COMPREHENSIVE DISASTER RISK

REDUCTION AND MANAGEMENT (DRRM)

FRAMEWORK PLAN

OF

FERNANDEZ-ZACAL LEARNING CENTER INC.

 I. INTRODUCTION

A. Rationale

The Government as embodied in the Philippine Constitution is mandated to protect and serve the
people; promote and maintain the protection of life, liberty, property, and general welfare (Art 2, Sec.
4&5). Further, the Right to Healthful Ecology and the Right to Health (Art 2, sec 16) should be protected.

It is in this premise that RA 10121 known as the “Philippine Disaster Risk Reduction and
Management Act of 2010.” Section 2(d) states that it shall be the policy of the state to adopt a disaster
risk reduction management approach that is holistic, comprehensive, integrated, and proactive in
lessening the socioeconomic and environmental impacts of disasters including climate change, and
promote the involvement and participation of all sectors and all stakeholders concerned, at all levels,
especially the local community.
Aligned with this Republic Act 10210, and guided with this DRRM Framework, that provide
legal basis for the DRRM policies, plans and programs, FERNANDEZ-ZACAL LEARNING CENTER
INC. is committed to provide the School Administration, faculty and staff and most of all the learners, a
safe, and conducive learning environment.

B. Objectives
Following the end-goal of DRRM, “Safer, adaptive and disaster resilient Filipino communities
towards sustainable development” The School’s Comprehensive Disaster Risk Reduction and
Management Framework Plan is designed to institutionalize the four (4) DRRM Phases namely,
Prevention and Mitigation, Preparedness, Response, and Recovery and Rehabilitation through:
a. Developing, promoting, and implementing a comprehensive School Disaster Risk Reduction
and Management Plan aligned to National Disaster Risk Reduction and Management Plan, in
building disaster resilience, reducing disaster risks, and enhancing disaster preparedness and
response capabilities.
b. Adopting, implementing a coherent, integrated, efficient, and responsive of DRRM programs
and incorporating accepted principles of disaster risk management in the School Improvement
Plan
c. Institutionalizing the policies, structures, coordination mechanisms and programs with
continuing budget appropriations on DRRM related activities.
d. Ensuring that disaster risk reduction measures are gender responsive, sensitive and respectful
to rights of the learners
e. Providing maximum care, assistance and services to affected individuals and families through
emergency rehabilitation projects to lessen the impact of disaster, and facilitate resumption of
normal social and economic activities.

II. THE SCHOOL’S INSTITUTIONALIZATION OF THE FOUR (4) DRRM PHASES

DepEd has created the Comprehensive DRRM in Basic Education Framework, which
underscores the following three pillars or areas of focus, 1: Safe Learning Facilities; 2. School Disaster
Management; 3. DRR in Education. These pillars are aligned to National DRRM’s four thematic areas of
the Philippine RA 10121 namely Prevention and Mitigation, Preparedness, Response, and Recovery and
Rehabilitation.
Specific interventions to address the effects of hazards and risks are determined at the school
level. The School Planning Team (SPT) and the School DRRM Team (SDRRM Team) shall work hand in
hand to implement DRRM. Within these two school groups assessment, planning, implementation,
monitoring, evaluation and reporting of DRRM interventions will be made.
Pillar 1. Safe Learning Facilities
This pillar refers to the physical and other related structures of the schools. It also includes the
establishment of temporary learning spaces that can be used during possible displacement brought by
disasters and/or emergencies. Here, education authorities, architects, engineers, builders and school
community members undertake safe site selection, design, construction, and maintenance of school
structures and ensure safe and continuous access to the facility (DepEd Order No. 37, s. 2015).

1. Risk identification and Assessment

The School Administrators, teachers and students at their level will conduct/ identify hazards and
assess risks in school. This will facilitate the school planning process and enable them to apply quicker
and appropriate response. This will be conducted before the start of classes. In the same way, it shall
conduct a year-end hazard identification and risk assessment to identify what was done and needs to be
done.

