DepEd Disaster Risk Reduction Resource Manual

Disaster
Risk
Reduction
Resourc
e
Manual
© Department of Education (DepED)2008
Philippines
Disaster Risk Reduction Resource Manual c and technical aspects of destructive occurences of the environment. These agencies are: the
(Safer Schools Resource Manual) Department of National Defense (DND) through the National Disaster Coordinating Council
(NDCC); the Philippine Institute of Volcanology and Seismology (PHIVOLCS); the Philippine
Atmospheric Geophysical and Astronomical Services Administration (PAGASA); and the Offi ce of
Published by the Department of Education (DepED) Philippines in Civil Defense (OCD).
partnership and with the support of the United Nations Children’s
Fund (UNICEF) Philippines Our particular thanks go to Honorable Jesli A. Lapus, DepED Secretary, for pushing vigorously the
TWG to come up with a resource manual that will reduce, if not eliminate, the loss of lives and
properties as a result of natural or human made / induced disaster. We are equally grateful to
Undersecretary Teodosio C. Sangil, Jr. for inspiring and facilitating the fi nancial requirements in the
development of this project.
Printed in collaboration with Plan International Philippines. Special thanks to the Offi ce of the Civil Defense (OCD) in Central Visayas, especially to Mr. and Mrs.
Angel Gaviola for their inputs, and constructive comments during the plenary sessions, and regional
directors, division superintendents and some school heads, that provided information and
recommendations that helped validate the veracity and authenticity of this endeavor.W e also thank
the United Nations Children’s Fund (UNICEF) for all their efforts in making this manual a reality
through the provision of funds for the fi nal printing of the manuscript, and its support through the
services of
Acknowledgme
Mr. Robin Willison (Consultant), Ms. Vicky Eleen Catadman (Layout Artist), and Mr. Jason Villena
(Illustrator). We also thank Plan Philippines through Mr. Baltazar Tribunalo Jr., Country Program
Advisor on Disaster Risk Reduction, for providing inputs as well as funds for the printing of the fi nal
draft of this manual.
nts This manual was prepared by the Technical Working Group, created through DepED Memo No. 175
s. 2007, on the preparation of DepED Calamity, Disaster and Risk Management and Control
Operations Manual. The complete list of the members of the Technical Committee and those others
involved in the development of the manual can be found in Annex 6.
The Technical Working Group (TWG) on Disaster Preparedness
of the
Department of Education (DepED) gratefully acknowledges the
invaluable help attributed to several personnel of the DepED
Message Message iii
family in the realization of this publication. Heartfelt thanks are

also due to government agencies for providing the task force
information, photo and graphic presentations to illustrate scientifi
Disaster Risk Reduction Resource Manual
I wish to congratulate the Department’s
Technical Working Group (TWG) on the
preparation of the Disaster Risk Reduction
Resource Manual led by Undersecretary
Teodosio C. Sangil, Jr.,Writers from the
Bureau of Elementary Education (BEE),
Bureau of Secondary Education (BSE), and Jesli A. Lapus
the Audio Visual Division, Offi ce of the Secretary of the
Technical Service; all the Consultants from Department of Education
the Land Bank of the Philippines; Offi ce of
the Civil Defense (OCD), Department of National Defense;
Department of Science and Technology (DOST) through the I am pleased to convey my warm greetings to the Technical Working Group,
Philippine Atmospheric, Geophysical and Astronomical Services the writers, the Consultants, and the offi cials and employees of the
Administration (PAGASA), Philippine Institute of Volcanology and Department for having developed the Disaster Risk Reduction Resource
Seismology (PHIVOLCS); Philippine National Red Cross (PNRC); Manual of the Department of Education.
United Nations Children’s Fund (UNICEF); and the central
secretariat from the Offi ce of the Director, Administrative Service, This Manual signifi cantly provides valuable information for the school
for putting together their hearts, minds and efforts in order to come community’s safety amidst the impending threats of natural and manmade
up with a ready reference and resource manual on disaster risk hazards and disasters. It specially provides the schoolchildren with key
reduction. messages so that they can cope with the threats of disasters especially in
Saving lives and properties is a challenge school.

accepted by all stakeholders in private and
governmental entities. As such, aside from It is hoped that, through this Manual, our offi cials in the Department will
the business of providing basic education, be encouraged to take further initiatives to meet the challenges of their
the Department of Education is tasks, and enhance their collective services and professional concerns. The
responsible for providing safe teaching- reading public, on the other hand, will know that the department is truly
learning facilities and hazard-free working towards an effi cient and caring educational system.
environment to the schoolchildren.
Congratulations!
This manual, therefore, has been
developed to make the Principals, School
Heads, Teachers and School Personnel
aware, alert and vigilant of the hazards,
what to do before, during and after their
occurence, in order to reduce their
damages and impact to lives and
properties.
I hope that this Manual will be useful and

benefi cial to all.

Teodosio C. Sangil, Jr.
Undersecretary of the
Department of Education
iv Disaster
Risk Reduction Resource Manual v
Contents Message
The Philippines is considered one of the most disaster- Acknowledgments ..................................................................................................iii Messages
prone countries. Every year, storms, fl ash fl oods, .................................................................................................iv
landslides, earthquakes, and volcanic activities batter
the country. In disaster or emergency situations, Introduction ..................................................................................................1 How to Use this Resource Manual
children are very vulnerable to illness and trauma and .....................................................................2 Acronyms ...................................................................................................3
require special care and attention. During these trying Glossary of Terms ..................................................................................................5
moments, schools offer safety and shelter to those
displaced by disasters. Chapters
1: Overview of Disaster Risk Reduction ..................................11
Schools, however, should not only offer safety after a disaster has struck. Our
2: Natural Hazards .........................................................................20
schools should also be ready even before any disaster strikes. Our teachers,
school offi cials, and school children should learn basic life-saving tips. Our Hydro-Meteorological Phenomena and Hazards .............21
schools should be a beacon of safety, and should be an example to the Geological Phenomena and Hazards ......................................33
communities which they serve. 3: Human Induced Hazards ..........................................................41
Technological Hazards ................................................................41 Environmental Hazards
The United Nations Children’s Fund (UNICEF) is ..............................................................47 Socio-economic, Political, Security Hazards ...........................48 4: Risk
pleased to support the development of this Disaster Profi le of the Philippines .................................................51
Risk Reduction Resource Manual. We, at UNICEF, 5: The Philippine Disaster Risk Management System ............60
hope that the Department of Education and the 6: Ensuring Continuity of Instruction ........................................95 7:
whole Philippine school system will use this resource
Ensuring Safety of DepED Properties .................................104 8: Monitoring &
manual to preserve life and health, and make our
communities safer for our children. Evaluation of the Disaster Risk
Management Implementation ................................................115
Appendices
1: History of Natural and Man-made Incidents
in the Philippines ......................................................................136 2: The Incident
Command System ...........................................144 3: Critical Incident Stress Debriefi ng
.......................................150 4: NDCC Memorandum and DepED Orders .......................153
5: How to Read Maps ..................................................................162 6:
Vanessa J. Tobin Technical Committee ..............................................................167
Representative
United Nations Children’s Fund Emergency Numbers .........................................................................................168 Resources
Philippines Country Offi ce ..............................................................................................170

vi Disaster Risk Reduction Resource Manual vii

Introduction
viii Disaster Risk Reduction Resource Manual
Disaster Risk Reduction Resource

Manual (Safer Schools Resource Manual)
The Department of Education, as mandated Southern Luzon with estimated cost at about
by the Constitution is primarily responsible for PHP 3.1 billion and affected about 8 million
the education and manpower development of school children in both elementary and
the country and for the formulation, planning, secondary schools. Those destructive
implementation and coordination of the fortuitous events, prompted educational
policies, plans, programs and projects in the authorities to prepare and adopt this Safer
areas of formal, informal, and non-formal Schools Resource Manual to guide education
education at the elementary, secondary and the offi cials, school administrators, teachers and
alternative learning system. This mandate also eventually the schoolchildren on what to do
includes supervision of all basic educational before, during and after the onslaught of any
institutions, both public and private, as well as hazard, in order to reduce its disastrous impact
the establishment and maintenance of a and damages.
complete, adequate and integrated system of
education. This Manual of the Department of
Education is based on the Hyogo Framework
The Department is in charge of raising the for Action, a 10-year plan to make the world
standard of basic education and administrative safer from natural hazards. This was
effi ciency in the delivery of educational services formulated during the World Conference on
that are relevant and in pursuance to the Disaster Reduction held in Kobe, Hyogo, Japan,
national development goals. The Department, January 2005.
as provider of basic education, serves 17 million
school children (School Year 2007-2008) and The Hyogo Framework is a global blueprint
envisions highly competent, civic-spirited, life for disaster risk reduction efforts during the
skilled and God-loving Filipino youth who will next decade. Its goal is to substantially reduce
be the future contributor towards the building by 2015 disaster losses in lives, and in the social,
of a humane, healthy and productive society. economic, and environmental assets of
communities and countries. It also offers
The destructions brought about by the guiding principles, priorities for action, and
series of typhoons that swept our country in practical means for achieving disaster resilience
2006 resulted in damage to 5,600 schools in for vulnerable communities.
Disaster Risk Reduction Resource Manual 1
How To Use This Resource Manual
ADM Alternative Delivery Mode
ASDS Assistant School Division Superintendent
ASEP Association of Structural Engineers of the Philippines
BEIS Basic Education Information System
BSP Boy Scouts of the Philippines
CDFCG Calamity, Disaster and Fire Control Group
CISD Critical Incident Stress Debriefi ng
DANA Damage Assessment and Needs Analysis
DENR Department of Environment and Natural Resources
DepED Department of Education
DLM Distance Learning Modules
DOC Disaster Operation Center
DOST Department of Science and Technology
DRR Disaster Risk Reduction
DRRG Disaster Risk Reduction Group
DRRMO Disaster Risk Reduction Management Offi ce
DRRRM Disaster Risk Reduction Resource Manual
DRRP Disaster Risk Reduction Program
DSWD Department of Social Welfare and Development
Disaster Risk Reduction Resource Manual Disaster Risk Reduction Resource Manual
The Manual is for school administrators, of a program is always an issue, so, provision of
supervisors and school teachers, to provide the monitoring, evaluation, and proper
them with information needed to reduce risk reporting procedures ensures the continuity
and make schools safer. The Department of and effectiveness of the implementation of the
Education (DepED) through the Technical Disaster Risk Management Program.
Working Group (TWG) of the Department’s
Disaster Risk Reduction Management The ultimate goal of this resource manual is
conceptualized the promotion of to protect the lives of the members of the
hazard/disaster awareness, to manage impacts, school community and property. Every school
and to help all school communities to reduce personnel must:
the risk of threats from natural and human-
made/induced disasters. • Analyze the condition of the school or conduct
situational analysis;
This resource manual provides procedures • Identify possible hazards/threats faced by the
based on the policy statement of the school;
Department of Education for the • Follow and strictly act according to the
empowerment of DepED personnel. It outlines disaster management strategies especially in
the legal bases of the program and spells out the times of emergencies, calamity/disaster;
role of the Department’s • Provide feedback to the authorities for policy
Central Offi ce, Regional Offi ces, Division Offi formulation; and
ces, down the school level. The adopted 4- • Request the DepED Division/
phase strategy: Mitigation, Preparedness,
Regional/Central Offi ces / other local
Response, and Rehabilitation, illustrates the
and international GOs, NGOs and
basic procedures that a school may employ
stakeholders for any assistance.
before, during and after the occurrence of a
disaster. This manual offers safeguarding
To effectively achieve the expected
mechanisms to protect and preserve personnel
response in times of emergency and calamity,
and students, DepEd property, school facilities,
school offi cials and other personnel must take
equipment, fi xtures, instructional materials and
school records. time to understand the contents of this Safer
Schools Resource Manual, practice and
Alternative learning system as well as internalize the risk reduction measures to
rehabilitation of learning venues is further eventually make a habit of being prepared
predetermined to ensure continuity of before, during and after a calamity, be it a
instruction. This is to carry out the duties and natural or a human-made / induced hazard.
responsibilities of the school to deliver EOC Emergency Operation Center
instruction even in times of emergencies or GO Government Offi ce
calamities. Sustainability GPPB Government Procurement Policy Board
GSP Girl Scouts of the Philippines
ICS Incident Command System
LDCC Local Disaster Coordinating Council
LOI Letter of Instruction
MTDP Medium Term Development Plan
NAMRIA National Mapping and Resource Information Authority
NASA National Aeronautics and Space Administration
NCDPP National Calamities and Disaster Preparedness Plan
NDCC National Disaster Coordinating Council
NDCP National Disaster and Calamities Plan
NGO Non-Government Offi ce
NOAA National Oceanographic and Atmospheric Administration
OCD Offi ce of the Civil Defense
PAGASA Philippine Atmospheric, Geophysical, Astronomical Services Administration
PDCC Provincial Disaster Coordinating Council
PDMS Philippine Disaster Management System
2 3
PICE Philippine Institute of Civil Engineers
PNRC Philippine National Red Cross
PSP Paralytic Shellfi sh Poisoning
RD Regional Director
RDCC Regional Disaster Coordinating Council
SDS Schools Division Superintendent
SEDIP Secondary Education Development and Improvement Project
SME School Mapping Exercise
SSRM Safer Schools Resource Manual
RADAR Rapid Damage Assessment Reports
Acronyms
PFSED Physical Facilities and Schools Engineering Division TEEP Third Elementary Education Project
PHILVOCS Philippine Institutes of Volcanology and Seismology TMG Technical Management Group
TWG Technical Working Group Caldera. A large crater caused by the violent explosion of a volcano that collapses into a depression.
Glossary of Terms
Capability. Qualitative assessment of human and material resources such as ability, competence,
authority.
Capacity. Quantitative assessment of human and material resources. Example: number, volume,
size.
Advisory. A report giving notifi cation, information or message containing Capacity Building. Efforts aimed to develop human skills or societal infrastructures within a
recommendations on what actions are to be undertaken. community or organization needed to reduce the level of risk.
Alternative Learning System. A parallel learning system that provides a viable Comet. A celestial body moving about the sun, usually in a highly eccentric orbit, consisting of a
alternative to the existing formal education instruction. It encompasses both the nonformal central mass surrounded by an envelope of dust and gas that may form a tail that streams away from
and informal sources of knowledge and skills. the sun.
Asteroid. Any of numerous small celestial bodies that revolve around the sun, with orbits Complex Emergency. Form of man-made emergency in which the cause of the emergency as well
lying chiefl y between Mars and Jupiter and characteristic diameters between a few and as the assistance to the affl icted is complicated by intense levels of political considerations.
several hundred kilometers. Also called minor planet, planetoid.
Contingency Planning. Forward planning process, in a state of uncertainty, in which scenarios and
Atmospheric. Of, relating to, or existing in the atmosphere. Produced by, dependent on, objectives are agreed, managerial and technical actions defi ned, and potential response systems put
or coming from the atmosphere. Resembling or representing the atmosphere; having or in place in order to prevent, or better respond to, an emergency or critical situation.
giving the effect of translucence: a painting suffused with a hazy, atmospheric glow. Intended
Counter Measures. All measures taken to counter and reduce disaster risk. They most commonly
to evoke a particular emotional tone or aesthetic quality: lush atmospheric touches in every
refer to engineering (structural) measures but can also include non-structural measures and tools
room.
designed and employed to avoid or limit the adverse impact of natural hazards and related
environmental and technological disasters.
4 5
Disasters. Natural or man-made emergencies that cannot be handled by affected communities who Flood. The inundation of land areas which are not normally covered by water. A fl ood is usually experience severe danger
and incur loss of lives and properties causing disruption in its social structure caused by a temporary rise of the water level of a river, stream or other water course, inundating and prevention of the fulfi llment of all or some of
the affected community’s essential functions. adjacent lands or fl ood-plains. It could also be due to a temporary rise of lakes, oceans or reservoirs or other bodies of water inundating border lands normally above water.
Disaster Impact. Actual hazard event or its immediate consequences requiring extraordinary
response. Flood Plain. A fl at or nearly fl at surface that may be submerged by fl ood waters.
Disaster Mitigation. An act of preventing or minimizing the adverse effects of disaster-causing Forecast. To tell in advance what is likely to happen. In weather forecasting, to tell the calculated
phenomena through the introduction of measurers designed to prepare and protect life and property future weather situation within a specifi c period of time for a given area.
of the members of the society before the occurrence of a phenomenon. Mitigation includes activities
that prevent a disaster, reduce the chance of a disaster from happening, or reduce the damaging Geographic. Pertains to geography or to the natural features, population, industries, etc. of a region
effects of unavoidable natural phenomena. Construction of typhoon-resistant or earthquake-resistant or regions. g

houses and other structures and locating human settlements away from high risk areas are examples
of mitigation activities. Geological Hazard. Natural earth processes or phenomena that may cause the loss of life or injury, property damage, social and economic disruption or environmental degradation.
Disaster Preparedness. A state in which individuals and groups of a community have developed plans, allocated resources, and established procedures for an effi cient and effective implementation of Geotechnical.
Pertains to the practical applications of geological science in civil engineering, mining, etc. the plans for the purpose of saving lives and preventing further damage to property in the event of a disaster. Preparedness includes
plans or preparations made to save lives and to help response-and- Geomagnetic Storms. Major disturbances of the magnetosphere that occur when the interplanetary rescue operations. Evacuation plans and stocking
food and water are both examples of preparedness. magnetic fi eld turns southward and remains southward for a prolonged period of time.
Disaster Risk Management The systematic process of using administrative decisions, organization, Hazard. Any phenomenon that has the potential to cause disruption or damage to humans and their operational skills
g
and capacities to implement policies, strategies and coping capacities of the society environment. Or an event or occurrence that has the potential for causing injury to life, property and communities to lessen the impacts
of natural hazards and related environmental and technological and environment. disasters. It comprises all forms of activities, including structural and non-structural measures to avoid
(prevention) or to limit (mitigation and preparedness) adverse effects of hazards. Heat Wave. Prolonged period of excessive heat, often combined with excessive humidity. PAGASA steps up its procedures to alert the
public during these periods when it anticipates an increase in Early Warning. Process of information gathering and policy analysis to allow the prediction of human heat-related illnesses. developing crises and action either
to prevent them or contain their effects.
Heat Index. A number in degrees Celsius (C) that tells how hot it really feels when relative humidity
Earthquake. A feeble shaking to violent trembling of the ground produced by the sudden displacement is added to the actual air temperature. Exposure to full sunshine can increase the heat index by 15 of rocks or rock
materials below the earth’s surface. degrees.
Ecologists. A specialist in the scientifi c study of living things in relation to each other and to their Heat Cramps. Heat cramps are muscular pains and spasms due to heavy exertion. environment. Although heat cramps
are the least severe, they are often the fi rst signal that the body is having trouble with the heat. El Nino-Southern Oscillation (ENSO). A complex interaction of the tropical Pacifi c Ocean and the global atmosphere
that results in irregularly occurring episodes of changed ocean and weather Heat Exhaustion. Heat exhaustion typically occurs when people exercise heavily or work in a hot, patterns in may parts of the world, often with
signifi cant impacts, such as altered marine habitats, rainfall humid place where body fl uids are lost through heavy sweating. Blood fl ow to the skin increases, causing changes, fl oods, droughts and changes in storm patterns.
blood fl ow to decrease to the vital organs. This results in a form of mild shock. If not treated, the victim’s condition will worsen. Body temperature will keep rising and the victim may suffer heat stroke.
Emergency. Any situation in which the life or well-being of a community will be threatened unless immediate and appropriate action is taken, and which demands an extraordinary response and Heat stroke. Heat stroke
is life-threatening. A person’s temperature control system, which exceptional measurers. produces sweating to cool the body, stops working. The body temperature can rise so
high that brain damage and death may result if the body is not cooled quickly. Sunstroke is Fissuring.
A movement in the ground causing a narrow opening produced by cleavage or separation another term for heat stroke. of parts.
Hydrology. The study of water on the surface of land, in the soil and underlying rocks, and in the atmosphere,
particularly with respect to evaporation and precipitation.
6 7
Hydrometeorology. The study of atmospheric water, esp. precipitation, as it affects agriculture, Inter-tropical Convergence Zone. Boundary area between the trade wind system of the
water supply, fl ood control, power generation, etc. It pertains to the occurrence, motion, and Northern and Southern hemispheres characterized in the maritime climates by a showery
changes of state of atmospheric water. precipitation with cumulonimbus clouds sometimes extending to great heights.
Informal Education. A lifelong process of learning by which every person acquires and Inundation. The rising and spreading of water over land.
accumulates knowledge, skills, attitudes and insights from daily experiences at home, at work, at play
and from life itself. La Niña. Approximately the opposite condition to El Niño. Each El Niño or La Niña episode usually
lasts for several seasons.
Intensity. The seismic effect of an earthquake at a given place on man-made structures and on the
ground itself. Intensity refers to the actual earthquake effects as observed at specifi c places. It is a Land Fall. An instant at which the “eye” of a tropical cyclone approaches the land mass portion of
measure of the degree of shaking at any given place. Intensity is dependent on the ground, the depth a coastal area.
of the epicenter, and structural conditions at a particular area. It varies from place to place. It is
highest near the epicenter and decreases gradually as distance from the epicenter increases.
Magnitude. A measure of the energy released in the form of vibration by a particular earthquake. Relief. An act of helping or alleviating the conditions of persons who are suffering from the effects
It is measured from seismographic instrument recordings. It is a measure of energy released at the of disaster.
focus. It is not affected by the distance to the epicenter or ground and structural conditions.
Response. The act of implementing or translating into actions what are called for by the
Monsoon. The wind blowing from one direction during a certain part of the year, alternating with preparedness plans. Response includes actions taken to save lives and prevent further damage in a
the wind from the opposite direction in another part of the year. disaster or emergency situation. Seeking shelter from strong winds accompanying a typhoon and
evacuating to higher grounds due to an impending fl ood are examples of response.
Precautionary Measures. Steps or actions undertaken in advance to avoid hazards.
g
Risk. The expected number of lives lost, persons injured, damage to property and disruption of
Nonformal Education. Any organized, systematic educational activity carried outside the economic activity due to natural phenomenon, and consequently the product of specifi c risk and
framework of the formal system to provide selected types of learning to a segment of the population. elements at risk. Specifi c risk means the expected degree of loss due to a particular phenomenon.
Elements at risk means the population, buildings and civil engineering works, economic activities,
Non-Structural Measures. Refers to policies, awareness, knowledge development, public
public services, utilities and infrastructure, etc., at risk in a given area.
commitment, and methods and operating practices, including participatory mechanisms and the
provision of information, which can reduce risk and related impacts. Risk Assessment / Analysis. A methodology to determine the nature and extent of risk by
analyzing potential hazards and evaluating existing conditions of vulnerability that could pose a
Oceanography. Pertains to the scientifi c study of oceans, the life that inhabits them, and their
potential threat or harm to people, property, livelihood and the environment on which they depend.
physical characteristics, including the depth and extent of ocean waters, their movement and chemical
makeup, and the topography and composition of the ocean fl oors. Oceanography also includes ocean Runoff. The portion of the precipitation on the land that ultimately reaches streams and then the sea,
exploration. Also called oceanology. especially the water from rain.
Preparedness. Activities and measures taken in advance to ensure effective response to the impact Structural Measures. Refers to any physical construction to reduce or avoid possible impacts of
of hazards, including the issuance of timely and effective early warnings and the temporary evacuation hazards, which include engineering measures and construction of hazard-resistant and protective
of people and property from threatened locations. structures and infrastructure.
Technological Danger. Originating from technological or industrial accidents, dangerous

