DRR Handout

COMPREHENSIVE COMMUNITY-BASED DISASTER RISK REDUCTION
AND MANAGEMENT
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HANDOUT
MODULE 1
The Philippine Context, the Importance of Disaster Risk
Reduction (DRR) and Adapting to Rapid Climate Change
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COMPREHENSIVE COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT TRAINING
MODULE I: THE PHILIPPINE CONTEXT, THE IMPORTANCE OF DISASTER
RISK REDUCTION (DRR) AND ADAPTING TO RAPID CLIMATE CHANGE
Objectives: At the end of the module, the participants must be able to:
1. Identify the hazards/disasters in their locality and relate these to the overall disaster situation
in the Philippines;
2. Define the key concepts needed to understand and analyze the local and national disaster
situation;
3. Discuss the importance of Community-Based Disaster Risk Reduction and Management
(CBDRRM)/Climate Change Adaptation (CCA) as an approach to prepare for and respond
to the local and national disaster situation; and
4. Explain the legal bases (RA 10121 and RA 9729) upon which CBDRRM/CCA are anchored
Content:
1. The Local and Philippine Disaster Situation
1.1 The Local Disaster Situation
1.2 The National Disaster Situation
2. Basic Concepts on Disaster Risk Reduction and Management (DRRM) and Climate
Change Adaptation (CCA)
3. CBDRRM as an approach to DRRM and CCA
4. The Legal Bases for CBDRRM
4.1 Republic Act 10121
4.2 Republic Act 9729
4.3 Related memoranda from National Government Agencies (NGAs)
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SESSION 1-1: THE LOCAL AND PHILIPPINE DISASTER SITUATION
What are hazards?
A hazard is “a potentially damaging physical event, phenomenon, or human activity that may
cause the loss of life or injury, property damage, social and economic disruption, or
environmental degradation”. Ask the participants if they understand this definition. Discuss it
in detail so everyone knows what this is actually saying.
Natural hazards are naturally-occurring events or phenomena originating from the

following:
 Geological processes - involve the movement of the earth, soil and tectonic plates.
Examples of geological hazards are volcanic eruptions and earthquakes.
 Hydro-meteorological factors - involve weather disturbances occurring in the air or

water. Examples are typhoons, thunderstorms, tornadoes, coastal storm surges,
hailstorms, La Niña, El Niño.
 Biological phenomena - involve exposure to pathogenic microorganisms, toxins and

bioactive substances. Examples are the bird flu, severe acute respiratory syndrome
(SARS) and Ebola pandemic.
Human-induced hazards may be categorized into:

 Technological hazards -damaging human-induced events originating from technological
or industrial accidents, dangerous procedures, or infrastructure failures. Examples are
oil spills that destroy marine life, nuclear meltdowns, train accidents, and fire resulting
from an explosion whether industrial or mechanical or even a chemical spill in a school
laboratory.
 Armed conflict - dangerous conflicts between or among armed groups, tribes or states,
causing widespread fear and destruction. Examples include terrorist activities, rebel
secession, and mass killings, forcing many people to flee to safe places.
 Everyday hazards and dangers particularly to children such as access to items in the
home that are labelled as hazardous, open electrical outlets, small toys that may cause
choking in small children, and others.
While hazards do not automatically lead to loss of life or economic disruption, steps must be
taken to reduce the vulnerabilities of the threatened communities, to build their resilience and
minimize the damage to them.
What hazards are we prone to?

The Philippines ranked at the following levels in terms of exposure to hazards:
 Third, out of 173 countries in the world (in 2012) (World Risk Index released
by the United Nations University Institute for Human and Environment
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Security, 2011).
 Highest in the world in 2009 based on an assessment by United Nations
International Strategy for Disaster Reduction (UNISDR)
 Second in terms of typhoons and earthquake, fifth in terms of tsunami, and
eighth in terms of flooding.
 24th and 33rd respectively, in terms of exposure to landslide and drought
In the past years, the country has also experienced storm surges. A storm surge is a rise of
seawater on the coast above normal sea level due to cyclonic wind and atmospheric pressure
caused by severe tropical storms and typhoons. Where the depth is shallow and the slope of
the seabed is gradual, the natural flow of water is delayed by the effect of friction on the sea
bed. The piling up of water makes a large volume of water flow into land some distance from
the coast. Storm surge can reach heights well over 20 feet and can span hundreds of miles of
coastline.
Liquefaction is a hazard secondary to earthquake, in which soil loses stiffness due to the
earth’s shaking. This hazard raises the importance of conducting risk assessments before
construction of buildings.
Why are we prone to hazards?

 The location of the Philippines and the geological characteristics contribute to
the frequency and intensity of natural hazards in our country (CDRC, 1996).
The Philippines lies along the Pacific Ring of Fire and world’s busiest typhoon
belt. This makes it prone to geological (e.g. earthquake, volcanic eruption) and
hydro- meteorological (e.g. typhoon, flood) events.
 The number of active faults and trenches (deep ditches) in the country makes
us susceptible to major earthquakes. The 1,200-km-long Philippine fault zone
(PFZ) is “a major tectonic feature that cuts across the whole Philippine
archipelago from northwestern Luzon to southeastern Mindanao. Such
earthquakes could then trigger secondary hazards such as landslides,
liquefaction, and tsunamis which could further destroy lives and
properties.
 Another geological hazard that we are prone to is volcanic eruption. We
have 300 volcanoes. Of these, 23 are active and could erupt anytime and disrupt
lives (PHIVOLCS).
What are the human-induced hazards that our country has experienced?
 Armed Conflict. The Zamboanga City siege in September 2013 cost some
200 lives, displaced some 120,000 people, and damaged properties worth
millions of pesos (Philstar.com, 2013). On the other hand, the initial assessment
of the damages to the Tubbataha reef in Palawan when a US war ship
accidentally hit the UNESCO World Heritage site is $1.4 million (Yap, 2013)
 Fire. In the Philippines, home fires are common and are among the main
causes of death among children under 15 years old. Fire is caused by a chemical
reaction involving rapid oxidation or burning of a combustible material. It is the
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result of the combination of fuel, air (oxygen), heat. Without one of these, fire
will not occur. Almost 80% of fatal fires occur at nighttime when people are
asleep. Electrical overloading which results to an electrical short circuit is the
leading cause of residential fires in the Philippines.
We also need to discuss the phenomenon of ‘silent disasters’—hazards that occur on a

regular basis or at smaller increments that the community has learned to cope with, and by
definition of a disaster does not actually get recognized as such. An example is the small-scale
flood which occur on a daily basis, the impacts of which are often not too heavy and are usually
caused by continuous rain or tidal fluctuation, or not-so-strong typhoons.
A study shows that schools in Caloocan, Malabon, Navotas, Valenzuela (these four cities form
the CAMANAVA area), Manila and Paranaque experience this flooding more often because
they are situated in the coastline and low lying areas of Metro Manila. These are also
experienced by schools in coastal areas of Bulacan such as Hagonoy. Small-scale floods, unlike
the medium to high level floods, are evidently less recognized and are poorly documented. It
is important to emphasize that our lack of attention to small-scale floods in favor of large-scale
floods is a significant oversight as the former may well have the same or even greater impacts
compared to the latter.
Key points for this session:

 We see that in our own communities, we have experienced different kinds of
hazards/disasters such as floods, typhoon, earthquake, and storm surge. Some were
bad, some worse and some worst or very bad. We can say that their severity is
gauged by the effects they had on our families, community and society.
 These hazards and disasters are also experienced in other parts of our country.
We see that the Philippines is prone to hazards because of its location (along the
Pacific Rim of Fire and in the typhoon belt) and geological features such as the
presence of the fault zone and active volcanoes.
 Many places in our country are prone to not just one but multiple hazards. It is
important to be prepared for each one.
 Hazards may be natural or human-induced or a combination of both. While
hazards do not automatically lead to loss of life or economic disruption, steps must
be taken to reduce the vulnerabilities of the threatened communities and minimize
the damage to them.
SESSION 1-2: BASIC CONCEPTS ON DRRM AND CCA
Case study 1
Vulnerability and Capacity
Barangay Masigasig has developed its own disaster preparedness plan and the residents actively
keep track of and follow the plan. They have been trained in CBDRRM, basic first aid, and
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early warning and evacuation. To test their capacity and update their plans, Masigasig regularly
conducts drills. Moreover, they have designed structures (i.e. retrofitted houses/buildings,
dike, embankment, gabion box for river bank protection, and sea wall) that are compliant with
the Building Code.
On the other side of the river, across Masigasig, lies Barangay Maligalig. Maligalig does not have
a disaster preparedness plan. The residents rely heavily on barangay officials to save and
evacuate them in times of emergency. They have never undertaken training activities of
emergency. They have never undertaken training activities related to DRRM. They tend to be
complacent when news of an incoming hazard reach them. Hence, none of them knows where
to go or what to do when the river overflows. They have come to accept the lack of riverbank
protection, clogged drainages, and poorly built houses in their barangay.
Imagine Masigasig and Maligalig closely adjacent to each other. When a strong typhoon hits
Masigasig, it will surely hit Maligalig too. Which community do you think would likely suffer
from a disaster? Why?
What are disasters?
A disaster is “a serious disruption of the functioning of a community or a society

causing widespread human, material, economic, or environmental losses which
exceed the ability of the affected community or society to cope using its own
resources” (UNISDR). When a community or society with limited ability and resources is
hit by a hazard, disaster then occurs (Victoria, 2009). Not all hazards, therefore, can
become disasters. A hazard may only become a disaster when it causes serious
disruption and damage, and the ability of the community to cope is not in place.
What is vulnerability?
The inability of a community to cope when a hazard occurs is called vulnerability.

