring
change or benefit. The educational planner therefore develops a road map that
will help bring the desired change. Similarly disaster awareness involves
identifying activities to be undertaken within the context of disaster risk
management. Schools with proper disaster awareness manage the disasters
risks very well. It is incumbent to have the entire school community being directly
engaged in learning about disaster preparedness and identifying solutions to
protect the schools.
School disaster management serves one purpose, to protect the lives of
the children, teachers and staff. Administrators, teachers, and staffs acts as a
second parent which is responsible for keeping the students’ safe and protect
them. During times of emergency all teachers, staffs, and admins function as
“disaster service workers” that is tasked for safely reunifying students to their
families. (UNISDR, 2008)
UNISDR (2008), further discussed that school disaster management
planning is an ongoing and participatory process that involves administration,
faculty, students, local community and parents in three primary activities to
empower them as agents which promotes the development of a culture of safety
such as assessment and planning involves identification of hazard,
vulnerabilities and risk including the capacities of having active plans for
reducing the risk alongside with an operational plan that discusses the moves
and procedures that must be taken needed for disaster response.
Furthermore, risk reduction includes the preventive and precautionary
counter measures against different hazards that may occur including fire, flood,
wind, ground shaking, and other dangers that may expose students to injuries.
These measures may focus in buildings, content and use of the building, and the
environment. Education and ability to respond to respond to early warning and
communication are also included. Similarly, minimizing remaining disaster

impacts is addressed by the Response Capacity Development through
assessing the skills and provisions regarding effective response in emergencies.
In addition to this, disaster awareness in schools can be incorporated in
institution through the use of posting print and visual aids wherein safety rules
are indicated. Installment of guides such as evacuation exits and firefighting
equipment can be helpful in disaster awareness. Organizing seminars, involving
children to real life disaster simulation activities, and using science education as
a means to introduce disaster risk can be strategically imposed to increase the
disaster awareness in schools [ CITATION Gra02 \l 1057 ]
The concept of disaster preparedness encompasses measures aimed at
enhancing life safety when a disaster occurs, such as protective actions during
an earthquake, hazardous materials spill, or terrorist attack. It also includes
actions designed to enhance the ability to undertake emergency actions in order
to protect property and contain disaster damage and disruption, as well as the
ability to engage in post-disaster restoration and early recovery activities.
Preparedness as defined by Action Aid is an “early warning, evacuation plans,
first aid training for community volunteer.”
Disaster Preparedness are activities and measures that are taken in
advance to ensure the effective response towards the impact of disaster
including timely warning issuance and the security of people from threathened
places or locations thorugh removal to the site (International Strategy for
Disaster Reduction ISDR, 2002).

According to Twig (2004), “the main of aim disaster preparedness is to
help people to avoid impending disaster threats, and to put plans, resources and
mechanisms in place to ensure that those who are affected receive adequate
assistance.”
Schools are considered as the second home of the children. This is
where most of the children spend their time. It is where they experience new
things. It is where their personality is developed. This is where they learn,
educated, and interact with different people. With being far away from home,
there is anxiousness feeling or being in danger at all times, that is why every
school must be ready and equipped whenever a disaster occurs because they
are liable to every child inside their school grounds.
The fact that the Philippines is ranked third as the most disaster country
in the world because of high exposure to natural calamities is a sign that people
are vulnerable to danger. It is by nature that Philippines by its geographic
position is highly prone to different natural disaster such as typhoons,
earthquakes, volcanic eruptions and many more. With these, not only the
government is concerned with calamities occurring but also the education sector
is also one of those who are susceptible during emergencies. Schools belong to
those who are greatly affected by disasters brought by natural and man-made
hazards.
The National Disaster Risk Reduction and Management Council
(NDRRMC) has been building the resilience of education in terms of calamity

preparedness by advancing school safety. There are some schools that cannot
be used because of the damages that disasters brought. It is not always
destructive, but this is the deadliest and costliest of hazards, the worst is when
the consequences are deaths and injuries in schools. Their prolonged uses as
shelters, having unsafe access, the loss of things and materials or lack of
teachers are some of the aspects of hazard which can hold back children to
reach their goals. In some other cases, schools experience more than one
hazard at a while. It should also be remembered that schools are as well
exposed to human-induced hazards such as fire, chemical spill, electrical
blackout, food poisoning and etc.
The risk from natural hazards could be found out by the structural integrity of
school buildings; awareness and capacity of teachers and students; geographic
location of schools; populations distribution; and institutional support among
others. Identifying these risks is important so that the institution can formulate a
plan to ensure the safety of the people in the vicinity of the building.
With these identified hazards that may be encountered in schools,
counter measures, action plans and guidelines for school safety and
preparedness has been made to ensure that every student is secured and safe
inside the school premises.
The National Disaster Risk Reduction and Management Plan 2011-2018
(2011),has created a plan which sets the timelines, expected outcomes, outputs,
key activities, indicators, lead agencies, and implementing partners under foru
distinct thematic areas namely: Disaster Prevention and Mitigation, Disaster
Preparedness, Disaster Response, Disaster Rehabilitation and Recovery. The
goals of each thematic theme will lead to the NDRRMP’s attainment of the
country’s overall DRRM vision. The plan is graphically shown below.
Figure 2: NDRRMP’s Plans under the four thematic area
Source: NDRRMP 2011 p.15
Moreover, UNESCO, Scientific Literacy and Natural Disaster
Preparedness: Reorienting Teacher Education to Address Sustainable
Development, Guidelines and Tools (2010), has created a set of guidelines for
school to follow regarding preparedness and mitigation on education such as
minimizing risk through conducting evacuation drills and development of

evacuation plans. Another is conducting different activities that raise information
awareness to students into the curriculum such as observational walk as field
trips, risk mapping, disaster promotion awareness through paintings and murals,
weather forecasting periodicals and many more. Also, adopt instructional videos
into school curricula to high vulnerable schools to increase the learner’s idea
regarding natural hazards. Through this, the students are practiced to the proper
response to disasters and their level of awareness is increased.
In addition, according to Disaster and Emergency Preparedness:
Guidance for Schools (2010) a handbook, school safety is the job of the entire
school community. This effort requires leadership and coordination by school
administration, and involvement and participation from all sectors of the school
community. Each school should establish an organization or group such as
School Disaster Management Committee that will look to disaster reduction and
preparedness. They will be assigned to create disaster management plans,
implement rules and educate children. This committee is also in charge with
assessing hazards and risk that may seem to make the students in danger. With
the help of disaster management plan it will encourage personal and
organizational preparedness, guide mitigation work, and organize evacuation
drills simulation annually then evaluate results to identify the shortcomings of the
disaster plans that has been made and adjust the plan accordingly. The School
Disaster Committee must create links between the school institution and disaster
management authorities in the locality.