8 procedures, infrastructure failures or certain human activities, these dangers may cause the loss of
life or injury, property damage, social and economic disruption or environmental degradation.
Prevention. Activities to provide outright avoidance of the adverse impact of hazards and means to
minimize related environmental, technological and biological disasters. Tectonic. Refers to the forces or conditions within the earth that cause movements of the crust.
designating the results of such movements: tectonic valleys.
Pyroclastic Flow. High-density mixtures of hot, dry rock fragments and hot gases that move away
from the vent that erupted them at high speeds. They may result from the explosive eruption of Topography. The art of practice of a graphic delineation in detail on maps or charts of selected
molten or solid rock fragments, or both. They may also result from the nonexplosive eruption of natural and man-made features of a place or region.
lava when parts of dome or a thick lava fl ow collapses down a steep slope.
Reconstruction. An activity to bring about higher quality of life and security against
g
disaster. 9
Recovery. Decisions and actions taken after a disaster with a view to restoring or improving the
pre-disaster living conditions of the stricken community, while encouraging and facilitating necessary
adjustments to reduce disaster risks.
Tsunami. Giant sea waves generated by under-the-sea earthquakes and volcanic eruptions.
Vulnerability. Factors of the community that allow a hazard to cause a disaster. Or the result of a number of factors that increase the chances of a community being unable to cope with an emergency.
Understanding Disasters
Disasters are emergencies that cannot be
handled by those affected without outside They become risk and disaster factors
assistance. They are caused by natural or when they unite. Risks can be reduced
manmade events wherein communities or managed, and measures can be
experience severe danger and incur loss of lives employed to ensure that hazards will
and properties causing disruption to their social not result in disasters if people reduce
structure and to all or some of the affected the weaknesses and vulnerabilities to
communities’ essential functions. Disasters are existing hazards in the location.
inevitable. They are caused by unsustainable
development that has not taken account of
• Risk management is needed for disaster
possible hazard impacts in that location. They
prevention to ensure sustainable
can be less damaging if the population has better
development so that people can lead a
understanding of locally-experienced hazards
good, healthy, and happy life without
and implements preventive or mitigating
creating damage to the environment.
measures against them.
Risk management includes identifying health
Overview of Disaster Risk Management
and safety hazards, determining probability of
In disaster risk management a whole range
their occurrences, estimating their potential
of elements need attention depending on the
nature of the hazards in that location. These impacts to the schools and the communities at
include: risk, enumerating and implementing the
following risk reduction measures: hazard
• Risk Reduction. Vulnerability and hazards are mapping; vulnerability analysis; potential losses
estimation; and strategic disaster prevention /
not dangerous if taken separately.
mitigation development.
g
1
Chapter
Overview of
Disaster Risk Reduction
10 11
Essential Components in Determining Loss Management Control of Events Disasters represent a loss of opportunity not only to
Risk These are the pre and post disaster actions This is the most critical element of disaster individuals but also to the entire education
The following are essential components in designed to keep the losses at the minimum in risk management. Control is maintained through community. They can also be a setback to the the determination of risk, each of which
should human, structural and economic aspects. the following measures: development program of the country which in effect be separately quantifi ed: • Anticipation of disaster and the cause- can erode whatever gains the education
sector
• Pre-disaster loss management are effect relationship generated by each type envisions to achieve. Hence, disaster preparedness
• Hazard occurrence probability is the activities focusing on reducing the of event; must be undertaken to reduce their impact to likelihood of experiencing a natural or community vulnerability to hazards. the minimum and to
accomplish recovery
1 technological hazard at a given location Actions include improving the resistance • Mitigation or reduction of the risk of quickly so that efforts contribute to the overall 1 or region. Quantifying hazard probability of physical structures
such as school disaster; development of the country and its citizens. involves assessing not only the probability buildings, developing improved safety
of occurrence but the probability of plans for the occupants, and increasing / • Disaster preparedness;
magnitude. diversifying the network of social support Disaster Prevention and Mitigation
mechanism available to communities in • Accurate information collection and
• Elements at risk. Identifying and making • threatened areas. assessment; Prevention and mitigation are actions
an inventory of people or school taken to make sure that the impact of a
buildings or other elements which Post-disaster loss management focuses • Balanced response; hazard is lessened. We cannot stop natural
would be affected by the hazard if it on improving the emergency response hazards from happening but we can reduce the
occurs, and when required, estimating and broadening the range of support • Timely actions; damages if we institute prevention and
their economic value. given to victims that includes facilitation mitigation measures. Taking measures in order Resource
of relief delivery and stimulating a rapid • Effective leadership; and to avoid an event turning into a disaster is
• Vulnerability of the elements at risk. How recovery. prevention, which includes planting trees in
affected the school buildings or school • Discipline among those handling the relief order to prevent erosion, landslides and
children or other elements would be if and disaster management. drought. On the other hand, measures that
they were to experience some levels of reduce vulnerability to certain hazards is
hazard impact. Vulnerability is the Equity of Assistance mitigation which includes for instance improved
relationship between the severity of building practices and standard designs to
Disaster assistance should be provided in an
hazard impact and the degree of ensure that school buildings are constructed in
equitable and fair manner. Fairness should be
damaged caused. Each element is risk free school sites, houses and hospitals can
the basis of relief and reconstruction policies in
withstand earthquake or a typhoon.
affected differently by hazards of order to ensure that disaster victims receive
different severity. equal treatment and are able to obtain adequate Prevention and mitigation in schools begins with:
access to resources available. The special needs • Knowing which hazards and risks the
of women, children, and the elderly are catered school is exposed to (hazard mapping);
for.
Management
In order to meet all competing needs • Meeting with all stakeholders in and demands of a post disaster
Damaged School Buildings environment, education and making plans to reduce resource management becomes essential. The those
hazards and risks; and use of available resources should be maximized to the greatest advantage. Affordable
These photos show some locally • Implementing plans to reduce available resources are preferred. vulnerabilities.
of the school buildings
damaged by super Impact Reduction Hazard is an event or occurrence that
typhoon Reming in the Disasters can have impact far beyond the has the potential to cause harm to life and immediate human, physical
Bicol region last 2006. or economic losses. damage property and the environment.
12 13
Risk
Risk is the probability of harmful Overview of Policies and Principles Guiding Principles consequences, or expected loss of lives, of Disaster Risk Reduction The Department has adopted the following
people injured, livelihoods, disruption guiding principles in disaster risk reduction of economic activities and damages to Legal Basis management in 2005 to implement the Hyogo the environment as a result of interactions
The adoption of this Manual by the Framework for Action.
between natural or human induced hazards and Department of Education (DepED) and the
vulnerable / capable conditions.role of the DepED in the Philippine Disaster Making Disaster Risk Reduction a
Management System are mandated by the Priority ensures that disaster risk reduction
Vulnerability comprises conditions following legal documents: is a national and local priority with a strong and environmental factors or processes, Executive Order No. 159, series of 1968, principle emphasizes that
1 collaboration is key. 1
Capacities are those positive Vulnerability government, the armed forces, government as well as plans, programs, projects to integrate
resources and abilities which are helpful hospitals and public educational institutions to risk reduction and allocate suffi cient resources
to individuals, families and community in establish their respective disaster control to support and maintain them.
mitigating,
determined by physical, social, economic, institutional Disaster basis for implementation. This
which increase the susceptibility of a community, mandates that all heads of departments, bureaus, school, or certain area in a locality to the impact offi ces, agencies, instrumentalities
and political In implementing the Hyogo Framework of hazards. Hazard sub-divisions of the government, including all for Action, countries must develop or modify
corporations owned and controlled by the policies, laws, and organizational arrangements,
preparing for, responding to and recovering organizations.
from the hazard impact. The United Nations Hence, disaster/risk reduction measures
International Strategy for Disaster Reduction Presidential Decree No. 1566 of June 1978, are being integrated in the DepED Short
(UNISDR) puts these defi nitions into an equation:“Strengthening the Philippine Disaster Control, and Medium Term Development Plans for
Capability and Establishing the National Program budgetary consideration from 2008 onwards. on Community
Disaster Preparedness” stresses Priority considerations shall be given to the on the hardships endured by our people due
implementation of programs and projects relative to a hostile environment and has continually to disaster risk
management.
sought survival against hazards, both natural and
human-made. Furthermore, the Decree stated Knowing the Risks and Taking Actions the urgency of the need to
direct, control and identifi es, assesses and monitors disaster risks coordinate the manpower, material, monetary, and
enhances early warning. This principle and spiritual resources of the entire Filipino believes that early warning saves lives.
nation to reduce the impact of hazards.
Early warning is to relay to individuals,
Rule 1040 of the Occupational Safety and groups or populations messages which provide Health Standards (as amended) which states that them with information about:
the existence EACH AGENCY provide for the organization of of danger; and what can be done to prevent, disaster control groups/health safety committees avoid or
minimize the danger. Warnings issued in every place of employment and the conduct by the Philippine Atmospheric, Geophysical, of periodic drills and exercises in work
places; Astronomical Services Administration (PAGASA), Philippine Institute on Volcanology and Seismology
All DepED Orders, Memoranda, and other (PHIVOLCS), Operations Center, National
documents containing policies and guidelines on Disaster Coordinating Council (NDCC) are
disaster risk management are contained in the being communicated to the general public
Appendices. followed by actions like the suspension of
14 15
classes during inclement weather and emergency Information generated from the School • Conducting capability training for teachers, situations. Mapping Exercise (SME) like
hazards map, non-teaching personnel, community Prevention
liquefaction map, topographic map, base map members, parents, and children;
The Secretary of the Department of National and other information shall be used as one of
Defense, as Chairman of the National Disaster the criteria in the approval of establishing new • Developing or strengthening communityCoordinating Council (NDCC) is also given
the schools and in relocating schools at risk to safer based disaster risk management programs;
authority to suspend classes in coordination with sites. and the Local Government Units (LGUs), DepED
and the Commission on Higher Education Building Understanding and Awareness • Working with the media in disaster risk (CHED) as the need arises. The authority was uses
knowledge, innovation and education to reduction awareness activities. issued by President Gloria Macapagal Arroyo in build a culture of safety and resilience at all levels.
1 1
Administrative Order No. 196 dated September The principle is based on the premise that local Reducing Risk means to reduce the 11, 2007 entitled “Empowering the Secretary
of knowledge is critical for disaster reduction. underlying risk factors. One of the ways to
National Defense and Concurrent Chairman of reduce risks is by building local resilience in order the National Disaster Coordinating Council to Information dissemination campaigns
on to protect school communities. The Department Declare the Suspension of Classes in Times of basic concepts for all hazards, their causes, can build resilience to disasters
by investing in
Disasters or Calamities”. preventative measures, and consequences shall simple, well-known measures to reduce risk and be used as one of the strategies in providing
vulnerability. For example: Mitigation
In order to know the risks and vulnerability awareness and knowledge to the public. This shall to natural hazards of existing schools, the DepED be implemented through
integration of disaster • Locating / relocating schools away from shall continue the School Mapping Exercise (SME) risk reduction concepts in school curricula as hazard-prone
areas, such as fl ood plains, project to include all schools not only those contained in Department Memorandum No. shorelines, earthquake fault lines, etc; covered by the
Third Elementary Education 100, s. 2007 “Mainstreaming Disaster Risk
Project (TEEP) and the Secondary Education Reduction Concepts in Secondary Curriculum”, • Building schools and facilities strong Development and Improvement Project
(SEDIP), and mainstreaming disaster risk management in enough to withstand the impacts of all
both foreign assisted projects that started the the school system as contained in DepED Order hazards; School Mapping Exercise (SME). No. 55, s. 2007 “Prioritizing the
Mainstreaming
of Disaster Risk Reduction Management in the • Encouraging reforestation and protection The National Mapping and
Resource School System and Implementation of Programs of wetlands;
Information Authority (NAMRIA) was and Projects Relative Therefore”. See Appendix 4.
commissioned by the Department to train • Implementing the provisions of Clean
DepED Engineers on the basics of hazard Other strategies include the following: Air Act and Waste Segregation Scheme, assessment, map layout, digitizing, gathering and
Presidential Decree No. 856, Code on consolidation of data, analysis and interpretation. • Providing relevant information on Sanitation of the Philippines, Presidential NAMRIA Preparedness
also assisted the Physical Facilities and disaster risks and means of protection, Decree No. 1185, Fire Code of the Schools Engineering Division (PFSED) of the especially in
hazard prone areas; Philippines; and Presidential Decree No.
Offi ce of Planning Service (OPS) in the integration 1096, Building Code of the Philippines. and utilization of SME outputs given by TEEP and • Strengthening networks and
promoting
SEDIP as well as in establishing a Geographic dialogue and cooperation among disaster • Encouraging participation in the National Information System Based School Profiling
experts, technical and scientifi c specialists, Schools Maintenance Week or “Brigada System (GIS-SPS) as part of the Basic Education planners and other stakeholders; Eskwela”
wherein parents and local
Information System (BEIS). volunteers come together for one week in
May before the start of the school year in
order to do minor repair and maintenance
of school facilities to get the
16 17
schools ready and safe for the children • Conduct Quarterly Earthquake Drills in The figure below shows the existing in DepED Order No. 25, s. 2005 (see to use. Schools; and organizational
structure of the Calamity / attached CD).
Disaster and Fire Control Group (CDFCG):
Being Prepared and Ready to Act. • Drill Exercises like fi re drill, and evacuation • The group coordinates with the DepED Strengthen disaster preparedness for effective drills. • The CDFCG is headed by the Director Secretary
and NDCC on matters relative response at all levels. This principle believes that of Administrative Service, DepED to DRM through the DepED Focal disaster preparedness needs practice. Being Organization of a Disaster Control
Group Person on DRM and leads the Disaster prepared, including conducting risk assessments, • He also plays the role of Incident Operations Center in conducting the
1 before investing in development at all school In order to make disaster risk reduction Commander in case of emergencies; damage assessment and monitoring of
communities will enable DepED facilities and management operational, the Department damages to school properties during personnel to become more resilient to natural organized the DepED Calamity, Disaster • The group is
1
composed of 8 committees emergency situations. The Focal Person hazards. and Fire Control Group (CDFCG) created to carry out DRM wherein Evacuation, also reports to NDCC all damages caused by DECS Order No. 61, s.
1990, which was Rescue and Rehabilitation Committees by calamities/disasters to the education
Preparedness Activities: revived / reconstituted and amended by DECS were lumped into one under the Physical sector, and sits at the NDCC Operations
Order No. 56, s. 1995, DECS Order No. 14, Facilities and Schools Engineering Division, Center to address queries pertaining to
• Development and regular testing of s. 1997, DECS Order No. 92 s. 1998 and Offi ce of Planning Service (PFSED-OPS). education during emergency situation contingency plans; reactivated by
DepED Order No. 25, s. 2005. (see fi gure below).
The CDFC Group is supported by eight • Each committee has functions and
• Appropriation of the calamity fund to Committees. responsibilities to perform as stated support preparedness, response and rehabilitation activities through the CDFCG Committees: NDCC;
• Intelligence / Disaster Analysis Committee
• Development of coordinated Regional,
Division, District and school approaches • Plans and Operation Committee for effective disaster response;
• Communication and Warning Committee • Regular dialogue between response agencies, planners and policy-makers, and •
Rescue, Engineering and Evacuation
development organizations; Committee
• Coordination with Local Disaster • Physical Security Committee Coordinating Councils for better collaboration and
synchronization, and • Documentation and Investigation
convergence of assistance; Committee
• Establishment and maintenance of • Fire Fighting Committee bilateral coordination among cluster
members, partners and stakeholders • Action Group
for timely and effective humanitarian response;
18 19
Types of Natural Hazards 40 km from the center of a small hurricane and as far as 240 km in a large hurricane. Tropical Hydro- Meteorological
Phenomena and storm-force winds can extend as far as 480 km Hazard from the center of a large hurricane. These are
very dangerous storms.
Cyclone
A cyclone is an Preparedness and Mitigation (What to do beintense low pressure fore):
• Establish and maintain coordination with
system which is 2
Barangay Disaster Coordinating Councils
characterized by strong (BDCC).
spiral winds towards the center, called the “Eye” • Ensure that the school building can withstand
in a counter-clockwise fl ow in the northern heavy rain and strong winds. Single level hemisphere. Hazards due to tropical cyclones are schools built at ground level may be anchored strong winds with heavy rainfall that can cause by guy
wires to strengthen the stability of the widespread fl ooding/fl ashfl oods, storm surges, structure. landslides and mudfl ows.
Chapter 2 Classifi
from 35 kph to 63 kph

cation
• Tropical Depression – maximum winds
Natural Hazards
• Tropical Storm – maximum winds from 64 kph to 118 The Modifi ed Public Storm Warning Signals
kph (PSWS) in the Philippines
• Typhoons – maximum winds exceeding PSWS 1 Winds of 30-60 kph may be

118 kph expected in at least 36 hours or intermittent
rains may be expected within 36 hours. (When
The Philippine Islands are prone to all kinds effects. The common hazards associated with Typhoon the tropical cyclone develops very close to the
of natural hazards because of their geographical these are heavy rains, strong winds, storm A typhoon is a large, powerful locality, a shorter lead of time of the occurrence
location and physical environment. The country surge, fl oods and landslides/ mud slide /mud fl and violent tropical cyclone. It is of the winds will be specifi ed in the warning
is strategically located in the path of turbulent ow. bulletin)
a low pressure area rotating counterclockwise and containing
and destructive cyclones in the Pacifi c, and the rising warm
“Ring of Fire”. This situation has adverse Geological hazards are normal and their PSWS 2 Winds of greater than 60 kph and
air that forms over warm water in the Western Pacifi c Ocean.
effects, not only on the lives and properties of processes occur as irregular events with direct up to 100 kph may be expected in at least 24
Less powerful tropical cyclones are called Tropical Depressions hours.
the Filipino people, but also on the economy of interaction with the environment. They are
and Tropical Storms. A typhoon is called a hurricane in the
the nation, as hazard impacts may result in capable of causing signifi cant negative impact on
widespread environmental and property Atlantic Ocean, a cyclone in the Indian Ocean and wily-wily in PSWS 3 Winds greater than 100 kph up
human well-being. Their non-rhythmic
damages. Natural hazards may cause danger to Australia. Typhoons can infl ict terrible damage due to to 185 kph may be expected in at least 18
occurrence makes their predictability diffi cult.
people, structures or economic assets, and may thunderstorms, violent winds, torrential rain, fl oods, landslides, hours.
An important characteristic of many geological
lead to a disaster if they are not mitigated large and very big waves associated with storm surges.
hazards is their prime land preference – the
against and prepared for. Hurricane-force winds can reach out as little as PSWS 4 Very strong winds of more than
characteristic of preferentially occupying areas
185 kph may be expected in at least 12 hours.
targeted by man for his use. Almost all types of
Phenomena that are atmospheric,
geological hazards occur in the Philippines
hydrometeorological or oceanographic and
except hazards associated with glaciers and 20
geographical in nature may cause the loss of life
seasonal snowfall. Hazards arising from 21
or injury, property damage, social and economic
volcanic eruptions, earthquakes and other
disruption and/or environmental degradation. • Learn about typhoon and other weather • Coordinate with the proper school
related geotectonic phenomena such as
Hydrometeorological and geographical hazards offi cials Tornado Preparedness and Mitigation (What to do before): disturbances,
landslide, tsunami and faulting are the most
can be single, sequential or a combination in their signs and warnings, effects on possible immediate evacuation measures A t o
mitigated ones due to the frequency of their
origin and r n a d o i s • Develop a preparedness plan for the and dangers and how to protect
occurrence.
the school especially if the school is located in a low-lying described as a violently
whole school community
children, records and school property. area. rotating column of
2
• Educate school children on preparedness for • Ensure that pupils/students will remain calm air extending from a • Have frequent drills tropical cyclones. by keeping them informed of the latest de- thunderstorm to the
velopments. ground. Tornadoes come • Inspect pre-designated
areas to ensure
• Participate actively in the school’s disaster in many sizes but are typically in the form of a the best protection
response – drill or simulation. Rehabilitation (What to do after): visible condensation funnel whose narrow end
suspension of classes or invoke school-based sary medical assistance at disaster station or colors depending on the environment. Typically,
megaphone as alternative of
2 • Attend to victims immediately. For minor touches the earth and is often encircled by a • Secure
• Observe strictly Department policies on the cuts and wounds apply fi rst aid. Seek neces- cloud of debris. It can have a wide range of school’s alarm system
decisions in coordination with Local Govern- hospital. tornadoes may appear nearly transparent and • Listen to radio and television for ment Units.
• Check the classroom for damages and losses. invisible until dust and debris are picked up. information
Response (What to do during): Report these immediately to the authorized
• Monitor through radio or other reliable offi cials. Tornadoes develop from severe • Store fl ashlights and back-up batteries sources the latest offi cial report of PAGASA thunderstorms in warm, unstable air along and to receive warnings on the
typhoon. • Coordinate with the Barangay offi cials, LGU’s ahead of cold fronts. It starts from a change for assistance. in direction, an increase in wind speed with Response (What to do during):
• Gather the pupils in the most stable, strong increasing height and a rise from within the • Move to a pre-designated area or an
and safe school building when it is no longer • Prepare the necessary documents to effect thunderstorm which triggers the rotation of wind interior room on the lowest fl oor and safe for them to go home. replacement
of damaged buildings and other from horizontal to vertical. get under a sturdy piece of furniture school properties and/or repair of the same.
• Advise pupils/students to stay indoors and
Tornadoes have been observed on every away from windows. • Stay away
from windows
continent of the world but these destructive
forces are found most frequently in the United • Lie fl at in a depression if caught outside
States particularly to the east of the Rocky
Mountains during spring and summer months. Rehabilitation (What to do after): Occurrence
of tornadoes in Asian countries • Attend to survivors immediately is seldom. There were
reported occurrences
of “buhawi”, local term for tornado, in the • Check the school community for Philippines, one
occured in San Miguel, Bulacan damages and losses and damaged at least 30 houses in 2008.
• Coordinate with proper authorities for assistance
22 23
Shapes and Sizes of Tornadoes

Violent Tornadoes Weak Tornadoes Strong Tornadoes
only 2% of all tornadoes 69% of all tornadoes 29% of all tornadoes
70% of all tornado deaths less than 5% of tornado nearly 30% of all tornado
lifetime can exceed 1 hour deaths deaths
winds greater than 205 mph lifetime 1 – 10+ minutes may last 20 minutes
winds less than 110 mph winds 110-205 mph
Thunderstorms Preparedness and Mitigation (What to do before): Response (What to do during): Rehabilitation (What to do after):
A thunderstorm is a • Develop a School Preparedness Plan. • Instruct pupils to do the lightning safety • Send pupils/students home if the weather weather condition that Severe thunderstorm-specifi c
planning position and stay away from structures, condition allows.
produces lightning and should include the following: trees, towers, fences, telephone lines, or
thunder, heavy rainfall • Learn about your area’s severe power lines if out in the open. • Remind pupils/students to continually from cumulonimbus thunderstorm risk. observe safety measures on their way
clouds and possibly a • Discuss how you would know if • Advise pupils/students to watch out for home.
tornado. It is a violent local atmospheric a thunderstorm may produce a falling debris and fl ashfl oods.
2 disturbance accompanied by lightning, thunder, tornado. • Continue listening to local radio or
and heavy rain, and often by strong gusts of wind, • Discuss how to be warned of an • Advise pupils/students to stay calm television stations for updated information and sometimes by hail. The typical thunderstorm approaching
2
expansion. The cooling condenses the water away from them and report them
vapor present in the air, forming a cumulus • Secure outdoor objects that could be blown • Advise pupils/students to get inside the school immediately.
cloud. If the process continues, the summit away and cause damage. building, classroom or hard top
thunderstorm. throughout the occurrence of and instructions. caused by convection occurs when the sun’s • Recommend trimming and removal of thunderstorm. warmth has heated a large body of moist air dead or rotting trees that
could fall and • Stay away from storm-damaged areas.
near the ground. This air rises and is cooled by may cause damage or injury. • Postpone all outdoor activities. • Watch out for fallen power lines, stay
often attains a height of 4 miles (6.5km) above automobile. the base, and the top spreads out in the shape • Secure classroom doors and windows
of an anvil becoming cumulo-nimbus clouds. The both from the inside and outside. • Advise pupils/students to avoid plumbing turbulent air current within the cloud causes a and
bathroom fi xtures that are good continual breaking up and reuniting of the rain • Estimate the distance of the thunderclouds conductors of electricity.
drops, which may form hail, and builds up strong by computing the difference in time
electrical charges that result in lightning. As the (second) between seeing the fl ash of • Unplug or turn off all appliances and thunderstorm approaches an area, the gentle lightning
and hearing the claps of thunder. other electrical items such as computers. fl ow of warm air feeding the cloud gives way to (1 second = 1000 ft.). Electric power surges and storm
lightning a strong, chilly gust of wind from the opposite can cause serious damage to these direction, blowing from the base of the cloud. • Advise students to stay indoors for 30
appliances.
Lightning Safety Position
Intense rain begins, then gradually diminishes as minutes after hearing the last clap of the Lightning safety experts have invented a
the thunderstorm passes. Night thunderstorms thunder. • Turn off the air conditioner and television, are caused by the cooling of “lightning safety position” that is very important the upper layers of and stay off the phone
until the storm is air by radiation; others are caused by approaching • Ensure proper drainage for rain water on over. Use a battery to know if you are caught in a thunderstorm operated radio for cold air masses that
advance as a wedge near the whole school site. gaining information. the ground, forcing the warmer air in its path to and you can’t fi nd a shelter. This position looks
rise. Thunderstorms occur most frequently in • Choose and move to a “safe place” in the equatorial zone (some localities have as hard, but it could save your life. There are many your school where students can
gather as 200 a year) and seldom in the polar regions.during a thunderstorm preferably on the lowest fl oor of the building. This several reasons for doing it: It makes you a should be a place where there are no
windows, skylights, or glass doors, which could be broken by strong winds or hail, smaller target. With your heels together, if causing damage or injury.
lightning hits the ground, it goes through the
closest foot, up to your heel and then transfers
to the other foot and goes back to the ground
again. If you don’t put your feet together,
lightning could go through your heart and kill
you. You put your hands over your ears to
24 25 protect them from thunder.
Flood Preparedness and Mitigation (What to do before): • Protect your school property
against Rehabilitation (What to do after):
F l o o d i s t h e • Find out the frequency of occurrence of fl ood. • Report broken utility lines (electricity, inundation of land areas fl oods in the
locality, especially those that water, gas, etc.) immediately to appropriate which are not normally affect the school area. Response (What to do during): agencies/authorities.
covered by water. A • Keep the pupils/students calm and update
fl ood is usually caused • Know the fl ood warning system in the them with the status of the situation • Ensure that electrical appliances are by a temporary rise or school. If none exists, recommend to the and safety reminders
on what to do and checked by a competent electrician
the overfl owing of a river, stream, or other water appropriate authority for the creation of where to go in case of evacuation. before switching them on.
2 course, inundating adjacent lands or fl ood-plains. one. 2

It could also be due to a temporary rise of lakes, • Listen continuously to a radio, or a • Avoid affected areas. oceans or reservoirs and/ or other enclosed • Research from previous occurrences how portable, battery-powered
radio (or
bodies of water, inundating border lands due fast the water fl oods occur in the school television) for updated emergency • Continue to listen to a radio or local to heavy and prolonged rainfall associated with and how high it rises.
information. television stations and return home only tropical cyclones, monsoons, inter-tropical when authorities indicate it is safe to do
convergence zones or active low pressure • Watch out for rapidly rising water and • Remind pupils/students not to attempt so.
areas. Floods are basically hydrological prepare the students/pupils for to cross fl owing streams unless they are
phenomena and they are also caused by storm evacuation. assured that the water is below knee Stay away from any building that is still fl
surges, and tsunami along coastal areas. high level. • ooded.
• Switch off the electricity and lock the
Ecologists also attribute fl ooding in some rooms after the children have gone out. • Advise pupils/students to avoid areas regions to the results of human activities like •
Have a handy survival kit. It should prone to fl ash fl ooding and be cautious unregulated cutting of trees and urbanization contain battery-operated transistor of water-covered
roads, bridges, creeks of large areas. These activities have changed the radio, flashlight, emergency cooking and stream banks and recently fl ooded hydrological regime of
some areas so that water equipment, candles, matches and fi rst aid areas. fl ows into streams more rapidly. As a result of kit.
this, high water levels in water courses occur • Warn pupils/students not to go swimming sooner and more suddenly. • Offer services and perform the assigned or boating in
swollen rivers.
tasks in the event that the school is
Flooding occurs in known fl oodplains when designated as an evacuation area for • Watch out for snakes in fl ooded areas. prolonged rainfall over several days, intense
families or livestock.
rainfall over a short period of time, or a debris • Advise pupils/students to eat only well-
jam causes a river or stream to overfl ow and • If it has been raining hard for several cooked food and drink only clean or fl ood the surrounding area. hours, or steadily raining
for several preferably boiled water and throw away days, be alert to the possibility of a fl ood. all food that has come into contact with Several factors contribute to fl ooding.
Two Floods happen as the ground becomes fl ood water. key elements are rainfall intensity and duration. saturated. Intensity is the rate of rainfall, and duration How to protect your school
is how long the rain lasts. Topography, soil • Use a radio or a portable, batteryconditions, and ground cover also play important powered radio (or television) for updated roles. property against fl ood
Most fl ash fl ooding is caused by slow- information. Local stations provide the moving thunderstorms repeatedly moving over best advice for your particular situation. the same Keep insurance policies, documents, and other
area, or heavy rains from hurricanes valuables in a safe-deposit box in a safe place.
and tropical storms. Floods can be slow- or • Caution everyone to avoid using lanterns fast-rising, but generally develop over a period or torches in case there are fl ammable • Avoid building in a fl oodplain unless you
of hours or days. materials present. elevate and reinforce your school.
• Store school properties in upper levels;
• Construct barriers such as levees, berms,
and fl ood walls to stop fl ood water from
26 27 entering the school premises.
Storm Surge Response (What to do during):Landslides • Conduct regular drills on evacuation Storm surge is a • Direct • Hold appropriate consultations with local
pupils/students to move to higher A landslide is a procedures. rise of seawater above grounds upon detection of signs of a authorities regarding fl ood risk reduction
massive outward and measures.
normal sea level on the probable storm surge or upon receiving downward movement of • Recommend to proper
authorities to enforce coast, generated by a warning that a storm surge is imminent.slope-forming materials. land use regulations geared at mitigating the action of weather The term
landslide is landslide or mudfl ow hazards.
elements such as • Advise pupils/students to be alert of and restricted to movements
cyclonic wind and atmospheric pressure. Sea stay away from steep, high coastal areas of rocks and soil masses. These masses may • Promote public awareness and involvement level is raised and driven towards the coast. which are
2 prone to landslides. range in size up to entire mountainsides. Their on landslide mitigation. 2

