THE COMPREHENSIVE DISASTER

RISK REDUCTION AND

MANAGEMENT IN EDUCATION
FRAMEWORK AND OTHER DRRM-
CCAM RELATED POLICIES
RA 10121
The PHILIPPINE DISASTER RISK
REDUCTION & MANAGEMENT ACT OF 2010
-passed by the Senate and the House of
Representatives on February 1, 2010 and was approved by
President Gloria Macapagal Arroyo on May 27, 2010.
 1. Emphasizes the need to adopt a disaster risk reduction and
management approach that is holistic, comprehensive,
integrated and proactive in order to lessen the socio-economic
and environmental impacts of disasters as well as climate
change.
 2. A shift of focus from disaster response and recovery towards
prevention & mitigation and preparedness.
 3. Provides a strong and legal institutionalized basis
in establishing DRRM related policies, plans,
implementation of action and awareness including
good governance, risk assessment, early warning
system, knowledge-building and awareness raising,
reducing underlying risk factor, and preparedness
for effective response and early recovery.
 HAZARD

• There
A isdangerous
a phenomenon ,
substance , human activity or
potential…
condition that may cause loss of
• Slow onset, rapid
life, injury or other health impacts,
onset
property damage, loss of
livelihoods and services, social and
• Natural or human- disruption,
economic or
induced
environmental damage.
NATURAL HAZARDS

 TROPICAL CYCLONES
 FLOODS
 STORM SURGES
 EARTHQUAKES
 TSUNAMIS
 VOLCANIC ERUPTIONS
 LANDSLIDES
 DROUGHT
HUMAN-INDUCED HAZARDS

 FIRE
 MARITIME ACCIDENTS
 AIRCRAFT CRASH
 LAND ACCIDENTS
 INDUSTRIAL ACCIDENTS
 POLLUTION
 CIVIL DISTURBANCE
 TERRORISM
 ARMED CONFLICT
 DISASTER

The serious disruption of the functioning of society,

causing widespread human, material or environmental
losses, which exceed the ability of the affected people to
cope using their own resources.
 DISASTER RISK
The potential disaster losses, in lives, health
HAZARD
livelihoods, VULNERABILITY
______________________
status, assets and services, which
DR
could occur to a particular community or a
CAPACITY
society over some specified future time
period.
 VULNERABILITY

The characteristics and

Could arise from of
circumstances physical,
a
social, economic,
community, and
system or asset
that make it susceptible to
environmental factors
the damaging effects of a
hazard.
 CAPACITY

The combination of all

the strengths, attributes
and resources available
within a community,
society or organization
that can be used to
achieve agreed goals.
 PREVENTION

The outright avoidance of adverse impacts of

hazards and related disasters.

Sendai Framework for DRR speaks of

prevention as “prevention of new risks”
 MITIGATION

The lessening or limitation of the adverse impacts of

hazards and related disasters.

• Adverse impacts of hazards often cannot be

prevented fully – use interchangeably with
prevention
• Scale or severity can be substantially lessened by
various strategies and actions
• Both structural and non-structural measures
 PREPAREDNESS

The knowledge and capacities developed by

governments, professional response and
• Requires formal institutional, legal and
recovery organizations, communities
budgetary support and capacities
and
individuals
• Aims totoeffectively anticipate,
build capacities neededrespond
to
to, and recover
efficiently from,allthe
manage impacts
types of likely,
of emergencies
imminent or current hazard events or
conditions.
 RESPONSE

• Immediate and short-term needs

Provision
• of emergency
Division services
between and public
response assistance
stage and
during or immediately
subsequent after astage
recovery disaster in clear-cut
is not order to save
lives,• reduce healthactions,
Response impacts, ensure
such public
as the safety
supply of and
meet the basichousing
temporary subsistence needs supplies,
and water of the people
may
extend well affected.
into the recovery stage
 REHABILITATION

• Actions taken in the aftermath of disaster

Measures that ensure the ability of affected
to:
communities/areas to restore their normal level of
• Assist victims to repair their dwellings
functioning by rebuilding livelihood and damaged
• Re-establish essential services
infrastructures and increasing the communities'
• Revive key economic and social
organizational capacity.
activities
 RECONSTRUCTION

Permanent measures to repair or replace

damaged
dwellings and infrastructure and to set the
economy back on
course.