School disaster management committee members must have strong
leadership skills ideally the school principal or assistant principal. The committee
is most effective when it involves representatives of all major stakeholder
groups, such as those listed in the handbook: First is school administration and
teachers, because larger schools should make sure that all major departments
or sections of school faculty and staff are represented. Second is staff, it
includes facilities, maintenance, nutrition, security, health, counseling,
transportation etc. Third are parents because it should be linked to the parent-
teacher association or similar school welfare committee. Fourth is the school
neighbors, it includes neighborhood civic association, large businesses, and
public safety officials.
In addition, it may be accomplished through communication and liaison
where appropriate with police, fire services, emergency management authorities,
neighborhood association, local business partners, school board, and
neighborhood elected officials and so on. Fifth are vulnerable group members, it
is important to have an individual representing people with disabilities and other
vulnerable groups whose needs might otherwise be overlooked. Lastly are the
students because ideally, this will be an elected representative from the student
body.
Also as stated in the handbook entitled “Disaster and Emergency
Preparedness: Guidance for Schools”, members listed above should remember
that resilience cannot be accomplished all at once, it takes time and process that
are broken down to step by steps. Within each step are the importance towards
achieving and reaching goals of safety and educational continuity. Creation of
calendars with list and sets of activities that will develop awareness and build
momentum throughout the school year are one of the strategies in which
schools can use.
Some major milestones also include form or re-form committee, distribute
family disaster plan forms to staff, students and families, complete school hazard
impact assessment, identify vulnerabilities and capacities, prioritize mitigation
activities, develop staff training plan, develop staff training plan, review basic
emergency and standard operating procedures , conduct school and
neighborhood hazard hunt, check school evacuation route maps posted in each
classroom and corridor, check fire suppression equipment, identify campus and
neighborhood risks, and resources on maps, post neighborhood and school
campus maps prominently, check and re-supply administration, nursing office,
and classroom Go-Bags, request student comfort kits from families, check and
re-supply first aid kits and emergency supplies, communicate student-family
reunification procedures to parents, update student emergency release
permissions, schedule fire drill and full simulation drill, practice drills with each
class, minimum of two annual fire and building evacuation drills, implement full
simulation drill for other hazards and evaluate drill and revise plans and
procedures.
Furthermore the Ministry of Education (2008) research entitled “Safety
Standards Manual for Schools in Kenya” stated that the committee will function
to identify the safety needs within the school and making necessary actions.
They should be able to prepare and provide resources that are required and
needed by the school to secure the safety of the students, teachers, parents,
and school staffs. The specific functions of this committee are to identify the
safety needs of the school with a view to taking the necessary action; mobilize
resources required by the school to ensure a safe, secure and caring
environment for students, staff and parents; monitor and evaluate the various
aspects of School Safety with a view to enhancing school safety; form
sustainable networks with all stakeholders to foster and sustain School Safety;
keep learners, parents and other stakeholders informed about School Safety
policies and implementation activities; seek the support of parents and
stakeholders and ensure their participation in activities relating to School Safety
and constantly review issues of child safety in and around the school. Therefore
the absences of this sub-committee means that school administration have
failed in responsibilities to promote disaster awareness and preparedness.
Identifying these safety needs leads to a proper course of action before, during
and after the disaster.
Plan of Action on Disaster Risk Resilience
Implementing the Plan of Action on Disaster Risk Reduction for
Resilience The UN Plan of Action on Disaster Risk Reduction for Resilience:

Towards a Risk-informed and Integrated Approach to Sustainable Development
has three components for implementation. 1. Coordination and Strategy While
the responsibility for implementing the UN Plan of Action on Disaster Risk
Reduction for Resilience rests with different parts of the UN system, it is
important to ensure coherent and coordinated system-wide actions on disaster
risk reduction including at the global, regional, and country levels. The Special
Representative of the Secretary General for Disaster Risk Reduction (SRSG)
will play a lead role in facilitating and promoting such coordination.
Accordingly, the SRSG will convene, at least once a year, a Seniorlevel
Leadership Group on Disaster Risk Reduction and Resilience. The group will: 1)
oversee strategic and policy aspects on the operationalization of the UN Plan of
Action; 2) review progress, agree on annual priorities and address gaps and
issues related to the implementation of the UN Plan of Action; and, 3) ensure
linkages and coherence with process related to the 2030 Agenda on Sustainable
Development and UN Development System (UNDS). At the technical level, the
UN Disaster Risk Reduction Focal Point Group will support the work of the
Senior-level Leadership Group on Disaster Risk Reduction and Resilience and
continue promoting the exchange of experience and coherence across the UN
system.
At the country level, coordination capacity on disaster risk reduction will
be assessed and strengthened through support to UNRCs and UNCTs in the
implementation and monitoring of the Plan of Action. Regional coordination will

build on existing mechanisms such as UN Development System (UNDS)
processes led by the Regional UNDG Teams and regional coordination
mechanism led by the Regional Economic Commissions. 2. Monitoring and
reporting progress A Results Based Analytical Framework for the UN Plan of
Action has been developed to determine and agree on actions required under
the three Commitments of the Plan.
Moreover, the framework identifies results, indicators, baselines, sources
of information and responsible UN entities for monitoring, reporting progress and
accountability. The results framework is an integral part of the UN Plan of Action.
Reporting on progress will follow a two-tiered approach with a selected set of
indicators for annual reporting that feed into the UN Secretary-general’s Report
on Disaster Risk Reduction, the UN Quadrennial Comprehensive Policy Review
(QCPR) Report and relevant reporting requirements of the UNDG.
On the other hand, biennial reports on the Results Based Analytical
Framework will be produced for the sessions of the biennial Global Platform for
Disaster Risk Reduction and the broader 2030 Agenda for Sustainable
Development reporting. 13 The progress reports of the Plan will build on existing
monitoring mechanisms carried out by the UNDG, the QCPR on country
programming, existing intergovernmental monitoring mechanisms of Regional
Economic Commissions, UN agencies’ own results based management systems
and other existing interagency reporting mechanisms. The reporting will be
aligned with the monitoring by countries on progress on the sustainable

development, disaster risk reduction and any future goals and targets on climate
change adaptation. The reporting will also build on existing monitoring and
evaluation by UN organizations and other relevant inter-agency mechanisms. 3.
Communication, advocacy and partnerships Following endorsement of the UN
Plan of Action, Executive Heads of UN organizations, UNRCs and UNCTs will
be engaged to raise its visibility with countries and partners. Through
appropriate channels, such as the UNDG, greater efforts will be made to
communicate to UNRCs and UNCTs, on support available and efforts made by
the broader UN system with regard to the implementation of the UN Plan of
Action.
Furthermore, future events, such as global and regional platforms for
disaster risk reduction, can be optimized to promote the UN Plan of Action as a
key UN engagement. Indeed, the UN Plan of Action and its commitments,
results and actions are a main UN contribution to disaster risk reduction and
support to resilience building as part of the 2030 Agenda for Sustainable
Development.
Through the implementation of the UN Plan of Action, examples of
bringing about greater coherence and mutual reinforcement across the 2030
Agenda for Sustainable Development, as well as best practices of assistance to
countries, will be collected and shared. Progress reports will be regularly
communicated to countries and made readily accessible, for instance through
open, on-line sources. This will strengthen UN accountability to countries,