Where the depth is shallow and the slope of the movements may vary in velocity.
sea bed is gradual, the natural fl ow of the water • Switch off power supply. • Recommend to proper authorities the is delayed by the effect of friction on the sea bed. A landslide is initiated when a section of construction of channels,
catchments, basins, As more water moves from the sea to the coast • Advise pupils/students to stay on the a hill slope or sloping section of a sea bed is dams, levees, and similar structures to protect excess water piles up on the shore
line. This piling inland side away from the potential fl ow rendered too weak to support its own weight. the school.
up of water makes a large volume of water of water. This is generally triggered by other natural • Develop a school preparedness and
which might eventually fl ow into the hinterland hazards such as prolonged, heavy rainfall or by evacuation plan.
some distance from the coast. Depending upon • If caught in a storm surge, advise pupils/ other sources of water which increase the
the shape of the coastline and the slope of the students to take hold of large boulders water content of the slope materials. Landslide Response (What to do during):
sea bed, storm surge can sweep across large or tree trunks which can provide as a geological hazard is caused by earthquake • Evacuate the school community
portions of coastal areas. protection from the force of water or or volcanic eruption. Susceptibility of hill slope immediately if warned of an impending
debris carried by the fl owing water. to landslide is developed as a result of landslide or mudfl ow.
Preparedness and Mitigation (What to do before): denudation of mountainsides which removes
• Know the storm surge risk zones and Rehabilitation (What to do after): the trees or ground cover that holds the soil, • Advise pupils/students to stay away from
recommend for the relocation of the • Advise pupils/students not to eat fresh or alteration of the surface of the ground like the path of landslide debris, or seek refuge
school children to safer grounds if food that came in contact with fl ood grading for roads or building constructions. behind a sturdy tree or boulder.
necessary. waters. Drinking water should be
submitted to proper authorities for Preparedness and Mitigation (What to do before):
• Get out of the school buildings as soon as
• Recommend the construction of testing. • Secure clearance from the Mines and possible when rumbling sounds are heard
seawalls and storm surge breakers to Geosciences Bureau (MGB) on status of
from upstream or the trembling of the
protect the buildings from storm surge • Check structural damage of the possible landslides.
strikes. ground is felt, indicating a possible mudfl
classroom to ensure that there is no
• ow. Run across a slope, not downwards.
danger of structure collapse. • Prepare the pupils/students for evacuation
Warn pupils/students to stay off the beach upon the direction of the proper school
when weather disturbance exists. • Check classrooms for electrical damage authorities.
• and open live wires. Electrical fi xtures
Ensure that everyone is familiar with the should only be switched on after making • Maintain a list of contact numbers during
identifi ed escape routes of the school sure that it is safe to do so. emergencies.
to higher grounds.
• • Clean all mud and debris immediately. • Plant grasses to cover slopes or build riprap
• Establish evacuation plans and
to prevent soil erosion.
procedures. Ensure full participation in
the regular conduct of drills and
exercises. • Reinforce the foundation and walls of the
school buildings and other structures when
needed.
28 29
Rehabilitation (What to do after):Global Warming Global warming causes changes in rainfall Extreme Climatic
• Recommend to proper authorities to Global Warming is patterns, a rise in sea level due to melting of Variabilities examine thoroughly the damaged structures the
process of warming polar icecaps and ice fi elds, and a wide range of Climate Change is and utilities before re-occupying facilities.the earth caused by negative impacts on
plants, wildlife, and humans. the direct impact of the so-called enhanced global warming. Rising
• Stay away from the landslide area. There may green-house effect which The good news about global warming is we temperatures will cause be danger of additional
landslides. traps the solar radiation know exactly what to do. We can slow it down changes to weather
in the atmosphere due to the presence of and mitigate its worst effects by signifi cantly patterns. As global warming occurs, most places
2 • Check with caution injured and trapped greenhouse gases. reducing our consumption of fossil fuels through will be warmer. This will cause changes in the 2 persons within the landslide area. Direct energy conservation
and by switching to clean, amount and pattern of rain and snow, in the rescuers to their locations. Ultraviolet radiation passes through the renewable energy sources which are carbon- length of growing seasons, in the
frequency Earth’s atmosphere and warms the planet’s free—like wind, solar, biomass and geothermal and severity of storms, and in sea level rises.
Mudfl ow or Mudslide • Listen to local radio or television stations for surface before being refl ected back into space as energy. Computer models predict that global warming the latest emergency
information. infrared radiation. Gases such as carbon dioxide will shift rainfall patterns, resulting in extended
A mudfl ow or mudslide is a fl ow of water that
contains large amounts of suspended particles
and silt. It has a higher density and viscosity
than a stream fl ow and can deposit only the
coarsest part of its load; this causes heavy
sediment deposit. Its high viscosity will not
allow it to fl ow as easily as water. These fl ows
generally occur during periods of intense
rainfall. The consistency of debris fl ow ranges
from watery mud to thick, rocky mud that can
carry large materials such as trees, boulders,
and even vehicles and houses.
• Seek the advice of a geotechnical expert for and methane are called greenhouse gases, Preparedness and Mitigation (what to do before): drought conditions in some areas, and excessive
evaluating landslide hazards or designing which trap some of the heat from radiation in • Continue information dissemination on rainfall and severe storms in others. Climate
corrective techniques to reduce landslide the atmosphere. The concentration of these global warming issues. Give warning on the change will cause more severe extreme
risk. gases has increased dramatically as a result of dangerous effect of global warming. weather events and the world would
human activity, therefore trapping more heat experience more killing heat waves, long-lasting
and thus causing global temperatures to • Advocate for the recycle/reuse of droughts in some areas and more frequent and
increase and intense downpours
climates to change. everyday materials to help conserve and fl oods in others, an increasing number of resources, lead to less energy and less super hurricanes or tornadoes and typhoons, What are the human activities that
increase the elements used in manufacturing them, while massive species extinction, eco-system collapse, concentrations of the greenhouse gases? recycling paper will lead to less trees being agricultural failure and rising sea
levels, which
• Burning of fossil fuels like oil, coal, gas and cut down. eventually will inundate coastal towns and cities others, in transportation, manufacturing around the world.
processes in industry and land-use changes • Save energy by saving electricity through the
contribute to the increases of carbon dioxide use of energy effi cient lighting and appliances, Periodical Phenomenon of Climatic Variability
emissions. biking/walking. La Nina is characterized by unusually cold ocean temperatures in the equatorial Pacifi c,
• Livestock production and waste management • Advocate the use of renewable energy such as as compared to El Nino, which is characterized systems like landfi lls, cause increases in the those from hydro-electric dams, wind
power, by unusually warm ocean temperatures in the concentration of methane. solar radiation and biofuels. equatorial Pacifi c. El Nino and La Nina result from interaction between the surface of the ocean and
• The use of chemical fertilizers and pesticides • Plant trees and encourage others to plant too the atmosphere in the tropical Pacifi c. Changes are examples of activities that cause increases in the ocean impact the
atmosphere and climate in the concentration of nitrous oxide. • Conserve water and other natural resources. patterns around the globe. In turn, changes in the atmosphere impact the ocean temperatures and
• The use of Chlorofl uorocarbons (CFCs), • Be environment-friendly. currents. The system oscillates between warm (El Hydrofluorocarbons (HFCs) and its Nino) to neutral, or cold (La Nina) conditions substitutes in
refrigeration / airconditioning with an average of every 3-4 years. units causes the increase of halocarbon concentration in the atmosphere.
30 31
Heat Waves • Plan changes in your daily activities • Vacuum air conditioner fi lters weekly during Geological Phenomena and Hazards Heat can kill by pushing the human body to avoid strenuous
work during the periods of high use.
temperature beyond its limits. Elderly people, warmest part of the day. Earthquake
young children, and those who are sick or • Wear loose-fi tting, lightweight, light-colored An earthquake is a overweight are more likely to become victims • Consult a physician when affected by clothing
that will cover as much skin as shaking of the ground of extreme heat. Men sweat more than women extreme heat. possible. caused by sudden so they are more susceptible to heat illness and slippage of
rock masses become more quickly dehydrated. Excessive heat • Undergo training on fi rst aid. • Protect face and head by wearing a wide-below or at the surface
that lasts for more than two days signifi cantly brimmed hat. of the earth. It is a wave-
2 effects of a prolonged heat wave than people . thirsty, to prevent dehydration. volcanic. In certain cases, earthquakes can result 2 increases heat-related illnesses. People living • Discuss the dangers of extreme heat like
movement of the earth’s surface. An in urban areas may be at greater risk from the wave with your students • Drink plenty of water even if you do not feel earthquake may be classifi ed as either tectonic or
living in rural regions. • Provide a special section in the school from man-made activities such as detonation of newsletter with emergency information • Avoid drinks with alcohol or caffeine which explosives, deep mining activities, etc. However,
Preparedness and Mitigation (What to do before): on extreme heat. can also cause dehydration. these earthquakes are mild and may be felt
El Nino and La Nina
• Develop a School Preparedness Plan on only as tremors. A very severe earthquake is extreme heat. Know what heat hazard • Interview local physicians and
La Nina is associated with extreme climatic paramedics • Take frequent breaks if you must work usually associated with shocks called foreshocks may occur where you are and learn how about the dangers of sunburn,
variability such as devastating rains, winds, heat outdoors. and aftershocks. Foreshocks are a series of to plan for extreme heat. exhaustion, heat stroke, and other tremors that occur before the main earthquake.
drought, anomalies in rainfall, temperature possible conditions caused by excessive • Use a buddy system when working in extreme Aftershocks are weaker earthquakes that heat. heat. follow the main shocks and can
and tropical cyclone activities. The deeper, cause further damage to weakened buildings. Be aware that
Response warmer water of El Nino limits the amount of (What to do during): • Eat frequent small meals for easy digestion. some earthquakes are actually foreshocks, and
nutrientrich deep water and since fish can no • Plan changes in your daily activities to avoid • Use salt tablets or table salt because it retains a stronger earthquake might
longer access this rich food source, many of occur. strenuous work during the warmest part of fl uids.
the day. them die. The different water temperatures Instead, do it in the morning between Preparedness and Mitigation (What to do
4:00 a.m. tend to change the weather or promote and 7:00 a.m. Many heat emergencies • Never leave children or pets alone in closed before):
climate variability in the affected areas. are experienced by people exercising or vehicles. • Recommend to appropriate authorities the working during the hottest part of the
day. evaluation of structural soundness of school
Rehabilitation (What to do after): buildings and important infrastructures.
• During a drought, conserve water by placing • Bring victims to the school clinic.
a brick, or another large solid object, in your • Request appropriate authorities to determine toilet tank to reduce the amount of water whether the school site is along an
active fault used in fl ushing. and/or in liquefaction or landslide prone areas which may cause school buildings to fall.
• Stay indoors as much as possible.
• Make sure that school building design
• Avoid extreme temperature changes like a complies with the National Building Code cool shower immediately after coming in Standard. from hot temperatures which can result to
hypothermia. • On existing school buildings with one door, request proper authorities to provide two
• Keep cool. exit doors for every classroom, both with
swing-out direction.
32 33
• Check for the presence of other potential • Teach the school children how to use how many persons can occupy this open • Move away from steep escarpments which sources of hazard due to secondary effect fire extinguishers,
first aid kits, alarms space. may be affected by landslides particularly if of earthquakes like steep hill slopes, hanging and emergency exits. These should also they are on a mountain or near steep hill heavy objects, dams, storage
tanks, falling be accessible, conveniently located, and • Obtain a building layout/fl oor plan for each slopes.
debris, and fi re. prominently marked in familiar places to the building that shows the rooms, corridors,
pupils/students for assembly and possible staircases and exit points. Rehabilitation (What to do after):
• Strap heavy furniture/cabinets inside the evacuation. • Advise pupils/students to take the fastest and classrooms to the wall to prevent sliding or Response (What to do during): safest way out if caught in an old or weak
2 toppling; • Advise pupils/students not to use the elevator • Direct pupils/students to stay inside a classroom building. They should be advised 2 during and after an earthquake. Structure or structurally sound building. to :
• Store breakable items, harmful chemicals and power failure may lead you to get stranded
fl ammable materials inside the classrooms in in the elevator. • Advise pupils/students to protect their body • Get out calmly and in an orderly manner. Not the lowermost shelves and secure fi rmly. from falling debris by bracing themselves
in to rush or push one another.
• Install latches on drawers and cabinets. • Identify strong parts of the building like door a doorway or by getting under a sturdy desk
jambs, near elevator shafts, sturdy tables or table. • Not to use elevators, but instead use the • Check classrooms for hanging or unstable where the pupils/students
can take refuge stairs; objects that may fall on the pupils/students during an earthquake. • When inside a vehicle, pull to the side of
during the earthquake. the road and stop. Do not attempt to cross • Check themselves for cuts and for injuries and
• Prepare and maintain an earthquake survival bridges or overpasses which may have been approach the nearest teacher for assistance. • Familiarize pupils/students as well as school kit consisting of a battery-powered radio, damaged.
• Check the surroundings of the schools personnel with the easiest exit or evacuation fl ashlight, fi rst aid kit, potable water, candies,
route to take. Develop a School Earthquake ready to eat food, whistle, and dust mask. • Direct pupils/students to move to an open • Call the authority to clean up chemical spills,
Evacuation Plan and hang/post this in the area when they are outside a building or any toxic and fl ammable materials since this is corridor of each building. • Conduct a contingency planning on earthquake. structure. hazardous
to untrained people.
• Conduct an orientation and earthquake drill. • Stay away from power lines, posts, walls, and • Check for fi re and if any, have it controlled.
other structures that may fall or collapse. Stay
• Evaluate the school. Have the following data away from buildings with large glass panes. available yearly:
• Total number of students occupying each fl oor;
• Total number of students occupying each building; and Suggested Contents of an Earthquake Survival Kit
• Water at least 1 liter per • Flashlight with batteries / • Pen and paper
• Identify students or teachers with special needs (sick, old, disabled) and
person (up to 1 gallon per emergency shake fl ashlights • Work gloves
their location.
person) • Emergency Lightsticks • Tools (pry bar, swiss army
• Study the most recent school grounds layout or planning to identify
• First Aid Kit with critical basic • Watch or clock knife, wrench,
open spaces and determine the total area of available space that can be
medication • Toilet paper and other hygiene pliers, bolt cutters,
utilized as “areas of temporary refuge” that will be designated for the
• First Aid Manual / Survival items (soap, shampoo) hack saw, etc)
occupants of each school building. Determine
Drop, Cover, and Hold Manual • Newspapers • Dust masks
• Canned food and can opener • Candles and matches • Cellphone and solar
The “Drop, Cover and Hold” protocol (drop to • Nutritional foodbars cellphone and battery charger
• Whistles or small bells,
the fl oor, cover your head, and hold on to a • Blankets emergency alarm • Emergency contact numbers
34 solid object), when performed correctly with 35 • AM/FM Radio and two-way • Sharp utility knives
an awareness of your surroundings, remains • Check the radios, battery operated • Rope or nylon cords
the most effective way to protect yourself water and • Spare batteries, rechargeable • Plastic tape , duct tape
when an earthquake occurs. electrical lines for batteries
Tsunami • If you are in school and you hear there is a .• Offshore reefs
and shallow areas may help defects. If any damage is suspected, turn
the Tsunamis are giant tsunami warning, you should follow the advice break the force of tsunami waves, but
large system off in the main valve or switch.sea waves generated by of teachers and other school personnel. and dangerous waves can still be a threat to earthquakes and volcanic
coastal residents in these areas. Staying away
• Help reduce the number of casualties from eruptions under the sea- Response (What to do during): from all low-lying areas is the safest advice the earthquake:bed. Not all submarine • CAUTION: Move
2
away from the beach when there is a tsunami warning.
earthquakes, however, immediately, if there is noticeable recession
• Do not enter partially damaged school cause tsunamis. Tsunamis can only occur when in water away from the shoreline. Rehabilitation (What to do after): buildings, as strong aftershocks may cause the earthquake is strong enough (M7.0+) to
dis- • Stay away from flooded and damaged 2 these to collapse. place the seabed, creating pressures in the water • Move inland to predetermined higher ground areas until officials say it is safe to • Gather information and disaster
prevention above it. Other sources of tsunamis include sub- immediately and stay there. return.
instructions from battery-operated radios. marine or coastal landslides, pyroclastic fl ow and • Stay away from debris in the water; it may large volume debris avalanches from oceanic and
• Stay away from the beach. Never go down pose a safety hazard to boats and people.
• The School Head/Principal shall provide partly submerged volcanoes, and caldera collapse. to the beach to watch a tsunami coming.
safety precautions. He/She shall not allow any Although tsunamis may be triggered in various • Save yourself – not your possessions. student to go out of the
school unless they ways, their effects on the coastal areas are similar. • High, multi-story, reinforced concrete school are with their parents/relatives. Identify/List
The large waves of a tsunami are preceded by buildings are located in some low-lying coastal
pupils/students fetched by parents/relatives initial lowering of the water level even beyond the areas. The upper floors of these school Volcanic Eruption and those left
behind. lowest tidal levels. This phenomenon resembles buildings can provide a safe place to fi nd A Volcanic Eruption the low tides which may have led to tsunamis refuge
should there be a tsunami warning is a process wherein
• Do not use the telephone to call relatives being falsely called “tidal waves”. Tsunamis gen- and you cannot move quickly inland to higher volcanic materials
may need the lines for emergency calls and people enough time to move to higher ground. however, not allow this type of evacuation in your gaseous materials are and friends.
communications. For locally-generated tsunamis, where you area. ejected from a volcano. Hazards from volcanoes Disaster
might feel the ground shake, you may only have may be of different nature. These hazards prevention
• Do not drive into damaged areas. Rescue and a few minutes to move to higher ground. • Small school buildings located in low-lying include fl owing of fast-moving molten rocks and authorities
relief operations need the roads for mobility. coastal areas are not designed to withstand other ejecta. The ejected fragments range in size erated in
Preparedness and Mitigation (What to do before): tsunami impacts. Do not stay in these from fi ne dust (volcanic ash) to large boulders distant
• If there is a need to evacuate, apply the buddy- • Conduct school advocacy on tsunami structures should there be a tsunami (volcanic bombs or blocks). Besides liquid and locations
warning solid materials, volcanoes give off poisonous will
gases, generally
give
ground. Local Civil Defense
procedures may, such as molten or
hot fragmented rocks or
buddy system and follow orders from the awareness, preparedness and mitigation.
Principal/School Head. Wait for your parents Regular tsunami drills should be conducted.sometimes in superheated gas jets. to fetch you from the evacuation area and
Other hazards associated with volcanic inform the Principal/School Head if you will • Turn on your radio and other communication eruption are earthquakes, fi ssuring caused by leave the area. devices to know
if there is a tsunami warning the force of upward-moving magma, tsunami and if an earthquake occurs and if you are in a water displacement, subsidence due to retreat
• Take with you your Earthquake Survival Kit, coastal area.or withdrawal of magma, landslides due to too which contains all the necessary items for much bulging on one side of the volcano or those your protection and comfort. • Assign a focal
person to monitor and observe triggered by earthquakes or rainfall.
the water recession after an earthquake.
Preparedness and Mitigation (What to do before):
• Be aware of the tsunami facts. This knowledge • Close windows and doors to reduce entry could save your life! Share this knowledge with of ash if heavy ashfall is expected to hit the your friends. It could save their lives!community.
36 37
• Bring animals and livestock into closed settlements based on land use planning volcanic eruption as well as on how • Advise the pupil/students to protect
shelters. which considers volcanic hazards. to recognize warning signals. their heads and get away from the area
right away if caught in a small rock fall.
• Develop evacuation plans and conduct • Learn about your community warning • Work with the offi ce of Civil
evacuation drills. systems and emergency plans. • Give
priority for
• Avoid low places or areas vulnerable to • Develop an evacuation plan. . Everyone evacuation
Provinces At-Risk to Volcanic Eruptions
avalanches, rock falls, lava fl ows and mudfl in the school should know where to go outside the
ows. in response to warnings. The top ten provinces at risk to Volcanic Eruptions are: area of ash
shower to
• Prepare for evacuation if warning for • Schools in places prone to volcanic 1. Camiguin 6. Sorsogon
imminent volcanic eruptions or mudfl ows eruptions should have pairs of goggles, 2. Sulu 7. South Cotabato
is raised. basic kits and evacuation supply kits. 3. Biliran 8. Laguna
4. Albay 9. Camarines Sur
• Know the ways of protecting the school • If you live in a volcano risk area, publish 5. Bataan 10.Batanes
from ashfall, landslides and debris fl ows by a special section in your local newspaper
with emergency information on Camiguin has the highest risk because the land area is so small such that a volcanic eruption
consulting your local disaster coordinating
volcanoes. Localize the information by can affect the whole province. Sulu ranked second because it has the most number of
council.
including the phone numbers of local active and potentially active volcanoes. (source: Manila Observatory)
• Consult respective disaster coordinating emergency Defense and Philippine National Red pupils/students with breathing
council offi cials on the establishment of Cross offi cials to prepare special problems. They should be advised to
their community counter-disaster procedures for children and the cover their nose, preferably with a wet
response plans. elderly or disabled, on what to do if piece of cloth.
38 an evacuation is ordered.
• Know the delineated areas vulnerable to
services offi ces, the Philippine National Response (What to do during):
volcanic hazards and assess your risk for
Red Cross chapter, and local hospitals. • Stay alert and awake.
dangers.
• Feature an interview with competent • Follow the instructions that go with
• Appreciate and take advantage of the
authorities on the likelihood of a the warning. If there is a directive to
importance of management of human
evacuate, do so immediately.
• Scrape off ashes to prevent heavy loading • Clear the canals and pathways of ash and direct slide area. Direct rescuers to • Report broken utility lines and
of the school building roofs. When doing other debris. their locations. suspected damaged buildings to
so, the following precautionary measures appropriate authorities.
should be observed: • Hose down the accumulated ash and • Listen to local radio or television
plant leaves on roofs. stations for the latest emergency • If you have a respiratory ailment, avoid
• Wear long-sleeved shirts and long pants; information. contact with ash. Stay indoors until
• Wear goggles and eyeglasses instead of • Stay away from the slide area. There • Watch for fl ooding, which may
contact lenses; may be danger of additional slides. occur after a landslide or debris fl
ow.
2
local health offi cials advise it is safe to
2
• Avoid running car or truck engines. Driving • Check for injured and trapped persons
near the slide, without entering the go outside. Volcanic ash can cause great
a vehicle can stir-up volcanic ash that can
damage to breathing passages and the
clog engines, damage moving parts, and
Human-made or induced hazards are respiratory system.
Environmental Hazards
stall vehicles; and
threats having elements of human intent, Environmental hazards are events that pose
• Avoid driving in heavy ash falls unless negligence, error and involving a failure of a a threat from the surrounding environment
absolutely required. If unavoidable, the system. Humaninduced disasters are a result of encompassing the broad spectrum of acute and
vehicle should be driven at a speed of 60 inadequately managed human-induced hazards chronic effects of industrial, agricultural and
kph or slower. such as: naturally occurring microorganisms, chemicals 39
Rehabilitation (What to do after): and radiation in our soil, water, air, food, and
Technological Hazards wastes.
Astronomical astronomical institutions, nationally and
Technological hazards have little or no
Hazards internationally to be updated of the current
warning to precede the incident. These dangers Socio-Economic, Political, Security Hazards
The Philippine astronomical monitoring and observations.
originate from industrial accidents, dangerous These hazards are caused by criminal and
Atmospheric, The agency is normally furnished with a copy
procedures, infrastructure failures or certain human violence which pose threat to the
Geophysical and of current astronomical and space science
human activities, which may cause the loss of security of a great number of people, and may
Astronomical Services bulletins and
life or injury, property damage, social and be motivated by political or economic reasons.
Administration
economic disruption or environmental
(PAGASA) is now starting to consider some
degradation.
specifi c astronomical phenomena as one of the
natural hazards that could occur on earth and
affect particularly the Philippine archipelago and
surrounding areas.
Causes and circumstances of deaths from

astronomical phenomena are not well-studied,
providing an interesting area for researching
into deaths and potential deaths from Near-
Earth Objects (NEOs) such as comets and
asteroid impacts along with geomagnetic
storms and other forms of space weather.
Numerous websites cite cases of meteorite
impact casualties, but none could be verifi ed.
At this point in time, PAGASA is in contact

with the numerous government and private
40
other relevant newsletters regarding events which
might lead to accidents and untoward incidents at
the earth surface, specifi cally from National
Oceanographic and Atmospheric Administration
consequences, mitigate against, and plan for actions to be
taken before, during and after a phenomenon.
Aside from these normal occurrences, there are also