Vulnerability refers to the “characteristics and circumstances of a community,
system, or asset that make it susceptible to the damaging effects of a hazard” (RA
10121, 2010, Section 3). It explains why people, livelihoods, and properties located in areas
where hazards occur can suffer damage and loss. Looking back at the timelines you prepared,
what are the examples of vulnerability in our community?
Some other examples of vulnerability are as follows (CDP, 2007, pp. 30-31):
 Unsafe design and construction of houses and buildings
 Lack of safe planning for settlements/housing
 Conflict in the community
 Lack of knowledge and skills on preparedness and protective measures
 Attitude of helplessness, dependence, and indifference
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 Social inequity
 Poverty
 Low level of literacy
 Lack of knowledge on risks and unsafe practices
To further illustrate, DepEd conducted an assessment of the hazards and vulnerabilities of

schools all over the country. For Region III, the top 5 vulnerabilities identified are: unstable
building structure; damaged or lacking facilities; location of the school near a body of
water/dam, and a land mass or is a catch basin, incomplete/destroyed perimeter fence, and
absence of security personnel.
What is capacity?
Capacity (in the context of DRRM) is the capability and coping ability of a community to
manage when disaster hits.
It is the ability of the households and communities to cope when hazards occur. Capacity is
the “combination of all the strengths, attributes and resources available within a
community, society or organization that can be used to achieve agreed goals” (RA 10121,
2010, Section 3).
Can you give examples of existing capacities in our community? These may include:
 Permanent housing
 Ownership of land
 Adequate food and income source
 Family capacity
 Family and community support in times of crises
 Local knowledge and skills
 Responsive local government (strong BLGU)
 Strong community organizations (POs, CSOs)
 Strong participation of commonly vulnerable groups such as children, women,
PWDs.
Having defined vulnerability and capacity, we can conclude that the more vulnerable a
community is, the more likely it will experience disasters. On the other hand, the more
capacitated a community is, the less vulnerable it would be from the impact of disasters.
Case Study 2
Exposure
The residents of Provident Village in Marikina City belonged to middle to upper class families.
Most of them owned their land and houses, were educated, and were receiving above-average
income. They had the means and resources to withstand typhoons as their houses were well-
built and made of strong materials, their drainage system was regularly cleared of debris, and
most of the residents had private transportation to take them wherever they wanted to go.
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However, the subdivision was (and still is) located along the meandering belt of the Marikina
River. The width of the meandering belt should be six times its current size to enable water
to flow when non-stop rains occur. But the presence of Provident (and a mall and other
subdivisions) prevented water to flow freely when Typhoon Ondoy poured 410.66 millimeters
(mm) of rainfall within nine hours (equivalent to one month of rainfall which inundated the
village and the whole of Marikina City in 2009 (Tabios, G., quoted by Santos S., 2009). The
vehicles were useless and there was no escape for most residents except to stay on top of
the roof of their houses and wait until help arrived.
What is exposure?
 The occurrence of disasters could also be attributed to the extent of

exposure of a particular community to hazards. Exposure refers to
“the degree to which a community is likely to experience hazard
events of different magnitudes.” It refers to the physical location
(e.g. on the foot of a volcano, proximity to a body of water, low-lying
area) and characteristics (type of soil, topography, temperature) of a
community that “exposes” it to hazards. Our discussion earlier on our
country’s geological and geographical characteristics revealed how high
our exposure is to geophysical and hydro-meteorological hazards.
 Exposure can be considered an element of vulnerability.
What is disaster risk?
The potential disaster losses when hazards occur or disaster risk is dependent on the strength
of hazard; and extent of exposure, vulnerability, and capacity of a community to withstand
the onslaught of the hazard. The relationship may be expressed as follows:
Disaster Risk (DR) = Hazard x Vulnerability

Capacity
This means hazard, exposure and vulnerability are directly related to disaster risk. That is, if
any of these three—hazard, exposure or vulnerability are high, disaster risk is also high; or if
hazard, exposure and/or vulnerability are low, disaster risk is also low.
The opposite is true for the relationship between capacity and disaster risk. If capacity is high,
disaster risk is low; if capacity is low, disaster risk is high.
The two barangays differ in their capacity. With increased capacity, the disaster risk in
Barangay Masigasig is lower.
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What is Disaster Risk Reduction and Management?
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 The key to reducing disaster risk then, is the reduction of vulnerabilities and exposure;
and enhancing the capacities of those living in areas prone to hazards. Disaster
Risk Reduction and Management (DRRM) encompasses all the activities that must be
undertaken at every stage of a disaster — before, during and after — focusing on four
objectives:
1. To save lives;
2. To reduce human misery;
3. To minimize damage to property and economic loss; and
4. To facilitate recovery and rehabilitation toward development
 DRRM involves four major phases: Disaster Prevention and Mitigation, Disaster
Preparedness, Disaster Response, and Rehabilitation and Recovery.
 DRRM activities under the first two phases are done before a disaster. On the other
hand, Disaster Response covers the interventions needed during or immediately after
a disaster. The Rehabilitation and Recovery phase includes the DRRM initiatives after
the occurrence of a disaster and includes a process of building capacities to be better
prepared for the next potential disaster.
What are the mechanisms to reduce disaster risks?
Activities that can be done before any disaster occurs involve prevention, mitigation and
preparedness. Prevention and mitigation can lessen the threat of hazards through
long-term solutions intended to lower the vulnerability of a community. Dredging
a heavily silted river, planting more trees and prohibiting the cutting of trees, especially in
mountainous areas, may help avert flooding and landslides.
 Families who live in unsafe places may be transferred to safer areas and rebuild their
houses there. While the responsibility for these efforts lies with the government, the
communities may contribute by including these activities in their community-based
disaster management programs.
 Disaster Prevention and Mitigation measures may be structural or non-structural.

These will be discussed in detail in succeeding modules.
Disaster preparedness is the knowledge and capacities developed by governments,

professional response and recovery organizations, communities and individuals to effectively
anticipate, respond to, and recover from, the impacts of likely, imminent, or current hazard
events or conditions” (UNISDR, no date). These include the development of early warning
system and evacuation plan, promoting public awareness, capacity building, development of
DRRM contingency plans and prepositioning of necessary logistics. Another important aspect
of preparedness is the strengthening of organizations such as the Barangay Disaster Risk
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Reduction and Management Council (BDRRMC).
Disaster Response is “the provision of emergency services and public assistance during or
immediately after a disaster in order to save lives, reduce health impacts, ensure punblic safety,
and meet the basic subsistence needs of people affected” (RA 10121, Sectio 3). Such
mechanisms are implemented during or immediately after a disaster event. Emergency
response measures include search and rescue operations, evacuation center management,
relief operations, and damage needs and capacities assessment.
Rehabilitation and Recovery refers to measures taken after a disaster to “restore or

improve the pre-disaster living conditions of a stricken community, while encouraging and
facilitating necessary adjustments to reduce disaster risk” (UNISDR, no date). It is also about
building capacity to strengthen resilience of the affected community. This phase begins with
the assessment of the extent of damage and identification of needs after the disaster (post-
disaster damage and needs assessment). Actions under this phase include resumption of the
provision of basic services, repair of physical damage and community facilities, revival of
economic activities, and development/improvement of DRRM mechanisms. Focuses on
enabling the affected population to resume more or less normal (pre-disaster) patterns of life.
It may be considered as a transitional phase between immediate relief and more major, long-
term development.
What is climate change?
DRRM initiatives could not be separated from the efforts to address the adverse
effects of climate change. Have you noticed the change in intensity of rainfall and
flooding in recent years? How about experiencing heavy rainfall even during non-
typhoon months? Or the extremely hot temperature and diminishing water sources
and supply during summertime? These are indicators of rapidly changing climate.
The United Nations Framework Convention on Climate Change defines climate

change “as the deviation from the normal trend of climate variables (such as
temperature, humidity) which is attributed directly or indirectly to human activity
that alters the composition of the global atmosphere and which is in addition to the
natural climate variability over comparable periods of time”.
What causes rapid climate change?
There is mounting evidence that the earth is rapidly getting warmer and much of this is caused
by human activities (Intergovernmental Panel on Climate Change, 2012). What causes this
rapid rise in global temperature? The presence of too much greenhouse gasses (e.g. carbon
dioxide, methane, nitrous oxide, etc.) in the earth’s atmosphere which traps the sun’s heat is
blamed for this. This natural phenomenon is known as the greenhouse effect.
Greenhouse Effect
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Let us imagine the clothes we’re wearing right now. Imagine them as the earth’s atmosphere.
It has the right amount of greenhouse gases that keep the heat emitting out of your body
trapped. But it’s all right since they are not too thick. Your body can handle the warmth. What
if we add more layers of clothes and cover you with five thick blankets? What will happen to
you? That’s what the greenhouse gasses do. Because there are just too many of them in the
atmosphere, they make the planet warmer.
What are the human activities that result in increased risk of climate change?
Greenhouse gases result from various natural and human activities. The accelerated build-up
of greenhouse gases is due to high level of human activities related to:
 Burning of fuels such as coal, oil, and gas
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 Industrial processes which generate human-made gases
 Agricultural production such as raising farm animals and use of pesticides and
chemical fertilizers
 Land use changes especially deforestation of tropical forests
What are the effects and impact of climate change?
Ice melts in the arctic making sea level rise. Moreover, sea water warms and evaporates
more rapidly, which leads to the increase in number and intensity of typhoons, hurricanes, and
all tropical storms. Extreme weather patterns are experienced (too hot or too cold, too much
rains or too much dryness). Hence, we experience the growing unpredictability and intensity
of typhoons, floods, and drought. Rising seas and extreme weather conditions affect our:
 Agriculture and food security (decrease in or destruction of crop yields and