“build back better”

 RECOVERY

The restoration and improvement where

appropriate, of facilities, livelihood and living
conditions of disaster-affected communities,
including efforts to reduce disaster risk factors.
Applies “build back better” principle
 DISASTER RISK REDUCTION

The concept and practice of reducing disaster risks

through systematic efforts to analyze and manage
the causal factors of disasters, including through
Sendai Framework for DRR speaks
reduced exposure to hazards, lessened vulnerability
of DRR
of people andas “reducing
property, wiseexisting
management risks”
of land
and the environment, and improved preparedness
for adverse events.
 DISASTER RISK MANAGEMENT

The systematic process of using administrative

directives, organizations, and operational skills
and capacities to implement strategies, policies
and improved coping capacities in order to
lessen the adverse impacts of hazards and the
possibility of disaster.

DRM is DRR in ACTION

 RESILIENCE
The ability of a system, community or society exposed to hazards
to resist, absorb, accommodate and recover from the effects of
a hazard in a timely and efficient manner, including through the
preservation and restoration of its essential basic structures
and functions.

No internationally
agreed definition
DO 37, s. 2015 “The Comprehensive
Disaster Risk Reduction and
Management (DRRM) in Education
Framework”
12 August 2015
THE DRRM IN EDUCATION FRAMEWORK
(DepEd Order No. 37, s. 2015)

RA 10121

COMPREHENSIVE SCHOOL SAFETY FRAMEWORK

 The NDRRM Framework

 1. Thematic Area 1: Disaster Prevention and Mitigation

avoid hazards and mitigate their impacts by reducing
vulnerabilities and exposure and enhancing capacities of
community.
 2. Thematic Area 2: Disaster Preparedness
establish and strengthen capacities of communities to
anticipate, cope and recover from the negative impacts of
emergency occurrences and disaster.
 3. Thematic Area 3: Disaster Response
provide life preservation and meet the basic
subsistence needs of affected population based on
acceptable standards during or immediately after a disaster.
 4. Thematic Area 4: Disaster Rehabilitation and Recovery
- restore and improve facilities, livelihood, living
condition and organizational capacities of affected communities
and reduce disaster risk in accordance with the “Build Back
Better” principle.
 The state recognizes that the education sector is a
key player in DRRM. Specific sections of RA 10121 containing
key provisions for education includes:
1. Institutionalize DRRM and CCA mainstreaming into
agencies’ policies, processes with continuing budget
appropriation.
2. Dep Ed as a member of the national and local DRRM
councils.
3. Integration of DRRM into the school curriculum.
Comprehensive School Safety Framework
Adapting DO 37, s.2015
THE THREE PILLARS
 1. Safe Learning Facilities
Includes infrastructure and non-infrastructure
components. It also includes the establishment of TLS that can
be used during displacement due to disasters and emergencies.
 2. School Disaster Management
Includes preparedness such as drills, first aid, basic
survival skills, contingency planning and learning continuity
strategies.
 3. Risk Reduction and Resilience in Education
The integration of DRRM in the formal and non-
formal curricula and in extra-curricular activities. Also covers
capacity building for learners and personnel.
 OBJECTIVES

Protect learners and education workers from

death, injury, and harm in schools

Plan for educational continuity in the face of all

expected hazards and threats

Safeguard education sector investments

Strengthen risk reduction and resilience through

education
 PILLAR 1: SAFE LEARNING FACILITIES

Disaster Resilient Classroom Design Temporary Learning Space (TLS)

 Pillar 1: CSS Priorities in Schools

 Conducts Student-led School watching and Hazard Mapping/

Integrated to DRRM Plan & SIP

 School buildings and grounds are maintained for disaster resilience.

 Alarm system or Alternative alarm system

 First Aid Kits (maintenance & replenishment)
 Fire suppression equipment or Alternative FSE

 Local Hotline Numbers posted

PILLAR 2: SCHOOL DISASTER MANAGEMENT

The establishment of organizational support structures

such as the DRRMS and DRRM Coordinators in all regional
and division offices of DepEd.

Includes preparedness, such as drills, first aid and basic

survival skills, contingency planning, and learning
continuity strategies.

This also covers the setting up of systems, processes and

standards to operationalize the four thematic areas in the
context of basic education.
 Pillar 2: CSS Priorities in Schools

 School DRRM Team (organizational structure)

 Capacity building for teachers & personnel

 School DRRM plan (reviewed and updated) w/ Budget support

 Specific Hazard Contingency Plan

 School evacuation map (Exit Plan)

 Building evacuation routes and Emergency Exit Signage

 Designated Open Evacuation Spaces

 DRRM Bulletin board

 DRRM Corner in every classroom

 Drills

 Personnel/Learners trainings (Basic First Aid, building and area

evacuation, ICS, etc.)