other hazards made or induced by humans which will be
Chapter 3
discussed in the next chapter.
(NOAA) and National Aeronautics and Space
Administration of the United States (NASA) and
other institutions of developed nations and Types of Human Induced
2
Hazards
Human Induced
countries. Technological Hazards
Hazards
Structure Collapse opening through the assistance of DepED
Structure collapse Engineers, City/Provincial/Municipal is often caused by
Mountain-sized space rocks could potentially Engineers and Bureau of Fire Protection. engineering failures
impact the Earth causing global effects, and such as under-design of • Repair or rehabilitate structures to put structural
perhaps even be mistaken for a nuclear blast of components, them in good condition.
terrestrial origin. Such large impacts are rare but by corrosion attack and
have happened before. Modern telescopes have
by aerodynamic resonance in structures. • Adopt the existing warning system for a
therefore begun to scan the skies for signs of building certifi ed as unsafe for
approaching celestial hazards. occupancy.
• Conduct a general check on the condition of •
Natural disasters are natural phenomena. The Cordon off and mark buildings found
best way to manage hazard impacts is to be aware all school buildings before every school
unsafe with “off-limits”.
of how it occurs and its accompanying
41
Response (What to do during): Preparedness and Mitigation (What to do before): • Conduct a school fi re drill at least four times • Close windows and doors as you escape from
• Vacate the building immediately. • Develop a School Preparedness Plan. a year. the fi re scene to delay the spread of the fi re.
• Apply fi rst aid, and in cases of injuries or • Develop building evacuation plans for each Response (What to do during): • Use your second way out if you see smoke casualties bring the victims to the nearest building. When
fi re is detected: or fi re in your fi rst escape route. The less hospital for medical treatment. Do’s time you are exposed to poisonous gases or
• Post evacuation plans in strategic locations. • Sound the alarm. fl ames, the safer you will be.
Rehabilitation Phase (What to do after):
• Secure the area. • Install fi re extinguishers and alarms. • Advise the fi re department. • Get out as safely and quickly as you can and
stay away from toxic smoke and gases. Drop,
•
3
Evaluate and assess the damaged structure • Educate by means of demonstration to • Fight the fi re with available equipment (for crawl and go when fi re breaks out.
through the assistance of engineers. teachers and students on the proper use of Kiddie/Junior Fire Marshals and trained
fi re extinguishers. personnel). • Crawl low under the smoke to your exit if
• Report the extent of damages to you must exit through smoke. Crawling with authorities for proper action. • Maintain proper signage for fi re exits. • Drop the fi re extinguisher if you are using it your head at a level of one to
two feet above and leave if the fi re does not immediately die the ground will temporarily provide the best
• Recommend for approval the demolition • Clear and free fi re exits from obstruction. down. air. of condemned buildings, subject to
recommendation by proper authorities. • Insure the building. • Seek the nearest exit not blocked by fi re. • Once you are outside, go to your safe meeting
place and send one person to call the Fire
Fire • Check regularly on the security guards and • Feel the door, cracks, and doorknob with the Department, if not already alerted.
Commonly Experienced Fires
Fire is composed watchmen. back of your hand before opening the door if of three elements – you are Building Fire Forest Fire
escaping through a closed door. The • ONCE YOU ARE OUT, STAY OUT. heat, fuel, and oxygen • Make sure that Building fi res may be caused Forest Fire is generally
the public address systems back of your hand is more sensitive to heat. which when combined are loud, clear by human negligence or by started by lightning. It may Arson
and functional. will result in a chemical arson. It can also be also be caused by human Arson is the criminal intent
reaction called burning. • Assist the professional fi remen in their Fire The leading cause accidental. Other causes are: negligence or arson. If of setting a fi re with intent
of death in a fi re, by a three- Prevention and Suppression Drill Program to-one ratio over burns, is asphyxiation electrical system overloading major, it may burn to cause damage. It is the
(choking (Fire Brigade members). e.g. through octopus/ illegal thousands of square greatest cause of fires in
sensation). Fire consumes the oxygen in the air, electrical connection; kilometers and intensify data repositories. Arson is a
crime commonly defi ned by
3
while increasing the concentration of deadly • Conduct regular inspections and safety checks carbon monoxide overloading of supply by enough to produce its own
appliances; faulty electrical winds and “weather” statute as willful or malicious
and other toxic gases in the on electrical outlets.
wirings and connections; and effect. damage of property by
atmosphere. Inhaling carbon monoxide can
carelessness of users. means of fi re or explosion.
cause loss of consciousness or death within • Assign personnel who will regularly check minutes. The heat from
It also refers to the burning
a hostile fi re exceeds possible areas where fi re may start such as anything to which a person is normally
of another person’s dwelling
exposed. stock room, laboratories, kitchens. A fully developed room fi re has temperatures
under circumstances that
over 1,100 degrees Fahrenheit. Fire generates • Maintain a fi re safety plan and an education a black,impenetrable endanger human life or the
smoke that blocks vision program to preserve the school to protect and stings the eyes. It is impossible to burning of any public facility,
navigate the students from fi re. like school buildings.
through such smoke, so fi re drill participants
should practice evacuating buildings by at least • Consider escape ladders for multi-storey two routes. school buildings.
42 43
Don’ts • Do not Rehabilitation Phase (What to do after): • Stay out of fi re-damaged buildings until 44
panic. • Coordinate with the Bureau of Fire local fi re authorities say it is safe to re-
This school service presents certain risks to the
Protection and municipal or city enter.
students’ safety. Potential dangers happen
• Do not run. engineering offi ce for building especially when students board and alight from the
assessment. • Report any s service vehicle.
• Do not use the elevators.
• Conduct inventory of school personnel Preparedness and Mitigation (What to do before):
• Do not jump out from an upper fl oor. and students, equipment, fi xtures and Vehicular Related
•
facilities. Accidents
Post Impact Some students
• Conduct inventory of school personnel and go to school aboard a
• Report damage/s to proper authorities.
students. school service, like a
bus, jeepney, tricycle
• Give fi rst aid when needed and seek
or van. It is also a common practice for
• Seek medical assistance for the injured. medical assistance for the seriously
parents or guardians to accompany their
injured.
children all the way to school and back.
• Do not return inside the school once
outside.
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c Phase (What to do after):
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ChemicalSpill w
(Laboratory) h
One of the hazards e
associated with a n
laboratory is chemical spill. chemicals. h
An individual may be a
considered exposed to chemicals by inhaling, or • n
by the chemical coming in contact with food, d
water, medicine or clothing thus making it l
hazardous to pupils/students.The best way to i
avoid chemical accidents is to read and follow the n
directions for use, storage, and disposal of the g
product. The Department has issued DepED chemicals.
Order No. 48, series 2006 entitled, “Observance
of Safety Measures in Science Laboratories” • E
directing the strict implementation of the d
guidelines provided in the Laboratory Manual. u
Copy of this document is included among the c
DepED issuances contained in the attached CD. •a
t
Preparedness and Mitigation (What to do e
before): s
l w
Response (What to do during):
o •e
v r
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s o
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n s
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• Provide fi re and chemical extinguishers. d
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Rehabilitation Phase (What to do after): s
• u C
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d 1
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q • 7
u o
a r 45
t l
e o
a c
i a
Electrical Blackout • Discourage children’s patronage of junk food. • Require the students to bring their own eating Water Pollution
Electrical blackout is utensils, such as plates, spoons and forks and Water is polluted by an interruption of normal • Wash raw food thoroughly. glasses, when they buy street
food.substances like sewage, sources of electrical marine litter, oil and power. • Cook food properly. • Ensure cleanliness of the facilities and food chemical spills, fertilizers
handlers of the school canteen.and pesticides entering
• Eat cooked food immediately. the ocean from irrigation.
• Install emergency lighting in dark places • Store cooked food properly.Preparedness and Mitigation
(What to do before):
3
and on stairs.• Educate on the proper disposal of waste,
• Avoid contact between raw and cooked foods.human and chemical
• Keep fl
Keep all kitchen surfaces meticulously clean. presence of a high level of Boil water for consumption. ash lights in
Response (What to do during): • Protect food from insects, rodents and other “bloom” of a group of • Provide warning signs or posters in affected accessible
• Unplug all electrical appliances. animals. algae called dinofl agellates, which are toxic and areas. places.
responsible for paralytic shellfi sh poisoning (PSP). Red
• Stay put in one place to avoid accidents. • Ensure that school clinic is operational. Rehabilitation Phase (What to do after): Tide •
Preparedness and Mitigation (What to do before): • Seek medical assistance for the water-borne Implement
Rehabilitation Phase (What to do after): • Disseminate red tide information, symptoms and disease casualty Marine
• Ensure that policies related to canteen operation are
• Check electrical outlets and switches. strictly enforced. progressions.
• Avoid electric wiring hanging near trees.
Suspend them properly from poles. • Store dangerous chemicals away from children. • Keep track of and warn regarding media
information on outbreaks of red tide, avoid
3
Environmental Hazards
Environmental Law.
• Ask students/pupils to wash their hands as Red tide refers to

• Prepare ready gas lamps/candles for often as possible. the discoloration of
Response (What to do during): emergencies. water bodies due to the • Clean up coastal areas.
• •
Food Poisoning ingestion of fi sh, shell fi sh, mollusks and crabs.
This is a contamination Response (What to do during): of food with biological • Do not panic. Response (What to do during):
contaminants such as • Monitor progression of symptoms and seek bacteria, fungi, viruses • Increase fl uid intake to prevent dehydration, medical advice.
and parasites. Chemical but if not tolerated orally, bring the person
contaminants can to hospital for intravenous fl uid treatment. • Avoid or refrain from eating sea foods while
also poison food, in the form of agricultural • Induce vomiting. danger exists.
chemicals (pesticides, insecticides, herbicides,
fungicides), environmental pollutants (mercury, • Seek medical assistance in cases of complications that Rehabilitation Phase (What to do after):
lead), veterinary products (antibiotics, growth may result to hepatitis, typhoid fever, diarrhea, • Seek medical advice.
enhancer) and additives (preservatives, food cholera, dysentery, amoebiasis etc.
coloring).
Rehabilitation Phase (What to do after):
• Remind or encourage students / pupils to purchase
• Encourage school to have a canteen for food from the canteen.
consumption of all food.
46 47
Socio-Economic, Political, Security • Do not joke about bombs. It is now a Kidnapping Threats Hostage Taking Hazards crime to joke or cause false alarm
about If kidnapping happens in Terrorists feel that the existence of bombs.the school campus this is human lives must be a human-made hazard as endangered in order
Bomb Threats Response (What to do during):well as a criminal offense. for their demands to be
Bomb threat is • Treat all threats received as real and Kidnapping happens met. Hostage taking may a declaration of an report immediately to
authorities. when one or group of happen in public/private intention to destroy or persons take and carry away another person, by schools. When it
happens, do the following:
injure the target by means • Remain calm and courteous force or fraud, without the consent of the person
3
of a bomb. It is usually taken and without lawful excuse. Preparedness and Mitigation (What to do
through telephone or • Try to obtain as much information as
written notes. It is a piece of information or a possible such as: Preparedness and Mitigation (What to do • Educate the children at risk. warning claiming knowledge that a dangerous
before):
before):
3
device, such as bomb or similar type of explosive, • the identity of the caller; • Tighten security measures. • Provide negotiation training and obtain
has been or will be placed in a building, aircraft • the characteristics of the caller; systematic coaching on emergency or other facility. A bomb is a device capable of • ask the exact location of the bomb; • Employ precautionary
strategies such as preparedness. producing damage to material, and injury or death • apply delaying tactics; and password. to people when detonated or ignited. Bombs are • report all details to a responsible Response (What
to do during): classifi ed as either “explosive” infl icting damage person immediately. • Be vigilant about the safety of pupils/ • Inform the family of the victim.
and injury by fragmentation, heat and blast waves, students. • Stay as calm as you can and encourage or “incendiary” which generates fi re producing Rehabilitation Phase (What to do after): students/pupils around you to act
calmly. heat without a substantial explosion when • Request proper authorities to search the • Advise pupils/students not to talk to and ignited. Similar procedures should be applied for buildings thoroughly. go with strangers.
• Concentrate on survival. chemical or biological threats.
• Implement security measures in the Response (What to do during): • Follow hostage taker’s instructions. Preparedness and Mitigation (What to do before): premises. • Inform the family of the victim.
• Prepare a school bomb threat emergency Rehabilitation Phase (What to do after):
plan. • Post incident stress debriefi ng, if needed. • Report to proper authorities the incident • Assist the family of the victim in seeking and other information. justice.
• Encourage every school personnel and
pupils/students to be constantly prepared • Listen to the advice of the Police • Offer therapeutic coaching to people to against bomb threats and bombing and other authorities when reporting act resourcefully under
stress. incidents. stories regarding kidnapping.
• Provide security for the protection Rehabilitation Phase (What to do after): of property, personnel, facilities, and • Bring the victim to the hospital for medical materials against unauthorized entry. check-up / psycho-social
counseling.
• Set-up bomb threat command centers • Support the family in seeking justice for in areas where there is easy access to the victim. telephone or radio communication systems.
48 49
Civil Disorder Response (What to do during):
Civil Disorder is • Stay calm. a broad term that is
typically used by law • Contact your local law enforcement enforcement to describe agency.
one or more forms of disturbance caused by a • Take note of the following information. group of people. Civil disturbance is typically Risk Profi le of
the Philippines
a symptom of, and a form of protest against, • Date of incident/time of incident major socio-political problems. Typically, the
severity of the action coincides with the public • Location of incident outrage. Examples: legal parades, sit-ins, strikes, and other forms of obstructions, riots, sabotage. Rehabilitation Phase (What to do after): It is intended to be a demonstration to
the public • Bring victims of civil disorder to hospital and the government, but can escalate into general for treatment.
chaos.
• Identify the victims and notify the next Preparedness and Mitigation (What to do before): of kin.
The Philippines is a large archipelago more than the rich because they lack the means
composed of more than 7,100 islands. It is a to protect themselves and recover easily. Instead,
hazard prone country and its exposure to disaster the poor families become more indebted or are
is to a significant extent due to its geographical forced to sell their limited properties and their
and physical characteristics. children stop schooling, further undermining their
basic means for survival. Over time, the
The country lies along the Western Pacifi c Department has developed coping strategies
Basin, the world’s busiest typhoon belt, with the through disaster preparedness, mitigation and
average of 20 typhoons hitting the country each preventive measures, but worsening economic
year. Figure 1 displays a satellite map showing conditions can cause these coping strategies to
typhoons in the area of the Philippines. As shown fail.
in Figure 2, the country lies in between two
tectonic plates, whose movements create Destructions brought by recent typhoons
mountain ranges, islands, volcanoes, earthquakes “Caloy”, “Milenyo”, “Paeng”, “Queenie”,
and tsunamis. It is also a part of the Circum-Pacifi “Reming”, and “Seniang” in 2006 have greatly
c seismic belt and is within the subduction zones affected many areas in the country. Figure 3 shows
called the Ring of Fire. the annual pattern of typhoon incidence in recent
years. Figure 4 shows areas that are at high risk to
The Risks storm surges. Figure 5 shows where heavy rains
affect low-lying areas. Figure 6 shows areas in the
There are many hazards frequently damaging country vulnerable to landslides. Global warming
the country, causing damage to lives and property. also affects the Philippines. Temperature rises
However, not all hazard incidents necessarily bring about dry spells and drought and rise of the
result in disasters. They only become disasters sea level.
when they affect people who cannot cope with
the physical and economic impacts. The resulting Figure 7 shows the areas vulnerable to
disaster is, therefore, more than a function of the temperature increase. Extreme climatic
physical strength, intensity and magnitude of a variabilities, El Nino and La Nina, also bring about
hazardous event. It is also determined by the damages. El Nino occurrences, as shown in Figure
peculiar capacity of DepED Offi ces and schools 8, induce drought in many parts of the country,
to withstand the impact, protect the children, regularly posing a serious problem in agricultural
teaching and nonteaching personnel, properties, production. and potable water supply. Sea levels
and recover rapidly from damaging events. are projected to rise and Figure 9 shows low-lying
Some schools belonging to rich municipalities areas that are vulnerable, especially shore or
may be able to cope, while the poorest cannot, coastal areas. Figure 10 shows areas in Metro
hence when hazards strike, poor children suffer Manila affected by sea level rise. Figure 11 shows
Chapter
4 where the destructive earthquakes of the
Philippines have been located.
3
• Discourage the school community from joining any protest that will disrupt the delivery of instruction.
50 51
2.7
2.4
2.1
1.8
1.5
4 4
1.3
0.9
0.8
0.3
0
Figure 1: Satellite Map showing typhoons in the area of Philippines Figure 3: Annual Pattern of Typhoon Incidence from 1950 to 1995.
Units indicate typhoon hits. (Source: PAGASA)
To help
readers to better
understand
and appreciate
maps presented
in this chapter,
instructions
on how to
read maps are
available in Figure 2: The Pacifi c Ring of Fire FigureResource
4: Areas at High-Risk to Storm Surge
Disaster Risk Reduction Resource Manual Disaster Risk Reduction Manual
Appendix 5.
52 53
Figure 5: Major Flood Areas in the Philippines
Figure 6: Areas Vulnerable

to Landslides
Figure 7: Vulnerability of the
Philippines due to temperature
increase in the latter half of the
21st century. Darker shades
indicate greater vulnerability.
(Source: Manila Observatory Center for
Environmental Geomatics)
Figure 8: El Nino Southern

Oscillation vulnerability map of the
Philippines. Darker shades indicate
4 4
greater vulnerability. (Source: Bureau of
Soils and Water Management, Department
of Agriculture)
54 55
Figure 9: La Nina vulnerability
map of the Philippines. Darker
shade indicates greater
vulnerability. (Source: Bureau
of Soils and Water Management,
Department of Agriculture)
Purple shades have lower

vulnerability, red shades have the
highest vulnerability.
Figure 10: Affected areas

in Metro Manila due to
projected sea level rise.
Green and red regions
inundatedDisaster
areas for
Risk 1Reduction Resource Manual Disaster Risk Reduction Resource Manual
and 2-meter sea level rise
scenarios, respectively.
56 57
Recent tragedies experienced by the country Camiguin fl ashfl oods (November 7, 2001): speaks of how vulnerable the
There are 220 volcanoes in the Table 1: Active Volcanoes in the Philippines
country is to all Heavy continuous rains for about 10 hours forms of hazards. These are: caused fl ashfl oods carrying landslide
country, out of which 21 are debris of boulders, uprooted trees, loose soil, etc. rushing
active. Table 1 shows the list of
The Ormoc catastrophic flash flood from the mountainside burying 134 residents (November 5, 1991): More than 5000
the six most active volcanoes and
some of their recent activities, people alive and damaging vegetation and structures. perished. Unusually heavy, continuous rains brought by tropical storm
while Table 2 shows the types of Uring caused landslides Aurora-Infanta fl oods (November-December and fl ashfl oods and the collapse of Anilao Bridge. 2004):
volcanic hazards. Heavy rains triggered major landslides;
4 Table 2: Types of Volcanic Hazards

consecutive days of persistent moderate to heavy rivers and coastal areas in eastern Luzon (1,068
of its debris resulting in

4 cleansed the forests
Cherry Hill tragedy (August 1999): Three heavy damage and casualty downstream along
rains caused mud to cascade into the Cherry dead, damage estimate - P7,615.98M). Hill leaving 378 houses
damaged and 58 people
killed. Brgy. Guinsaugon, Saint Bernard, Southern
Baguio-La Trinidad landslides (July 2001): Leyte landslide (February 17, 2006): A landslide A record-breaking 24-hour
rainfall of 1085.8 hit Southern Leyte that almost wiped out the millimeters was registered at Baguio City causing entire
480 hectares in Brgy. Guinsaugon, one of widespread landslides and fl ashfl oods, killing 85 the 16 villages of the town of
St. Bernard, leaving persons in Baguio and La Trinidad area alone. in its wake 154 dead, 28 injured, 410 registered
survivors and 968 still missing. Payatas garbage-slide (July 10, 2000):
Continuous moderate to heavy monsoon rains For other details of the history of disasters and over Metro Manila for several days
caused the their cost, see Appendix 1.
collapse of the Payatas garbage pile, resulting in 224 deaths and 100 houses destroyed.
58 59
Salient Provisions of PD 1566 (1978) Even with the emergence of many ideas, both local and international, relative to disaster
• State policy on self- reliance among risk management, the Philippine institutional local offi cials and their constituents in arrangements and disaster management systems responding to disasters or emergencies; tend to rely on
a response or reactive approach, in contrast to a more effective proactive approach.
• Organization of disaster coordinating There is a widespread emphasis on post-disaster
The Philippine Disaster Risk councils from the national down to the relief and short term preparedness rather than
municipal level; mitigation or post disaster support for sustainable
economic recovery. This much shorter term
Management System • Statement of duties and responsibilities
of the National Disaster Coordinating

focus does not adequately emphasize natural
hazards as a potential obstacle to long-term

5
Council (NDCC), RDCC and LDCCs; sustainable development. Thus, in order to evolve to a more proactive role, the National • Preparation of the National Calamities Disaster Coordinating Council (NDCC) in and Disaster
Preparedness Plan (NCDPP) cooperation with all member agencies prepared by OCD and implementing plans by and implemented a Comprehensive Disaster
the populace to respond to any emergency,
To be able to cope with the worsening effects including the Department of Education with
of hazards impacting the country, the government primary concern for the welfare of schoolchildren
developed a Natural Disaster and Calamities Plan and school personnel. The Offi ce of Civil
in 1969. The guiding principle for the Defense started organizing and training the
development of the Natural Disaster and chairpersons and members of the councils at the
Calamities Plan was to use all available different levels. The Department of Social
government resources, and encourage all Welfare and Development (DSWD) trained
concerned agencies to work together in community leaders on relief distribution, the
addressing the issue of disasters and calamities. Philippine National Red Cross (PNRC) trained
The plan assigned specifi c tasks or emergency community leaders on relief distribution and their
functions to member agencies including the volunteers on First Aid, while the Department of
Department of Education which is one of the Health (DOH) focused their training on barangay
members, in addition to their primary day-to-day health workers. In 1976, the Ministry of
tasks. Education and Culture (MEC) issued a
Memorandum No. 303, s. 1976 on Survival
From 1946 to 1970, the Philippine Disaster through Disaster Preparedness.
Management System was reactive in nature
wherein disaster responses were limited to In 1978 the National Disaster Coordinating
emergencies or situations after the disasters have Council (NDCC) was formally created to further
already affected part of the country. Management strengthen the system and formalize the ad hoc
efforts were highly centralized with minimum organizations at the national, regional and local
participation from the local government offi cials. levels and to allocate emergency tasks to the
The organization of Civil Defense Units at the different governmental units pursuant to
local level was mostly on paper and people were Presidential Decree 1566 of 1978. The Decree
content to wait for assistance from the national was issued in view of the need to revitalize the
government.
system to enhance the survival capability and
economic stability of the country, supported by
The Offi ce of Civil Defense set up fi eld
an LOI 453 regarding all types of disasters.
stations in the 12 Administrative Regional
Centers outside of Metro Manila. Field personnel Finally, a cogent system for pre-disaster planning,
started to convert the local civil defense units into community disaster preparedness and positive,
local disaster coordinating councils and retained precise disaster control action for rescue
the leaders and members of these councils. evacuation, relief and rehabilitation to insure the
survival of every Filipino was developed.
NDCC member-agencies; Management Framework for comprehensive disaster risk management. The
From 1969 to 1973, government agencies framework • Conduct of periodic drills and exercises; provides for political leadership and policy and support
with training funds started conducting disaster at the highest levels, while facilitating the active engagement and implementation of • Authority for government
preparedness programs with the aim of preparing units to all relevant stakeholders at the national, local, program their funds for disaster and household levels.
Basic components of the preparedness activities in addition to framework are mitigation and preparedness for
the 5% calamity fund is provided for in pre-event and response and rehabilitation for the PD 474 of 1974
(amended by RA 8185 post event. The framework includes the essential in 1991). steps of integrated risk
management, which include risk identifi cation, risk reduction, and
In May 1994, a World Conference on Natural risk sharing/fi nancing in the total risk reduction Disaster
Reduction was held by the United management system. Current approaches adapted Nations to reduce the loss
of life, property the risk management as a disaster planning damage, social and economic disruptions caused
framework that encompasses disaster mitigation, by natural disasters through a concerted effort in
preparedness, response and rehabilitation.
the international and local fronts. It produced the Yokohama
Strategy and Plan of Action for a Safer
World, called Guidelines for Natural Disaster The NDCC Comprehensive Disaster
Prevention, Preparedness and Mitigation. In the Management Framework Philippines, the
NDCC and its member agencies were identifi ed as those responsible in addressing Declaration
of Principles
the concerns brought out in the conference. In The National Disaster Coordinating Center support of the Plan
objectives, it created four (NDCC) is the highest policy making, coordinating committees: on Structural
Measures, on Non- and supervising body at the national level for Structural Measures, Disaster Research, and
disaster management of the country. All its
Disaster Legislation. activities, efforts and initiatives relative to disaster
60
61
risk management are guided by the following maps and related information to decision-
Post Event The Cluster Approach on Humanitarian
principles: makers, general public and communities Post event refers to
activities after the Response
5
at risk. emergency which include the following:
Chapter
Another guiding principle is the “Cluster
• Responsibility for leadership rests on Approach” which is in line with the United the
provincial Governor, City Mayors, • Enforcement of zoning, land-use and Response Nations
5
Humanitarian Reform Agenda in and Municipal Mayors (and Barangay building and fi re codes. Measures
undertaken immediately following pursuing a reform program that seeks to improve Chairmen), each
according to his area of an emergency. Such measures are directed the effectiveness of humanitarian
response by responsibility; • Integrating/mainstreaming disaster risk towards saving life, protecting property, and ensuring greater predictability, accountability management in infrastructure, the dealing with the immediate
•
damage caused by and partnership. The cluster approach is now 5
Each political and administrative education sector, local governance the disaster. Below are activities associated with being implemented and institutionalized in the subdivision of the country utilizes all (comprehensive
land use and development response: Philippine Disaster Management System as available resources in the area before plans, construction permits, design contained in the National Disaster Coordinating asking for
assistance from neighboring approvals), climate change adaptation, Early Warning: timely and rapid dissemination Council (NDCC) Circular dated May 10, 2007 entities or higher authority; fl ood mitigation master
plan, etc. of warnings to threatened communities/ entitled “Institutionalization of the Cluster Approach population; in the Philippine Disaster Management System,
• The primary responsibility rests on the • Developing early warning systems that Notification – mobilization of response Designation of Cluster Leads and their Terms of government agencies in the affected are people-
centered timely and teams, activation of SOPs, DOCs and ICS. Reference at the National, Regional and Provincial areas, in coordination with the people understandable to those at risk. Level”. The approach was also
institutionalized themselves; The “Golden Hour” Principle: the time within by the Department of Education through DepED
Preparedness: Measures undertaken to which most lives could be saved and injuries Order No. 74, s. 2007.
• Self-reliance be developed by promoting prepare people to react appropriately during minimized (Appendix 4). and encouraging the spirit of self help and and following such emergencies. It involves the
mutual assistance among the local offi cials following activities: Incident Command System: on scene Objectives and their constituents; • Planning – disaster management plans, management
of disaster operations activities.
contingency plans, SOPs, ICS, mutual aid General Objectives:
• The national government exists to arrangements; Rehabilitation To ensure predictability, accountability, support the local governments in times of Rehabilitation includes measures undertaken inclusivity and
partnership in all sectors. emergencies and according to their level • Advocacy – information dissemination to restore affected communities/areas to their of assignment, all national government through mass media,
enhancing people’s proper or normal level of functioning and Specifi c Objectives:
offi ces in the fi eld support the operations awareness through conduct of disaster development with reduced vulnerability and • Define leadership roles among of the local government. management fora /briefi ng,
observance increased sustainability. This can be categorized government cluster leads that are
of disaster consciousness month, etc.; into: expected to orchestrate the crafting of
• Short Term – restoring necessary lifeline cluster operational;
Phases of Disaster Risk Management • Education and Training – of local offi cials, systems (e.g. power, communications, water
Guided by the above-stated principles, deputized coordinators, auxiliaries, and sewerage, transportation, etc.), providing • Strategies covering phases before, during disaster risk management involves the following volunteers,
conduct of drills and for basic human needs (food, clothing, shelter) and after disasters;
phases: exercises, community based disaster and monitoring law and order providing CISD,
risk management trainings; etc. • Offer cluster partners and other
Pre-Event stakeholders a clear picture of how to
Mitigation: Measures taken in advance of a • Resources – 5 M’s – manpower, materials, • Long Term – restoring economic activity and fi t in and contribute to the overall cluster hazard impact aimed at reducing its impact on
methods, machines and money development, rebuilding community facilities efforts;
society and environment. Mitigation activities and housing, healing, repair and reconstruction
include: in a way that is less vulnerable to future hazard • Benefits that are timely delivered to
• Hazard / Risk Identifi cation and Assessment– impacts. common benefi ciaries and wider areas develop, update and disseminate hazard covered.
62 63
Designated Global Cluster Lead(s) Functions of the Cluster Approach The Statement of Policies of Disaster Risk • Undertakes, compiles and provides
• United Nations Children’s Fund (UNICEF) • Crafting cluster operational strategies Reduction is translated into understandable report of damages to schools affected by
covering the pre-and post event phases concepts and workable processes explained in disasters and submits these to the NDCC
• Save the Children Alliance of a disaster that will provide a clear the herein Safer Schools Resource Manual of Chairman; direction for cluster partners on how, the Department of Education. An
accompanying
Main Partners at the Global Level what, when and where to contribute; User’s Guide is also provided for ease of • disseminates weather information to the
UNESCO, World Food Project (WFP), implementation. public through the school population and
UNHCR, International Rescue Committee, • Facilitating a process aimed at ensuring makes the necessary announcements
Christian Children’s Fund, and The Inter-agency well-coordinated and effective regarding the suspension of classes;
5
Network for Education In Emergencies (INEE). humanitarian responses in the sector or The Role of DepED in the Philippine
area of activity concerned; and Disaster Risk Management System • Issues policies and guidelines on Disaster
Main Partners at the Field Level
• Inter-Agency Network for Education • Ensuring continuous improvement in