partners and the public at large. Partnership and joint funding approaches will
support the implementation of the UN Plan of Action. Joint programmes, joint
financing and investment strategies will draw on the capacity of the UN system
to put into practice multistakeholder partnerships in support of the
implementation of the Sendai Framework and a risk-informed 2030 Agenda for
Sustainable Development.
In addition to this, disaster education may be introduced formally in the
formal curriculum integration in the form of elective courses or modules that plug
into existing courses. “Disaster risk reduction can also be systematically and
more slowly infused into the curriculum by elaborating its full scope and
sequence, undertaking an audit of existing curriculum, and designing the entry
points in the course of the curriculum adoption cycle for all subjects and age
levels [CITATION Ris08 \l 13321 ].
Moreover, the UNSIDR (2008) defined curriculum infusion as “ an
approach that seeks to distribute disaster risk reduction content throughout the
curriculum, using lessons, readings, activities and problems enriching the
existing curriculum rather than displacing it. High level policy commitment and
guidance is needed to initiate a process that would likely take just a little longer
that the full curriculum adoption cycle and requires dedicated resources and
collaboration (p. 26)”.
TABLE 3
Disaster Risk Reduction Curriculum Infusion
Course Examples of disaster risk reduction integration
Language Read literature, news articles, concerning disasters, hazards and risks. Read
arts critically, explore myths, use persuasion, Research, write essay, proposal
letter to elect officials regarding disaster risk reduction.
Mathematic Solve problems related to assessment and solutions to natural hazard

s induced risks.
Geography Explore climate, habitats, geology and human/environmental interactions
producing disaster risk, vernacular, architecture, urbanization, livelihood
impacts of disaster.
Sciences Learn mechanisms of geological and hydro-meteorological phenomena.
Investigate local measures for environmental protection. Conduct
experiments to learn principles of disaster resistant construction. Learn
home and industrial hazardous materials safety. Explore and practice
environmental stewardship.
History and Explore historic impact of natural hazards on civilizations, indigenous
knowledge for
Humanities settlement and livelihood protection.
Civics Meet with elected officials and participate in community planning, local
disaster risk reduction and advocacy.
Health and Basic first aid, family disaster planning, response preparedness, health
Life skills hazards and pandemic prophylaxis.
Vocational Learn non- structural mitigation measures and tools. Learn principles of
training disaster resistant design and construction.
Foreign Read passages about natural hazard threats and community- based risk
Languages reduction.
Arts Select disaster risk reduction as a theme for visual and performing arts
projects and community exhibits.
Source: UNISDR, 2008 p. 27
An article from UNICEF (2011), introduced the Disaster Risk Reduction in
Education to all countries in the world. Evidences show that school safety
measures can be actively participated and studied by students of all ages
including the faculty with other adults to minimizing the risks before, during and
after the disaster events.
The capacity to link work at the school and community levels with the
education sector and system planning and policies are one of UNICEF’s added
value. Through working as a whole or partners, UNICEF envisions to empower
those who are vulnerable not only promoting safe schools but teaching children
life skills who will bring change by teaching their communities as well.
The article also cited countries which initiated programs for emergency
education and post crisis transistional programme such as Albania, Bangladesh,
China, Myanmar, Bolivia Ecuador and Zimbabwe [ CITATION UNI11 \l 13321 ]
Additionally, UNISDR Let our children teach us: A review of the Role o
Education and Knowledge in Disaster Risk Reduction (2006), has identified
countries across the world which teachers’ hazards on primary and secondary
schools. Children from primary and secondary schools all across the globe
benefit from a variety of disaster preparedness and prevention including
treatments for natural hazards. Teaching practices and curricula varies in
intensity, approach and quality in different schools. As a whole, diverse efforts
raise the possibility of a rapid spread of good practice. Some countries which
have adapted hazard teaching in their schools are Bangladesh, Iran, India.
Mongolia, Philippines, Turkey, and Tonga in Asia and the Pacific. While in the
Latin America and Caribbean countries such as Bolivia, Columbia, Costa Rica,
El Salvador, etc. has incorporated teaching hazards on their schools. In Africa,
Algeria, Kenya, Madagascar, Uganda and many more have also adopted
disaster teaching in their curricula.
Bauan Technical High School and its DRRM

Bauan Technical High School is a big institution with lots of people. It has
a total population of 4,097 students, for Junior HS, 1, 654 students for Senior
HS, 218 teaching personnel, 12 non-teaching personnel, 3 security guard, 5
canteen helper and 3 janitor. The land area of the school is about 3.3 hectares.
Building resilience and having a proper disaster risk and reduction management
is a vital role that the institution should do.
According to the schools DRRM Group, the current status of Bauan
Technical High School in terms of facilities are good and also there is a subject
regarding disaster readiness which provides a better implementation of disaster
risk and reduction management. Additionally, the school is implementing
simultaneous earthquake drills, trainings and seminars regarding fire drills and
also by the month of February 2019, the school is also expecting to have a first
aid training. The schools’ DRRM group also disclosed that the programs
mentioned are very important to the senior high school students awareness with
regards to DRRM so that the students will be prepared and the hazards will
lessen and mitigate.
In addition, the institution has made a school contingency plan which
covers the programs plans. As part of the contingency plan of Bauan Technical
High School, the school enumerated the available equipment and its quantity to
show how prepared the institution with regards to materials and equipment.
Table 4
Prepositioned Equipment in the School
EQUIPMENT DESCRIPTION QUANTITY
School Service 1 van 1
Brgy. Patrol 1 tricycle patrol 1
Contains mini flashlight,

First Aid Kits whistle, betadine, cotton ,
10 kits
alcohol, band aid, bandage
Only VSR Building, the SHS

Fire extinguisher building, G10 buildings, Main
24
Building have it.
The contingency plan of Bauan Technical High School also disclosed its
partnership with different organizations and institutions to ensure the safety of
the people inside the institution
TABLE 5
School Collaboration with Partner Institution and Organizations
PREPAREDNESS MEASURES PARTNERS INVOLVED SPECIFIC ROLES OF/
SUPPORT FROM PARTNERS
Use the Brgy. Patrol in case of Driver of the Patrol/ Brgy. Police
emergency cases who can drive
Use of the DRRM rescue patrol in
some emergency cases. Individuals who has vehicle may
help in mobilizing the students
LGU/barangay/private sector/PTA
Coordinate with the barangay
police in order to guide students in Private sector may help in the
going their homes. rehabilitation of damage
structures in the school
Moreover, the contingency plan of Bauan Technical High School also
involve hazard identification that may affect the institution. Leading are typhoons
with an impact rate of 4 and probability of 3. The probability rate of typhoon is 3
because Typhoons frequently pass within Philippine archipelago and recently
most of it directly hit Southern Tagalog particularly in Batangas, as the school is
also within the vicinity of Batangas province. Also, it has the impact rate of 4
because it may cause significant loss and damage to property. Then rank 2 is
earthquake with a probability rate of 3 and impact rate of 2. Earthquake ranked 2
because last year, Batangas Province had been rattled by a series of
earthquake caused by unnamed fault system in Mabini Peninsula which results
minor loss and/or damage to property was experienced during the swarming last
year. Fire and flooding both ranked third with an average rate of 3.5. Fire has a
probability rate of 3 and impact rate of 1. Bauan Technical HS is one of the
oldest school in the District of Bauan, thus the majority of its structures are too
old especially the electrical wirings, thus it is probably prone to fire. It also get
the lowest impact rate which is 1 because it has no damage to property and
doesn’t hinder the normalcy. Lastly, flooding which has a probability rate of 2
and impact rate of 2. Flooding ranked the least in probability rate because
Bauan Technical HS is located in the low lying area of Brgy, Poblacion 1,
volume of water pass by in the premises of the school and can destroy
structures which may cause minor loss and/or damage to property was
experienced during the swarming last year.
METHODS
Research Design
This study focused on the analysis of the disaster management and
preparedness of Bauan Technical High School in terms of facilities, information
dissemination, support groups and equipment. In this way recommendations are
to be given. Also, this study determined the significant difference in the