 Involvement of other organizations (partners)

PILLAR 3: RISK REDUCTION AND RESILIENCE IN
EDUCATION

The integration of DRRM in the formal and

non-formal school curricula and in extra-
curricular activities.

Also covers capacity building for learners and

personnel.
 Pillar 3: CSS Priorities in Schools

 Integration of DRR in classroom instructions

 DRR resource materials (Toolkits, guide for preparedness,

downloaded video clips, etc.)
Climate Change Adaptation (CCA)

 CCA activities (tree planting, coastal clean-up, solid waste management, etc.)

Education in Emergencies (EiE)

 Education continuity plans are in place for recurring hazards and high impact
hazards (schedule of make-up classes & class resumption strategies,
alternative delivery modes, structural rehabilitation activities, pre-identified
spaces for TLS, etc.)
DRRM Coordination and Information
Management Protocols

 A. Coordination Protocols
Adapting Section 15: Coordination During Emergencies of RA 10121

The corresponding DepEd offices shall lead in the

activation of the EOC in preparing for, responding to, and
recovering from the effects of any disaster or emergencies:
i. Two (2) or more schools are affected – SDO
ii. Two (2) or more divisions are affected – RO
iii. Two (2) or more regions are affected – CO direct intervention.
However, the CO may and will intervene in cases where the
impact is beyond the capacity of the corresponding office
and/or as it sees fit, e.g. direct threat to life.
 1. Early Warnings
CO sends early warnings, alerts, tracking
reminders and other requests for reports to all identified
affected regions and divisions.
Upon issuance of an advisory by the NDRRMC
and other warning agencies such as PAGASA, PHIVOLCS, the
DepED CO DRRMO will send advisories, alerts, and warning
messages to all Region and Division local DepEd key officials
as well as the DRRM Coordinators. The DRRM Coordinators
should forward these issuances to their respective areas of
responsibility.
 2. Tracking of Local DepEd Key Officials
During disasters and/or emergencies, all local
DepEd key officials are required to report their status to
ensure that their safety and local leadership are maintained.
 3. Reporting of Local Disasters and/or Emergencies and
its Effects
The DRRM Coordinators shall submit their vetted
reports to the higher office (i.e. DO, RO and CO, whichever is
applicable). In cases wherein the reports should be submitted
directly to CO, the immediate higher office should be copy
furnished with the same report.
 STEPS IN IMPLEMENTING SCHOOL DRRM

STEP 1: ASSESS – KNOW YOUR RISKS

This step guides the knowing and
S S
understanding of risks which may affect
S E
learners and teachers.
S
A N T
STEP 2: PLAN
L A EN ,
Reduce your risks, prepare to respond,
and ensure educational continuity.
P LEM UATE
P L
IM OR, EVORT
A
STEP 3: IMPLEMENT PLAN…
NIT REP
… and be flexible!
MO &
STEP 4: MONITOR, EVALUATE, AND
REPORT
 STEPS IN IMPLEMENTING SCHOOL DRRM

S S
STEP 1: ASSESS – KNOW YOUR
S E
RISKS
This step guides the knowing and
S
A N
understanding of risks which may L A NT
affect learners and teachers. P LEM ATE,
E
P LU
IM ,
R O
A
EV RT
I O
T EP
O N R
M &
 STEPS IN IMPLEMENTING SCHOOL DRRM

S S
STEP 2: PLAN
S E
Reduce your risks, prepare to S
A N T
respond, and ensure educational
L A EN
continuity.
P LEM LUATE,
P A
IM OR, EPORT
V
I T E
O N R
M &
STEPS IN IMPLEMENTING SCHOOL DRRM

S S
S E
STEP 3: IMPLEMENT S
A N T
PLAN…
L A E N
… and be flexible! P LEM UATE,
P L
IM OR, EVORT
A
I T EP
O N R
M &
 STEPS IN IMPLEMENTING SCHOOL DRRM

S S
S E
S
A N
STEP 4: MONITOR, EVALUATE,
L A NT
AND REPORT P LEM ATE,
E
M P A LU
I OR, ORT
EV
I T EP
O N R
M &
43 THE RADAR AND ITS PROTOCOLS

WHAT: The Rapid Assessment of Damages Report (RADaR)

is DepEd’s official damage assessment tool for large-scale
natural hazards.
WHEN: It is accomplished and completed WITHIN 72 HOURS
after the hazard.
WHO: It is accomplished and sent by the School DRRM
Coordinators to the DepEd DRRMS, with copy for the Division
Office.

Source: DepEd Order No. 21 s. 2015

RADaR APP Registration

https:// drrmis.deped.gov.ph
 WHAT TO REPORT?