The following section provides the role of
the Department of Education in the Philippine

Risk Reduction and Management; 5
in Emergencies (INEE) Member the implementation of the Cluster Disaster Management System (PDMS), the • Initiates the preparation/production
Organizations (UNICEF, Plan International, Approach in the country by identifying organization of disaster control groups and the of circular materials on disaster Save The Children, Children International, best
practices and carrying out lessons duties and responsibilities of each committee preparedness, in coordination with ABS-CBN Foundation, CWC / ECCD, learned activities either individually or in under it, creation
of a disaster operations other member-agencies, and makes these
DSWD, PNRC) collaboration with other clusters; and center, and standard operations procedures. available to schools;
The Department of Education is guided by the
• National Government Authorities in • Complement the national committees’ policies being implemented by the PDMS in • Undertakes rehabilitation of typhoonparticular (DOST, DSWD, DOH, DND- principal function of
policy review and implementing various programs and projects damaged school buildings in the identifi ed 0CD, DENR, DPWH) formulation, offering sectoral operational relative to disaster risk management. As a typhoon-
stricken areas; focus and inclusivity of other sector member agency of the National Disaster
• Private Sector Partners service providers. Coordinating Council (NDCC), the Department • Conducts trainings/advocacy and
assumes a very important role in the disaster risk information dissemination campaigns; and
Four Pillars of the Cluster Approach The Clusters reduction management system of the country
• Strong partnership between UN and • Health with the following duties and responsibilities: • Strengthens capability of the non-UN actors; • Water, Sanitation and Hygiene DepED Disaster Risk Reduction
• Protection • Organizes reaction teams in the G ro u p s i n M i t i g a t i n g a n d
• Effective leadership and coordination in • Food Department central offi ce as well as in Responding to Disasters. humanitarian emergencies; • Nutrition the Regional, Division offi ces, including
• Shelter the schools and other institutions of Organizational Structure
• Adequate, timely and fl exible fi nancing; • Camp Coordination learning, Boy Scouts of the Philippines The organizational structure described in and • Education (BSP), Girl Scouts of the Philippines Figure 12 will be adopted by
the Department
• Logistics (GSP); of Education in organizing disaster control
• Adequate capacity and predictable • Agriculture groups in all levels. In the emergence of more leadership in all sectors. • Early Recovery • Makes available suitable school buildings comprehensive ideas for integrating a more
• Communication near to affected areas as temporary proactive approach and brought about by the
The “cluster approach” operationalizes the holding centers in the absence of infl ux of modern technology and development in fourth pillar and complements the three others. Orders / Memoranda / Issuances available
evacuation facilities; the country, this organizational structure (Figure It evolves based on experiences and country All other DepED Issuances relative to 12) shall be adopted by all member agencies. dynamics. Disaster Risk
Management (DRM) shall also • Assists in the public education campaign
be given consideration in performing related through mainstreaming risk reduction Inspired by a more proactive approach giving functions and shall form part of the
policies and concepts into the school curricula; emphasis to mitigation and preparedness, the guidelines on DRM. Department will use the organizational structure
64 65
of the Disaster Control Group prescribed by the The Department of Education created National Disaster
Coordinating Council (NDCC). the Calamity/Disaster and Fire Control The new structure includes the establishment
Group (CDFCG) through DepED Order No. of an Emergency Operations Center and an 25, s. 2005. However, the Disaster Risk Reduction Management Offi ce (DRRMO)
CDFCG is more of Incident Command System (ICS) which are vital an ad hoc committee with personnel coming components
in making disaster management from the different offi ces of the Department operational and effective in providing the Vision: A culture of safe and disaster risk resilient members of school communities
needed handling both staff and task functions. These assistance during the onslaught of hazards. The personnel are tasked who are empowered, responsive and accountable citizens in an atmosphere of
to undertake disaster Disaster Risk Reduction Groups shall consist of preparedness and mitigation activities as well collaboration and synergy.
Mission: Maintain effective and effi cient programs and projects on disaster risk
5 5
reduction in school communities to support the quest for quality education through
synchronized and integrated efforts.
offi cers and leaders of services or teams as may as response and rehabilitation aside from be required to execute the plan. Objectives: their regular
1. Prevention and Mitigation

To implement activities and strategies to prevent and minimize the adverse
effects of disaster-causing phenomena to the education sector
2. Preparedness
To be able to reach a state in which the school communities have developed plans,
allocated resources, and established procedures for an effi cient and effective
implementation of the plans to save lives and prevent further damage to DepED family
and properties in the event of a disaster
functions. In effect, disaster management has not been functional and effective
3. Emergency Response
The basic concept underlying the organization to respond to all kinds of hazards which may is “self-protection”. This is accomplished by result To devise effi cient and effective ways of translating into action what are called for
to disasters when not given priority organizing and training small groups of employees attention. by the preparedness plans
for the performance of specialized tasks. If
the framework for effective self-protection With this situation, the creation of a already exists as in controlled facilities, broader 4.Recovery (Rehabilitation and Reconstruction)
permanent structure called the Disaster Risk requirements may be met by expanding or Reduction Management Offi ce To decide and act with the end view of restoring or improving the pre-disaster
(DRRMO) is adopting the already organized group for the strongly proposed with their respective duties and performance of their living conditions of the affected school communities and encouraging, facilitating the
necessary adjustments to reduce disaster risks and vulnerabilities.
prescribed functions. responsibilities. The DRRMO shall be part of the permanent structure of the Department under the
The organization shall be composed of Offi ce of the Secretary and shall be managed by employees/personnel chosen on a “best
The present Calamity/Disaster and Fire Control Group or (CDFCG) shall
qualifi ed” the Physical Facilities and Schools Engineering basis. A Focal Person on Disaster Risk Division (PFSED) during the
henceforth be known as the DepED Disaster Risk Reduction Management Offi ce
transition period. Management shall be designated who shall
(DRRMO). For this purpose, DepED Order No. 25, series of 2005 is hereby repealed.
function as a member of the Technical Working Relief Team
Group of the National Disaster Coordinating • Receives evacuees/victims from the The DRRMO shall be headed by the Secretary of the Department of Education.
Council, attend regular meetings, and advise the evacuation service leader; Secretary of Education and the Chairman of
the DRRG on policies and guidelines set by the • Provides housing for displaced persons/ NDCC, report highlights and agreement during evacuees during emergency; meetings attended and sits at the Operations Center of
the NDCC during emergency situations as representative of the Department.
66 67
5 5
Figure 12: Proposed Structure of the DRRMO Figure 13: Flow of Activities
The DRRMO shall be headed by the Secretary of the Department of Education • Conduct monitoring and evaluation to ensure the system’s effi ciency and provide
(DepED) as Chairman and the Undersecretary for Regional Operations as the interventions and corrective measures for the effective implementation of DRRM
ViceChairman. The DRRMO, being empowered with policy-making, coordination, programs and projects.
integration, supervision, and evaluation functions, shall have the following
68 69 responsibilities: • There shall be a Disaster Risk Reduction Management Offi ce at the Regional
level that shall establish an operating facility or a Disaster Management Center in
55
• Develop a DepED Disaster Risk Management Framework (DRMF), which shall their areas of jurisdictions.
provide for comprehensive, all-hazards, multi-sectoral, inter-agency and
schoolbased approach to disaster risk management. The Framework shall serve The Disaster Risk Management Offi ce at the Region, Division, District and School Levels
as the principal guide to disaster risk management efforts in the DepED System shall also be organized which shall have the following functions:
and shall be reviewed on a 5-year interval, or as may be deemed necessary in
order make it relevant and fl exible to current changes. • Identify, assess and manage the hazards and risks that may occur in their locality;
• Develop, formulate, and lead the implementation of the DepED Disaster Risk • Communicate about those hazards and risks, their nature, effects, early warning
Management Plan (DRMP) and ensure that this shall be considered and signs and countermeasures;
integrated in the Medium-Term Philippine Development Plan (MTPDP), in the
DepED Budget, and in the Regional, Division and School Disaster Risk • Identify and implement cost-effective risk reduction measures or strategies;
Management Plans nationwide.
• Take all necessary steps on an ongoing basis to maintain, provide or arrange the
• Ensure that all Regions, Divisions and Schools take adequate and appropriate provision of trained and competent personnel for effective and effi cient disaster
measures on disaster management, including the preparation and upgrading of risk management in their areas of jurisdiction;
the School Mapping Exercise through the GIS-Based School Profi ling System to
facilitate disaster preparedness and mitigation. • Respond to and manage the adverse effects of emergencies in their area of
jurisdictions;
• Ensure that disaster preparedness, mitigation, response and rehabilitation • Carry out recovery activities;
activities such as training, education and public information, repair and
rehabilitation are given priority; • Promote and raise public awareness of and compliance with policies and
directives issued by the Chairman of DRRMO relative to disaster risk
• Advice the President on the declaration of suspension of classes in areas management;
extensively damaged by disasters and submits remedial proposals.
• Develop, approve, implement and monitor School Disaster Risk Management
• Develop a Disaster Risk Management Information System and GIS-Based School Plans and regularly review and test the plan consistent with other national and
Profi ling System for storage, easy retrieval of relevant data for policy local planning programs;
formulation, resource mobilization, planning and decision-making tools.
• Establish linkage and network with other local government units for disaster risk
reduction and emergency response purposes;
• Establish a DepED Disaster Operations Center that shall be managed by DepED
regular employees on a twenty-four hour/seven days (24/7) basis as the need
• Formulate, prepare and issue Orders, Memoranda and Issuances consistent with
arises.
the requirements of the National Disaster Coordinating Council (NDCC);
• Coordinate and meet with concerned government agencies and other • Integrate risk reduction into school development plans, programs and budgets as
70 71 stakeholders in education as often as necessary to effectively manage a strategy in schools’ sustainable development and improvement plans;
national/regional/division and school efforts on disaster risk management; and
• Establish an operating facility to be known as the Region/Division/District and The Vice-Chairman
School Disaster Operations Center; and
• Assists the Chairman in all his functions;
• Prepare and submit to the Regional Disaster Risk Reduction Management Offi ce,
• Performs the functions of the Chairman in case of absence/leave or incapacity of
National Disaster Risk Reduction Management Offi ce and the National Disaster
the latter;
55
Coordinating Council damage and needs assessment reports; and
• Develops a disaster preparedness plan for the Department;
• Include as part of the School Improvement Plan disaster risk reduction measures
to ensure safety, and security of all teaching, non-teaching and schoolchildren. • Organizes and supervises the Disaster Operations Center;
Terms of Reference for the Chairman and Vice-Chairman
• Ensures that appropriate trainings and capability building be set up for teachers,
The Chairman school administrators, non-teaching personnel, and school children;
• The Chairman shall advise the President and the Chairman of the National Disaster
Coordinating Council, Directors, Heads of DepED Offi ces and other institutions • Maintains cooperative and collaborative efforts with principal offi cers of other
on the current status of disaster/crisis as well as on the programs and operations government agencies and arranges for obtaining assistance relative to disaster risk
being undertaken by the Department to reduce the impact of the emergency reduction activities;
situation;
• Serves as overseer and evaluator during emergency/evacuation drills and
exercises; and
• Establishes policy guidelines and sets priorities in the allocation of resources and
services;
• Does related work as may be assigned by the Chairman.
• Advises the leaders of the different action teams in accordance with the
information/ advisory given by warning agencies like PAGASA and PHIVOLCS of The DepED DRRMO shall serve as the central command and control for resource
an impending occurrence of hazards and activates the operationalization of the mobilization, response coordination and information management. During emergency
contingency plans; situations, the DepED Disaster Operations Center shall be activated by the Secretary of
the Department of Education as an Emergency Operations Center (DRRMO-EOC). As a
• Announces the suspension of offi ces/and or classes on the basis of advisories given matter of standard operations procedure and as may be required by the DepED Secretary,
by the warning agencies; through the Chairman of the DRRMO, pre-designated members of the DRRMO shall
render 24/7 duty at the EOC.
• Provides assistance to the National Disaster Coordinating Council on advocacy
and information dissemination campaigns on disaster risk reduction and Main Functions
management through integration in the basic education curriculum;
1. Operational Coordination
• Ensures that disaster risk reduction concepts are being mainstreamed in the • Coordinate pre-defi ned pre and post disaster operational activities being
education system and integrated in the basic education curricula; undertaken by relevant agencies and ensure that all key actors are taken on board;
• Ensures the provision of safe learning environment, child friendly spaces, • Initiate and lead the conduct of a multi-agency damage and needs assessment
alternative learning activities to displaces families/individuals/schoolchildren housed mission as the post disaster situation warrants;
in schools as temporary holding centers;
• Provide operational updates to the National Disaster Coordinating Council
72 73 (NDCC) and Offi ce of the President and all cluster members, making sure that
• Activates the Disaster Operations Center and authorizes the 24/7 services of
predesignated offi cers and members of the concerned team; they are all in the loop and keep abreast of the unfolding situation;
• Convene and presides over meetings and conferences. • Facilitate the conduct of a multi-agency debriefi ng of past disaster situations to look
into areas of strength and areas for improvement;
• As a matter of standard operations procedure, all concerned shall take into
• Allocate working stations for pre-identifi ed cluster members who will be working consideration the reporting and fl ow of activities during and after a disaster as
at the EOC during disaster situations; stated in Figure 13, to ensure timely, accurate, and reliable data gathering and
reporting.
• Promote a synergistic multi-agency approach in managing the potential
55
consequences of disasters in the country; and 4.Coordination for Operational Capability
• Maintain active linkages with OPCENs of other NDCC member agencies and
• Facilitate the provision of support to areas affected as well as to operational cluster members the synchronization of programs for operational capability
Disaster Risk Reduction Offi ces in schools being mobilized for response upgrade;
operations and schools being used as evacuation centers.
• Explore possibilities of cross fertilization with other OPCENs in the area of staffi
2. Response and Resource Mobilization ng skills and competencies, equipment operations and maintenance, in house
• Maintain an updated database of all available response resources in the Department systems and procedures, database management and granting of access;
that can provide capacities to the schools like airlift operations, fi re suppression,
emergency health services, ambulance service/emergency evacuation, security, • Provide operational guidelines on the management of the School DRRMO
emergency social services, environmental emergencies, hazardous materials
emergencies, search and rescue, engineering and basic utilities in coordination with Personnel Requirements
the different DRRMO Teams;
1. Intelligence and Disaster Analysis Offi cer
• Assist in the formulation of mobilization SOPs for those response resources and Under the supervision of the Intelligence and Disaster Analysis Offi cer will be the
operational support and arrangements like MOA and MOUs with partner agencies Communications and Warning, Disaster and Needs Assessment, and the Security and
and cluster members and rehearse them as far as practicable; Police Teams.
• Facilitate the conduct of a post mobilization debriefi ng for all units deployed and a. Communications and Warning Team shall have the following functions:
utilized to look into areas of strength and areas for improvement
• Provide warning in close coordination with National warning agencies and
through all available means, to areas threatened by slow onset disasters like
3. Information Management storms, typhoons and consequent fl ooding, providing school offi cials, teaching
• Maintain an updated database of relevant baseline information on school and nonteaching personnel, and schoolchildren a clear understanding of what to
population, demography in the different regions, hospitals, school facilities, etc. expect and advises on appropriate precautionary measures to be undertaken;
• Collate, validate and analyze information and undertake the appropriate steps to • Alert available response agencies/unites at the national level and closely monitor
be taken based on pre-delegated tasks and responsibilities, otherwise recommend the conduct of disaster response operations, mobilizing additional resources
to the NDCC available as may be needed in the fi eld; and
• Executive Offi cer or the NDCC Chairman the necessary steps to be taken based • Monitor the transition from emergency response and relief to recovery phase
on processed information for an enhanced decision-making process. as may be required by the Secretary of the Department and or the Offi ce of the
President of the Philippines.
• Document all past disaster situations to include a review of the pre and post
disaster activities undertaken by all key actors, and maintain a database of these
b. Damage Analysis Needs Analysis Team
documents;
• Evaluates crisis situations and determines courses of actions to be followed, and
74 75 formulates guidelines in assessing the situation;
• Development and integration of Disaster Risk Reduction in the curriculum.
• Assesses information and advises the Chairman of DRRMO on possible
measures to be undertaken in order to lessen the impact of the crisis;
• Submits recommendation for allocation of needed resource; • Systematically stores properties brought to the evacuation area and safeguard
their release to their respective owners after the fi re. Sees to it that all
• Coordinates the plans and actions of the Group with the proper authorities whenever evacuated equipment and documents are returned to their respective
a crisis occurs; sections/owners.
• Monitor the probable consequences of potential, ongoing and past disasters or • Maintains a guarding system for personnel, materials and other installations;
emergency situation around the country in close coordination with internal and
external stakeholders in education; • Makes an inventory of the returned documents/equipment and submits a report
of losses/damages to the Vice Chairman, who shall in turn submit the same to
• Coordinate pre-defi ned pre and post disaster operational activities being undertaken the Offi ce of the Secretary being the Chairman.
by relevant agencies and ensure that all key actors are taken on board;
2. Education, Advocacy and Information Offi cer
• Initiate and lead the conduct of a multi-agency damage and needs assessment mission The Education Information Offi cer shall have the following functions and shall
as the post disaster situation warrants; organize under his supervision alternative learning, advocacy and public information,
55
education and training, and health and sanitation teams:
• Facilitate the conduct of a multi-agency debriefi ng of past disaster situation to look
into areas of strength and areas for improvement; a. Alternative Learning Team
• Coordinates with the Bureau of Alternative Learning System, Bureau of Secondary
• Allocate working stations for pre-identifi ed cluster members who will be working at and Elementary Education, Commission on Higher Education (CHED and State
the Disaster Operations Center during emergency situations; Universities and Colleges on matters relative to the integration/mainstreaming of
Disaster Risk Reduction (DRR) concepts in the courses offered;
• Promote synergistic multi-agency approach in managing the potential consequences
of disasters in the country; and • Provides alternative learning activities to schoolchildren in the evacuation centers
and ensure continuity of academic instruction;
• Does related work.
• Prepares modules and disaster preparedness materials as reference and support
c. Police and Security Team materials to teaching-learning activities;
• Calls the local police of any bomb threat received through telephone or any other
means of communication and reports the matter to the DRRMO Chairman; • Provides alternative learning materials and keeps an inventory of available resource
materials on DRR; and
• Assists the police in conducting bomb search operations;
• Does related work
• Secures the area and the entire DepED premises;
b. Education and Training Team
• Provides for personnel and vehicle movement control and open all exit routes; • Trains and maintains pool of trainers on DRR;
• In case of fi re, assigns a sub-group to the fi re scene and coordinate with the fi re • Initiates programs and projects to enhance skills and capabilities of teaching and
suppression team to prevent looting and apprehend looters; non-teaching personnel on disaster risk reduction;
• Assigns a sub-group to the evacuation area to secure the properties and individuals • Conducts researches and studies on disaster risk reduction, the impact/effects of
evacuated. integration/mainstreaming programs and projects in the curriculum and the impact
of disasters in the education sector;
76 77
• Conducts capability training of teachers and non-teaching personnel on disaster
risk management; 3. Plans and Operations Offi cer
The Plans and Operations Offi cer shall organize and supervise the evacuation, search
c. Advocacy and Public Information Team and rescue, fi re suppression, rehabilitation and engineering teams and shall have the
following duties and responsibilities:
55
• Conducts information dissemination campaign on DRR concepts and what to
do before, during and after the occurrence of hazards;
• Determines courses of action to be taken based on the recommendations of the
• Serves as resource person during trainings, seminars and for a relative to Intelligence and Disaster Analysis Offi cer;
disaster risk management;
• Determines the type of action units to be utilized whenever there is a crisis;
• Provides learning modules and DRR materials to schools and the public;
• Maintains and/or supervises programs of operations and determines the
• Publishes information on emergency situations, reports disaster damages and necessity of utilizing additional action units;
rehabilitation efforts to the National Disaster Coordinating Council and to the
Offi ce of the President; • Coordinates with the Intelligence and Analysis Offi cer the operations being
undertaken and those to be implemented.
• Coordinates with media and the Public Information Agency (PIA) on matters
relative to advocacy and public information activities; a. Relief and Evacuation Team
• Systematically evacuates personnel, students and properties during emergency
• Conducts studies and researches on DRR and disseminates results and situations;
recommends appropriate action.
• Upon receipt of information from the Communication and Warning Team on
d. Emergency Health and Medical Service Team the need to evacuate, the team shall immediately establish an evacuation area
• Arrange with government health agencies like Department of Health, PNRC or and take charge of evacuation in the following order of priority:
other sources for fi rst aid and medical self-help training; • Occupants of the building, especially the injured;
• Supervise the selection of fi rst aid or medical treatment areas in evacuation • Valuable documents and records of the offi ce;
centers;
• Directs fi rst aid or medical self-help operations and control the access to • Personal belongings of personnel;
medical supplies;
• Offi ce equipment and other movable facilities
• Establishes policies and rules governing the emergency treatment of badly
injured persons; • Receives evacuees/victims from the evacuation service leader;
• Maintains an adequate sanitation and hygienic standards and deals with matters • Provides housing for displaced persons/evacuees during emergency;
related to emergency services;
• Organizes evacuees into work brigades/committees;
• Monitors the storage and handling of medicines, goods, food and drinking water
in evacuation in coordination with concerned agencies; • Ensure proper camp management of resources guided by the Minimum
78 79 Standards on Education in Emergencies; and
• Does related work as the need arises.
• Conducts inventory and stock fi le of available resources.
b. Search and Rescue Team
• Locates/Removes injured or trapped persons in the area in coordination with SAR • Assists fi remen in clearing safe routes/roads for fi re trucks and fi re hoses;
skilled agencies/groups; • After the fi re, perform the following work:
• Repair/replace all damaged fi re fi ghting equipment;
• Organizes and trains the search and rescue teams provided for in the emergency
55
plan, in cooperation with NDCC member agencies; • Return and make an inventory of all fi re fi ghting equipment;
• Obtains appropriate equipment for search and rescue operations; • Refi ll all fi re exhausted fi re extinguishers;
• Coordinates with PNRC and other response agencies on matters relative to search • Assess the extent of damage, and
and rescue operations; and
• Prepare a report of fi re damages.
• Coordinates with agencies/organizations/with specialized skills on search and
rescue for possible deployment to affected areas during emergency situation. c. d. Engineering and Rehabilitation Team
• Conducts monitoring and damage assessment of school properties and reports the
Fire Suppression same to the Chairman;
• Organizes fi re-fi ghting teams/brigades for initial fi re fi ghting deployment;
• Validates reports and determines cost of damages for budget allocation;
• Provides fi re-fi ghting instructions through locally available sources (Local Fire
Department); • Repairs and rehabilitate damaged structures;
• Ensures that fi re fi ghters know their stations and locations of fi re fi ghting • Provides technical assistance, maintenance procedures and precautionary measures
equipment in the area; to schools relative to the repair and rehabilitation of school buildings damaged by
typhoons and calamities;
• Deploys fi re fi ghting personnel to fi re affected areas;
• Undertakes rapid assessment of damages caused by typhoons, fl oods and all other
• Coordinates with the Bureau of Fire Department on matters related to fi re causes, in coordination with local DCCs and the R/DPFC and reports results to
suppression; and concerned offi ces;
• Maintains network with fi re suppression agencies and organizations for joint • Assess structural integrity and stability of structures before occupying the same;
trainings and fi re suppression skills; and
• Sets on the fi re alarm in case of fi re; • Recommends appropriate interventions for damaged structures;
• Assesses the nature of fi re and suppress it by using the appropriate fi re 4. Resources and Logistics Offi cer
extinguishers available or by practical means of putting it off such as wet jute sacks; The Resource and Logistics Offi cer shall take charge of resource mobilization,
allocation and logistics support for the DRRMO. Under the Resource and Logistics Offi
• Prevents the spread of fi re by shutting off all ventilators and witching off all cer shall be the Fund Sourcing Team, Transportation Team and Supplies and Relief Team.
electrical breakers in the building;
80 81 a. Fund Sourcing Team
• Alerts all offi ce personnel in case evacuation is necessary; • The team shall take charge of fund sourcing activities both from internal and external
stakeholders of education;
• Maintains order and take control of FIRE EXITS to avoid crowding and confusion
of occupants. Fast and orderly movement towards the fi re exit must be achieved;
• Coordinates and maintains an effective networking system with donor 5. Database Management Team
communities to complement, harmonize and synchronize humanitarian assistance The Database Management shall be taken charged by a Programmer as the head of
and support during emergency situation; the team and shall be assisted by fi ve (5) encorders.
55
• Determines the extent and kind of assistance to be provided to displaced families a. Programmer
and individuals in the evacuation centers and source funding assistance; • The main function of the database management team is to gather, consolidate,
validate and analyze data caused by emergencies/calamities, and present its
• Facilitate release of fi nancial humanitarian assistance during emergency situation qualitative and quantitative impact on the education sector.
and ensures its transparency, accountability and timeliness;
• Establish/Maintain a website for repository and retrieval of data on disasters/
• Provides accounting and auditing rules and regulations relative to fund utilization calamities which can be used for information dissemination, policy formulation,
in coordination with concerned agencies; and resource allocation and decision-making.
• Does related work. • Designs worksheet/formats to be used in processing data caused by disasters;
b. Transportation Team • Monitors the utilization of disaster databases installed in the websites of the
• Takes charge of all mobilization procedures, provision of vehicles and transport Regional/Division and updates the same whenever necessary;
facilities as deemed necessary;
• Provides technical assistance to the Offi cers of the DRRMO relative to the
computerization of disaster related data; and
• Determines the transportation needs and requirements;
• Reviews/Evaluates submitted data/reports from the fi eld. b. Encoders
• Assigns all available vehicles and transport units to the monitoring and damage
assessment teams;
• Assists the programmer and offi cers of the DRRMO in processing disaster
related data;
• Coordinates with counterpart transport team leaders and local transport groups
for resource sharing; and
• Assists in the preparation of offi ce orders, memoranda, communications and
powerpoint presentations;
• Performs liaison work with other offi ces, follow-up on disposition of important
c. Supply and Relief Team
documents;
• Coordinates with concerned agencies on the provision of supplies and relief goods
to displaced families and individuals;
• Coordinates with line government agencies on matters pertaining to data
gathering, analysis, and presentation;
• Supervises relief operation, establishes relief and supply areas in the affected areas
and consolidates list of recipients and supplies/relief goods still needed by
• Assists in the preparation of reports, checks, classifi es offi cial communications
evacuees;
and maintains fi les of disaster related data; and
• Maintains an inventory of non perishable goods and makes these available during
emergency situation; and
• Performs other tasks that may be assigned by the immediate supervisor or head
82 83 of offi ce.
Standard Operation Procedures for Risk Reduction Mitigation and Prevention
Funding of Disaster Risk Reduction Management Activities shall be taken from the 5% Once the risk has been adequately identifi ed,
of the total budget of the Department of Education set aside as a disaster management Priority Actions measures need to be taken to prevent, mitigate, and reduce the inherent risks.
fund for disaster risk reduction, mitigation, prevention, prevention, response, Risk Identifi cation
rehabilitation, reconstruction and other works or services relative to disasters or The type of risk reduction measures to be implemented
calamities whether natural or human-induced. The fundamental requirements are: must be supported by:
• High quality and detailed comprehensive • Appropriate institutional arrangements, hazard and
The DepED Commission on Audit shall monitor and evaluate the use and
disbursement of disaster management fund based on the disaster risk management plan as
5 5
incorporated in the DepED Development Plans, Annual Work and Financial Plans.
Upon request and submission of damage and needs assessment report to the National
Disaster Coordinating Council (NDCC), the National Calamity Fund appropriated under vulnerability maps for major including legislative and policy changes, natural hazards need to be
the General Appropriations Act shall be used for aid, relief, rehabilitation, reconstruction
and other work or services in connection with calamities which may occur during the
budget year or those that occurred in the past two (2) years from the budget year.
Expenses under this shall include training of personnel and other pre-disaster activities and
capital expenditures for pre-disaster operation, response, rehabilitation and other related
activities.
The Quick Response Fund (QRF) from the contingency fund of the Offi ce of the produced or as needed.
President is hereby constituted to support the initial and immediate disaster response
updated; operations and needs of the National Disaster Risk Reduction Management Offi ce
(DRRMO) and its participating agencies for the current year. The amount necessary for • Updating of governing policies, taking into
the continuous funding of the QRF shall be included in the Annual General Appropriations • Knowledge enhancement and account evolving roles of the central,
Act. No portion of the Quick Response Fund shall be used for the administrative understanding of the nature and scale of regional, division and school levels; impact of previous disasters and forms
expenses or as augmentation fund for regular agency programs, projects and activities not of vulnerability; • Tapping the education and emergency sectors, specifi cally utilities, into both
related to current calamities or disasters.
• Greater consideration of hazard-related emergency management strategic issues in broader sustainable development
decision-making and operational and poverty reduction policies and contexts; programs of the Department;
Regional/Division/District and School DRRMO with calamity and quick response fund
allocations shall submit to the National DRRMO their monthly statements on the • Detailed review of institutional
utilizations of these funds and make an accounting thereof in accordance with existing
accounting and auditing rules and procedures. Priority allocations of both calamity and
quick response fund shall be given to areas heavily affected by a calamity/disaster and were
declared under state of calamity.
The DRRMO through the Chairman, shall submit to the Offi ce of the President,
National Disaster Coordinating Council (NDCC) and other concerned authorities within
the fi rst quarter of the succeeding year and every year thereafter an annual report relating
to the progress of the implementation of disaster risk management programs.
Hazard Mapping
Hazard mapping is
the process of
establishing
geographically
where and to what
extent particular
hazards are likely to
pose a threat to
people, property,
infrastructure, and
economic activities.
• Appropriate, cost-effi cient, post-disaster arrangements and capacities for disaster relief and rehabilitation efforts. risk management to identify gaps and Hazard mapping is
priorities; As part of the strategy to reduce risk, it is one of the steps to
important not only to increase the focus on • Adequate coordination and implementing mitigation, but also on identify risk.
post-disaster support capacity of the organized disaster risk for early recovery and restoration to normal reduction
management offi ce (DRRMO) situation with resumption of teaching-learning from the Central,Regional, Division
and activities. school levels;
5
84 85
• Greater organizational, management Crisis Communication • Familiarize speakers or spokespersons helps to boost public confi dence to the • E
and task synchronization at both local Management Plan with the standard key messages offi cial Department. n
and national levels; statements, press releases; s
This serves as a standard framework or What to Do After the Disaster u
• Resilience of the most vulnerable guide during a disaster situation. The plan • Conduct a disaster/contingency Q and r
schools to hazard impact enhanced to may be revised to adjust to the severity of A Drill quarterly; and Monitoring Stage / Impact Assessment e
help them cope with hazards when they the situation with consideration of the • Evaluate the response to the event and t
occur; availability of spokespersons at that time and • Update/reiterate or enhance the determine what needs to be improved that h
the necessary resources. It also helps Disaster Risk Reduction Management can serve as a guide for future incidents; a
• Emphasized participation of children DepED Officials and School Administrators Office (DRRMO) communications t
and what they can do to help reduce to determine the management policy. • Check if the responses brought negative a
risk. impact and take remedial and corrective l
What to do During the Disaster measures; l
Risk Sharing/Financing c
• All disasters should be reported to the • Mobilize a monitoring team covering o
The DepED bears the majority of costs 86 Chief of the Disaster Operations trimedia and other tools to check n
caused by natural disasters. More effective Department’s position and key message to the Center of the DRRMO; coverage, content treatment and any c
options for fi nancing disaster risk and relieving clientele. adverse reactions from other parties; e
the burden of disasters from the Department is • Designated Communications r
What To Do Before the Disaster • Ensure that all members of the monitoring
through the recent “cluster approach” (see Spokesperson or his duly authorized n
pages 52-53). Those schools without insurance representative only may release team are well-equipped with tools and e
The following are the preparations to be undertaken:
must be encouraged to be insured. However, information to the media. Other facilities crucial to the conduct of their d
• Conduct risk assessment focused on the tasks during this phase;
all schools must conduct regular inspection and DepED offi cials or personnel may not i
communication and exchange of
maintenance of their facilities. divulge to media, or to any person who n
information; • Secure all important documents and make
may pass it to the media, information d
Warning Responsibilities regarding confidential or security them available;
• Distribute an emergency directory of i
key offi cials that need to be contacted matters on the preparation against an v
The management of each educational facility impending human-made disaster, if such • Document significant conversations,
during a disaster; i
ensures that the warning signals can be received revelation will prejudice the decisions, details and media questions in
d
at the workplace / school rooms / offi ces. The preparation to meet said contingency; order to effectively evaluate emergency
• Conduct media or communication u
school community must understand what the • Responses to interviews should be communication management;
training of key spokespersons for public a
hazard warning signals are and what action is to proactive, responsive and action • Furnish all members of the crisis
speaking (continuous). (Training of RDs, l
be taken if the signal is given. This should be oriented; and communication team with additional
SDS, ASDS, Bureau Directors, Chiefs of s
posted on the bulletin board and in conspicuous • At all times, if practicable, good media materials gathered in the course of the
all Division Offi ces, ASEC, USEC, Chief a
places where the school community will read it. relations must be maintained, which monitoring;
of Staff, Secretary); r
e kept up to date by promptly returning • Central Office: Hon. Secretary or spokesperson will only disclose information 87
5
phone calls, issuing press statements (as authorized representative that is aligned with the Department or fi eld
needed), etc; offi ces’ offi cial statement, if any. If there is
• Regional Offi ce: Director or authorized still no offi cial statement, refer the media
• Seek legal advice whenever necessary. representative personnel politely to the Offi ce of the
Secretary / Head of Field Offi ces.
Handling Media Interviews • Division Office: Superintendent or
authorized representative All interviewees shall only address the
In DepED fi eld offi ces, the Heads of Offi issue at hand and avoid opinions or
5
ce serve as spokespersons for information • Schools: School Principals or Heads speculations on the situation. Personal
required by media relative to his/her offi ce’s views are not appropriate to be given to the
In cases of impromptu, unannounced, media.
function concerning disaster risk management.
unscheduled interviews where securing
For purposes of media interview the following are the clearance from the Secretary or Head of
authorized spokespersons: Field Offi ce is not possible, the
General Guidelines for the Communications • The DOC shall determine overall Phases of Response through the help of the knowledgeable
Response Team: priorities. and authorized Search and Rescue Team;
• Be honest; First Impact Response • Activate the Incident Command System
Contingency Planning Priority actions during this period are: and establish fi rst aid stations immediately
• Communicate clearly; Contingency planning is essential in every • Countering the initial effects of disaster within the vicinity of the crisis area to take impact as rapidly and effectively as disaster control group in order
to facilitate care of the injured. Casualty posts shall
• Be polite and precise; accurate disaster assessments. Planning the possible; also be established in the nearest school assessment methodology, identifying and briefi ng building or any unoccupied permanent • Be
compassionate; assessment teams and local contacts, allocating • Using all suitable resources in a structure that had withstood the hazard
interviewer; undertaken by the disaster control authorities. • Providing urgent needs to stricken areas; the nearest hospital.
• Relax and direct voice toward the vital disaster preparedness actions that shall be shock, preparatory to their evacuation to
5 the necessary resources, and conducting drills are coordinated manner; to take care of those who have developed
The six general functions of the preparedness • Rehabilitating as fast as possible those
• If the answer is not at hand at the process are to: facilities and systems which are of priority • Never transfer rescued victims directly to moment, politely respond by saying that • Collect and maintain baseline and
importance to the teacher-learning the hospitals. Shock must be controlled the matter will be addressed later; background data; activities in schools. fi rst to prevent loss of lives. Let the
paramedics decide when to transfer the
During Impact Response
• Messages reflect the DepED’s stand, • know your personnel and material patient.
“During impact response” period is the
leadership role, and resource status. resources; vital bridge between the period when there is
the shock and disruption caused by the hazard • School utilities like water, electricity
Documentation and Filing: • Pre-identify likely problem areas and impact, and the period to normalize the situation. and communication facilities must be
• Keep news clippings for future reference; needs; restored as soon as possible. and This involves:
• Establish standing agreements for • Continuing certain relief services; • Accurate dissemination of information to
• Keep a record of all the chronological emergency coordination of staff, the public shall emanate from the incident events during the situation. communications, transport, etc., among • Converting some of these relief
activities command center. agencies and assisting organizations; into formal types of rehabilitation
Center (DOC) • • Communications between operations

