Abstract

Fire buildings is considered as one of the most common and the most devastating disasters and
emergencies. Saving school buildings against incidents such as fire is very important since students are so
vulnerable to incidents especially fire. The most school classes were devoid of safety conditions and oil-
burning heaters were used. Such a condition has increased the risk of disaster and is considered as a
serious menace for students' lives. The present study conducted with aim of review the Health, Safety and
Education Measures for Fire in Schools. To this purpose, we selected suitable keywords some articles
published in Scientific Information Database of PubMed, Web of Science, Scopus, and ProQuest were
searched. The search was limited to reviewed articles in English and Persian language published between
1970 and 2019, based on inclusion and exclusion criteria. Furthermore, the selected articles were reviewed
for relevant citations. The reviewing of articles was conducted by two member of research team
independently. The primary search found 194 relevant studies. After eliminating the duplicates and articles
which were not related to the review of the abstract, 51 references were identified for inclusion. Finally, 13
articles were selected after screening and evaluated by two authors to final review main factors and
dimensions of schools' health, safety and education include the rules and laws, allocating sufficient
budgets, education the teachers, students and their families, exercise, risk analysis, intersectional relations,
fire extinguishing equipment, early warning system, and also optimization and reformation of heating
system. Applying these new approaches prevents disasters and increases the level of preparedness in
case of fire occurrence.

Keywords: Education, fire, health, safety, schools

Conclusion

Building fire and more specifically, school building is deemed as a serious threat for the health of students
and teachers. Regarding the influential role of students and teachers in developing any society, and the
vulnerability of this group to incidents, preventing incidents, reducing the outcomes, and being prepared
should be highlighted. Based on our findings, observing health and safety rules and education in schools
and promoting the level of preparedness of students, their families, and schools' staffs regarding fire seem
very effective in preventing and responding properly to the incidents. The current review has shown
management actions including establishing and implementation laws and regulations, consideration and
allocating sufficient budget for safety measures and education, education and training with best methods as
well as comprehensive and exclusive, risk assessment including hazard identification, capacity
assessment, and estimation of potential losses. Technical-specialized actions are cooperation and
interaction between schools and external organization such as fire departments, EMS, municipalities,
hospitals, and burn-related centers, use of proper equipment for fire-extinguishing and development early-
warning system and optimization of heating systems in schools. Finally, it is suggested that a standard and
comprehensive education plan for students, parents, and teachers be designed and conducted by
professional trainer. Afterward, the effectiveness of these measures should be evaluated to improvement of
strength and solving weakness.

ABSTRACT. The study on “Disaster Preparedness of National High School: An

Assessment” is conducted at Kidapawan City division consisting of 95 teachers and 57
local officials. The purpose of this study is to assess the disaster preparedness of the schools
in terms of profile of the school, level of awareness, extent of implementation and degree
of satisfaction on the implementation of the disaster programs. This study uses the
evaluative research design using a survey questionnaire to determine the interventions
given after the findings have been established. Based on the findings of the study, the safety
facilities in schools are not sufficient and complete. Most of the schools do not have fire
hydrant and fire hose, as well as smoke alarms and emergency vehicle. The earthquake
drill is the leading executed disaster program while fire drill is the least performed disaster
preparedness program by the school and by the local government. The insufficiency of
safety facilities can lead to vulnerability of the schools towards disasters thus it makes the
school an unsafe place for all the learners and teachers. Executing preparedness is
considered as an activity developed by concerned stakeholders to preempt or respond to
and making immediate recovery from an emergent calamity and hazards. These disaster
preparedness practices are being exercise regularly and equally because both disasters are
life and property damaging.