perception of students and DRRM management. The study is quantitative in
nature. Specifically this study used a descriptive quantitative approach.
According to Shuttleworth (2008), descriptive research design is a scientific
method which involves observing and describing the behavior of a subject
without influencing it in any way.
Participants of the Study
The participants of the study were the 180 Senior High students and
teachers in Bauan Technical High School and also the students who are part of
the school’s Disaster Risk Reduction Management Group. The participants were
chosen using the quota sampling. The participants were chosen because they
have received trainings and attended seminars about disaster planning and
mitigation. Also the senior high students were chosen because among all the
grade levels residing in Bauan Technical High School they were more
knowledgeable and experienced regarding disaster preparedness and
awareness. Teachers were also chosen as the participants because they play a
vital role in reinforcing the disaster awareness and preparedness of the
students.
Instrument Used
Questionnaire is a set of printed questions that is answered by the
respondents descriptively to answer the objectives of the study. The
questionnaire is divided into three parts. The first part of the questionnaire
includes the profile of the students which includes the gender and the role of the
students to identify whether the respondents are part of the school’s DRRM
group. The second part is a checklist in which a set of tools and materials are
listed which is checked by the respondents accordingly to their observation. The
last part of the questionnaire pertains to statements that discuss the disaster
reduction management practices of the school. The researchers describe the
participants perception towards disaster management and preparedness in
terms of their disaster knowledge `and skills using the scale of a 4-point scale
ranging from 4 = “Highly Prepared”, 3 = “Prepared”, 2 = “Nearly Prepared” and 1
= “Not Prepared” as the respondents’ description with regards to the situations
listed in the questionnaire
Research Procedure
The researchers executed the study by making the students as the main
respondents of the study. The researchers used survey questionnaires to get the
needed information they need. Also, checklist was utilized to elicit information
and data to know the materials and equipment available in each room. The
information gathered from the respondents satisfied the need of the study. The
researchers created a self-made questionnaire which answered the objectives.
Afterwards, it was submitted to the research adviser to consult the
questionnaire. Then the researchers conducted Cronbach alpha to test the
questionnaires’ reliability. After the questionnaire was proven reliable, the
researchers proceeded to data gathering. Furthermore, the researchers ensured
that the questions are not biased and all the gathered information remained
confidential for the privacy rights of the respondents. Also, the totality of the
research was not harmful to any individual.
Data Analysis
Answers gathered from the checklist were tallied and ranked according to
its frequency. Ranking was used to identify which among different tools and
materials are commonly used and provided by the institution for disaster
preparedness.
Using the likert scale rating, the researchers get the weighted mean of
each statement answered by the respondents and the DRRM group separately.
The mean scores were used to analyze and relate the differences in the
perception between the respondents and the schools’ Disaster Risk Reduction
Management Group regarding disaster awareness and preparedness.
According to Statistics How To (2017), “A weighted mean is a kind
of average. Instead of each data point contributing equally to the final mean,
some data points contribute more “weight” than others. If all the weights are
equal, then the weighted mean equals the arithmetic mean. Weighted means
are very common in statistics, especially when studying populations.”
Where: Σ = the sum of (in other words…add them up)

w = the weights
x = the value
n = Total number of respondents
Verbal interpretation was used to assess the variation in the interpretation
of common verbal descriptors (VDs) used in response scales and examine
factors associated with those
Results and Discussion
Available DRRM Materials and Equipment
A learning institution must be able to provide safety among its population.
One of the most common basis for disaster preparedness is to determine the
materials and equipment prepared because it contains basic supply which can
be helpful in disastrous events and scenarios. The data below shows the list of
DRRM materials and equipment prepared by every classroom in the institution
for disaster preparedness.
Table 7.1
Available DRRM Materials in Each Classroom
Materials Frequency Rank

Water 66 8
Food 44 17.5
Exit Route 143 5
DRRM posters 150 3
Medicine 166 1
Candles 47 15
Matches 60 9
Scissors 148 4
Map of the area 132 6
Toilet Paper 44 17.5
Feminine Products 56 11
Soap 78 7
Shampoo 49 14
Garbage bags 161 2

Dish soap 45 16
Bleach 33 19
Disinfectant 54 12
Underwear 14 20
Extra clothes 59 10
Plastic Utensils 50 13
Table 7.1 shows the available DRRM materials provided in each
classroom at Bauan Technical High School. The leading materials prepared are
medicine with a frequency of 166. Next to it are garbage bags with a frequency
of 161. Ranking third and fourth in the most common DRRM material provided in
each classroom are the DRRM posters and scissors with a frequency of 150 and
148 respectively. In addition to this, exit routes ranked sixth in the most common
available DRRM materials having a frequency of 143.
Table 7.2
Available DRRM Equipment and in Each Classroom
Materials Frequency Rank
Latex gloves 65 10
Gauze pads 88 6
Thermometer 67 9
Sterile bandages 109 4
Band-Aids 129 2
Salve for burns 62 12
Antibiotic ointments 94 5
Instant cold packs 28 14
Flashlight 146 1
Batteries 119 3
Knife 14 15
Radio 65 11
Rain gear 78 7
Boots 76 8
Blankets 37 13
Sleeping bags 7 16
It was shown in the table that the most common DRRM equipment
provided in the rooms are flashlight followed by Band-Aid’s as proved by their
frequency of 146 and 129 respectively. Next are batteries which placed third in
the ranking. Moreover, sterile bandages and antibiotic ointment ranked fourth
and fifth respectively to the most common DRRM equipments that are prepared
by every classroom for disaster preparedness.
The study found out that the school is lacking of materials for disaster
preparedness. In addition to thics, Varghese A (2017), disclosed that major
contents of a kit should be water and food. However based from the results,
water placed second to the last in the materials that should be provided in every
classroom. On the other hand, food was in the middle rank between the items
that should be provided in every classroom. It was also stated in their research
that a disaster kit must contain materials apart from basic supply of water and
food. It should also include batteries, battery powered radio, flashlights, whistle,
and some bandages, gauze dressings in different sizes, safety pins, disposable
gloves, alcohol, wipes, thermometer, medicines such as paracetamol and
aspirin, ibuprofen, etc. Antiseptic creams are also mentioned in the items that
should be included in the kit.
According to a Guidance on First Aid for Schools, the governing body or
head teacher should regularly review the school's first-aid needs at least
annually, and particularly after any changes, to ensure the provision is adequate.
Also, guidance on first aid for schools disclosed that employers must provide the
proper materials, equipment and facilities at all times. First-aid equipment must
be clearly labeled and easily accessible.