center and fi eld units (relief, demolition,
A Disaster Operations Center shall be Adapt the assessment and reporting
search and rescue, medical) shall be
established at all levels, equipped with the forms and surveys to the needs of the
• Implementing temporary measures such maintained.
necessary materials, survival and fi rst aid kits, school /locality; and
• as emergency clearance of debris, repair
and a quick response fund to be spent of educational facilities, restoration of • Traffi c movement must be controlled.
Initiate training and briefi ng activities, and
whenever the need arises. In case there is no utilities, etc.; and
emergency drills, as appropriate. Shutdown Responsibilities
functional DOC in the affected area, the higher
level DOC shall • Assessing all post emergency phase
Establishment Of A Disaster Operations programs;
take charge. Response Stage activities and requirements and integrate In case of an emergency, the Incident
Priority Actions During the Occurrence of them into a comprehensive recovery Command System shall give serious
Managing the DOC: Hazard program. consideration to incorporating therein a
• The DOC shall be managed by the Disaster Emergency responses are measures taken provision on the shutdown of the school or
Risk Reduction Management immediately prior to, during and following Rescuing Trapped Individuals office electrical equipment, machinery, and
Offi ce. disaster impact. They are directed towards • The DRRMO must summon the Search other electrical or gas appliances including but
saving life and protecting property and towards and Rescue Team, coordinate with the not limited to power and water supply, which
• The DOC shall assess and evaluate all the PNRC, Local Disaster Coordinating
dealing with the immediate damage caused by may contribute to the emergency.
activities of the teams under it. Council, and immediately start to
the disaster. The quality of response measures
greatly varies in accordance with the nature and extricate the victims
extent of preparatory measures undertaken.
88 89
When Schools Are Used as an Evacuation of School Personnel and Students • During such evacuation of pupils/students • Grade III and IV, Second Year Students, Evacuation Center In case an imminent danger of
a hazard out of the school, Classroom Evacuation shall be Second priority in evacuation threatens the school during classes with an
Evacuation is the process of moving or immediate need to evacuate school personnel Leader shall coordinate with the School Evacuation Team and the DRRMO on the movement out of the school into designated safe area;
transferring people from hazard threatened or and pupils/students out of the school to a safer
stricken areas to a safe place or places. There are area, the following provisions shall be strictly Evacuation movement
two types of evacuation: 1) precautionary, that is observed: • Grade V and VI pupils, Third Year and done prior to impact; and 2) post impact, which • Classroom Evacuation Leader of adjacent Fourth Year Students, and
aged teaching involves the movement of victims from hazard- Officials responsible for the orderly and safe classroom with puypils/students whose and non-teaching personnel shall be third
stricken areas into safer surrounding conditions. evacuation movement of personnel and pupils/ teacher is not present, shall be responsible priority in evacuation movement out of
What is a School Evacuation Center? • The Team Leader and members of the in joining them to his/her pupils/students in the evacuation movement out of the the school into designated safe area. 5 students are:
It is a temporary shelter where survivors in

School Evacuation Team shall initiate the
emergencies can take refuge. It is a venue where school. Listed below are priority actions that DepED shall evacuees can be helped in coordination with immediate actions. take into consideration during evacuation:
concerned government and non-government • During evacuation movement out of the • Inventory of available facilities and
agencies in their basic needs. • School Evacuation Team shall consult school and even in the safe area where amenities; and coordinate with other government pupils/students have been evacuated,
the
• DepED offi cials may allow the use of the agencies in the locality as to where the Classroom Evacuation Leader (classroom • Activation of Disaster Operations
Center school as an evacuation center when safe area to evacuate out of the school Teacher) and School Evacuation Team (DOC); there is no other safer place where the the personnel and pupils/students shall continue
to be responsible for the
students/pupils can be accommodated. care and safety of the pupils/students • Activation of disaster welfare inquiry
• All classroom teachers at the time the until their custody have been taken over desk and NGO desk; • People from the community may be hazard is expected
to occur; shall be by parents or guardians or relatives. allowed to use the school as a temporary responsible as Classroom Evacuation
The School as an Evacuation Center
• Identifi cation and visibility of the DRRMO; holding center. Leader of his/her classroom pupils/ Prioritized To ensure that the school can resume operation
Evacuation Movement of Personnel, Pupils/ • Registration of evacuees; students in their evacuation movement Students, and properties out of the school and into immediately after the crisis is over, school
• In case the school is used as an evacuation out of the school into the School safe area shall be in accordance facilities and properties must be preserved while
with the following the school is being used as an evacuation center.
center, DepED offi cials and personnel Evacuation Team or DRRMO and LDCC (Photo by AP)
provisions: • Provision of basic requirements (nonfood/
shall be responsible for the preservation designated safe area. • Grade I and II pupils, First Year Students, food); of the school facilities and properties for disabled and
5
sickly or injured pupils/
the duration the school is being occupied students/personnel shall be fi rst priority • Conduct masterlisting of evacuees; by evacuees, so that after the
emergency in evacuationmovement out of the school
period the school can resume operation into designated safe area; • Post masterlist of occupants in their rooms; as soon as possible.
Objectives of Evacuation• Assist evacuee identifi cation by room General: To save lives and properties, minimize leaders; suffering and deal with the immediate
damage caused by an emergency.
Specifi c:
• To handle effectively evacuation before, during and after an emergency;
• To assist the displaced survivors for

immediate attention by the concerned
agencies. Important !
Evacuees must not return to disaster affected
area until the area is declared safe. Procedures
on evacuation differ according to the type of
90 91 emergency.
• Make a profi le of evacuees; • Mats or cartons for sleeping areas Systems and Procedures During School This emergency lighting system must be
capable
Evacuation to penetrate through smoke. As part of the
• Organize evacuees into work brigades/ • Blankets and mosquito nets; Priorities in school evacuation are the Contingency Plan, the responsibility of whether committees; vulnerable groups such as elderly, children, or not
to evacuate the personnel, information,
• Stockpile for one week of relief supplies disabled, pregnant women, and very sick people. equipment or operation, rests on the shoulders
The following systems and procedures are also of the Head of the organized Disaster Control
• Assess other needs of evacuees (eligibility and other domestic items and materials;
important: Group based on his personal assessment in line
for service); with the prevailing situation.
• Storage space for stockpiled commodities; The Buddy-Buddy System:
• Undertake/implement activities/services; The buddy-buddy system is a procedure in To avoid or minimize casualties and further
• Space for an offi ce which can accommodate which two people, the buddies, operate together damage, the decision to evacuate the facility
• Ensure proper management of resources;at least a table and a few chairs for use of as a single unit so that they are able to monitor shall be made as fast as possible. There must be
workers assisting the evacuees;
designated evacuation area is no longer safe for

and help each other. pre-designed evacuation areas. However, if the 5
• Special attention be given to long term Emergency Warning System: the evacuees, then an alternate evacuation area process; • Compost pits, empty big cans or drums The emergency warning system provides must be a part of the
5
Plan. Head counter/s must and large plastic bags for garbage disposal; an audible signal throughout the buildings and record all names of evacuees. A list of names of
• Conduct consultations with evacuees; and school compound to warn occupants of an those missing, injured or transported to hospitals emergency situation. must be posted at the Information Desk. The
• Assist families in preparing their • Cooking areas and equipment, and dining Information Desk caters to inquiries of media, rehabilitation plan; areas. This device is an integral part of the office relatives, friends and others.
system and it is activated upon discovery of an
emergency to alert occupants of an impending How to Prevent Panic
• Initiate regular consultations with other Committees at the Evacuation Center or on-going emergency. All occupants must Panic is sudden, unreasoning, hysterical service providers and NGOs, P0s. Committees at the Evacuation
Center know the meaning of the warning signal. Its fear, often spreading quickly. It is conceivable Present to them results of consultation include but are not limited to: effectiveness must be tested on a regular basis. that, despite
pre-emergency preparation, a with evacuees. Identify areas of support • Committee on Information; There may be a public address system which is a disorganized group may be on the verge of panic. needed. centralized notifi
cation system that can be used Panic in emergencies is minimized by people who
Facilities and Amenities Required in • Committee on Relief Operation; to inform and instruct occupants in an emergency know how to respond to the emergency and have incident. It needs an alternate power supply in practiced
the Contingency Plan.
Evacuation Centers
• Water Facilities • Committee on Water, Sanitation and case the regular supply is interrupted. DepED personnel should be prepared to deal with
• Water pumps/artesian wells/ Hygiene; Developing an Evacuation System and Procedures: this in terms of the following principles:
water tanks Each school or office must assign an • Provide assurance: Exert positive
• Committee on Medical Services; evacuation team leader who directs the smooth leadership. Reassure the group by giving
• Water containers fl ow of an evacuation during an emergency. The instructions and information calmly and
• Committee on Peace, Order, and Security number of evacuation team members for each clearly. offi ce or department or school, will depend upon • Potable water for drinking
• Committee on Facility Maintenance the number of occupants to be evacuated. Level • Eliminate Unrest: Dispel rumors. Identify of alertness must be a part of the Contingency
• Lighting facilities or installation of electric Plan and be understood by the evacuation team trouble makers and prevent them from power. If possible, gas lamps, fl ashlights, • Committee on Education and Spiritual members and
occupants. Specifi c instructions spreading discontent and fear.
candles, matches and other indigenous Upliftment; must be announced through the Public Address lighting systems in the area shall be made System and/or other means of warning. Signage • Demonstrate decisiveness:
Suggest available; )• Committee on Drills and Exercises, indicating the exit ways must be clearly posted in positive actions. Indicate what to do Recreation and Sports. key places. This signage must be luminous and/
rather than what not to do.
• Adequate comfort rooms and toilets; or refl ectorized, in standard size and posted at
eye-level height. Critical Incident Stress Debriefi ng
Critical incident is an event caused by natural
• Space, materials, supplies for sleeping An emergency lighting system must also be or man-made hazards that has the potential
installed to the exit ways to guide the evacuees. of causing powerful reactions in the majority
92 93
who are exposed to it. Strong reactions if not The Committee on Medical Services in discussed and understood
can interfere with coordination with concerned agencies shall be work and home life during and after the event.
responsible for the following functions:
• Assist victims to deal positively with the
Critical Incident Stress Debriefi ng (CISD) is a emotional effects of a severe event; preventive stress management strategy designed
Chapter 6
to assist affected people in handling the resulting • Provide education about the current and Ensuring Continuity
5
stress. Debriefing was originally developed anticipated stress response;
to assist crisis response teams in recognizing
and managing their own normal reactions to • Provide information and support for coping of This chapter focuses on the child-rights
based disaster risk management, alternative
educational services that are relevant and in
pursuance to the national development goals.
learning venues, alternative delivery of formal The Department, as provider of basic education
Instruction instruction, and emergency procurement
system for rehabilitating school buildings and
serves 19 million school children and envisions
highly competent, civic-spirited, life skilled and
traumatic exposure. Later, it was used to assist and stress management; victims, survivors and disaster relief workers as well. purchase of other instructional materials. This God-loving Filipino youth who will be the future
Through debriefi ng, individuals realize • Coordinate with the Health and Nutrition that experiencing severe stress during a chapter provides for ensuring the continuity of contributor towards the building of a humane,
critical Center (HNC), Department of Health(DOH) instruction during the period when the healthy and productive society.
incident is a normal reaction, and the stress is and request assistance in the conduct of minimized. CISD for the victims. classroom / school is not available for
instructional purposes. In line with these mandates, the Department
For more information about CISD, refer to Appendix 3. of Education (DepED) is now heading towards
The Department of Education, as mandated the complete decentralization policy through
by the Constitution is primarily responsible for the implementation of the Decentralized
the education and manpower development of Management Development Program (DMDP), a
the country and for the formulation, planning, six month program that aims specifi cally to
implementation and coordination of the address the issues hindering the full roll-out of
policies, plans, programs and projects in the decentralization in DepED as contained in the
areas of formal and non-formal education at the R.A. 9155 otherwise known as the Governance
elementary, secondary and the alternative of Basic Education. DMDP is a decentralization
learning system. This mandate also include strategy designed not only to make the delivery
supervision of all basic educational institutions, of basic services more effi cient and effective,
both public and private, as well as the but also to produce the best results for the
establishment and maintenance of a complete, basic education sector in terms of learning and
adequate and integrated system of education. management.
The Department is also in-charge of raising the
standard of basic education, and administrative
efficiency in the delivery of
94 95
The policy on decentralization is being of the school to continuously deliver instructional The World Declaration on Education For All Figure 15 indicates the SIP components as supported through the implementation of services to
the school children as mandated by prescribes that Basic Learning Needs (BLNs) shall linked with the disaster risk reduction in schools. the School-Based Management (SBM), a key the following legal bases: be made available to all by various
means. BLN In case of a disaster, it is essential to know the component of the department’s Basic Education comprise both essential learning tools (literacy, current situation of the school and its population, Sector Reform Agenda (BESRA).
BESRA is Legal Bases numeracy, oral expression and problem solving) as in Figure 16. Data should be gathered in order a widely-accepted reform initiative which and the basic learning contents (knowledge, skills, to know the needs of
every student/pupil in recognizes that schools, as the key providers Article XIV of the Philippine Constitution values and attitudes) required by human beings to the damaged area. The following data should be of education, should be able to
continuously declares that “The State shall protect and be able to survive, to develop their full capacities, determined: improve by being empowered to make informed promote the right of all citizens to quality to live and work in dignity, to
6 6
participate fully
and localized decisions based on their own education at all levels and shall take appropriate in development, to improve the quality of their • Number of school buildings damaged unique needs. As a component of BESRA, steps to make such
education accessible to all.” lives, to make informed decisions, and to continue
SBM on the other hand gives school heads/ Education is only one of children’s rights that learning. This level and form of education may • Extent of damage caused by the emergency Principals and their teachers a wide opportunity the Department
has to provide, but is also a be delivered to learners by way of schools or situation
to create linkages with the local government key to ensure the full realization of many other formal education or by way of alternative learning and the private sector and be able to tap them important constitutionally protected political,
schemes e.g. informal and non-formal education. • Number of children in need of instruction based on the principle that the people directly economic and social rights.
involved and affected by school operations are In view of this declaration, continuation • Location of the target groups the best persons to plan, manage and improve Presidential Decree No. 603. The Child and of
education shall be provided to all including
the school. This component aims to create Youth Welfare Code identifi ed in Article 2 – asylum-seekers and refugee children coming • Titles and number of Instructional an environment where all the people involved Rights
of a child which guarantees the exercise from countries affected by emergencies. The materials available
in the decentralization process not only agree of the following: Department of Foreign Affairs shall determine
but also commit to make the change happen asylum procedures in order to ensure that the • Existing physical facilities that can be used by strengthening their capacity to perform • Dignity and worth of a human being right
to education of these children are protected for formal instruction. their tasks under a decentralized set-up. The • Right to a wholesome family life; well-rounded and enjoyed.
role of the national, regional and division development, balanced diet, adequate clothing, Alternative Learning Venues
offi ces is to make sure that all the necessary suffi cient shelter, proper medical attention, to Guided by these mandates, the Department In the event of damaged classrooms/schools support structures are in place to aid the
local be brought up in an atmosphere of morality issued DepED Order No. 9, s, 2005 to institute the following should serve as alternative learning stakeholders in managing the schools. and rectitude, education, full
opportunities, measures at school level to increase engaged venues to ensure the continuity of learning: protection against exploitation, care, time-on tasks of the students and teachers in
In view of the decentralization policy, only assistance and protection, effi cient and honest teaching and learning. The Department also • Tents public secondary schools enjoy fi scal autonomy
government and to grow up as free individuals formulated the School Improvement Plan (SIP)
which leaves the majority of public elementary in an atmosphere of peace, understanding, and all its components. • Makeshift Classrooms schools dependent on mostly centralized tolerance and universal brotherhood.
management set-up. In effect, public secondary • Child rights-oriented community response The School Improvement Plan (SIP) • Covered Court/Gyms
schools are more independent and may and governance in the country. All schools nationwide are required to • Chapel
formulate their own policies in mitigating the implement a School Improvement Plan (SIP) as
impact of hazards based on local situations. Republic Act 4881, promulgated in 1967, shown in Figure 14 which contains standards • Barangay Hall
“Affi rms the duty of the State to support the and requirements for total school
Education of school children is most often family in the upbringing of their children to be improvement. The school improvement plan • Social Action Center
affected when a disaster hits the community useful men and women” and orders the takes into consideration mainstreaming disaster
where the school is located. The school is often creation of a Council for the Protection of risk reduction concepts in the teaching-learning • All other alternative safe and adequate
used as an evacuation center for affected Children (CPC) in every city and municipality. environment as well as the basic education structures
families in the community. As an evacuation It tasked the CPC to “assure proper direction, curriculum.
center it is no longer conducive to teaching- supervision, and guardianship in the training,
learning activities. However, it is the primary education, and other interest of its minor
duty and responsibility citizens”.
96 97
For a private facility, school authorities shall initiate the preparation and signing of a Memorandum of
Agreement (MOA) to ensure that such facility will be made available to the school in case of a disaster.
Alternative Delivery of Formal Instruction
Alternative delivery of formal instruction is an emergency response during a disaster. It refers to any
activity that will ensure the continuity of student learning in the event that the classroom/ school is not
available for instructional purposes. It is a mechanism that the school shall implement to ensure continuity
of instruction during emergency situations.
This is in compliance with the NDCC policy contained in The Policy Guidelines on Child Rights-Based
6
6
Figure 15: The School Improvement Plan (SIP) and DRR
Number of school
buildings damaged
Existing physical facili- Extent of damage

ties that can be used for caused by the emer-
formal instruction gency situation
Number
Titles and number of children
of Instructional main need of
terials available Location of the instruction
target groups
Figure 16: Needs Assessment After a Disaster