CONCLUSION

Based on the findings of the study, it can be concluded that the assessment on the
disaster preparedness of National High Schools in Kidapawan City have limitations to
some aspects with reference to R.A 10121. The disaster preparedness of the schools needs
to be improved based on the safety facilities in schools which are not sufficient and
complete and the preparedness of some disaster management plan is not being sustained.
The insufficiency of safety facilities can lead to vulnerability of the schools resulting to
inefficiency in managing risk towards disaster thus it makes the school not a safe place for
all the learners and teachers. It is further concluded that not all teachers have the knowledge
and capacity to use safety facilities in school.
It is however concluded that the level of awareness of the teachers in schools and
of the community towards disaster preparedness programs are the same which is a good
indicator for a collaborative effort and partnership made by the two agencies.
Furthermore, the extent of implementation on the disaster preparedness program of
the school can be concluded as consistent in terms of earthquake preparation but fire
prevention is not given much attention as this is not conducted every quarter as stated in
56

Deped Order No. 48, s.2012. It is concluded that all teachers need consistent trainings and
field exercises on managing disaster risk either fire or earthquake disasters.
On the other hand, a need to work forward and engage in collaboration is a
favorable means to augment safety facilities, preparedness program and consistently
working towards its implementation. A greater impact is an indicator if all stakeholders
are playing roles to sustain a safety environment. Executing preparedness is considered as
an activity developed by concerned stakeholders to preempt or respond to and making
immediate recovery from an emergent calamity and hazards. In order to sustain recovery
from disasters, there should be preparedness action plans as form of preventions to reduce
possible risk and proper management of emergencies. This can be realized if everyone
including the community are looking forward for a sound and healthy environment.
DepEd Order No. 28, s. 2016

Strengthening the Fire Safety and Awareness Program

To:

Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
School Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned

1. The Department of Education (DepEd) issues the enclosed Guidelines on Strengthening

the Fire Safety and Awareness Program (FSAP) which aims to establish specific roles,
responsibilities, and monitoring and evaluation mechanisms for the fire safety and
awareness program of schools which was launched through DepEd Order Nos. 72, s.
2012 and 13, s. 2013.
2. The roles, responsibilities, and monitoring and evaluation mechanisms constituting the
process shall guide the concerned offices of schools, schools divisions, regions, and the
central office in addressing fire safety preparedness measures and facilitate the Fire Code
compliance of schools through a sustainable program and partnership with the
Department of Interior and Local Government (DILG), and the Bureau of Fire Protection
(BFP).
3. All DepEd Orders, Memoranda, and other related issuances, rules, regulations, and
provisions which are inconsistent with these guidelines are hereby repealed, rescinded,
or modified accordingly.
4. This Order shall take effect immediately upon its issuance.
5. Immediate dissemination of and strict compliance with this Order is directed.
(Sgd.) BR. ARMIN A. LUISTRO FSC
Secretary
(Enclosure to DepEd Order No. 28, s. 2016)

GUIDELINES ON STRENGTHENING THE FIRE SAFETY AND

AWARENESS PROGRAM (FSAP)
I. Rationale

The Department of Education (DepEd), due to the threat of lire to the safety of learners and personnel
and the possible effects to school properties, is enhancing the Fire Safety and Awareness Program
(FSAP) of schools instituted through DepEd Order Nos. 72, s. 2012 and 13, s. 2013.The issuance shall
provide the specific roles and responsibilities of DepEd in terms of the FSAP to ensure proper
monitoring and evaluation of the program and facilitate compliance of school to the Fire Code.

II. Scope of the Policy

This issuance aims to define the roles and responsibilities of DepEd at all levels and create monitoring
and evaluation mechanisms. This is also in support to the partnership with the Department of Interior
and Local Government (DILG), through the Bureau of Fire Protection (BFP), for the purpose of
implementing a sustainable program on lire safety for schools (please see Annex A).

III. Definition of Terms

For purposes of this Order, the following terms are defined/understood as follows:1

a. Fire. The active principle of burning, characterized by the heat and light of combustion.
b. Fire Code. The standard fire prevention and safety measures prescribed in Republic Act No. 9514,
also known as the “Fire Code of the Philippines of2008”.
c. Fire Safety. The prevention and suppression of all kinds of destructive fires.

IV. Policy Statement

The DepEd Order hereby establishes the roles, responsibilities, and monitoring and evaluation
mechanisms of the FSAP described in this Order which or when applied, should ensure the safely of all
learners and personnel, the protection of school properties, and the promotion of a supportive, safe
and effective learning environment.

V. Procedures

Table 1 provides for the Roles and Responsibilities of the relevant offices to this issuance. This also
includes the reporting protocol from the school to the central office. All expenses related to the
implementation and monitoring of this program shall be charged against their respective MOOEs.