Moreover, guidance on first aid for school stated that every employer
should provide at least one fully stocked first-aid container for each site. The
assessment of a school's first-aid needs should include the number of first-aid
containers. Additional first-aid containers will be needed for split-sites/levels,
distant sports fields or playgrounds, any other high risk areas and any offsite
activities
Furthermore, guidance on first aid for school disclosed that there is no
mandatory list of items for a first-aid container. However, the HSE recommend
that, where there is no special risk identified, a minimum provision of first-aid
items would be: a leaflet giving general advice on first aid, 20 individually
wrapped sterile adhesive dressings, two sterile eye pads, four individually
wrapped triangular bandages, six safety pins, six medium sized individually
wrapped sterile unmedicated wound dressings, two large sterile individually
wrapped unmedicated wound dressings and one pair of disposable gloves.
On the other hand, National Safety Council (2019) disclosed that
according to OSHA, a first aid program should be reviewed periodically. Training
supplies, equipment and policies should all be modified as necessary to ensure
safety and health is maintained on the job, despite any changes in safety
hazards, worker schedules or worksite locations. Common first aid kits should
contain the following items: Gauze pads (at least 4 by 4 inches), two large gauze
pads (at least 8 by 10 inches), a box of adhesive bandages one gauze roller
bandage, two triangular bandages wound cleaning agent, scissors, at least one
blanket, tweezers, adhesive tape, latex gloves, resuscitation equipment (such as
resuscitation bag, or airway or pocket mask), two elastic wraps, a splint and
directions for requesting emergency assistance.
Also, according to the research of Quereshi (2018) entitled “First aid
facilities in the school settings: Are schools able to manage adequately?” it
shows the availability of first-aid box in schools and its contents. Almost all the
schools (n=11) had some sort of first aid boxes/kits but none of them were fully
equipped. Only scissors, cotton swabs and antiseptic solution (Dettol) were
present in all schools. Analgesics/antipyretics syrups or tablets were present in
five schools (45.45%), crepe bandages, gauze rolls and adhesive tape were
available in the four schools (36.36%) and literature regarding first-aid
management was present in three schools (27.27%).
Level of Preparedness of Bauan Technical High School
Table 8.1 reveals the perception of the respondents regarding the
schools disaster preparedness in terms of information dissemination. According
to the respondents, the school is highly prepared when it comes to identifying
sites and places for evacuation. The school has assigned locations for
evacuation to all year levels and posted maps which tell students the sites for
evacuation.
Table 8.1
Perceived Level of Preparedness of the Respondents Regarding Disaster
Preparedness of BTHS in Terms of Information Dissemination
Information Dissemination Weighted Verbal Rank
Mean Interpretation
1. Identify site and places for 3.37 Highly 1
evacuation Prepared
2.Incorporate disaster 3.16 Prepared 4
preparedness knowledge and
concepts into other subjects
3.Undertake regular inspection and 2.82 Prepared 6
repair minor damages and identify
possible objects that may harm the
student.
4. Conduct hazard specific drills at 3.1 Prepared 5
least 3 with participation of
stakeholders (BFP, Medic, LGU’s,
Community, PTA, etc.
5. Identify the roles and functions of 3.26 Highly 2
the teachers and school heads Prepared
specially when a disaster occurs.
6.Practice and simulate existing 3.23 Prepared 3
evacuation plans and procedures
with students, teachers, staffs, etc.
Composite Mean 3.16 Prepared
Legend: 3.26-4.00=Highly Prepared; 2.51-3.25= Prepared ; 1.76-2.50=Nearly

Prepared; 1.00-1.75=Not Prepared
Next, which ranked second is identifying the roles and functions of the
teachers and school heads specially when a disaster occurs which is also
interpreted as “highly prepared”. Currently, teachers in Bauan Technical High
School have their role assignments specially with their advising class for which
they are responsible for monitoring the safety of their students.
Practice and simulate existing evacuation plans and procedures with the
students, teachers, staffs, etc. ranked third with a weighted mean of 3.23 and a
verbal interpretation of “prepared”. In addition to this, UNESCO, Scientific
Literacy and Natural Disaster Preparedness: Reorienting Teacher Education to
Address Sustainable Development, Guidelines and Tools (2010), has created a

set of guidelines for school to follow regarding preparedness and mitigation on
education such as minimizing risk through conducting evacuation drills and
development of evacuation plans.
Moreover, incorporating disaster knowledge and concepts into other
subjects is observed as prepared by the respondents. Some of the subjects in
which disaster knowledge has been integrated into the curriculum are science
subjects which are Earth Science and Disaster Risk Reduction Management
(DRRM).
The study found out that incorporating DRRM in some of subjects
enhances student’s awareness. In addition to this, According to the study of
Mamon, M.A, Suba, R.A, and Son, I. entitled “Disaster risk reduction knowledge
of Grade 11 students: Impact of senior high school disaster education in the
Philippines” (2017), stated that DepEd integrated the DRRM subject in the K-12
curriculum to protect the students and teachers from death and injuries in
schools and to promote risk reduction resilience in education. Also, based from
the School DRRM Manual of DepEd, the children or students should have a
great involvement in educational activities that promote DRR awareness. It is a
priority that students should have an in-depth understanding on school-based
disaster risk reduction and management.
Moreover the study also concluded that there are also some
subjects in which disaster concepts can be integrated. Based from the results of
the study, it can be inferred that the core subjects such as Earth and Life
Science somehow increased the knowledge of the students on natural hazards.
Disaster education may be introduced formally in the formal curriculum
integration in the form of elective courses or modules that plug into existing
courses. “Disaster risk reduction can also be systematically and more slowly
infused into the curriculum by elaborating its full scope and sequence,
undertaking an audit of existing curriculum, and designing the entry points in the
course of the curriculum adoption cycle for all subjects and age levels
[CITATION Ris08 \l 13321 ].
Another is conducting different activities that raise information awareness to
students into the curriculum such as observational walk as field trips, risk
mapping, disaster promotion awareness through paintings and murals, weather
forecasting periodicals and many more.
Also, adopt instructional videos into school curricula to high vulnerable
schools to increase the learner’s idea regarding natural hazards. Through this,
the students are practiced to the proper response to disasters and their level of
awareness is increased.
On the other hand, conducting at least 3 hazard specific drill with the
participation of the BFP, LGU’s, community, etc. and undertake regular
inspection, repair minor damages, and identify possible objects that may harm
the students ranked fifth and sixth with an interpretation of “prepared”.
Table 8.2
BTHS Level of Preparedness According to the Respondents in Terms of
Information Dissemination
Information Dissemination Weighted Verbal Rank
Interpretatio
Mean
n
Highly
1.Identify site and places for evacuation 3.54 1
Prepared
2.Incorporate disaster preparedness
knowledge and concepts into other 3.06 Prepared 4
subjects
3. Undertake regular inspection and
repair minor damages and identify
2.87 Prepared 6
possible objects that may harm the
student.
4.Conduct hazard specific drills at least
3 with participation of stakeholders
2.99 Prepared 5
(BFP, Medic, LGU’s, Community, PTA,
etc.
5. Identify the roles and functions of the
Highly
teachers and school heads especially 3.42 3
Prepared
when a disaster occurs.
6.Practice and simulate existing
Highly
evacuation plans and procedures with 3.48 2
Prepared
students, teachers, staffs, etc.
Legend: 3.26-4.00=Highly Prepared; 2.51-3.25= Prepared ; 1.76-2.50=Nearly
Table 8.2 depicts the level of preparedness of the respondents regarding
disaster preparedness in information dissemination. The school is highly
prepared in identifying site and places for evacuation. According to Guidelines
for Preparing School Disaster Management Plan (2011) inventory resources
available in school include possible areas for evacuation, location of stairs, open
verandas and roof tops. Evacuation maps should be mapped showing all the
possible way of exit and the possible alternative exits if ever the main exits are
damaged.
Also, the school is also highly prepared when it comes to simulating
existing evacuation plans and procedures. Furthermore, Guidelines for
Preparing School Disaster Management Plan Section 9 (2011) disclosed that
drills and exercises are an extremely important part of any preparedness plan
because they can teach us how to respond to the complications of an actual
disaster, and can help us evaluate how well our emergency plan works.
Emergency drills are conducted to train students and teachers and to test the
various elements of your response plan in order to evaluate and revise it. Life-
protecting actions must be taken immediately, know how to react appropriately
and Well trained staff and students will guarantee that these crucial steps are
taken as quickly as possible. Drills need to be school specific, depending on the
location of the school. For example, schools located along the seashore should
master drills for tsunamis while those inland and along rivers should master drills
on floods
Identification of teacher and school heads role when a disaster occur
ranked third and is also observed as highly prepared.
Next is incorporating knowledge about disaster preparedness is observed
as “prepared” by the school and has a weighted mean of 3.06. Moreover, the
Hyogo Framework for Action 2005-2015 under the theme, “Use knowledge,
innovation and education to build a culture of safety and resilience at all levels”,
states that disasters can be substantially reduced if people are well informed
and motivated towards a culture of disaster prevention and resilience, which in