livestock, higher demand for irrigation)
 Health (weather-related deaths, infectious diseases, mosquito-bite or parasite-
related ailments, air quality-respiratory illnesses)
 Coastal Areas (erosion of beaches, inundated coastal lands, cost to defend
coastal communities)
 Forest (change in forest composition and coverage)
 Species and natural areas (loss of habitat and species, shift on ecological zones)
 Water Resource (change in water supply and quality, increased competition for
water), (Climate Change Commission, no date)
The impact of climate change has caught many communities unprepared. As world
temperature rises, we will continue to experience extreme weather events such as heavy
rainfall and severe drought. Climate change is exposing areas previously not experiencing
floods and drought to such. Hence, more communities are becoming even more susceptible
to disaster risks.
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What are the measures to address the effects and impact of climate change?
DRRM programs should integrate measures that help communities adapt to climate
change and its effects. Activities and technology can be modified to reduce the
production of greenhouse gases, which in turn, will reduce or slow down the rise in
temperature and the resulting effects.
Since we cannot stop climate change, we should learn to adapt and change our ways
so that its negative effects could be reduced and positive impact could be taken
advantage of.
What CCA/M measures can we do as ordinary people or as a community? Since our activities
result in the production of greenhouse gases which when become excessive and accumulate
contributes to the increasing global temperature, we need to modify the way we live. We can
reduce the emission of greenhouse gases through the following efforts:
 Change your incandescent light bulbs with compact fluorescent lights (CFLs).
 Turn off lights when not in use. Whenever possible, bring natural sunlight into
your home.
 Have your cars regularly checked for efficient engine performance.
 When traveling short distances, just walk or use a bicycle. When going to work
or to some distant places, take the public transport.
 Clean your refrigerator regularly. Do not set the thermostat higher than
necessary.
 Minimize or avoid the use of home appliances that eat up too much energy such
as water heaters, washing machines, dryers and dishwashers.
 Use solar panels installed in your home to provide some of your electricity
needs. Use electricity coming from renewable energy sources such as hydro,
wind or geothermal energy if these are available in your area.
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 Buy recycled products and actively create a market for them. Before you buy
an item, check if the product or its packaging is recyclable.
 Buy less, use less and re-use as much as possible.
DRRM and CCA/M endeavors should come from us, from ordinary community members,
LGU officials, along with the most vulnerable sectors of our community.
What can children do to help reduce the effects of climate change?
Children play a role in reducing the effects of climate change and in reducing the production
of greenhouse gases that contribute to climate change.
Children can:
 Conserve water
 Conserve electricity
 Recycle (recycling projects)
 Help in waste segregation at home and in school
 Inform peers and their family regarding climate change and how to mitigate its
effects
SESSION 1-3: COMPREHENSIVE CBDRRM AS AN APPROACH TO DRRM AND

CCA
Who are the first responders when disasters occur?
When you experienced the disasters you reported earlier, who were the first responders?
Who were there to help you save your belongings? Who helped you evacuate the flooded
premises?
In most disasters, the locals (your family members, neighbors, barangay officials) are the first
ones to provide aid and assistance. It often takes hours, even days, for outside help to arrive
(Waugh & Stribe, 2006). Before Ondoy, Marikina was proud of its disaster response capacity.
But what happened in the video we just watched? The city was not able to respond due to the
extent of flooding during Typhoon Ondoy. At the same time, the barangays did not have the
training and equipment for rescue that they had at the city level.
Another case in point was when Typhoon Yolanda hit Eastern Visayas in 2013. The people
had no one to turn to except their neighbors because even the officials and employees of local
government units had to attend to their own families. At the same time, it isolated the affected
provinces for several days.
Thus, it is always best to rely on community members and resources to prepare for hazards
and respond to disasters. Such an approach is called Community-Based Disaster Risk
Reduction and Management or CBDRRM approach.
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What is Community-Based Disaster Risk Reduction and Management?
CBDRRM is defined as “activities, measures, projects and programs that aim to reduce disaster
risks and are primarily designed by people living in high-risk communities, and are based on
their urgent needs and capacities” (UNDP, 2006, p.92). It is important because the community
members are the ones who have the capacity to respond in times of disasters and emergencies.
They are the ones who know what their capacities and vulnerabilities are, and therefore have
the ability to identify solutions to maximize their capacities and to minimize the risks posed
by their vulnerabilities.
What are the steps in implementing CBDRRM? The approach entails the following
steps:
1. Formation or activation of the Barangay Disaster Risk Reduction and

Management Committee (BDRRMC). This step entails organizing and mobilizing the
officials and key stakeholders of the barangay to orient and form/activate the BDRRMC.
2. Participatory Community Risk Assessment. The BDRRMC members should

then consult the people in the community, especially the most vulnerable sectors, to
participate in hazard, risk, vulnerability, and capacity assessment activities. People’s
understanding and perception of the hazards with their accompanying risks is crucial in
identifying appropriate DRRM mechanism for the community. At the same time, their
participation promotes a sense of ownership of the DRRM process and outputs.
3. Participatory CBDRRM Planning. Having identified, assessed, and analyzed the

hazards and risks in the community, the next step is for the BDRRMC members to seek the
inputs and support of the people in identifying barangay programs, projects, and activities
(PPAs) to reduce and manage these risks. The people should be part of the planning process
so that they could readily cooperate and provide support in the implementation of the plan.
Involving communities in these discussions will help ensure the sustainability of DRRM efforts
since most community endeavors eventually fail due to lack of commitment and support of
the people.
4. Community-Managed Implementation. Once the CBDRRM Plan is finalized

and approved, the BDRRMC should again solicit the support and participation of the people
(through membership in sub-committees) when the plan is implemented.
5. Participatory Monitoring and Evaluation. This step likewise necessitates the

involvement of community members in keeping track of the progress of the CBDRRM plan
and in determining if planned objectives are being met. This will help enable the BDRRMC to
make corrective or remedial measures in the plan that are supported by community residents.
6. Continuous strengthening of the BDRMMC and barangay support

groups/organizations. This step is integrated in all steps in CBDRRM. It involves activities
aimed at capacitating the BDRRMC, community organizations, and the most vulnerable sectors
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towards disaster preparedness and mitigation; and training and equipping DRRM volunteer
teams and sub-committees that will spearhead the implementation of the CBDRRM plan.
7. Progressing towards safety, resilience and community development.

Sustaining all the foregoing efforts in the community is designed to eventually lead to safer,
more resilient, and developed barangay. (CDP, 2010).
What can we learn from the CBDRRM experience of others?
The experience of Barangay Banaba is one example of a successful CBDRRM endeavor. Let us
watch the film and reflect on the possible strategies we could adopt from Banaba’s experience.
Can you also share your experience on how your community prepared for and responded to
disasters in the past? TF reaffirms the participants’ responses, citing the importance of the
steps that they will be mentioning. TF highlights how preparedness should start in the
community. TF summarizes the key points for the whole session.
SESSION 1-4: THE LEGAL BASES FOR CBDRRM
What are the laws that support CBDRRM?
There are two laws that strongly support the implementation of DRRM and CCA/M
efforts at the local and national levels. These are Republic Act No. 10121 (RA 10121,
known as Philippine Disaster Risk Reduction and Management Act of 2010) and
Republic Act 9729 (RA 9729, or the Climate Change Act of 2009).
RA 10121
 RA 10121 supersedes Presidential Decree (PD) 1566 of 1978. While the latter
focused solely on disaster relief and response activities, the new law emphasizes
the reduction and management of disaster risks. The two laws also differ in
approach and assumptions.
 PD 1566 adopted the top-down and centralized disaster management efforts.