Disaster Management in cooperation with the Offi ce of Civil Defense, Council for the Welfare of Children • DepED and CHED shall integrate disaster preparedness and management into their curricula;
and the United Nations Children’s Fund (UNICEF). The guidelines state that even during pre-disaster
phase: • Concerned Local Government Units
(LGUs) shall initiate a Disaster Safety Awareness Program for Children; and
• The Department of Education (DepED) and the Commission on Higher Education (CHED) shall
integrate programs/ activities on Public Information and Education Campaign (PIEC) specific for • At an early age, a child shall learn disaster safety measures in times of emergencies.
children concerning safety counter measures on emergency situations under its existing training
modules and shall conduct PIEC regularly in high risks areas;
Figure 14: The School Improvement Plan (SIP)
98 99
The Guidelines also state that during an • Alternative Learning System (ALS) • Monitor the progress of the students Education in Emergencies (INEE), one of the emergency situation, DepED and CHED, in during the period
when classes are Education Cluster members. This is corollary to coordination with the Department of the • Other modes of delivery system available disrupted; and the Sphere Project developed in 1997 to address Interior
and Local Government (DILG) and at other schools, Division, Region and concerns related to quality and accountability local disaster coordinating councils (DCCs) shall Central Offi ce. • Coordinate closely with the parents and
in humanitarian responses. It created the provide recreational and educational activities other teachers of the affected students to Humanitarian Charter that emphasizes the “right and alternative learning sessions (ALS) to be
held Recommended Actions to Ensure ensure that the children are guided with to life with dignity” through setting minimum in the evacuation centers to address the learning Continuity of Instruction During their
assigned tasks. standards in the provision of water, sanitation and
needs of displaced children and out-of-school Disasters hygiene promotion, food security, nutrition and
youth. There shall be continuing education of Rehabilitation (What to do after a disaster): food aid, shelter, settlement and non-food items, displaced children in the evacuation center and Preparedness and Mitigation (What to do
6
before a Every teacher at the school level shall and health services during emergency situations. relocation site with due consideration for other disaster): • Conduct an inventory of damaged
culturally responsive education systems, such • Require every school to prepare a School textbooks/equipment for possible The MSEE set the following goals to be as the MADRASA Education Program for the Improvement Plan
6
(SIP) integrating all the replacement and/or procurement; achieved during an emergency situation:
Muslim population, having diverse socio-cultural basic elements to provide for continuity
orientations. The local Social Welfare Offi ce shall of instruction. • Conduct an assessment to determine • A common starting point to reach a also provide day care services for pre-school the progress of the student’s
learning. minimum level of educational quality and children. • Conduct an inventory of existing and The assessment results will serve as the access in schools;
available alternative materials of all starting point of the teacher to continue
The following are suggested available learning levels. the lesson; • A tool to improve coordination and alternative instructional materials that schools enhance accountability and predictability; may use during an
emergency situation: • Recommend to the Division Offi ce the • Assess the effectiveness and reproduction of identifi ed alternative appropriateness of the materials being • A tool for capacity-building and training;
For Elementary: instructional materials. used by the students during this period
• The Alternative Delivery Mode (ADM) of time; • Aid to strengthen the resilience of for Grade IV - VI • Ensure that each school, Division Offi ce Ministries of Education; and
and Regional Offi ce keep a fi le or copy • Recommend to the Division Office • Tool to promote education.
• Improvised Writing Exercises, of the existing and available alternative through the school head/district
Mathematics Workbooks, Stories written instructional materials for use in case of supervisor other alternative materials These goals were conceptualized because on Manila Paper for Reading disaster. that will
address the needs of the during adverse situations there is a felt need students; and for formal, informal, and non-formal education
• Alternative Leaning System (ALS) Response (What to do during a disaster): programs, based on the following important
• Day Care Services for Pre-School Every teacher at the school level shall • Be responsible to account for and return issues:
Children • Identify the learning competencies/ borrowed materials to the Division
concepts to be covered during the period Offi ce for the use of other schools when • Individuals do not forfeit their right to
• Other instructional materials available at when classes are disrupted; the need arises. education; the Division, Region and Central Offi ce.
• Borrow adequate copies of the materials Minimum Standards for Education in • Education is a priority humanitarian
For Secondary: • for the affected students; Emergencies (MSEE) • response;
• Effective and Alternative Secondary
Education Modules (EASE) Orient the students and parents on With institutionalization of the Cluster Approach A broad based desire to ensure a
what, when, why and how to use the in humanitarian response (See minimum level of quality access and
• Distance Learning Modules (DLM) given materials; Chapter 5, Section 3), the minimum standards for accountability for education in crisis
education in emergencies will also be adopted situations.
• Available textbook materials as suggested by the Inter-Agency Network for
100 101
Emergency Procurement System for In case immediate procurement is needed
Table 3: Minimum Standards for Education in Emergencies

(Source: Education in Emergencies, UNICEF, 2006, page175)
Rehabilitation / Replacement of School due to the occurrence of natural or man-made
Buildings, Equipment and Fixtures calamities, the alternative mode of negotiated procurement under Section 54.2(b) of RA 9184
During emergency situations, school and its IRR-A may be adopted in order to prevent buildings, textbooks, instructional materials prolonged damage to or loss of life and property and other educational facilities are destroyed and
to immediately restore vital public services, which results in disruption of classes. In the infrastructure facilities, and other public utilities.
past, rehabilitation efforts were slow due to
bureaucratic procedures in purchasing of the Under this mode, the procuring entity needed supplies and materials for rehabilitation, simply negotiates with a supplier, contractor which contributed to prolonging the effects of or consultant
of good standing, situated within the disastrous situation. In 2006, the Government the vicinity where the calamity or emergency Procurement Policy Board (GPPB) issued a occurred.
circular to clarify the procurement process
6
in cases of natural or man-made calamities. While it is the school’s primary duty and GPPB Circular No.
03-2006 (Appendix 4) dated responsibility to continuously deliver instructional December 6, 2006 was
issued to identify the services to students and at times it may serve as an appropriate mode and
procedure of procurement evacuation center in times of calamity, ensuring safety under Republic Act
9184 and its Implementing of DepED properties should be given important Rules and Regulations Part A
in case of natural considerations. These will be determined and or man-made calamities. discussed in the
next Chapter.
102 103
School Buildings
The availability of adequate and conducive shelter for instructional activities is necessary to maximize teaching and learning process in schools.
School buildings shall be designed and
Ensuring Safety of
DepED standards,
constructed in accordance with
Chapter 7 • Hang curtains in the classrooms away
from wall-mounted fans;
including standards for resilience. A safe school DepED Properties Pambansa Bilang 344, (Accessibility Law);
• Conduct periodic assessments
electric load capacity.
of
The foregoing guidelines are intended to complement accepted architectural and engineering principles, and the provisions of the National Building Code of the Philippines,
and other relevant rules, regulations and Stairs/Handrails
ordinances promulgated by the national and • Avoid smooth or polished step and fl
local agencies. It is also important that oor surfaces and provide non-slip
ergonomics, anthropometrics, thermal nosing to minimize the chance of
Educational facilities like school buildings,
comfort, illumination, acoustics and colors be slipping on stairs;
laboratories, equipment, instructional and non- soil is the best site for a school as the topsoil is
instructional materials, supplies, and other given due consideration.
properly balanced to support vegetation and
properties are essential components of the • Step treads should be not less than
permits surface drainage without soil erosion. Building Risk Reduction Requirements
learning environment. All these can be The subsoil provides a proper base for 0.25m deep and rise not more than
instrumental in raising the quality of education In designing and constructing school buildings, safety 0.20m per step. They should be regular.
economical and substantial foundation of the
as well as continuing educational services during buildings to be constructed. Ground area and risk reduction measures shall always be considered,
emergency situations. occupied by school buildings and other like the following: • Always provide a landing with railings
structures shall not exceed 40% of the site in between a doorway and stairways.
This chapter deals with ensuring safety of order to provide adequate open space in Main Entrance
DepED properties particularly school sites and compliance with the national regulations and • The main entrance shall be located preferably on a • Distance between railings shall be not
buildings, facilities, equipment, fixtures, records, standards pertaining to setbacks and distances secondary road and gates must be designed to swing in to more than 100 mm. (4 inches) so that
and other properties. It provides some between buildings. the school property; pupils/students cannot squeeze through;
information and practical tips to ensure that
these properties are safe and secured. Generally, existing school sites do not • Provide separate service entrance for the • For abrupt changes in fl oor elevation,
conform to the ideal description if their public/students; preferably provide a ramp to avoid freak
School Sites and Buildings locations were acquired through donations or accidents;
low cost purchase for purposes of establishing
School Sites school in a community where there is no option • Main entrance shall provide enough clearance for fi
The location of a school is vital for school re trucks and medical vehicles. Windows
in the selection of a school location.
Windows shall be provided with security
operation and development. Ideally, a school
Electrical Fixtures grills and an emergency exit.
site must have access to a public road, To ensure that a school site and its vicinity
preferably located on a quiet street and not will be safeguarded from hazards, a school • Require protective covering for all electrical
wirings and fi xtures; Doors/Exits
shut away from main highways, nor by private mapping exercise shall be undertaken in all
Classrooms shall always be provided with at
property nor by dense grooves of tall trees. schools to provide a Geographic Information
• Install a fi re alarm system that is affordable; least two swing-out doors at the opposite sides
There should be no rivers and swamps, or System - Based School Profi le (GIS-BSP) which
• Provide environment-friendly fire extinguishers; of the classroom.
irrigation ditches around school sites. Its shows different features and identifes areas
immediate vicinity shall be free from any prone to hazards like landslide, soil erosion, fl
• Report any defective electrical wiring and fi xtures Walls
condition endangering the health and safety of oods, earthquakes and others. The school profi
to experts; Walls shall be smooth fi nished to prevent
school children. The contour of the land shall le shall serve as baseline data for future
injury to highly active, playful, and mobile
be preferably level and have no irregular establishment of new schools, resource
students.
boundaries. An agricultural land with sandy mobilization, and prioritization of
loam improvements and development.
104 105
Condemned / Unfi nished Construction • Review the Program of Works for the • Strengthen, retrofi t, or upgrade poorly • Periodic check up of water supply Condemned or unfi nished building structures construction of school
buildings by built school buildings to withstand any system and potability of water. and on-going construction, must be cordoned off proper authorities. possible calamity.
with an “Off Limits” sign. • Regular assessment of electrical
• Ensure structural stability by following • Implement DepED Project A.S.S.I.S.T. systems and connections.
Sanitary Facilities the requirements of the National Building (Assessment of Schoolbuildings’
• Drainage canals shall be wide enough, Code on distances between buildings Structural Integrity, and Stability). This • Regular inspection and covered,
and provided with manholes such as: is a rapid inspection and evaluation by maintenance of sanitary and for safety and sanitation purposes. Drain
7 accredited technical volunteers (licensed sewerage systems. 7 floors should be V shaped for good • Eight (8) meters between one- civil engineers
of the Department) trained
drainage; storey buildings positioned side by the National Disaster Coordinating • Provision of other necessary by side; Council (NDCC), the Association of utility such as emergency vehicle,
• Location of the septic tank must be Structural Engineers of the Philippines battery operated radio, basic fi re at least two (2) meters away from the •
Ten (10) meters between two- (ASEP) and the Philippine Institute fi ghting tools, etc. building it serves. It shall be properly storey academic buildings
side by of Civil Engineers (PICE) under the
vented for proper release of gases. It side; Disaster Quick Response Program to Records Management
must be at least 30 meters away from • Ten (10) meters between evaluate damaged structures affected by Records Management is a systematic and
any source of water supply to avoid nonacademic buildings; calamities, with the main objective being secured safekeeping of vital records which
to providing secured learning contain pieces of information that serve as
contamination. Other helpful tips are: • At least ten (10) meters is environment to schoolchildren. The management tools for decision making and in
suggested from a main building result of the assessment and the formulation of policies and programs by
• Conduct school mapping exercise at the to the front gate; recommendations must be reported to
school level. proper authorities. It is the lifeblood of an
proper authorities. effective and effi cient management of a school
Greater distance than the minimum All buildings found to be unsafe for occupancysystem. The school records contain important
• Undertake site appraisal including soil between school buildings is desired. must be declared condemned.
testing to determine appropriate information about the profile and the
Wider distance between buildings
building design and foundation. Recommend to appropriate performance of students, teachers, employees
allows for adequate free space to be
authorities the provision of structures and the school as a whole which are necessary
utilized for many school-related
such as channels, catchments, basins, and indispensable for past, present and future
activities.
dams, levees and other structures to references. Hence, the role of the school
protect the school from mudflows, administrators and personnel is vital to ensure
landslides and the like. the safety of records. Likewise, it is their
primary duty to reduce, if not to eliminate, the
risk factors that will endanger any document in
• • the school.
• Provide evacuation / exit plan to be posted in a strategic place in the building. Classifi cation of
Records
The LAPUS Building
The Learning and Public Use • Make funds available for insurance of Records Salvage Priorities newly completed school buildings and
School (LAPUS) Building design is Salvage means the rescue of property from fire, flood, falling buildings, or other other insurable DepED
being applied by DepED to properties.
selected disaster-damaged danger. Records Salvage Priorities refers to the identifi cation of records which need to be saved
schools being reconstructed in • Undertake regular repair and maintenance fi rst from any risks. It is essential that records of all school
disaster prone areas. The Lapus facilities and utilities, such as: managers be aware of the types of records in the
Building can be used as an • Regular inspection assessment workplace, their priority and location:
evacuation center during and repair of school buildings.
calamities and emergencies and • Vital records: these are records which are irreplaceable and mission-critical.
is able to accommodate
sixtythree (63) students or at
least six (6) families per room.
106 107
They are usually associated with legal • Useful records: these are records which, and fi scal matters such as original policy if
lost, will cause some inconvenience but documents, current pension lists etc. could be readily replaced. • Store off site security copies of microfi lm.
• Important records: these are records • Non-essential records: these are records which are irreplaceable but could be which • Handle the fi lm by the edges to prevent fi ngerprint smudges.
are listed in disposal records for reproduced only at considerable expense, routine destruction. time and labor.
Magnetic Media
• Back up computer information on a regular basis. Store back up information off
site.
• Protect media and equipment with plastic covers to minimize water damage.
• Keep magnetic media away from all sources of risk.
• Re-wind data cartridges to beginning before removing them from the tape drive.
• Store data cartridges securely in their protective plastic cases.
• Clean regularly the tape drive to enhance its ability to accurately read data but
never attempt to clean a data cartridge by touching the tape or the tape drive
rollers with fi ngers or other objects.
Factors that Place Records at Risk
Fire
• Faulty electrical connections
• Negligence of school personnel to shut down/switch off appliances
• Laboratory mishap
• Smoking
• Use of fi reworks, christmas lights, lanterns
• Others
Water
• Leaks in the water pipes, roofs/clogs in gutters
• Flash fl oods
• Negligence of personnel to close tightly faucets
• Others
Helpful Tips in Records Management
Validate the classifications by interviewing program managers and personnel who

create records.
Apply good risk management principles in determining what records should be

classifi ed as vital by the public offi ce, and keep them safely.
List the vital records that should include the following data:
• Identifi cation number for each type of record;
• The name of the area responsible for record series or the electronic
recordkeeping system containing vital records;
• The title of the series or electronic recordkeeping system;
• An indication as to why it is considered vital;
• The record format (is it paper or electronic, or another format?);
• All physical locations of originals and duplicates; and
• The frequency of update.
Safekeeping of Records According to its Media Format
Paper records
• Prepare vital records with long retention periods or which are generated in high
volumes in microfi lm form.
• Photocopy in plain paper vital facsimile transmissions
• File paper records in cabinets or drawers when not in use.
Microforms
7 7
• Store in separate cabinets and boxes microforms ( fi lm, fi che) created through
different processes, e.g. silver halide, diazo and vesicular. Different types of fi lms
interact with each other and produce dangerous gases that destroy the microfi lm
images.
108 109
Theft • Ensure that pupils/students are under the supervision of their teacher when doing
• Unauthorized personnel handling records experiments with chemicals. Provide fi re extinguishers in laboratories.
• No logbook to record borrowers Water

• Identify all your drains and have them checked regularly. Repair leaks and check
faucets.
• No inventory of records
• Regularly inspect storage areas to determine if they are susceptible to fl ooding
• No security measure to enforce safety of records or water leaks.
• Others Try not to store records in carpeted areas. Carpet retains water and prevents
•
drainage.
Animal / Insect Invasion / Others
• Presence of termites • Try not to store records in areas that have exposed sewer types.
• Records room is used as a mess hall / dining room • Make hanging cabinets for fl ood prone areas.
Preventive Measures to Reduce Risks to Records

Theft
Protecting Vital Records • Identify and assign staff responsible for locking windows and doors at closing time.
• Duplication – produce microform copies of accession records, use computerized Authorize one person to be held responsible for records.
data back-up.
• Strict control of all building keys, with locks changed when keys are lost.
• Off-site Storage - store back–up fi les in another storage room.
• Strict supervision of non-staff who enter the building, especially of cleaners and
Records Disposition Schedule maintenance workers.
• Follow strictly the guidelines of Records Management and Archives Offi ce on the
• Limited access to systems, either by the use of password or locks.
Disposition of records (Please refer to Records Management Manual).
• Provide logbooks to record the borrowers’ names.

Tips to Avoid the Occurrence / Effects of Risk Factors
• Conduct regular inventory.
Fire
• Prohibit smoking, fi res, and the use of fi reworks in or around storage areas. Animal / InsectInvasion / Others
• Conduct building inspection to identify and block all potential points of rodent,
• Do not store records with chemicals, cleaning supplies, etc. animal or bird entry or to identify termite-infested area for treatment.
•
• Do not store records by a furnace, heaters or radiators. Place strong, fi ne mesh screening over all necessary openings, such as windows
or skylights, ventilators and screened doors for all external doorways.
• Comply with all local fi re, electrifi cation codes. •
Ban eating in areas containing records or computers.
• Store fl ammable and combustible materials in a safe, cool place, out of sunlight •
and inside cabinets for hazardous materials Clean regularly and thoroughly ceilings, walls, gutters, fl oors, and all furniture.
• Ask an expert to check regularly electrical connections.
• Limit and supervise the use of Christmas lights/lanterns.
7 7
110 111
Fixtures and Equipment primary concerns of the property sense of place, community, ownership, Fixtures refers to facilities which are fi xed
custodian. They are essential ingredients comfort, security, aesthetics and privacy. or attached to a building as permanent q
Fixtures and equipment are a vital part of a that accentuate the human factors in appendages or as part of it, such as plumbing u
school building environment which is one of the designing a building. They can help create a facilities, toilet bowls, lighting fi xture, etc. i
pment refers to materials which have a normal It refers to a proper storage of goods, property custodianship. The physical count – Insurance of insurable DepED properties
life span of two to fi ve years that will help in supplies, materials and other equipment. This taking of equipment and supplies serves as basis The school through the supply officer or
carrying out its functions like chairs, tables, includes proper documentation of the receipts for preparing an accounting report for each property custodian identifi es all insurable
computers, laboratory equipment etc. and distribution. quarter. The accounting and supply property properties and makes sure that these are insured
Deliveries of supplies, materials and units should reconcile their records. Physical under government or a private accredited insurance
Property custodianship refers to the equipment must be accompanied with a stock should balance with those that are company subject to existing rules and regulations.
guardianship or safeguarding of government Delivery Receipt (DR) and or Sales Invoice (SI) included in the inventory of supplies and Funds shall be made available for this purpose.
property by the person accountable, with and must be inspected by the inspection materials based on the inventory report
utmost care and honesty. This includes proper committee before the items are accepted by submitted by the inventory committee. Other Considerations
7
inventory of properties, procurement, receipt, the property custodian or supply offi cer. This Property should be entered into inventory
and equitable distribution of supplies, material is undertaken to determine the quality and separating those that are still Skilled Personnel
and equipment. quantity of supplies and materials procured. usable/functional/repairable from those that are • Train permanent staff
Deliveries from the division offi ce to fi eld offi not usable and subject to condemnation or
In safeguarding the various DepED ces must have the corresponding Memorandum disposition. • Hire/contract services of skilled
properties, particularly the fixtures and Receipt (MR). personnel like electrician, carpenter,
equipment, the following activities should be The steps in inventory taking are: computer technician
undertaken: The warehouseman/storekeeper arranges • Create an Inventory Committee
the materials inside the stockroom in Communication
Storage accordance with storage plans using the right • Conduct physical inventory • Install telephone lines and internet
This refers to the scientifi c and effi cient materials in handling equipment. It is taking with witnesses connections
receipt, warehousing and issuance of materials emphasized that supply materials and
and equipment for their best safekeeping. The equipment for the fi eld shall be delivered • Reconcile the property inventory • Make cell phone/two way radio
Supply Offi cer/Property custodian is immediately. The supply offi cer and property and accounting record available to accountable Offi cer
responsible for the planning and construction of custodian should always prepare a systematic
a safe and well secured warehouse or storage warehousing plan. • Maintain the following property • Organize a disposal management and
area. control records by the supply control committee
Warehousing Procedures section:
Best safekeeping means protecting supplies, • Receive the materials and • Bin Card Stock • Secure the emergency number of the 113
materials and equipment against theft, fire, equipment with delivery receipt following agencies in case of
pilferage, and their deterioration. It ensures emergencies:
• Stock Card
easy accessibility when needed. This could be • Arrange the materials • DepED
undertaken through the provision of a safe and • Property/equipment card
• DOH
• Reconcile inventories of bin cards
stock/ property cards with • Livestock Card
• DILG
112 physical count of stock on hand
• Report on the physical card of
secured property/supply office through the • DND – OCD
7
• Safeguard the materials inventory
installation of fi re and water proof vaults and
window and door grills. • BFP
Inventory Taking • Report on the physical count of the
Warehousing Inventory taking is an indispensable property, physical and equipment
procedure for checking the integrity of • LGUs
• BSP/GSP
• RADIO / TV STATIONS
• NGO’S / Volunteer Organizations
Ensuring the safety of DepED properties is
the primary responsibility of every personnel Monitoring & Evaluation of the

at the school level. Ensuring a conducive
learning environment, adequate and appropriate Disaster Risk Management

equipment, instructional material and other
supplies are signifi cant in raising the quality of
education. Likewise, a systematic management of Implementation