turn requires the collection, compilation and dissemination of relevant knowledge
and information on hazards, vulnerabilities and capacities (ISDR, 2005:9)
With a weighted mean of 2.99 the school is also prepared with regards to
conducting hazard specific drills among its population.
On the other hand, undertaking regular inspection and repairing minor
damages that may harm the students placed last and got a weighted mean of
2.88 which has a verbal interpretation of “prepared”. In addition to this, in section
5 entitled Hazard Assessment and Safety Assessment Schools should identify
the hazards that frequently occur in the area. It can be done based on history
disasters for the last 20-25 years. Hazard assessment can also be done by
students with the teacher’s guidance by taking notes of things that might
become hazards during an emergency like power failure; suspended ceilings,
tall bookcases that may topple etc. and they can also be involved in identifying
evacuation routes.
Table 9.1
Preparedness of BTHS in Terms of Support Groups
Weighted Verbal
Support Groups Rank
Mean Interpretation
1.Establish a school based DRRM team 3.19 Prepared 1
with specific roles and functions
2.Train teachers and other personnel 3.12 Prepared 2
that can provide psychological support
to students
3. Accomplish student-family 2.86 Prepared 4
reunification plan.
4. Create partnerships that could be 2.98 Prepared 3
tapped to support its DRRM programs
and activities including those during
after a disaster.
Legend: 3.26-4.00=Highly Prepared; 2.51-3.25= Prepared; 1.76-2.50=Nearly
Table 9.1 depicts the perceived level of preparedness of the respondents
regarding the schools disaster preparedness in terms of support groups. Based
from table, establishing a school based DRRM team is observed as “prepared”
by the respondents with a weighted mean of 3.19 and ranked first among the
indicators for the category. In addition to this, according to Disaster and
Emergency Preparedness: Guidance for Schools (2010) a handbook, each
school should establish an organization or group such as School Disaster
Management Committee that will look to disaster reduction and preparedness.
They will be assigned to create disaster management plans, implement rules
and educate children. This committee is also in charge with assessing hazards
and risk that may seem to make the students in danger. In addition, the School
Disaster Committee must create links between the school institution and disaster
management authorities in the locality.
Furthermore the Ministry of Education (2008) research entitled “Safety
Standards Manual for Schools in Kenya” stated that the committee will function
to identify the safety needs within the school and making necessary actions.
They should be able to prepare and provide resources that are required and
needed by the school to secure the safety of the students, teachers, parents,
and school staffs.

On the other hand, training teachers and other personnel that can
provide psychological support to students has a weighted mean of 3.12 with a
verbal interpretation of “prepared”. Accomplishing student family reunification
plan is also observed as prepared by the school for disaster preparedness.
Additionally, building partners that will support the DRRM activities of the school
is also prepared by the school.
According to a booklet entitled School Disaster Risk Reduction and
Management Manual by Bayangos (n.d) the DO’S 2015 SDRRM team will
organize school DRRM team to support the implementation of preparedness and
response measures. Also, it disclosed that school safety is a responsibility of the
entire community. However, school DRRM requires coordination to be headed
by the school administrator or school head. Involvement of teachers, non-
teaching staff, students, parents and community members is a must as well as
its integration in management strategies at each administrative level in the
education sector. In this regard, a School DRRM Team should be organized.
The SDRRM Team will be in-charge of implementing, monitoring and reporting
such initiatives to the school management. The team should encourage personal
and organizational preparedness, guide mitigation work, and assure enactment
of multi-hazard drills. The results of the activities are evaluated for subsequent
plan adjustment. Ideally, the SDRRM Team is empowered by and maintains
formal links between school and local disaster management authorities.

Moreover, School Disaster Risk Reduction and Management Manual
Bayangos (n.d) stated that core functions of the SDRRM team (School Disaster
Risk Reduction and Management Team) Facilitates the harmonization of various
efforts of DRRM in Education, externally and internally. The Team should ensure
the engagement of various DepEd offices, relevant government agencies, and
education partners in building resilience and coordination among stakeholders.
Ensures the availability of validated education information and monitoring and
evaluation (M&E) results which would expand the analysis on various
vulnerabilities of DepEd schools, personnel and students and how DepEd
programmatically responds to DRRM issues and concerns. It should ensure that
weather advisories and emergency updates are communicated to and from field
offices and that immediate and appropriate feedback is provided. M&E also
tracks the actions taken, support services provided to affected areas and
interventions from other government agencies and education partners. Focuses
on systems, standards, and processes that should be established to improve the
implementation of DRRM in Education and ensure education in emergency
interventions are appropriately implemented (e.g. psycho-social support,
temporary learning spaces, ensuring protected and safe spaces for children,
reunification). Ensures the availability of resources and/or interventions to
support affected areas and establish the mechanism to guide education partners
in channeling their assistance during disaster response and recovery.

Furthermore, School Disaster Risk Reduction and Management Manual
by Bayangos (n.d) disclosed that In addition to risk assessment, training needs
analysis should be conducted to be able to design an appropriate program for
the Team. Partnership with non-government organizations (NGO), civil society
organizations (CSO) and the academe could be maximized by relaying your
training program to them.
Table 9.2
BTHS Level of Preparedness According to the Respondents in Terms of
Support Groups
Weighted Verbal
Support Groups Rank
Mean Interpretation
1.Establish a school based DRRM team with
3.21 Prepared 2
specific roles and functions
2.Train teachers and other personnel that can
3.24 Prepared 1
provide psychological support to students
3. Accomplish student-family reunification plan. 3.04 Prepared 4
4. Create partnerships that could be tapped to
3.08
support its DRRM programs and activities Prepared 3
including those during after a disaster.
Legend: 3.26-4.00=Highly Prepared; 2.51-3.25= Prepared; 1.76-2.50=Nearly Prepared;
1.00-1.75=Not Prepared
Table 9.2 reveals the schools level of preparedness in terms of support
group. On the table, it is clearly stated that the school is prepared as it trained
teachers and other personnel that can provide psychological support to students
as proven by its weighted mean of 3.24. Second and third are establishing a
school based DRRM team with specific roles and creating partnerships that
could be tapped to support its DRRM programs and activities which is observed
as prepared as verified by their weighted mean of 3.21 and 3.08 respectively.