On the other hand RA 10121 promotes CBDRRM through participatory and
bottom up approach. The law mandates barangays to collectively act on
their own to address the disaster risks in their localities. Moreover, the
new law recognizes that disasters are caused by people’s vulnerability.
Hence, it calls for an integrated solution to address the root cause of
vulnerabilities.
 Another important provision of the law is the recognition of local

government units (LGUs), civil society organizations (CSOs), and
communities as key partners in disaster risk reduction.
 Moreover, it calls for an integrated, coordinated, multi-sectoral, inter-agency,

and community-based approach to disaster risk reduction. We could be
involved, and even demand our participation, in the DRRM activities in our
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locality.
 There are several sections in the law that support CBDRRM efforts. It is
therefore crucial to strengthen the knowledge, skills, and innovative practices
in DRRM.
 Let us review the governance structure stipulated in RA 10121. The DRRM Act
clarified the distinction between oversight versus implementation of DRRM in
order to strengthen the capacities of local governments. It broadened the
membership of the DRRM Councils at all levels. It also recognizes the
importance of local communities by institutionalizing the participation of civil
society organizations and the private sector. The new law assigns a
government arm, different for national down the barangay levels, to provide
directions and develop policies on DRRM. These directions and policies are
then realized through DRRM implementing bodies. At the barangay level, the
overseeing arm is the Barangay Development Council (BDC) while the
implementing body is the Barangay DRRM Committee (BDRRMC).
 At the national level, please take note of the DRRM framework. It focuses on
decreasing vulnerability and increasing capacity while at the same time
considering measures for climate change adaptation. It gives importance to the
key phases of DRRM: Prevention and Mitigation, Preparedness, Disaster
Response, and Rehabilitation and Recovery. We, at the barangay level, should
likewise adopt a similar focus.

 RA 10121 also provides for the governance structure at the provincial/city level
and the barangay level.
 Complementing RA 10121 is RA 9729, otherwise known as the Climate Change

Act of 2009. The law creates the Climate Change Commission, the body
responsible for developing and mainstreaming climate change policies. The
Commission has already formulated the National Framework Strategy on
Climate Change (NFSCC) and the National Climate Change Action Plan
(NCCAP).
 The NFSCC is a policy document, which is the basis for the content of the
NCCAP. The framework recognizes the front-liner role of local governments
and local communities in addressing climate change. It also puts the national
government in a support function role, carrying out only those tasks which
cannot be performed at a more local level. At the same time, it promotes
“multi-stakeholder participation and partnerships in climate change initiatives
(civil society, private sector and local governments, and especially with
indigenous peoples and other marginalized groups most vulnerable to climate
change impacts).”
 NCCAP, on the other hand, was formulated through a series of multi-sectoral
18
consultations and workshops. It is to be implemented from 2011 to 2028. The
plan requires LGUs to ensure that they have climate change adaptation and
mitigation measures through the Local Climate Change Action Plan (LCCAP),
DRRM Plan, land use plan, and other relevant plans.
DRRM-Related Laws
RA 7160 Local Government Code of 1991

 Provides the LGUs with the responsibility to deliver basic services including
health, agriculture, social welfare, and aspects of environment and natural
resources.
 Calls for active and direct participation of non-governmental organizations and
people’s organizations in local governance through representation in local
development councils and local special bodies.
 Gives LGUs regulatory and licensing functions to reclassify agricultural lands,
enforce environmental laws, and enforce the national building code.
 Mandates local chief executives (LCEs) to carry out emergency measures as
may be necessary during, and in the aftermath of man-made and natural
disasters
 Mandates the formation of local development councils
 Empowers ordinary citizens to remove elected officials (recall) and pass
legislation through people’s initiative
How the law relates to DRR/CCA

 Local chief executives (LCEs) have the authority to carry out emergency
measures as may be necessary during, and in the aftermath of man-made and
natural disasters
 Enjoins the local development councils to adopt measures to protect the
inhabitants of the locality from the harmful effects of disasters and to provide
relief services and assistance for victims during and in the aftermath of said
disasters and their return to productive livelihood following said events
RA 9275 Clean Water Act of 2004

 Localized water quality management with governing boards to manage water
quality issues within their jurisdiction
 Requires LGUs to construct and maintain sewage and/or septage treatment
facilities

 Local government units have the responsibility for water quality monitoring,
emergency response, compliance with the Framework of the Water Quality
Management Action Plan, active participation in all efforts to ensure water
quality protection and rehabilitation.
RA 8749 Clean Air Act
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 Provides measures to reduce air pollution and incorporate environmental
protection into the government’s development plans.
 Sets emission standards for all motor vehicles and issues registration only
upon demonstration of compliance.
 Bans incineration and smoking in public places.
 Mandates the formulation of a national and sub-national plan consistent with
the United Nations Framework Convention on Climate Change and other
international instruments for the reduction of greenhouse gas emissions
 Allows LGUs to set emission quotas by pollution source
How the law relates to DRRM/CCA

 Mandates the responsibility of government (national and local) in complying
with international agreements pertaining to Clean Air and climate change
framework
RA 9003 Ecological Solid Waste Management Act

 Gives power to LGUs to manage their respective solid wastes
 Requires waste segregation at source
 Calls for the composting of biodegradable waste to be used as organic
fertilizer
 Provides for the establishment of Materials Recovery Facility (MRF) at the
barangay level
 Provides for the establishment of sanitary landfills at the city/municipality
level

 Authorizes the LGUs to plan for and implement mitigation measures such
as waste segregation, proper solid waste management, promotion of
recycling
 Enforcement of the law such as recycling and reuse results to the reduction
of greenhouse gases
RA 8550 Philippine Fisheries Code of 1998

 Promotes and protects the rights of municipal fishers, especially in the
preferential use of municipal waters
 Provides that at least 15% of the total coastal areas in each municipality be
designated as fishery refuge and sanctuaries
 Promotes the participation of fishers in the management of fisheries
through the Fisheries and Aquatic Resources Management Councils
(FARMCs)
 Promotes the safeguarding of marine environment to ensure adequate food
supply
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 Enforcement of the law contributes to mitigation of risks and increases
capacity through food security
RA 6969 Toxic and Hazardous Waste Act

 Mandates the regulation, restriction or prohibition of the importation,
manufacture, processing, sale, distribution, use and disposal of
chemical substances and mixtures that present unreasonable risk and/or
injury to health or the environment.

 Enforcement of the law mitigates potential risks
RA 8371 Indigenous Rights Act of 1997

 Indigenous people’s (IP) ownership and management of their ancestral
domain (lands, waters, mineral and other natural resources)
 Upholds the rights of IPs in case of displacement as a result of disasters,
which include resettlement in suitable areas (whether temporary or
permanent depending on the situation), and provision of basic services and
livelihood
 Stipulates the responsibilities of IPs for maintaining ecological balance,
restoration of denuded areas and compliance with relevant laws

 Ensures protection of IP’s rights before, during and after a disaster
 Compliance to the law by the IPs contributes to increased capacity
SUMMARY
For this module, we were able to:

 Describe the hazards and disasters experienced in our respective locality; we also
related these to the overall disaster situation of the Philippines:
 A hazard is a potentially damaging physical event, phenomenon, or human

activity that may cause the loss of life or injury, property damage, social
and economic disruption, or environmental degradation and which would
could be natural or man-made;
 A disaster is a serious disruption of the functioning of a community or a
society causing widespread human, material, economic, or environmental
losses which exceed the ability of the affected community or society to
cope using its own resources we also emphasized that not all hazards
become a disaster
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 Explain how the Philippines is prone to various types of hazards because of our
geographical location and topographical features—being situated in the Pacific rim of
fire and in the busy typhoon belt
 Define key concepts such as HAZARDS, DISASTERS, EXPOSURE, VULNERABILITY,

CAPACITY, DISASTER RISK.
 Understand how not all hazards are disasters, and that they only become such when
the damage is extensive and the community has no or little capacity to cope
 Explain how disaster risk is measured by the level of exposure to hazards, the
vulnerability and capacity of the population/ community; how disaster risk is great
when the vulnerability is greater than the capacity, and how it is less when capacity is
greater than vulnerability
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MODULE 2
Child-Centered Disaster Risk Reduction and Management/
Climate Change Adaptation (DRRM/CCA) Programming
22
MODULE 2: CHILD-CENTERED DISASTER RISK REDUCTION AND
MANAGEMENT/CLIMATE CHANGE ADAPTATION (DRRM/CCA)
PROGRAMMING
Objectives:
At the end of the module, the participants must be able to:
1. Describe the child -his/her intrinsic characteristics and vulnerabilities.
2. Explain the basic rights of a child anchored on the United Nations Convention on the
Rights of a Child (UNCRC) and how these can be protected and violated during
disasters
3. Identify ways to ensure protection and promotion of children’s rights, particularly in the
planning and implementation of a DRRM/CCA Program
4. Enumerate potential roles of children in DRRM/CCA Program
Content:
1. The Child
2. Protecting the Rights of a Child
3. The child’s rights in DRR/CCA programming
 Potential Roles of Children in DRRM/CCA Program
SESSION 2-1: THE CHILD
Definition of a child
The United Nations Convention on the Rights of Children (UNCRC) defines a 'child' as a
person below the age of 18, unless the laws of a particular country set the legal age for
adulthood younger. The Committee on the Rights of the Child, the monitoring body for the
Convention, has encouraged States to review the age of majority if it is set below 18 and to
increase the level of protection for all children under 18.
Republic Act No. 7610 or the Special Protection of Children Against Abuse, Exploitation and
Discrimination Act" signed on June 17, 1992 defines children as follows:
"Children" refers to persons below eighteen (18) years of age or those over but are unable to
fully take care of themselves or protect themselves from abuse, neglect, cruelty, exploitation
or discrimination because of a physical or mental disability or condition;
23
Table 2-1
Age Group Characteristics
• 0-5  Unable to feed themselves

 Totally dependent on adults for care and survival
• 6-9  Short attention span

 Curious
 Dependent
 Self-absorbed
• 10-12  Very active

 Needs guidance from adults in doing tasks
 Admires and imitates older boys and girls
 Extremely curious
 Have limited decision making ability
 Are interested in activities involving boys and girls.
 Are interested in sports and active games
 Want to explore
• 13-18  Concerned about acceptance by peers, about belonging