The four (4) main initiatives of the program are as follows:

a. School Fire Safety Plan;
b. Fire Safety Inspection;
c. Fire Drills and Fire Safety Lectures for School Personnel; and,
d. Quarterly Fire Drills and Fire Safety Lectures for Learners and School Personnel. It is also highly
encouraged to conduct the said drills with other hazards (e.g. earthquake, flood, etc.).

Fire Safety Measures For Schools

1. Designate a school personnel to be in-charge of the program.
2. Formulate a FIRE ESCAPE PLAN.
3. Ensure the presence of FIRE ESCAPE ROUTES and EXIT PATHS which the students and
personnel should be aware of. These should be clearly marked with readable SIGNAGE.
4. Inspect doors and windows of classrooms and other school buildings and ensure that
they are easy to open.
5. Ensure that exit/escape paths are free of obstruction.
6. Trim shrubs and trees in the school vicinity.
7. Enforce proper waste management. Clear the school grounds from waste. Combustible
waste such as papers, wood, plastics, paint tins, flammable liquids should not be stored
in heaps or loose in the open. Suitable receptacles such as litter bins, recycling bins, etc.
should be provided.
8. Conduct regular electrical safety inspection and take necessary actions to repair or
replace defective wirings, light bulbs, etc.
9. Demand and practice good school keeping practices, e.g. inspect laboratories daily;
unplug electrical wirings and turn-off lights.
10. Formulate fire safety and control measures for contractors as they can increase the risk
of fire and cause obstruction to escape routes.
11. Ensure the provision of fire safety and protection equipment, which should not be
limited to fire extinguishers. Other equipment may include pails, hose, etc.
12. Conduct regular FIRE DRILLS.

Earthquake preparedness in
the Philippines: The
importance of simulations
Friday 13 May, 2016
| Mobile for Humanitarian Innovation
If you speak to people in the Philippines about the country’s disaster risk, their main concern
isn’t the 20+ typhoons that pass through each year, (this is not to say their impact isn’t
devastating, Typhoon Haiyan in 2014 cost over 6000 lives). The worst case scenario for the
country, and a scenario for which authorities are now preparing, is an 8.0 magnitude earthquake
in the Metro Manila area. The metropolitan area is home to more than 11.8 million people and
accounts for 37 per cent of the country’s GDP. It is predicated that a quake of 8M could cost
30,000 lives and injure just as many. It is feared that the country would be crippled physically
and economically, both in the immediate and long term.
Following earthquakes in Ecuador and Japan in April, it was serendipitous that a number of
earthquake preparedness drills were already planned to take place across the Philippines in
recent weeks. There is a common understanding that more must be done to increase the
country’s resilience and that it’s not a case of ‘If’ an earthquake strikes, but ‘When’.
Unfortunately I’ve seen this before. We conducted an earthquake preparedness and capacity
building workshop in Kathmandu, in mid-April 2015. At this event someone told us about a
common saying in Nepal regarding earthquakes; ‘It should have happened yesterday. We were
expecting it today. It’ll probably happen tomorrow’. Just 5 days later the 7.2 magnitude quake
struck Kathmandu valley. This just goes to highlight that whilst we can predict these events we
can never be sure of quite how much time there is to prepare for them. A report on the Nepal
MNO response can be found here.
Fortunately the right steps are being taken in the Philippines. A number of organisations
including the National Disaster Risk Reduction & Management Council (NDRRMC) and
the Philippines Disaster Resilience Foundation (PDRF)  continue to engage both the public and
private sectors in increasing resilience and undertaking preparedness activities. The recent
NDRRMC drill, the first of 4 to take place in 2016, took place at the Clark Airbase located
approximately 60 miles North of Manila. Clark will play an important role as Emergency
Operations Centre if a major quake hits Manila in the future. Selected for its transport links,
accessible via air and sea, the drill simulated the hours following an 8.0 magnitude earthquake.
Once the sirens had stopped and people emerged from under tables and chairs, the response
groups set to work demonstrating the processes they would undertake in a real-world situation,
setting up emergency communication channels and liaising with the regions across the country
to establish status reports. A short while later the secretary of state arrived via helicopter from
Manila to head the response operations and hold a mock coordination meeting. Importantly
these drills involve the national mobile network operators, Smart Communications and Globe
Telecom.
“Communications as aid plays a crucial role during disasters. By providing emergency
communication links, Smart is able to help government and humanitarian agencies coordinate
and deliver more effective relief efforts to affected communities,” said Ramon R. Isberto, head
of Public Affairs at Smart.
Staff from Smart set up a dedicated line to support the humanitarian coordination efforts, as well
as Libreng Tawag ‘Free call’ stations that would be available to the public. Updates on the
network status were fed into the emergency coordination meeting.
“Our satellite services are a viable alternative to traditional fixed and wireless communications
during extraordinary events especially when other infrastructure like power facilities are down,”
Isberto added.