Coming last is the accomplishment of the student-family reunification plan with a
weighted mean of 3.04 and interpreted as “prepared”.
The study reveals that there is no significant difference regarding the
perception of DRRM group and the students. According to Khan (2008) training
and mindfulness are requirements for readiness, furthermore, that readiness
instruction ought to be given through formal and non-formal implies by both
governments and NGO programs.
Moreover, Guidelines for Preparing School Disaster Management Section
3 (2011) the first and most important thing in School Disaster Management Plan
is to form a Committee. It should include The School Principal and seven more
members.
In addition to this, Guideline for Preparing School Disaster Management
Section 4 (2011) disclosed the roles and responsibilities of stakeholders. Before
an emergency occurs, school disaster management committee should support
principal or head teacher in ensuring that all staff and students are fully familiar
with the School Disaster Management Plan and prepare and support the
organization and delivery of Awareness Programs on disaster management for
school community while after an emergency occurs, schools should provide
psychosocial support for teachers and SDMC members. School prefects should
be responsible for supporting the teacher assigned the safety of students in their
individual classrooms and must be familiar with emergency procedures and
principles.
Furthermore, Disaster and Emergency Preparedness: Guidance for
Schools (2011) disclosed that there are different teams with their specific roles
to be done before, during and after an emergency occur like communication
team which is responsible for reporting the condition, operation branch leader
which mobilize operations teams as needed and assign and supervise
operations team leaders, damage assessment and utilities control team which
are expected to immediately assemble at the emergency supplies container to
obtain safety equipment., First aid and Psychosocial support team which provide
psychological first aid and establish buddy system to support students or staff in
need, Student-family reunification team which will make sure that request and
reunification gates are clearly marked overhead and that there is a sign in the
front of the building directing parents to the request gate and shelter and
sanitation team.
Table 10.1
Preparedness of BTHS in Terms of Equipment
Verbal
Equipment Weighted Mean Rank
Interpretation
1.Provide and post evacuation plans on places 3.38 Highly Prepared 1
where it can be easily seen
2.Prepare and provide first aid kits in every Highly Prepared 2

classroom
3.28
3. Prepare a DRRM corner with updated 3.07 Prepared 3.5
Information, Education and Communication (IEC)
materials posted on it.
4. Provide at least 2 necessary functioning 3.07 Prepared 3.5
equipment which are positioned accordingly to
their uses in case of emergency (e.g. fire
extinguisher, handheld based radio, generator,
etc.)
5. Provide students basic disaster identification 2.99 Prepared 5

tools (e.g. flashlight, whistle, etc.)
Legend: 3.26-4.00=Highly Prepared; 2.51-3.25= Prepared; 1.76-2.50=Nearly Prepared; 1.00-

1.75=Not Prepared
Table 8.3 depicts the perceived level of disaster preparedness of the
school in terms of equipment. The school is highly prepared because it was able
to provide and post evacuation plans as proven by its weighted mean of 3.38.
Next which ranked second is providing first aid kits in each classroom. It has a
weighted mean of 3.28 and an interpretation of “prepared”. On the other hand,
preparing a DRRM corner with update IEC materials and provide at least 2
functioning equipment that can be used in case of emergency has been
observed as prepared as verified by its weighted mean of 3.07 Providing
students basic disaster identification materials is also prepared by the school.
The study found out that the school is highly mobilizing the available
resources they have like the DRRM posters. According to IFC (2010), using
school and neighborhood resource maps is also helpful in disaster preparation
and information source. These maps are indispensable tools for recording and
creating visuals that emphasizes the risks inside the school and its nearby
community. These maps can also bridge the gap between vulnerability and
capacities. Such maps and visuals include: entrance and exits, overhead
dangers, hazardous materials location, building dangers, emergency assembly
area, evacuation routes, etc.
Table 10.2
BTHS Level of Preparedness According to the Respondents in Terms of Equipment
Equipment Weighted Mean Verbal Interpretation Rank
1.Provide and post evacuation plans on places 3.49

Highly Prepared 2
where it can be easily seen
2.Prepare and provide first aid kits in every

Highly Prepared 1
classroom
3.67
3. Prepare a DRRM corner with updated
Information, Education and Communication (IEC) 3.26 Highly Prepared 4
materials posted on it.
4. Provide at least 2 of the necessary functioning
equipment which are positioned accordingly to their
3.22 Prepared 5
uses in case of emergency (e.g. fire extinguisher,
handheld based radio, generator, etc.)
5. Provide students basic disaster identification 3.32

Highly Prepared 3
tools (e.g. flashlight, whistle, etc.)
Composite Mean 3.39 Highly Prepared
Legend: 3.26-4.00=Highly Practiced; 2.51-3.25=Practiced; 1.76-2.50=Slightly Practiced; 1.00-1.75=Not

Practiced
Table 10.2 manifests the schools level of preparedness as per equipment
basis. Leading with a weighted mean of 3.67 the school is highly prepared when
it comes to the preparation of first aid kits in every classroom. Second is provide
and post evacuation plans on places where it can be easily seen as observed as
highly prepared verified by its weighted mean of 3.49. Following the said
indicator, at the third rank is also observed as highly prepared which is to
provide students basic disaster identification tools having a weighted mean of
3.32. Preparing a DRRM corner with updated IEC materials ranked fourth with a
an interpretation of highly prepared as verified by its weighted mean of 3.26.
Coming last in which it was observed as prepared was provide at least 2
functioning equipment which are positioned accordingly to their uses in case of
emergency as proven by its weighted mean of 3.22.
According to Guidelines for Preparing School Disaster Management Plan
section 6 (2011) disclosed that All the resources available in the school need to
be listed. For example is the List of material resources available in the school
such as a stretcher, fire extinguishers, ladders, thick ropes, torch,
communication system, first aid kit, open spaces on the school premises. Also,
school disaster management committee should develop and disseminate
materials, posters, pamphlets, simple tips on dos and don’ts on different
disasters according to National Disaster Management Office (NDMO).
Likewise, the study entitled A Framework of School-Based Disaster
Preparedness (2008) listed the parameters in resource mobilization. It is verified
that availability of post-disaster basic equipment and basic needs supplies like
first aid and evacuation tools, tarpaulin, tent and clean water can be immediately
fulfilled and easily accessed by school communities.
Furthermore, according to the research of Campilla (2016 ) entitled
Disaster Risk Reduction Management Practices of School Managers, creating a
low cost or no cost disaster kit got a weighted mean and was interpreted as
highly prepared
In addition to this, according to Furmann et al. (2008: 117) as cited in the
research of Mamogale (2011) entitled Assessing disaster preparedness of
learners and educators in Soshanguve North schools. The purpose of the lesson
is to introduce students to the concept of an emergency, the need for emergency
supply kits, basic map design elements and also explore the ways in which
human activities alter the physical environment. Students are introduced to two
common response strategies for chemical release emergencies, shelter in place

and evacuation. The exercise is intended to help children learn what items
should be in an emergency supply kit for shelter-in place situations. They are
also taught how to draw a map of their home, incorporating important “land
marks” such as first aid supplies, food and communications tool locations.
Table 11
Level of Preparedness of Bauan Technical High School According to
Different Indicators
Disaster Composite Mean Verbal Interpretation
Preparedness
Categories
Information 3.20 Prepared
Dissemination
Support Group 3.09 Prepared
Equipment 3.28 Highly Prepared
Legend: 3.26-4.00=Highly Prepared; 2.51-3.25= Prepared; 1.76-2.50= Nearly
Table 11 shows the level of disaster preparedness of the school
according to different categories. For the information dissemination and support
category, the school is prepared as verified by its weighted mean of 3.20 and
3.09 respectively On the other hand, the respondents observed that the school
highly prepared when it comes to the equipment category as proved by its
weighted mean of 3.28.
Significant Difference in the Perception of the Respondents Regarding

BTHS Level of Preparedness
After gathering results from the respondents, answers are categorized to
determine if there are differences between the perceptions of the respondents
regarding the schools ‘level of disaster preparedness and awareness.