 Self-conscious
 Still require parental guidance but beginning to seek independence
 Peer pressure mounts, first from same sex, then from opposite sex.
 Need freedom from parental control to make decisions.
 Want adult leadership roles.
 Strong desire for status in peer group
SESSION 2-2: PROTECTING THE RIGHTS OF A CHILD
Rights of a child
All human beings enjoy certain fundamental rights, including civil, political, economic, social
and cultural rights. People are born with these rights, and these rights cannot be taken away
from them. However, since children are more vulnerable than most other age groups, they
are given special rights to ensure their protection and wellbeing. The United Nations
Convention on the Rights of the Child (UNCRC) includes specific rights of children during
emergencies and crises.
The UNCRC contains the civil, political, economic, social and cultural rights of all persons
24
under 18, which are anchored on four general principles: (1) the right to life, survival and
development; (2) the right to be heard; (3) nondiscrimination and (4) best interests of the
child. These principles are the primary consideration in fulfilling children’s rights at all times.
The following sections present how these principles are played out in the context of
emergencies and disasters.
Universal, non-discriminatory and inclusive
Human rights are universal (non-discrimination), inalienable (not taken nor given away),
indivisible and interdependent (loss of one impacts on all).
No one should be discriminated against because of one’s age, gender, race, religion, or socio-
economic standing. It is important to ensure that all children have access to services and
programs.
Survival and development: Children have the right to live. Governments should ensure
that children survive and develop healthily.
Protection from all forms of violence: Children have the right to be protected from being
hurt and mistreated, physically or mentally.
 Governments should ensure that children are properly cared for and protected from
violence, abuse and neglect by their parents, or anyone else who looks after them.
 In terms of discipline, the Convention does not specify what forms of punishment
parents should use. However, any form of discipline involving violence is
unacceptable.
 There are ways to discipline children that are effective in helping children learn about
family and social expectations for their behaviour – ones that are non-violent, are
appropriate to the child's level of development and take the best interests of the child
into consideration. In most countries, laws already define what sorts of punishments
are considered excessive or abusive. It is up to each government to review these laws
in light of the Convention.
Health and health services: Children have the right to good quality health care – the best health
care possible – to safe drinking water, nutritious food, a clean and safe environment, and
information to help them stay healthy.
Child labour: The government should protect children from work that is dangerous or might
harm their health or disrupt their education.
 While the Convention protects children from harmful and exploitative
work, there is nothing in it that prohibits parents from expecting their
children to help out at home in ways that are safe and appropriate to
their age.
 If children help out in a family farm or business, the tasks they should do be
25
safe and suited to their level of development and comply with national
labour laws. Children's work should not jeopardize any of their other
rights, including the right to education, or the right to relaxation and play.
Other forms of exploitation: Children should be protected from any activity that takes advantage
of them or could harm their welfare and development.
Participation
Respect for the views of the child: When adults are making decisions that affect children, children
have the right to say what they think should happen and have their opinions taken into account.
 This does not mean that children can now tell their parents what to do.
 This Convention encourages adults to listen to the opinions of children and
involve them in decision-making -- not give children authority over adults.
 The parents retain their right and responsibility to express their views on
matters affecting their children. The level of a child’s participation in
decisions must be appropriate to the child's level of maturity.
 Children's ability to form and express their opinions develops with age and
most adults will naturally give the views of teenagers greater weight than
those of a preschooler, whether in family, legal or administrative decisions.
Freedom of expression
Children have the right to get and share information, as long as the information is not damaging
to them or others. In exercising the right to freedom of expression, children have the
responsibility to also respect the rights, freedoms and reputations of others.
The freedom of expression includes the right to share information in any way they choose,
including by talking, drawing or writing.
Access to information; mass media: Children have the right to get information that is important
to their health and well-being.
Governments should encourage mass media – radio, television, newspapers and Internet
content sources – to provide information that children can understand and to not promote
materials that could harm children.
Mass media should particularly be encouraged to supply information in languages that minority
and indigenous children can understand.
Freedom of association: Children have the right to meet together and to join groups and
organizations, as long as it does not stop other people from enjoying their rights
The best interests of children must be the primary concern in making decisions that may affect
them. All adults should do what is best for children. When adults make decisions, they should
think about how their decisions will affect children. This particularly applies to budget, policy
and law making.
26
SESSION 2-2: PROTECTING THE RIGHTS OF A CHILD
Areas of a
Violation Protection
Child’s Life
Family  Verbal abuse  Proper communication

 Sexual abuse  Separation from the abusive family
 Corporal punishment (physical member
and humiliating punishment)  Positive discipline
 Neglect (i.e. food, health needs,  Counseling and psychosocial
basic needs) support
 Not sent to school  Enroll in public school or
 Being made to do heavy chores alternative learning system
 Not allowed to express  Allow child to express
herself/himself herself/himself; listen to them
 Being made to work to earn a  Awareness raising
living in support of the family  Child safeguarding
(child labor)  Reporting of violations
 Trafficking  Enforce child protection-related
laws
 Separation from the family  Family reunification plan
during a disaster  Family DRR plan
School  Verbal abuse  Report the abusive

 Sexual abuse teacher/school staff
 Bullying  Report the abusive schoolmate
 Corporal punishment  Enforce RA 10627 (Anti-bullying
 Not allowed to express Act of 2013)
herself/himself  Enforce child protection-related
 Being made to do heavy laws (RA 7610, 9344, 9231, 9208)
tasks/chores  Ensure access to information
 Being made to handle hazardous (particularly on child rights)
waste  Education in emergencies
 Public ridicule/humiliation programming
 Discrimination  Setting up of temporary learning
 Denying access to education and spaces (TLS) and child friendly
information spaces (CFS) immediately after a
 Interrupted education (i.e. when disaster
schools are set up as evacuation  Provision of self-learning kit
centers, or are damaged during  Comprehensive school safety
disaster)  Hazard, vulnerability and capacity
 Unsafe school facilities, location assessment
and environment  Safe school facilities; employ
27
adaptive measures
 DRRM/CCA programming
Community  Verbal abuse  Report abusive party to the

 Sexual abuse authorities (LGU, DSWD)
 Child labor  Do not allow the abusive party to
 Corporal punishment have access to the child
(physical and humiliating  Enforce child protection-related
punishment) laws (RA 7610, 9344, 10627,
 Being made to handle 9231, 9208)
hazardous waste  Advocate for and monitor
 Public ridicule or bullying enforcement of these laws
 Discrimination  Report to the media and other
 Denying access to cause-oriented groups
information and services  Activate /reactive Barangay
(particularly during disaster Council for the Protection of
or armed conflict) Children (BCPC)
 Recruitment for illegal acts  Provide access to information and
or into the armed forces services
 Trafficking (particularly
during disaster)
SESSION 2-3: THE CHILD’S RIGHTS IN DRRM/CCA PROGRAM
The negative effects of emergency and disaster are most likely to impact on young children in
the 0-8 age group because of their physical and psychological dependency and their unique
vulnerabilities (UNICEF, 2010).
How are children affected by disasters and climate change?

• Education:
- They are unable to go to school when classes are suspended during
disasters;
- They need to make up for lost days;
- Schools are used as evacuation centers so they still can’t resume classes;
28
- Damage to school supplies, books, and the school itself further prevent the
resumption/continuation of learning
- May need to relocate or even drop out of school (increase number in drop-
outs)
- Decreased learning/loss of learning
• Health:
- Malnutrition which in turn affects learning and development
- Exposure to elements render them vulnerable to diseases and injury
- Psychological effects: traumatic experience, less playing time - deprived of
pleasant childhood
- Poor health, neurological damage, antisocial behaviours, violence, and
cognitive regression can result from acute stress and distress during the early
years (Shonkoff, Boyce & McEwen, 2009)
• Protection
- Injury/death
- Separation from family
- Prone to abuse and exploitation (in evacuation center; no privacy) – sexual,
physical, emotional
 Trafficking
- Loss of documents: birth certificate, school records
Why is it important to listen to and consider children’s views on DRR/CCA?