 2014 Nature Education

Begin by asking students to think about the best ways to respond rapidly to a dangerous situation
(e.g., fire breakout, severe weather, poisoning). Explain to students that detecting and recognizing
the early signs of a developing dangerous situation and practicing a well-developed response plan
numerous times are the best means of ensuring a safe, rapid, and appropriate response. Ask
students to list some early signs of an earthquake. Some early signs may include light shaking of
sensitive objects, such as hanging lights or glassware; sounds, such as rumbling, or the
movement of joints within the surrounding building; or in some cases the erratic behavior of
animals with a keen sense of hearing, such as dogs or horses. Explain to students that
recognizing early signs of an earthquake and initiating an immediate response are critical since
the ultimate intensity of an earthquake cannot be determined before or during its early stages.
2. Tell students they are going to develop and test an emergency response plan and an
earthquake drill for their school in this lesson. Ask students to explain the difference between an
emergency response plan and a drill. Explain to them that an emergency response plan is a
comprehensive plan that incorporates as much information about what to do in an emergency as
possible, including safe routes to follow, structural and non-structural hazards, helpful resources,
meeting places, and key emergency personnel for a particular location (e.g., a school). The
purpose of this comprehensive plan is to describe and support as many practical responses as
possible for a variety of circumstances, and to serve as a guide for conducting earthquake drills.
An earthquake drill is one set of simulated emergency circumstances designed to test the
ability of school members to make the most appropriate decisions to ensure their safety.
The school members should understand the emergency response plan sufficiently in order
to react appropriately during the drill.

Explain to students that with careful planning it is much safer to overreact to a minor tremor than it
is to underreact to a major earthquake — since even a minor tremor provides a convenient
opportunity to test drill response times, gathering locations, efficiency of movement, ability to
handle secondary hazards (i.e., fires, broken pipes, non-structural hazards), and emergency
supply availability. The goals of any drill regimen should be continuous practice, assessment, and
improvement.

Earthquake Drill for Effective Emergency Response and Quick Collection

of Damage Information by Collaboration between Local Government and
Residents
 April 2011
 Journal of Japan Association for Earthquake Engineering 9(2)
DOI:10.5610/jaee.9.2_130

Authors:

Yoshiaki Hisada ET AL.

Abstract
An earthquake drill for collecting quickly earthquake damage information and conducting effective emergency response was
developed and carried out by collaboration between a local government and residents. The methodology for the drill consists of
two stages; at the first stage, workshops by local communities' associations and government officers are held to make disaster
prevention maps, which indicate strong and weak points of the local area, such as the locations of fire distinguishers, fire hydrants,
storages of rescue equipments, weak walls and buildings, open spaces, and so on. During the workshop, the participants also
discuss about what happens during a large earthquake, and how to cope with the disaster. At second stage, an emergency drill is
carried out by collaboration between the local government and the community residents, as follows. First, the panels are
suspended at electric poles just before the drill, which show the information about earthquake damage, such as a fire breaking, a
collapsed building, and a blocked road, starts. Second, when the drill starts under the assumption of the occurrence of a large
earthquake, the local residents check the area to collect the damage information, and to conduct emergency response. For
example, when a resident finds a panel of fire breaking, he/she is expected to gather people, fire distinguishers, and buckets with
water as many as possible within 10 minutes. Third, the residents get together at the local evacuation center, and make a map
indicating the locations of the damage and their information. Local government officials at the evacuation center collect those
damage maps, and immediately sent them to the emergency operation center of the government. Fourth, the operation center
gathers and analyzes all the data, and informs the residents about important information, such as the evacuation order from the
local center to other safe areas due to a possible massive fire. The proposed methodology was applied to the earthquake drill in
Toyohashi City in 2006, and confirmed its validity and effectiveness.
 PHILIPPINE LAWS, STATUTES, CODES &
ISSUANCES