Table 12
Difference in the Perception of the Respondents Regarding Disaster
Preparedness
Weighted Verbal
Group t- value P Value Hypothesis
Mean Interpretation
Senior High
School 3.12
Students 1.97 0.04 Significant Reject
DRRM 3.26
Group
Legend: Not Significant p>0.05
Table 12 shows that there is significant difference between the perception of
the senior high schools students and students from the DRRM group since the
computed p value is less than 0.05. Thus, we reject the null hypothesis where
there is no significant difference between the perceptions of the students from
the DRRM group and students from the senior high school regarding disaster
preparedness.
Conclusion
Based on the results from the data, the researchers came up with several
ideas and conclusion regarding the disaster awareness and preparedness of the
school.
1. The most common material that is available in each classroom is medicine,
garbage bags, DRRM posters, scissors and flashlight. On contrary, the least
available materials are sleeping bags, underwear, knife, instant cold packs and
bleach.
2. The school is prepared terms of information dissemination and support group is
practiced. On the other hand, the school is highly prepared in terms of
equipment. Lastly, the level of preparedness of Bauan Technical High School
was observed as prepared.

3. There is significant difference between the perception of the senior high
students and students that are part of the DRRM group regarding the schools’
disaster preparedness.
Table 12
Proposes Plan of Action for the Schools DRRM
OPERATION SAVE (Safety, Awareness, Vulnerability in the Environment)
Program Objectives Enhancement Persons Involved

Time Frame
Activities/ Projects
Knowledge and 1. To increase the 1.a. Conduct disaster
Students,
Awareness level of awareness related school-based
Teachers,
and knowledge of the contest such as June 2019-
Schools’ DRRM
school regarding poster making, video March 2020
Team, School
disaster presentation, etc.
Heads
preparedness.
1. b. Assess the level
of awareness of the Students,
students through tests Teachers,
and practical Schools’ DRRM March 2020
applications that can Team, School
be used in real life Heads
situations.
1. c. Organize
workshop, training
and seminars Students,
involving students, Teachers,
teachers, staffs etc. in Schools’ DRRM October 2019
which topics for Team, School
disaster Heads
preparedness will be
discussed.
Safety and 2. To ensure the 2. a. Hazard

Vulnerability security of the inspection in each
Students,
population include the classroom to assess
Teachers,
school regarding current conditions of June 2019-
Schools’ DRRM
possible hazards that each room lead by March 2020
Team, School
can cause harm. the schools DRRM
Heads
team to remove
potential hazards.
Equipment 3. To increase the 3. a. Checking of
school’s disaster materials that are
Students,
preparedness used for disaster
Teachers,
through equipment preparedness must June 2019-
Schools’ DRRM
maintenance. be done in each March 2020
Team, School
classroom which will
Heads
be led by the schools
DRRM team.
3.b. Maintenance of Students, June 2019-
existing equipment Teachers, March 2020
provided by the Schools’ DRRM
school such as fire Team, School
extinguishers and Heads
warning systems
including fire alarms
and sound systems.
Recommendations
Based on the findings, the researchers humbly suggest the following
recommendations for the benefit of the school to increase its resiliency towards
disaster preparedness.
 Advance planning and regulation may remain as a continuous and
comprehensive plan.
 Each classroom might prepare basic disaster tools and materials that are
thoroughly check by the schools DRRM team to secure the availability of
each item needed for disaster preparedness.
 School might practice and conduct hazard inspection and repair every
month to lessen the exposure of students to man-made induced hazards
to increase the safety of students in the learning environment.
 School may make the support group of the school more visible among its
students and expand it resources
 School may conduct participant training for students and staffs regarding
disaster management that will increase their knowledge and provide
concepts that will be helpful when managing disaster.

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Bauan Technical High School 1

Disaster Awareness and Preparedness: Building Resiliency for Improving

A Quantitative Research Presented to the Faculty of Senior High

In Partial fulfillment of the Requirements for the K-12

Manalo, Rodienel Rei A.

Disaster is defined as a sudden event such as an accident or catastrophe

people are exposed to hazards in their environment there is a greater chance of

a disaster occurring. According to the International Federation of Red Cross and

Red Crescent of a Societies, a disaster is a sudden, calamitous event that

seriously disrupts the functioning community or society and causes human,

material, and economic or environmental losses that exceed the community’s or

society’s ability to cope using its own resources.

years. There are countless reports of strong typhoons and devastating

occurrence of a 7.8 magnitude earthquake in the mountain resort in Baguio and

Also such occurrence of tsunami and earthquake on Moro Gulf, Mindanao in

southern Mindanao in 2012 and many others[ CITATION Pre13 \l 13321 ].

ready and prepared whenever a disaster or calamity occur. In connection to this,

Strengthening the Philippine Disaster Risk Reduction and Management System

and Institutionalizing the National Risk Reduction and Management Plan,

Appropriating Funds therefore and Other Purposes” (Department of Health - The

Lawphil Project, n.d).

The R.A. 10121 promotes to strengthen the country by creating a disaster

a country whose communities are capable of surviving to different disasters.

strengthen the Local Government Units (LGU) to be prepared, ready and

support and response to people affected by disasters, supporting disaster risk

reductions, and lastly for rehabilitation (Asia-Pacific Information Platform on

Agricultural Policy-Republic Act 10121: An Approach in Strengthening Disaster

Risk Reduction and Management in the Philippines, n.d).

Recently, the creation of a Department of Disaster Management that was

law. According to Duterte as he explained, “a new department with more powers

Institutions such as schools and universities are crowded and habited by

implications, safety is one of the important factors that should be provided by

these institutions whenever a disaster occurs in these places.

It is a need for these institutions to educate their students and personnel

communication between the institution and LDRRM (Local Disaster Risk

Reduction Management) team will be beneficial in securing safety of the people

residing in this institution whenever a disaster arises.

“encourage community, specifically the youth, participation in disaster risk

reduction and management activities, such as organizing quick response

groups, particularly in identified disaster-prone areas, as well as the inclusion of

disaster risk reduction and management programs as part of youth programs

Bauan Technical High School being a learning institution which is also

disaster awareness and preparedness such as conducting unannounced

knowledge and attitude of the students towards disaster management. Escape

disaster management team is an efficient way to manage disasters well.

With such conditions present in the institution and guidelines

implemented by the government regarding disaster preparedness and

“Disaster Preparedness and Awareness: Building Resiliency for Improving

Students’ Safety” to assess the institutions preparedness and awareness. Being

unharmed of an individual. After assessing the level of disaster preparedness

following: students, school, community and future researchers.

them knowledge regarding the preparations arranged by the school institutions

Being an institution which needs to cater the safety of a large population,

this study served as a reference to identify the level of preparedness of the

it would point out weaknesses regarding disaster preparedness and it would

safety standards to maintaining security to the students.

evaluation and assesment of disaster readiness and prepraredness of the