 Children have the right to express their opinions and to be heard, particularly on
matters that would affect their health, safety and general well-being.
 Children can participate in DRR/CCA program and contribute to development
 They have a say in what would help them be protected from the negative effects of
an ineffective DRRM/CCA program.
 They are vulnerable to the negative effects of disaster and climate change, and an
improperly managed DRR/CCA program.
 It is important to inculcate a culture of safety and resilience at a very young age.
What can be done to protect children’s rights before, during and after a disaster
and to ensure their participation in the different phases of CBDRRM?
Prevention, Mitigation and Preparedness

The government, public and private institutions, agencies and adult individuals are responsible
for guaranteeing children’s protection against all threats to their survival and development and
the availability of resources for children. To grow and develop to their full potential.
In planning on how to prevent disasters, mitigate the risks and to prepare for their effects,
local governments, communities and other responsible persons must identify appropriate
measures to ensure children’s safety, health and wellbeing.
29
Raising their awareness through appropriate child-friendly information materials and
education activities on disaster risk reduction;
 Having them attend community meetings and share their ideas, concerns,
viewpoints and suggestions with community leaders and members;
 Engaging them in disaster preparedness planning and implementation of
activities, such as evacuation drills, hazard and risk identification and mapping,
and contingency planning for schools and barangays;
 Having children represent their classmates by taking on leadership roles in
school and in the community, for example, as elected officers of the
Youth/CWD/Student/OSY groups
 Having children act as peer facilitators and peer support during literacy and play
sessions with younger children, forming and facilitating peer support groups
among older children for sharing experiences and feelings, and planning
collective action
 Having children contribute, to local newspapers, stories, artwork or pictures
about disaster preparedness activities they are undertaking in their school or
community;
 Conducting community outreach campaigns about the dangers posed by
hazards, safety measures and disaster preparedness and response activities.
 Involving children in monitoring and assessing DRR/CCA programs and
activities in their schools and communities
Response
During emergencies, local governments, communities and other responsible persons must
provide timely and appropriate response to ensure children’s safety, health and wellbeing.
Measures must be taken to avoid or at least minimize any interruption to their educational as
well as social, psychological, emotional and mental development.
The following must be made available to children:

 Proper care and support in a loving family environment. Children have the right
to be known, accounted for and cared for at all times, including during
emergencies. They have the right to a name, an identity, a nationality and a family
unit.
 Food and nutrition. Children must be given three nutritious meals a day, while
infants must have continuous and sufficient supply of breast milk or an
acceptable substitute. Malnourished and undernourished children need special
care and attention.
 Clean water and sanitation. Children need safe water for drinking, clean water
for bathing, private toilet spaces and proper hygiene items to keep them clean
and groomed.
 Housing. Children are entitled to safe and secure housing. For children
displaced by disasters, evacuation centers must provide adequate space, secure
sleeping quarters and bathrooms, and clothing, blankets and other basic
30
household items.
 Healthcare. Children have the right to the best healthcare available, especially
when they are injured, sick or malnourished. They deserve to be given
medicines, vaccines, vitamins, first aid and other life-saving medical treatments.
 Provision of organized recreational activities in evacuation camps provide
children with much needed opportunities to exercise, express themselves,
relate to others and cope with their present situation. Games constitute a
stimulating physical activity that helps energize, motivate and activities for
children regularly in a supportive and encouraging environment.
 Ensuring continuing education during disasters— whether in an evacuation
center, temporary shelter or another school. Attending classes is one of the
most positive ways of reestablishing normalcy in their lives after a disruptive
event. The opportunity to learn must be made available to children even in the
midst of a crisis.
 Preservation of children's local culture and heritage even during times of
emergency; children must be encouraged to share and participate in cultural
 events such as holidays and fiestas.
 Creation of children friendly spaces for children to learn, grow and pursue
playful activities in evacuation camps or in temporary spaces.
 Protection from all forms of abuse, neglect, exploitation and violence.
Specifically, children must be protected from the following harmful conditions
in the event of a disaster:
 Physical abuse, corporal punishment or torture. Children should never be
subject to cruel, harsh or humiliating and degrading treatment or the threat of
bodily injury, including physical abuse or punishment of any kind.
 Forced labor or hazardous work conditions. Children may not be forced to
work against their will. Those who choose to work must meet the minimum
age for employment and be given appropriate working hours and conditions.
 Recruitment into armed forces. No child under 15 should be recruited into any
armed forces. Those below 18 are not to be allowed to engage in direct
hostilities.
 Sexual abuse or exploitation. Children must be kept safe from all forms of sexual
abuse or exploitation, including unlawful sexual activity, prostitution or
pornography.
 Neglect, emotional or verbal abuse. Governments must take measures to
protect children from all forms of emotional or verbal abuse, maltreatment or
neglect while in the care of parents, legal guardians or any other caretakers.
 Separation from family. Steps must be taken to reunite lost children with their
parents as soon as possible. If a child has been orphaned, all efforts must be
made to find close relatives who can assume guardianship of the child.
Rehabilitation and recovery

The impact of disaster on children should be carefully assessed and recommendations for
moving forward toward recovery and rehabilitation should be based on a comprehensive
analysis of these impacts.
31
Children should also be involved in discussions concerning recovery and rehabilitation.
Restoration and continuation of basic services are just as important as implementation of
rehabilitation programs.
 Assessment of the impact of the disaster on children; identification of immediate
and long-term needs for recovery
 Involvement of children in discussions on planning for rehabilitation and
recovery
 Repair and/or reconstruction of schools; immediate resumption of classes
The rights of the child are integrated and interrelated. DRR programs should therefore be
integrated and holistic, looking at the child as a whole person and ensuring that his or her
needs are met and rights fulfilled.
 They are vulnerable to the negative effects of disasters and climate change and
improper management of DRRM/CCA programs.
 It is important to inculcate a culture of safety and resilience at a young age.
Child-centered DRR/CCA Programming:
 In the assessment phase and the development of the DRRM plan, there should
be disaggregation of data according to age, sex, ethnic group, abilities and
geographical location. This allows the assessment of the differing impacts of
disaster and crises among various groups of children. Planners and decision
makers can identify specific needs of particular groups of children and develop
programs accordingly.
 Assessment, planning, implementation and monitoring and evaluation of DRRM

programs should ensure that marginalized groups receive the proper support.
These groups include younger children, girl children, children with impairment,
out-of-school children, and children from indigenous communities, poor
families and remote areas.
 The entire DRRM cycle should adopt processes that will facilitate the
participation of children who are often excluded or whose participation is
hindered by various factors, such as different abilities or capacities, language or
dialect, economic status, geographic distance and access to transportation, and
social status.
 Inviting children to take part in planning and decision-making activities allows

them to perform a positive and valued role in the community. When children
are provided with spaces for participation, they are able to express their views
freely about issues relating to them, which adults in turn must consider and
take seriously. Some examples of the ways children can participate are:
32
 Raise their awareness through appropriate child-friendly information
materials and education activities on disaster risk reduction
 Have them attend community meetings and share their ideas, concerns,
viewpoints and suggestions with community leaders and members
 Engage them in disaster preparedness activities, such as evacuation drills,
hazard and risk identification and mapping, and contingency planning for
schools and barangays
 Have children represent their classmates by taking on leadership roles in
school and in the community, for example, as elected officers of the Bulilit
Emergency Response Team, or BERT, or student DRR group
 Have children act as peer facilitators and peer support during literacy and
play sessions with younger children, forming and facilitating peer support
groups among older children for sharing experiences and feelings, and
planning collective action
 Have children contribute to local newspapers, stories, artwork or pictures
about disaster preparedness activities they are undertaking in their school
or community
 Have children interview local residents about their experiences before,
during, and after a disaster event, and expressing these concerns to
community leaders
 Conduct community outreach campaigns about the dangers posed by
hazards, safety measures, and disaster preparedness and response activities
For this module, we were able to:
 Describe the child --his/her intrinsic characteristics and vulnerabilities; we

saw that because of these characteristics that render children vulnerable,
it is critical to ensure that their rights are protected.
 Explain the basic rights of a child and how these can be protected and
violated during disasters and in DRRM/CCA
 Identify ways to ensure protection and promotion of children’s rights,

particularly in the planning and implementation of a DRRM/CCA Program
 Enumerate potential roles of children in DRRM/CCA Program
33
MODULE 3
Steps in Conducting Community-Based Disaster Risk
Reduction and Management (CBDRRM)
34
MODULE 3: STEPS IN CONDUCTING COMMUNITY-BASED DISASTER RISK
REDUCTION AND MANAGEMENT (CBDRRM)
Objectives: At the end of the session, the participants must be able to:
1. Conduct the key processes in Community-Based Disaster Risk Reduction and

Management (CBDRRM):
1.1 Community Risk Assessment by applying participatory tools to determine