2. Defining A Conducive Learning Environment

Securing a safe environment is paramount for teachers and learners with or without emergencies.
The school provides:
 Accessibility to all regardless of physical ability
 Adequate space for classes and administration, recreation and sanitation facilities
 Class space and seating arrangement are according to the prescribed ration of space per
learner.
 Venue for communities to participate in the construction and maintenance of the school.
 Basic health and hygiene are being promoted
 Adequate water for safe drinking
 Safe and secure access routes
 Learning environment is free from dangers that may cause harm to the learners
 Training programs are in place to promote safety, security and protection among teachers and
learners
 Nutrition and short- term hunger needs are addressed

Pillar 2. School Disaster Management

This pillar refers to the establishment of organizational support structures such as the DRRM
Service and DRRM Coordinators in all regional and division offices of DepEd. This shall also cover the
setting up of systems, processes and standards to operationalize the four (4) thematic areas in the context
of basic education (DO 37, s. 2015).

1. Leadership and Coordination

School safety is a responsibility of the entire community. However, school DRRM requires
coordination to be headed by the school administrator or school head. Involvement of teachers, non-
teaching staff, students, parents and community members is a must as well as its integration in
management strategies at each administrative level in the education sector. In this regard, a School
DRRM Team should be organized.

The School DRRM Organizational Structure

(School must make an organizational structure showing the reporting protocol)

2. Information Management

In general, the core functions of the SDRRM Team are as follows:

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

3. Information Management Protocol

In the event of any hazard, the following information should be collected:
Before During and After
Hazard occurrences Personnel Affected
Baseline data Learners affected
Prevention and mitigation measures School used as evacuation centers
undertaken
Preparedness Measures undertaken Class suspension
Classroom Damages
Temporary Learning Space
Other interventions

4. Student-Led Activities
Student –led activities such as hazard mapping, capacity building of learners are set to make sure
that they are part of the DRRM activity and they value those activities. As their teachers, we must make
sure they understand that these are activities can save their own lives and even the lives of others.

5. Staff Training Support

Upon organizing the School DRRM Team, capacity building support are included in our SIP
(School Improvement Plan). In addition to risk assessment, training needs analysis will be conducted to
be able to design an appropriate design for DRRM programs and activities.
The school will look into for online data to enhance the DRRM programs and activities. Echoing,
coaching and mentoring shall be required for those who have attended trainings to train other DRRM
team members.
 The school shall look into having an education continuity plan in case emergencies will be
overwhelming. The ECP will serve as your contingency plan in case hazards would incur significant
damages to school facilities.

A. Risk Reduction and Resilience Education

This refers to the integration of DRRM in the formal and non-formal school curricula and in
extracurricular activities. It should also provide the necessary material support. This covers building the
capacity and skills of learners and personnel, particularly teachers (DepEd Order No. 37, s. 2015).

1. DRRM Integration in the K-12 Curriculum

 Based on the new K to 12 Curriculum, DRR and CCA are integrated from kindergarten to Grade
10 in subject areas such as Health, Social Studies, and Science. Concept such as Duck, Cover and
Hold, Recycling, and other response measures shall be incorporated in the different subject areas.
 The classroom teaching of DRRM could be complemented by various co-curricular activities
such as poster making, slogan and essay writing, multi-hazard drills following the Simultaneous
Earthquake and Fire Drills, solid waste management and posting of hazard maps
 Recovery mechanisms and other mental and psychosocial support mechanisms are already in
place in the school to ease emotional stress caused by disasters. This allows students, and teachers
to cope with their experience. This strategy is an additional enhancement to the curriculum
support for DRRM.

2. Co-curricular Activities

The DepEd School Calendar is our guide in incorporating DRR in your local activities. Events
which may be relevant are the World Environment Day and Safe Kids Week in June; the National
Disaster Consciousness. November, and the Fire Prevention Month in March. As part of the SDRRM
Team, adapt a DRRM School Calendar of Activities to your local environment. The school can take
into account the results of risk assessment conducted by your school and/or community. This could
also include the preparation of evacuation plans and conduct of multi-hazard drills.

3. Learning Materials and Strategies

Tarpaulins and other IEC (Information and Educational Campaign Materials) are posted
strategically in the school for learner’s environmental awareness.

References:

1. RA 10121
2. Department of Education Orders and Memoranda
3. DRRM Manual
4. DRRM School Manual Booklets 1& 2.