RADAR 1 RADAR 2

Infrastructural Damages* School Furniture

Personnel Learning Materials

Evacuation Centers Computer Sets

 WHAT NOT TO REPORT?

RADAR 1 RADAR 2

Damages outside
Damaged Appliances
classrooms

Computer damages (non-

School Name
DepEd)

Remember: 1 hazard per

Costing*
SMS
 WHAT HAPPENS AFTER SENDING?

5
4 Provision of
Support for R
3 Validating esponse, Earl
2 Feedback-
and Vetting
of damage
y Recovery an
d
1 giving s Rehabili-tatio
Consolida- n
ting
RADaR
Clearing

48
 VALIDATION AND VETTING PROCESS

 Division Coordinators should follow-up completion from schools

 Likewise, Regional Coordinators should support Division Coordinators
to get 100% completion
 Division Coordinators should mobilize the validation of damages as
soon as possible, to be vetted by the SDS
 Damaged Learning Materials should also be incorporated into inventory
per title, grade level and quantity
 POSSIBLE SUPPORT

FROM DEPED FROM PARTNERS

School Clean-up Funds Learning Kits

Temporary Learning Spaces WASH Kits

Temporary Learning Spaces (Tents

Textbooks
and Tarpaulins)

Computer Sets and Classroom

Teachers’ Kits
Furniture

Psychosocial First Aid/Support Classroom furniture

Classroom Repair and

Reconstruction
 B. Information Management Protocols
In the event of any hazard, the DepEd CO
DRRMO shall collect from and disseminate consolidated reports to
all affected regions, divisions and schools the following information:
i. Before
• Hazards advisories and occurrences;
• Baseline data;
• Prevention and mitigation measures undertaken;
• Preparedness measures undertaken.
ii. During and after
• Personnel affected;
• Personnel tracking;
• Learners affected;
• Schools used as evacuation centers;
• Classroom damages;
• Temporary Learning Spaces;
• Other interventions.
 Immediately after the occurrence of any hazard, all
affected schools are required to submit the effects in their
respective AOR using the RADaR template via SMS. All
RADaR should be submitted within 72 hours after any
hazard or emergency to facilitate the immediate
determination of needs and necessary provision of
assistance.
Upon the completion of RADaR submissions from
affected areas, the CO DRRMO will endorse reported
classroom and school furniture damages to Physical
Facilities and Schools Engineering Division for detailed
assessment, preparation of program of work and fund
allocation for repair and reconstruction. Textbook damages
will be forwarded to Instructional Materials Council
Secretariat (IMCS) to give them a rough estimate of the
number of damaged textbook.
 All schools shall prepare detailed listing of
damaged textbooks in the divisions affected.
Lastly, details on the damaged computers will
also be prepared by schools after submitting the RADaR to
facilitate validation that will be conducted by the DepEd
technical Service.
 DRRM POLICIES
DO 83, s. 2011
DO 28, s. 2016
PILLAR 1 DO 43, s. 2012
DO 48, s. 2012
DO 58, s. 2015

DO 27, s. 2015

3
PI

AR
LL

DO 50, s. 2011
DO 05, s. 2014
AR

LL
DO 21, s. 2015
PI
2

DO 37, s. 2015
DO 10, s. 2016
Department Order/ Title
Memorandum
55

DO 50, s. 2011 Creation of Disaster Risk Reduction and Management

Office

DO 83, s. 2011 Disaster Preparedness Measures for Schools

DO 43, s. 2012 Guidelines on the implementation of E.O. No. 66

DO 48, s. 2012 Quarterly Conducts of the Nationwide School-based

Earthquake and Fire Drills

Implementing Guidelines on the Integration of Gulayan

DO 5, s. 2014 sa Paaralan, Solid Waste Management and Tree Planting
Under the National Greening Program (NGP)
Department Order/ Title
Memorandum
56

DM 58, s. 2015 Dissemination of DepEd-DSWD-DILG-DOH Joint

Memorandum Circular No. 1, s. 2013

DO 21, s. 2015 Disaster Risk Reduction and Management Coordination

and Information Management Protocol

DO 23, s. 2015 Student-Led School watching and Hazard Mapping

DO 27, s. 2015 Promoting Family Earthquake Preparedness

DO 37, s. 2015 The Comprehensive Disaster Risk Reduction and

Management (DRRM) in Education Framework
 57
Department
Order/ Title
Memorandum

DO 10, s. 2016 Policy and Guidelines for the Comprehensive Water,

Sanitation and Hygiene in Schools (WINS) Program

DO 28, s. 2016 Strengthening the Fire Safety and Awareness

Program
Thank you