the risks in the community;
1.2 Participatory Disaster Risk Reduction and Management (DRRM) Planning
by identifying programs, projects and activities to address the risks
identified;
1.3 Further strengthening of Barangay Disaster Risk Reduction and
Management Council (BDRRMC) by identifying the roles and
responsibilities of the BDRRMC sub-committees and other stakeholders;
and
1.4 Participatory monitoring and evaluation through the identification of
mechanisms to keep track of and assess the progress of the CBDRRM Plan
2. Identify ways to ensure children’s participation and protection of their rights.
Content:
1. Community Risk Assessment
2. Participatory DRRM Planning
3. Formation and strengthening of BDRRMC
4. Participatory monitoring and evaluation
SESSION 3-1: FORMATION AND STRENGTHENING OF BDRMMC
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What are the accountabilities and responsibilities of the BDRRMC Committees?
Here is an example of a BDRRMC structure. We may adopt a similar structure for our
barangay or make changes depending on our needs and context. The structure shows how
the tasks are organized and the accountability and responsibility of each committee. Let us
briefly discuss these accountabilities and responsibilities.
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The BDRRMCs shall perform the following functions with impartially given the
emerging challenges brought by disasters of our times:
 Design program, coordinate DRRM activities consistent with the national council’s
standards and guidelines;
 Facilitate and support risk assessments and contingency planning activities at the local
level
 Consolidate local disaster risk information which includes natural hazards,
vulnerabilities, and climate change risks, and maintain a local risk map;
 Organize and conduct training, orientation, and knowledge management activities on
DRRM at the local level;
 Operate a multi-hazard early warning system, linked to disaster risk reduction to
provide accurate and timely advice to national or local emergency response
organizations and to the general public, through diverse mass media, particularly radio,
landline communications, and technologies for communication within rural
communities;
 Formulate and implement a comprehensive and integrated local disaster risk reduction
and management plan (LDRRMP) in accordance with the national, regional and
provincial framework, and policies on disaster risk reduction in close coordination with
the local development councils (LDCs);
 Prepare and submit to the local Sanggunian through the LDRRMC and LDC the annual
LDRRMO Plan and budget, etc..
 Conduct continuous disaster monitoring and mobilize instrumentalities and entities of
the LGUs, CSOs, private groups and organized volunteers, to utilize their facilities and
resources for the protection and preservation of life and properties during
emergencies in accordance with the existing policies and procedures;
 Identify, assess and manage the hazards, vulnerabilities and risks that may occur in their
locality;
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 Disseminate information and raise public awareness about those hazards,
vulnerabilities and risks, their nature, effects, early warning signs and counter measures;
 Identify and implement cost-effective risk reduction measures/strategies;
 Maintain data base of human resources, equipment, directories and location of critical
infrastructures and their capacities such as hospitals and evacuation centers;
o Develop, strengthen and operationalize mechanisms for partnership or
networking with the private sector, CSOs and volunteer groups;
 Organize, train, equip and supervise the local emergency response teams;
 Respond to and manage the adverse effects of emergencies and carry out recovery
activities in the affected area, ensuring that there is an efficient mechanism for
immediate delivery of services.
 Serve as secretariat and executive arm of the LDRRMC;
 Establish linkage/network with other LGUs for DRR and emergency response
purposes;
 Recommend through the LDRRMC the enactment of local ordinances consistent with
requirements of the DRRM Act;
SESSION 3-2: COMMUNITY RISK ASSESSMENT
What is CRA?
 CRA is a process that enables us to identify potential hazards and determine
the nature and extent of risks they pose. Through CRA, we also determine
together the strengths and opportunities available within our environment that
will help us minimize or at least cope with these risks. CRA is a means for us
to collectively analyze community vulnerabilities, highlight capacities, and
identify gaps.
 CRA uses a participatory approach to assessing hazards, vulnerabilities,
capacities and people’s perception of risks.
Why is CRA needed?
People differ in how they understand and perceive things because they come from different
contexts and orientations. Age, socio-economic status, occupation, culture and gender
account for our differences in perception. Hence, even disaster risks are understood and
perceived differently. This difference in risk perception is also due to our differing
levels and manners of exposure to hazards and threats. Perception also differs due to
level of knowledge and education.
WHAT CRA TOOLS CAN WE USE?
In conducting CRA, it is important to ensure participation of all sectors and groups, particularly
the marginalized and vulnerable groups such as children, women, elderly and persons with
disabilities.
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The group exercise 1 (Timeline) we did earlier is one tool for CRA. It already enabled us to
identify the existing and potential hazards in the community, the elements at risk per hazard,
and the historical occurrence of each hazard. We will now employ other participatory tools
to discuss and analyze our vulnerabilities and capacities further.
The other CRA tools we could use include: hazard map, elements-at-risk matrix, evacuation
site and route matrix, and Venn diagram.
Hazard Map
A hazard map is a map that pinpoints and categorizes (high-, medium-, low-risk) the
elements-at-risk when a certain hazard occurs. A community Hazard Map therefore would
identify specific hazards located within a community setting. It will also indicate the existing
and potential DRRM facilities and resources within the community. Please note that making
an accurate map is not the primary concern of the hazard mapping but to get useful information
about local perceptions of disaster risks. The participants will develop the content of the map
according to how they see and understand their community.
Elements-at-Risk Matrix
The Elements-at-Risk Matrix draws its content from the hazard map. It indicates the
number of families, individuals, structures, facilities, services, equipment, and livelihoods per
risk category.
The data in the matrix will give us an idea on who and what to prioritize when a specific hazard
occurs, and the corresponding space and resources required.
Evacuation Site and Route Matrix

The Evacuation Site and Route Matrix is also based on the hazard map. It summarizes
how the process of evacuation is done by the individuals and families belonging to each of the
risk category. It also identifies issues and challenges that need to be addressed to facilitate
timely and proper evacuation.
Key Facilities Matrix

On the other hand, the Key Facilities Matrix seeks to identify key locations and structures
and if they are safe. These include buildings, services, equipment, vehicles, livelihoods, and other
key facilities in the community.
Venn Diagram
The Venn Diagram illustrates stakeholders and other organizations working in the community
(this is sometimes called stakeholder mapping). It also identifies the number and size of
organizations within and outside the community that could advance or hinder the DRRM
endeavors of the community.
Other participatory tools we can use:
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Transect Map
The transect map is a tool that helps us learn more details about the environmental, economic
and social resources in a community. A transect is a sort of one- dimensional map of a line
cut through a village. It depicts a cross-section of an area along which a number of issues are
recorded.
The purpose of atransect is to organize and refine spatial information and to summarize local
conditions in the area. The information is gathered from direct observation while walking a
straight line through the community.
Purpose:
For learning about the community’s natural resource base, land forms, and land use, location
and size of farms or homesteads, and location and availability of infrastructure and services,
and economic activities.
Process:
1. Review the resource and land-use maps to estimate the line of greatest diversity.
Discuss with the team which parts of the estate will be visited; these could be areas of
special interest.
2. Discuss the transect line or approximate route to be taken and the difficult aspects
to be noted (e.g. crops, trees and other vegetation, soil types, etc.). Assign tasks to
the team; for example: one is to take note of the crops and vegetation, and the others
are to take note of the soil types, and so on. Use local terms in identifying trees and
vegetation or in classifying soil types.
3. Start the exercise as early as possible. Walk through the agreed route and observe
the diverse conditions. Discuss your observations with the team, focusing particularly
on resource issues, like soil management, water availability, and other related issues,
so that you can arrive at a common knowledge.
4. Make a transect diagram on paper and note down the observations under the
corresponding sections. Be able to identify contrasts and changes as you move along.
Take your time and do not rush.
5. Be able to identify problems. Talking with the farmers along the way to get their
views is also helpful.
6. At the end of each transect exercise, the team is to make a transect diagram on
paper or on a blackboard. This is to promote further discussion. Allow the team to
identify possible solutions to problems discovered during the walk through.
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7. Add the identified problems and their possible solutions to the initial list of problems.
Seasonal Calendar
For learning about the seasonality of women's and men's labour, and seasonality of food and
water availability and income and expenditure patterns, and other seasonal issues of
importance to the community.
Purpose:
Seasonal Calendars are tools that help us to explore changes in different seasons. Calendars
can be used to study many things such as how much work people have at different times of
year or how their incomes change in different periods. It can also be used to show the
seasonality of other important aspects of livelihoods such as food and water availability.
Process:
1. Gather the participants and explain that you want to learn about what people do in
a year depending on what issues of interest or topic you want to get (rainfall pattern,
food availability, income sources and expenditures, labor pattern, etc.)
2. Let them draw a line all the way across the top of the paper. Explain that the line
represents a year -- and ask how people divide up the year, i.e. months, seasons, etc.
The scale to use is the one that makes the most sense to the participants.
3. Ask the participants to put stones under each month (or other division) of the
calendar to represent relative amounts of rainfall for example (where more stones
equal more rain).
Social Map
Village Social Maps are a tool that helps us to learn about the social structure of a community
and how differences among households are defined. It is particularly useful for learning about
local definitions of "poor" and "rich", and about population changes (birth rates, in-migration,
out-migration). Because this type of map shows all the household types in a community (by
wealth, ethnicity, caste, religion, etc.), and their locations, it helps to ensure that people from
all the different socio-economic groups are reached during the RA. It is also useful as an
introduction to discussing inequities, social problems, coping strategies and solutions.
Purpose:
For learning about the community's population, local poverty indicators, and number and
location of households by type (ethnicity, caste, female-headed, wealthy, poor, etc.)
Process:
1. Organize a focus group of participants who are most likely to know all of the
households in the community. Make sure that both women and men participate, or
organize separate focus groups if necessary.
2. As with the construction of the Village Resources Map, the Village Social Map is
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made on the ground using local materials (or drawn on flip chart paper).
3. Ask the participants to start by showing the location of all households.
4. Once all the households are shown, a group discussion follows on what constitutes
wealth and well-being until agreement is reached on the main criteria. These criteria
may include such things as type of house, number of livestock, cash remittances and
food supply, as well as access to education and health care. Let them decide.
5. Next, each household is assessed using these well-being criteria, for which symbols
are placed on the map. Pebbles, leaves or colors can be used. In this way, a visual map
of socio-economic differences is created with group consensus.
Problem Tree Analysis and Objectives Tree
Problem analysis is a set of techniques for analyzing the existing situations surrounding a given
problem situation. It is also identifying the major problems of the situation and visualizing the
relationships between cause and effect in a diagram which describes a present status of a
dynamic situation through the use of a problem tree.
Detailed process is discussed in the next session.
When analyzing the vulnerabilities and capacities of a community, the categories and factors
detailed in Table 3-1 must be considered.
Identify individuals affected and disaggregate data according to age, sex, socio-economic status,
and other (children, pregnant women, etc.)
Table 3-1: CATEGORIES AND FACTORS FOR CAPABILITIES AND