records of results redounds to a sound judgment by proper authorities and for the formulation of appropriate programs and policies.
Mainstreaming Disaster Risk
Management in the School System operationalize the policy and integrate disaster
risk reduction into all practice areas; (2)
Development that is implemented without Develop targeted disaster risk reduction
mainstreaming disaster risk reduction into all its projects; (3) Develop human resources
aspects may result in disasters with varying capacity; and (4) Commit resources. With this
degrees of damage to socio-economic aspects. framework, awareness within the Department
Unless disaster risk reduction becomes part of is necessary that current risk reduction
the Department of Education’s development management will eventually lead to the
plans and programs at all levels, progress in achievement of the millennium development
social and economic development will continue goals which include (1) eradicate extreme
to be eroded by recurring disasters. poverty and hunger; (2) achieve universal
primary education; (3) promote gender equality
Mainstreaming is a process of assessing the and empower women; (4) reduce child
implications of disaster risk on every planned mortality; (5) improve maternal health; (6)
development action – from policy to program combat HIV/AIDS, malaria and other diseases;
implementation – in all practice areas from (7) ensure environment sustainability; and (8)
National, Regional, Division and School levels. develop a global partnership for development.
This process enables disaster risk reduction
concerns and experiences to become an With the organizational structure and
integral dimension of the design, processes in place, and understanding the
implementation, monitoring and evaluation of nature of the different potential hazards and
policies and programs. There is a need for a what needs to be done before, during and after
commitment from the highest level within the these hazards occur, the effectiveness and effi
Department of Education as well as its ciency of the Disaster Risk Reduction Program
organizational structures to spearhead the can be ensured.
mainstreaming process.
Like any program in DepED, the
Programs and projects must be able to: implementation of the Disaster Risk Reduction
(1) Defi ne entry points and develop tools to Program (DRRP) has to be assessed and
Chapter 8
The next chapter will introduce you to the monitoring and evaluation of the program implementation of this
Safer Schools Resource Manual.
monitored to ensure proper application, effi
ciency, and corrective measures/interventions.
114 115
Monitoring and evaluation of the DRRP • Developing a Disaster Risk • Safeguarding DepED properties and records
focuses on the following aspects: Reduction Plan
Disaster Risk Reduction Program Structural Organization
Information dissemination and advocacy • Organization of disaster risk
campaign reduction groups • Organization of disaster risk reduction groups by levels
Training by levels on: • Potential hazards in the location • Roles and functions of persons involved in the program linkages with local / national / international
8
agencies and other stakeholders
• Utilization of the Safer Schools • Risk reduction measures (i.e.
Resource Manual Status of Implementation of the Risk Reduction Measures
conducting fi re/earthquake drills,
First Aid)
• Mitigation
• P 116 • Regional and Division Offices – – Regional, Division and Schools, to come up with Recognition shall be given through a fi tting an overall picture
r Checklist A only of the status of implementation culmination program or through a memorandum of the DRR Program of the DepED
e
p • Schools (Elementary and Secondary)
a Checklist A, B, C & D
• Relief and Rehabilitation
r The monitoring activity commences in
eMonitoring and evaluation should be the the results to the Chairman of the
d
conducted at least yearly, and the reports Disaster Risk month of July to coincide with
n
analyzed at each level receiving reports, to the Disaster Reduction Management Offi ce
e
determine aspects that need corrective measures at the DepED Consciousness Month. The
s
and/or improvement, and those that could be data obtained by the Central Offi ce.
8
s
promoted as examples for other schools, divisions monitoring teams shall be collated at every
and/or regions. level
• R Monitoring and Evaluation Guidelines
Recommendations and assistance shall be and submit to deserving offi ces/schools.
provided in order to augment the capabilities of the Monitoring is the measurement through time that indicates the movement toward
the objective or away from it. Monitoring is done for a specifi c purpose--to check on
schools, divisions and regions to undertake disaster
e the process or object or to evaluate the condition or the progress toward a
risk reduction and eventually mitigate the
management objective--and that the results will effect an action of some kind.
devastating impact of disasters on lives and
property.
As a general rule, monitoring programs should be based on accepted rigorous
s statistical sampling designs and pay particular attention to issues of precision and bias
Instructions on the Monitoring Scheme of the in data gathering . However, one must admit that true replication of measurements is
Implementation of the Disaster Risk often impossible and in some cases sample sizes are necessarily small. Bias in data
Reduction Program of the Department of gathering is often unavoidable owing to patterns of ownership, accessibility of areas, or
Education
p limited sample techniques. And it may be that the questions being asked of monitoring
data require only a general sense of a resource’s status for a small area and thus a
• The DepED Central Offi ce shall curbside observation of the site may suffi ce. Managers need to use the correct science
organize a team to monitor the Regional and technology for the questions to be answered. But as pointed out by Holling (1978)
o Offi ces throughout the country. and Walters (1986), conditions that limit optimal monitoring are no excuse not to
establish monitoring programs. Rather, they should be stated explicitly in monitoring
• The Regional Offi ces shall organize a documentation and refl ected as qualifi cations in any conclusions regarding the
monitoring team to monitor the effectiveness of management actions. Thus fl exibility is permitted allowing the type and
n Division offi ces within the Region. detail of monitoring to be tailored to the specifi c situation as long as the consequences
are recognized and publicized.
• The Division Offi ces shall organize a
team to monitor the schools, Using the Evaluation Data
s elementary and secondary, in the
Division. The primary purpose of all evaluation is to improve decision making. Unless the 117
information gathered is appropriate – as well as properly analyzed and interpreted, it
• The monitoring teams at every level will be of little value to the administrative and governing boards in future decision
e
shall use the instruments for monitoring making. It is important that data collection be limited to data that are intended to be
and evaluation of the Safer Schools used, not just interesting to know. One of the most common errors in evaluation is
Resource Manual as specifi ed below: the collection of data with no prior plan for how the data will be used. This is especially
true of questionnaire data. If evaluation is properly implemented, it can be useful in
correcting problems, improving the planning process, and obviating similar problems in
DisasterEvaluation
the future. Risk Reduction Resource
can Manualto the need for more adequate
also point Disaster Risk Reduction
time Resource Manual
and resources
for better planning and can result in improved management and maintenance of
educational facilities during normal and emergency situations.
Need for Monitoring and Evaluation
Evaluation and monitoring go hand in hand. Monitoring provides the raw data to Disaster Risk Reduction Program
answer questions. But in and of itself, it is a useless and expensive exercise. Evaluation is Implementation Assessment Checklist
putting those data to use and thus giving them value. Evaluation is where the learning
occurs, questions answered, recommendations made, and improvements suggested. Yet (For Regional and Division Offices)
without monitoring, evaluation would have no foundation, have no raw material to work
Check if the item is observed or provided for:
with, and be limited to the realm of speculation. As the old song says, “you can’t have
one without the other.” A monitoring program should not be designed without clearly Basic Program Component
knowing how the data and information will be evaluated and put to use. We can not
8 8
afford to collect and store data that are not used. Monitoring for monitoring’s sake is A. On Preparedness
monitoring that should never be done.
1. Disaster Risk Reduction Group Organization
Managers need to understand that the design, development, and maintenance of
monitoring and evaluation programs requires commitment and long term vision. In the
short term, monitoring and evaluation often represents an additional cost and is
particularly diffi cult to maintain when budgets are tight and where personnel are
temporary or insuffi cient. Yet we must be clear that lack of consistent support for long
term monitoring and evaluation will hinder progressive project/program management.
Need for Credibility and Flexibility
Anyone can produce data and try to impress people with them. But as managers, our
duty and responsibility is to provide the citizens of the Philippines with the best
information possible. Credibility with the public is essential. Monitoring data that are
collected using the best scientifi c knowledge, have known precision, are of highest
quality, and are as objective as possible will be viewed as most credible. This is a tall
order to fi ll, yet provides a most worthy goal. Proper monitoring and evaluation are the 2. Disaster Risk Reduction Plan
way that managers can regain public trust that seems to have been lost in recent years
in many areas.
118 119
4. Disaster Operation Center
3. Disaster Risk Reduction Trainings Conducted
B. On Response Effectiveness
1. Damage Assessment and Needs Analysis (DANA)
2. Search and Rescue

3. Fire Suppression
4. Emergency Medical Services
120 121
Checklist on the Disaster Risk Reduction Preparations
Undertaken by the School
(For Elementary and Secondary Schools )
5. Evacuation
Name of School: Location:
Check if such preparation was observed or done.
A. On the Preparation of the Disaster Risk Reduction Plan
C. On Relief and Rehabilitation
General Remarks
122 123
C. On the Implementation of the Disaster Risk Reduction Measures
B. On Organization of the School Disaster Risk Reduction Group
8 Disaster Risk Reduction Resource Manual Disaster Risk Reduction Resource Manual
8
124 125
Checklist on the Disaster Risk Reduction Preparations C. Implementation (Elementary or Secondary Teachers)
Undertaken by the School
1. Preparedness and Mitigation
(For Elementary and Secondary Schools )

Check if the item is complied or provided for:
A. Alternative Learning Venue

(for school heads/ physical facilities coordinators)
Provided available instructional venues such as:
2. Response
B. Alternative Delivery of Formal Education

(for elementary/ secondary teachers )
Provided the following:
1. For elementary pupils (elementary teachers)
3. Rehabilitation
2. For secondary school students (secondary teachers)
126 127
Checklists on Ensuring the Safety of DepED Properties (continued...)
(For Division/Schools Physical Facilities Coordinators/Prop. Custodians)

Check if the item is observed or provided for:
A. On School Site and Building
128 129
B. On Records and Records Keeping
Checklists on Ensuring the Safety of DepED Properties
130 131
Data Gathering Forms During Calamity or Disaster
There are three forms to be used in gathering data on the extent of damages brought
by a calamity or disaster. These are called the Rapid Damage Assessment Reports
(RADAR) which is to be fi lled up by personnel concerned in the regions, divisions and
schools.
At the Regional level, the RADAR shall be prepared by the Regional Facilities
Coordinator, signed by the Assistant Regional Director or the Chairman of the Disaster
Risk Reduction Management Offi ce (DRRMO), and shall be noted by the Regional
Director.
At the Division level the RADAR shall be prepared by the Division Physical Facilities
Coordinator, signed by the Assistant Schools Division Superintendent or the Chairman
of the DRRMO and noted by the Schools Division Superintendent.
At the school level, the RADAR shall be prepared by the Industrial Arts Teacher or
the Property Custodian and shall be certifi ed by the School Head/Principal. The District
Supervisor shall be provided with a copy of the report. It is important that contact
numbers are written at the lower portion of the forms for validation and confi rmation
of data.
In the following pages are sample RADAR forms for the region, division and school
levels.
8
132 133
8
Appendix 1
properties. Structural fire incidents, vehicular accidents also claimed hundreds of casualties, injuries and
displaced thousands of families and brought
In 1997 typhoons and floods claimed a big number of
casualties and injuries and affected several hundreds of
families homeless and damaged millions of pesos to
In 2003, landslides, tropical cyclones, and fl
oods claimed hundreds of lives and injured and
damaged millions of properties while the rest of
the incidents claimed less destruction to human
lives but greater damages to properties.Fire
134 135
incidents, vehicular accidents, grenade
History of Natural and Human-Made

explosions, complex emergencies/epidemic
millions of pesos of damages to properties. The outbreak and gas-poisoning are the major
rest of the natural and man-made incidents incidents that claimed a large number of
casualties and injuries and devastated millions
of properties while
Incidents in the
All forms and kinds of hazards have been In 1995, devastation was caused by the
Philippines
wreaking havoc to the education claimedsector
terms of school properties, disruption of
in
less of the natural incidents particularly typhoons, floods,
and landslides that claimed many
same.
normal teaching-learning activities, and most of casualties/injuries and displaced thousands of
all, loss of innocent lives of school children. families homeless and caused millions of pesos
TheInfollowing
2000, garbage-slides,
is a summaryother landslides
of damage and
caused of damage to properties. Destructive effects
floods were
nationally by the natural incidents
the different that brought
hazards since 1994. were also caused by fi re incidents that claimed
hundreds of fatalities and dislodged and a great number of casualties and more damages
evacuated
In 1994,thousands
typhoons, of families and
earthquakes, likewise
fl oods and to properties as compared to other man-made
damaged millions of pesos to
lahar are the major natural incidents that properties. incidents.
Complexhundreds
claimed emergencies, sea and
of casualties and air mishaps,
injuries; and
bombing incidents, vehicular and fi re
hundreds of thousands of families left homeless,accidents In 1996, natural incidents such as typhoons,
greatly
and devastated
devastated both human
millions lives
of pesos of and millions
properties, fl oods and landslides contributed hundreds of
of pesos of properties.
while the rest of the natural incidents such as casualties and injuries and thousands of families
monsoon rains, landslides, storm surge and left homeless and millions of pesos of properties
In 2001,
epidemic tropical
outbreak cyclones
claimed less claimed
casualtiesmore
and were damaged. Structural fi re incidents were
casualties and injuries and more families
injuries but devastated millions of pesos of were the very signifi cant man-made incidents that
left homelessSea
properties. compared to other
mishaps, incidents
armed confl from
ict, occured which caused a lot of death, injuries
nature which claimed less numbers of
shooting incidents are also major man-made the same. and dislodged thousands of families homeless
Structuralthat
incidents fi re claimed
incidents,hundreds
complex emergencies,
of casualties and damages to properties are evident.
bombing
and injuries. and grenade incidents,
epidemic/disease outbreak also claimed several
casualties and injuries and damage to
properties.
In 2002, tropical cyclones was the number one destructive natural incident, followed by fl ash fl oods and landslides
which also caused deaths and injuries, and displaced thousands of families and gutted millions of properties.
Payatas Garbage Slide
On July 2000, the waste slope of the Payatas

dumpsite in Metro Manila moved down like an
avalanche, burying dozens of slum huts and
part of the township under meters of waste,
and killing hundreds of people.
136 137
sea mishap is a minor man-made incident that respectively. A total of 2,511 people were killed claimed less of the same.
and almost 800,000 families were affected by
these tragedies. Tables 4 and 5 indicate tragedies from
1991 to 2006 triggered by extreme weather The following photos summarize the events such as typhoons and abnormal
increase History of Disasters in the Philippines. in rain fall. This list of tragedies includes the These damages could have
been reduced had Legazpi Mudslide and the Guinsaugon, Leyte the Filipino people internalized the need for Landslide which
the Center for Research on the coordinated and cooperative efforts to effectively Epidemiology of Disasters declared as 2nd
and avoid disaster situations, and be prepared before, 3rd of the World’s Deadliest Disasters of 2006, during and after the
a a
occurence of any calamity.
138 139
140 141
Table 4: Disastrous Typhoons in Terms of Damage
Table 5: Disastrous Typhoons in Terms of Death
a Photos are from CNN
a
142 143
Application of an Incident Command • Biological outbreaks
System
ICS can be used for: • Acts of Terrorism
• Planned Events
• Long-term relief efforts
• Fire incidents
ICS Capabilities
The Incident Command System (ICS) • Air, Land and Sea Mishaps ICS is a system capable of:
• Providing for a single management system of multi-
• Hazardous materials spills jurisdictional incidents;
• Allowing modular expansion and contraction depending on the size and complexity of the incident;
During a disastrous incident, the Disaster Features of an Incident Command System
Risk Reduction Management Offi ce (DRRMO) The Incident Command System (ICS) has many • Being used for any type of incident;
will apply the Incident Command System (ICS), features:
a standardized on-scene emergency • It establishes common terminology, and • Being structured to include any type of resource including police, military, technical experts NGOs
management concept. It is specifi cally designed standards of organization, doctrine and and international resources.
to allow its users to adopt an integrated procedures that enable diverse
organizational structure, equal to the organizations to work together
complexity and demands of single or multiple effectively;
incidents without being hindered by
jurisdictional boundaries. It is an excellent • It exercises interactive management
means of determining how resources will be components, each of which contributes
used, who will coordinate them and how strength and effi ciency to the overall
information will be communicated using system;
terminologies.
• The responsible offi cial establishes
It is a model tool for command, control and policy, direction, parameters, and
coordination of a response, that provides a delegates authority to the Incident
means to coordinate the efforts of individual Commander;
agencies as one agency working out differences
of opinion as they work toward a common goal • The responsible offi cial is generally not
of stabilizing the incident and protecting life, at scene all the time but maintains
property and the environment. ICS however, contact as necessary.
is not a permanent organizational structure or
secretariat, but rather a fl exible core
mechanism for effective coordination and
collaboration.
• Mass Casualty incidents
• Natural Disasters (sudden onset or slow onset)
• Search and Rescue missions • Common terminology

Appendix
•
•
Modular organization
Integrated communications
2 • Command is the direct management of the on-scene operations.
Reasons to Transfer Command

• A more qualified person assumes command;
• Incident situation changes or makes good management sense;

• A unifi ed command structure • Consolidated action plans
• Increasing complexity; and
• A manageable span of control
• Normal turnover of personnel on long incidents.
• Designated incident facilities
Functional Responsibility
• Command - overall responsibility
• Comprehensive resource management
• Operations - direct tactical actions
The Basic ICS Concepts
• Coordination and support to serve the needs of the command function – generally located away • Planning/Intelligence - collect / analyze data, prepare incident action plan
from the site / at the DOC / EOC.
• Finance/Administration - cost accounting and procurement
144 145
In An Incident Using Unifi ed Command: It also shows how the unity and chain of command are applied:
The ICS management process: • Unity of Command – means that every Figure 18: Incident Command System Major Organizational Functions
• Allows all agencies that have jurisdictional individual has a designated supervisor or functional responsibilities for the
incident to jointly develop a common set • Chain of Command – means that there of objectives and strategies;
and is an orderly line within the ranks of the organization with lower levels • Participating agencies retain their subordinate
to, and connected to, higher authority, responsibility, or accountability. levels
Figure 20 shows how an incident using a
a unifi ed command is managed. a

Figure 17: Command vs. Coordination
This fi gure illustrates the link between command and coordination using the ICS
Coordination
Coordination
Command
146 147
Figure 20: Incident Management
Figure 19: Incident Command System Organization
Figure 21: Managing an Incident Using a Unifi ed Command
Appendix 3 CISD Process: Sharing of Facts and Feelings
1. Clarifying Facts of the Critical Incident

Before sharing individual experiences on
150
• Continue this for three to four breaths;
148 149
151
• Then, slowly recall to mind scenes from the

the critical incident, it is important to clarify
critical incident either from recent
experience or the remote past.
Critical Incident Stress Debriefi ng exactly what happened. A resource person or the In the sharing, each person will describe:
a
facilitator can inform the groups about overall • What happened to him/her during the
critical incident
A Critical Incident is an event caused by CISD is a tool that can: (CISD) facts and details surrounding the • How did she/he feel then?
natural or man-made hazards that has the • Assist victims to deal positively with the incident. • How does she/he feel now?
potential for causing powerful reactions in the emotional effects of a severe event; 2. Confi dentiality Agreement
majority who are exposed to it. Strong Confi dentiality should be observed to make the • While sharing, that person may also recall
reactions if not discussed and understood can • Provide education about current and session helpful. The participants will also feel more another severe incident or life experience. If
interfere with work and home life during and anticipated stress response; comfortable in sharing their experiences. Confi dentiality she/he wants, she/he may also share this.
after the event. means that what has been said in the session will not be
• Provide information and support for coping relayed to other people by either the facilitators or others After the Sharing
When there are critical incidents, there are and stress management. present. Consult the group if they agree with this rule. Thank the people for their openness and
always victims. They may be categorized into: willingness to share. Take note of similar and
• Direct victims - those killed or injured CISD is conducted through sharing-refl ection 3. Guide Before, During and After Sharing unique responses. Relate these strong
sessions that are confi dential. Before Sharing reactions to other people’s reactions exposed
• Indirect victims - family, friends, Begin individual sharing by focusing on what happened to the same incidents. Encourage participants
The objectives of CISD is for participants to: and how people felt during and after the incident. to confront their stress by noting that people
coworkers and those identifi ed with the
• Share experiences, feelings, reactions during normally react in the same way and cope in
direct victims Encourage discussions by taking on the mindset that there
and after a critical incident; several ways.
are no right or wrong answers or ideas. Let participants
• Hidden victims - crisis workers, feel free to experience their feelings, thoughts and
• Learn and identify current and anticipated
volunteers, disaster managers and staff, reactions. If others may not be willing to share, let them Closing Group Sharing
stress responses;
police, fi remen, hospital workers just listen and feel comfortable. Sharing a critical incident often brings back
or seems to recreate the critical incident in
• Identify and discuss coping skills for reducing
Critical Incident Stress Debriefing Do a short relaxation exercise following these steps: one’s mind and body. As a result, tension may
stress;
(CISD) is a preventive stress management • Close your eyes, slowly breathe in and then out. be reexperienced. Relieve this tension by
strategy designed to assist affected people in another round of breathing exercises.
• Formulate and discuss contingency plans.
handling normal stress. Debriefi ng was
originally developed to assist crisis response There are different kinds of reactions to critical
teams in recognizing and managing their own incidents as can be gleaned from Table 6.
normal reactions to traumatic exposure. Later,
it was used to assist victims, survivors and
disaster workers as well. Through debriefi ng,
individuals realize that experiencing severe
stress during a critical incident is a normal
reaction.
Table 6: Different Kinds of Reactions to Critical Incidents
Appendix 4
NDCC Circulars / DepED
a
Orders /
Memoranda
152 153
154 155
156 157
LIST OF DepED ORDERS, MEMORANDA, ISSUANCES ON DISASTER RISK MANAGEMENT
a a
158 159
160 161
How to Read Maps
Appendix
162
5 163
a Disaster Risk Reduction Resource Manual Disaster Risk Reduction Resource Manual
a
164 165
Mr. Ernesto M. Sayo
166
Mr. Jose Tuguinayo, Jr.
Mr. Victor P. Diaz
Dr. Pedro Pascua
Dr. Nimfa Beltran
Dr. Emmanuel T. Guasa
Dr. Ma. Adoracion Mananghaya
Validators
Mr. Arnulfo Empleo
Engr. Oliver Hernandez
Ms. Nanette R. Mamoransing
Dr. Antonio Zaragoza
Appendix 6
Technical Committee
a
List of the Members of the Technical Committee and
Others Involved in the Development of the
Disaster Risk Reduction Manual (DRRRM)
Management
Usec. Ramon C. Bacani
Usec. Teodosio C. Sangil, Jr.
Usec. Vilma L. Labrador
Dir. Maximo C. Aljibe
Ms. Olivia M. San Pablo
Mr. Armando C. Ruiz
Coordination
Dr. Corazon Echano
Ms. Candelaria de Juan
Proofreading and Editing

Dr. Luisito J. Escalona
Ms. Josefi na Sta. Maria
Mr. Romulo J. Zoleta
Legal Group
Atty. Sabino M. Cruz
Atty. Domingo Alidon
Atty. Shirley O. Chatto
Writers
Ms. Candelaria de Juan
Ms. Maritess L. Ablay
Ms. Marivic Tolitol
Mr. Minrado Batonghinog Ms. Zenaida M. de Vera
Mr. Nestor T. Valles
Secretariat Ms. Jocelyn G. Bautista
Mr. Edgar D. Balbin Mr. Gene Patrick Morales
Mr. Allan D.R. Nera
Ms. Rose Marie D. Moscoso
Ms. Bibiana Buado
Mr. Randy Lactaoen
Mr. Reynante Amoyo
Mr. Vincent Reyes 167
Mr. Gonzalo Nialda
emergency numbers
List of
National
Disaster
Coordinating
Councils
(NDCC)
Phone Emergency
Numbers and
per Important
Region Phone
Numbers
for
Metro
Manila
168 169
Other electronic sources
resources PAG-ASA
http://www.pagasa.dost.gov.ph/
notes
Hyatt Hotel
Bibliography http://www.rapidstar.org.uk/image/hyatt04.jpg
Cause Communication, (2004). School SafetyLandslides

Reference Manual. DuPont Philippines: Philippines http://newsimg.bbc.co.uk/media/images/
http://wwwhscript.com
De Juan, C. F., (2005). Compilation of Emergency
Procedures during Fire. Floods
http://www.abc.eznettools.net
Gaviola, A. D., (2007). Basic Concepts of
Hazard and Disaster. Mainstreaming Risk
El Nino
Reduction Education at the Secondary School
http://www.rfu3.da.gov.ph
Curriculum. Ecotech Center: Lahug, Cebu City.
International Strategy for Disaster Reduction, (2007).Fire

Hyogo Framework for Action 2005-2015. http://www.img.timeinc.net
Retrieved January, 2007, from http://www.unsdr.
org.hfa. Typhoon Reming
http://www.in-australia.org.au
Philippine Institute of Volcanology and Seismology,
(1990). Earthquake and Tsunami. DOST:
Philippines
Philippine National Red Cross, (2000).

Institutional Capability Building Program.
Disaster Management Training Guidebook.
PNRC: Philippines.
Valenzuela, R. G. (1989). Handbook on Natural

Hazards. Philippine Atmospheric, Geophysical
and Astronomical Services Administration,
DOST:
Philippines.
170 171
notes

172

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Disaster

Message Message iii

family in the realization of this publication. Heartfelt thanks are

Saving lives and properties is a challenge school.

I hope that this Manual will be useful and

Disaster Risk Reduction Resource Manual

Disaster Risk Reduction Resource Manual

Disaster Risk Reduction Resource Manual

Disaster Risk Reduction Resource

effects of unavoidable natural phenomena. Construction of typhoon-resistant or earthquake-resistant or regions. g

Technological Danger. Originating from technological or industrial accidents, dangerous

from 35 kph to 63 kph

• Typhoons – maximum winds exceeding PSWS 1 Winds of 30-60 kph may be

Shapes and Sizes of Tornadoes

2 disturbance accompanied by lightning, thunder, tornado. • Continue listening to local radio or

Lightning Safety Position

2 course, inundating adjacent lands or fl ood-plains. one. 2

2 prone to landslides. range in size up to entire mountainsides. Their on landslide mitigation. 2

El Nino and La Nina

• Total number of students occupying each fl oor;

Causes and circumstances of deaths from

At this point in time, PAGASA is in contact

Aside from these normal occurrences, there are also

stay away from toxic smoke and gases. Drop,

Commonly Experienced Fires

• Ask students/pupils to wash their hands as Red tide refers to

through telephone or • Try to obtain as much information as

Figure 5: Major Flood Areas in the Philippines

Figure 6: Areas Vulnerable

Figure 8: El Nino Southern

Purple shades have lower

Figure 10: Affected areas

4 Table 2: Types of Volcanic Hazards

of its debris resulting in

Management System • Statement of duties and responsibilities

of the National Disaster Coordinating

hazards as a potential obstacle to long-term

Main Partners at the Field Level

• Inter-Agency Network for Education • Ensuring continuous improvement in

the Department of Education in the Philippine

1. Prevention and Mitigation

Center (DOC) • • Communications between operations

It is a temporary shelter where survivors in

The School as an Evacuation Center

• To assist the displaced survivors for

designated evacuation area is no longer safe for

Alternative Delivery of Formal Instruction

Existing physical facili- Extent of damage

Figure 16: Needs Assessment After a Disaster

Figure 14: The School Improvement Plan (SIP)

Table 3: Minimum Standards for Education in Emergencies

of the Department) trained

• Keep magnetic media away from all sources of risk.

• Store data cartridges securely in their protective plastic cases.

Factors that Place Records at Risk

• Negligence of school personnel to shut down/switch off appliances

• Use of fi reworks, christmas lights, lanterns

• Negligence of personnel to close tightly faucets

Validate the classifications by interviewing program managers and personnel who

Apply good risk management principles in determining what records should be

• The title of the series or electronic recordkeeping system;

• An indication as to why it is considered vital;

• The record format (is it paper or electronic, or another format?);