REPUBLIC ACT NO. 10871 - AN ACT REQUIRING BASIC EDUCATION STUDENTS TO UNDERGO
AGE-APPROPRIATE BASIC LIFE SUPPORT TRAINING

S. No. 3204 H. No. 6204 ; Manila Bulletin (August 1, 2016)

REPUBLIC ACT NO. 10871, July 17, 2016

AN ACT REQUIRING BASIC EDUCATION STUDENTS

TO UNDERGO AGE-APPROPRIATE BASIC LIFE
SUPPORT TRAINING
Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled: chanRoblesvirtualLawlibrary

Section 1. Short Title. - This Act shall be known as the "Basic Life Support Training in Schools
Act".

Sec. 2. Declaration of Policy. - Pursuant to Section 15, Article II of the 1987 Philippine
Constitution, it is hereby declared the policy of the State to protect and promote the right to
health of the people and instill health consciousness among them.

Pursuant thereto, the State shall ensure that able-bodied citizens are equipped with the necessary
knowledge and basic skills to respond to certain health emergencies.

Sec. 3. Basic Life Support for Basic Education Students. - It shall be the duty of all public and
private basic education schools operating nationwide to provide their students with basic life
support training through the use of psychomotor training in an age-appropriate manner. The
instruction shall include programs which have been developed by the Philippine Heart Association
(PHA) or Philippine National Red Cross (PNRC) using nationally-recognized, evidence-based
guidelines for emergency cardiovascular care, and psychomotor training, to support the
instruction. As far as practicable, basic education schools shall incorporate basic life support
training as part of the schools' comprehensive health and physical education curriculum.

As used in this Act, psychomotor training refers to hands-on practice to support cognitive
learning.
Sec. 4. Certification for Training. - All successful student-trainees shall be certified to have
undergone the training required by a competent school authority.

Sec. 5. Training Providers. - The school principal or administrator shall coordinate with the
Department of Health (DOH) for its assistance in providing competent instructors for the school's
basic life support education training program. The DOH shall accredit nongovernment
organizations (NGOs) competent to provide basic life support instructions.

Sec. 6. Exceptions. - Students suffering from any physical or mental disability which may render
them unable to perform a basic life support procedure are exempted from going through the basic
life support training program.

Sec. 7. Appropriations. - The amount necessary to carry out the provisions of this Act shall be
charged against the current year's appropriation of the Department of the implementing agencies.
Thereafter, such amount as may be necessary for the continued implementation of this Act shall
be included in the annual General Appropriations Act.

Sec. 8. Implementing Rules and Regulations. - Within ninety (90) days from the approval of this
Act, the Secretary of Education, in consultation with the Secretary of Health, shall formulate the
rules and regulations implementing the provisions of this Act. The implementing rules and
regulations issued pursuant to this section shall take effect thirty (30) days after its publication in
a national newspaper of general circulation.

Sec. 9. Effectivity. - This Act shall take effect fifteen (15) days after its publication in the Official
Gazette or in a newspaper of general circulation.

Approved: chanroblesvirtuallawlibrary

(Sgd.) FELICIANO BELMONTE JR. (Sgd.) FRANKLIN M. DRILON

Speaker of the House President of the Senate
of Representatives

Senate Bill No. 3204, which was approved by the Senate on May 23, 2016, was adopted as an
amendment to House Bill No. 6204 by the House of Representatives on May 23, 2016.

(Sgd.) MARILYN B. BARUA-YAP (Sgd.) OSCAR G. YABES

Secretary General Secretary of the Senate
House of Representatives

Approved:

BENIGNO S. AQUINO III

President of the Philippines

Lapsed into law on  JUL 17 2016

Without the signature of the President,
In accordance with Article VI, Section
27 (1) of the Constitution.