VULNERABILITIES
Category Factors
• Location (hazard-prone or safe)

• Design of building (construction materials)
• Economic activities (means of livelihood, productive and other skills, land, water, animals, capital,
Physical/ access and control over production)
• Infrastructure and services (roads, health facilities, schools, electricity, communications, transport,
Material housing, etc.)
• Human capital (mortality, diseases, nutritional status, population literacy, numeracy, poverty
levels)
• Environmental factors (forestation, soil quality, erosion, etc.)
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• Family structures (weak / strong)
• Legislation and administrative structures
• Decision-making structures
• Participation levels (by whom?)
Social/ • Division / conflicts (ethnic, class, caste, religion, ideology, political group, language group, structures
Organizational for mediating conflicts
• Degree of justice / injustice, equality, access to political process
• Community organizations (formal / informal, traditional or governmental)
• Relationship to government
• Isolation or connectedness
• Attitude towards change

• Sense of ability to affect their world, environment, get things done
• Initiative (or lack of)
• Faith, determination, “fighting spirit”
Motivational/
• Religious beliefs/Ideology/ Pride
Attitudinal • Fatalism, hopelessness, despondency, discouragement
• Dependent / independent (self-reliant)
• Consciousness, unity, solidarity, cooperation
• Orientation towards: past, present, future
What are our vulnerabilities and capacities?
Let us review Template 3-4 for the summary of the presentations you made. These are the
vulnerabilities you identified in the community. On the other hand, you also identified the
capacities that could help us address the vulnerabilities. Be sure to note and share the
vulnerabilities of children and other vulnerable/marginalized groups. Consider
also the potential capacities within the community pertaining to their concerns.
Later, we will need to further validate the number and locations of the vulnerable sectors and
high-risk areas by having volunteers per street or purok count the households and individuals.
The results could then be encoded in the Elements-at Risk Template. It is advisable to have
this template in Microsoft Excel format which automatically computes the figures for easier
updating. It is also important to maintain a master list of these identified individuals and
households. Moreover, the hazard, vulnerability, and capacity maps you made should be
regularly updated.
How can children be involved in CRA?
 Invite children to participate in the development of the hazard, vulnerability and

capacity mapping. Allow them to identify the risk areas and the elements at risk that
they see within the community and their respective homes.
 Have children represent their classmates by taking on leadership roles in school and in
the community, for example, as elected officers of the children/youth/student/CWD
groups, and invite these groups to participate in the CRA.
 School-based hazard, vulnerability and capacity maps developed by students should
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be part of the CRA.
SESSION 3-3: PARTICIPATORY DRRM PLANNING AND IMPLEMENTATION
Problem Tree Analysis and Objectives Tree

Problem tree analysis is a set of techniques for analyzing the existing situation surrounding a
given problem situation. It is also identifying the major problems of the situation and visualizing
the relationships between cause and effect in a diagram which describes a present status of a
dynamic situation through the use of a problem tree.
Process:
1. In conducting the problem tree analysis, you will need a set of meta-cards. The use
of meta-cards makes it is easy to post in any portion of board or in a manila paper.
The words in the card must be phrases, not in sentences. The words must be readable
from a distance.
2. Start with brainstorming or listing of all major problems existing within the
framework of the identified major problem. Each problem identified is written on a
card. The words should be specific and actionable.
3. Then identify a starter-problem or the core problem.
4. Identify the problems that cause the core problem and post it at the lower portion
of the board.
5. Identify the problems that are considered as effects of the core problem and post it
at the upper portion of the board.
6. In the process of analyzing each card, the only question to be asked is “Is this
problem a cause or an effect of the core problem?” Then a hierarchy of causes should
be established as well as a hierarchy of effects. This is now the problem tree. When
there are disagreements in determining the causes and effects, they should be resolved
through consensus. When there are disagreements in determining the causes and
effects, they should be resolved through consensus.
7. The Objective Tree: The problem tree will then be converted into an objectives
tree. To do this, the identified problem will then be translated into objectives. This,
however, does not show the actual goals which the project will pursue. It only
indicates potential objectives of the project.
8. Using a different set of cards, planners will now write objective statements in the
cards vis-à-vis the particular problem.
9. Through the exercise of formulating objectives out of the cause and effect problems
in the problem tree, a hierarchy of objectives will be drawn. This objective tree will
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guide planners in deciding what projects and programs will respond to the needs of
the community. With the identification of root causes of our vulnerabilities, we will be
able to formulate possible solutions to address them.
Tips/Reminders:
1. For structuring a problem tree, it has proved useful to differentiate the following levels:
 Highest levels: Problems relating to the living conditions, to goods availability, to
satisfaction of needs, to income, to environmental damages experienced.
 High levels: Constraints pertaining to activities, organizations, information.
 Low levels: Constraints pertaining to resource endowment such as capital, means of
production, labor force, qualification, land, market limitations.
 Lowest levels: Constraints related to frame conditions in the political institutional, the
economic and the ecological sense.
2. Formulate problems as precise and specific as possible.
3. A problem is the description of an existing negative condition, and not the absence of a pre-
conceived solution.
4. Avoid use of “lack” or “no” in stating problems; explain why there is a lack or why it doesn’t
exist; use 1 is to 1 rooting of the problems, avoid webbing as this complicates rather than
clearly identifying the causes.
5. Only existing problems, not possible, imagined or future are to be identified.
6. The importance of a problem has nothing to do with its position within the problem tree.
Here is a sample of a problem tree.
Point out the core/main problem and the causes (emphasize how the main causes, in turn, have
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underlying causes) which are like the ‘roots’ of the tree. Remind the participants that they will
only stop the analysis if they can no longer answer the question ‘why’.
Point out the ‘branches’ of the tree which are the effects of the main problem. Similarly, point
out the main effects and how each one branches out to sub-effects.
For example – If the problem is flooding – Ask why did the flood happen – because the heavy
rain over flowed the river banks, Ask why again. Why did it overflow the banks – because the
river was full of garbage. Ask why again. Why was it full of garbage – because everyone
throws their waste in the river, Why? - because there is no garbage disposal system, Why?
Because it is not seen as a priority, Why? Why? Why? ………….. When you can’t answer why
any more, then it can be considered a root cause of the problem. It is this problem that is
important to list.
The yearly DRRM plan should always be based on the [updated] CRA result. At a minimum it
should be updated on a yearly basis. When a new barangay captain is elected, s/he may
disregard the existing CBDRRM plan and formulate a new one. S/he must be reminded that
the DRRM plan must be based CRA results. Hence, formulating a new plan also entails going
through the process of reviewing and updating the CRA. Such would ensure the
appropriateness and necessity of the DRRM activities to be identified in the DRRM plan.
How do we ensure that our DRRM Plan is child-centered?
In developing our DRRM plan, let us consider the responsibility of local governments,
communities and other responsible persons to institute preventive and mitigation measures
(before a disaster takes place) and to provide timely and appropriate response to ensure
children’s safety, health and wellbeing (during actual disaster and afterwards). Measures must
be taken to avoid or at least minimize any interruption to their educational as well as social,
psychological, emotional and mental development.
DRRM plans should include activities to put in place systems to ensure that quality services
for children will be available during emergencies and disasters. These include (but not limited
to) the following:
• Provision of adequate food and nutrition
 Proper care and support in a loving family environment
 A system to ensure that families will be able to evacuate together
 A plan to reunite members in case of separation
• Housing
• Healthcare
• Clean water and sanitation
• Education in emergency
• Child friendly spaces
• Protection from all forms of abuse, neglect, exploitation and violence such as
physical abuse, corporal punishment or torture
Participation of children in the actual development of the DRRM plan. As we

have discussed in Module 2, children should be involved in the development of the
46
DRRM plan. We need to ensure that their voices will be heard. Organized
children’s/youth’s groups should be represented during the planning process. School-based
DRRM plans should be integrated in the overall community DRRM plan.
Some of the areas where children can participate in the development and
implementation of specific DRRM plans and strategies can include:
 Information, education and communication campaign on disaster risk reduction;
children can develop the materials themselves and take part in the actual dissemination,
especially among other children
 Invite them to community meetings and share their ideas, concerns, viewpoints and
suggestions with community leaders and members
 Engage them in disaster preparedness activities, such as evacuation drills, hazard and
risk identification and mapping, and contingency planning for schools and barangays;
 Have children represent their classmates by taking on leadership roles in school and in
the community, for example, as elected officers of student/youth/OSY/CSWD groups;
 Have children act as peer facilitators and peer support during literacy and play sessions
with younger children, forming and facilitating peer support groups among older
children for sharing experiences and feelings, and planning collective action;
 Have children contribute, to local newspapers, stories, artwork or pictures about

disaster preparedness activities they are undertaking in their school or community;
 Have children interview local residents about their experiences before, during and after
a disaster event, and expressing these concerns to community leaders; and
 Conduct community outreach campaigns about the dangers posed by hazards, safety
measures, and disaster preparedness and response activities.
 Ask the participants if they can think of any more areas where children can be involved.
SESSION 3-4: PARTICIPATORY MONITORING AND EVALUATION
Planning is the process of identifying courses of action to that will result to a desired state
or the achievement of goals. We did this earlier when we identified solutions, along with
strategies and steps to arrive at the solutions; and eventually towards our desired future state:
the reduction of disaster risks in our barangays.
Once the plan is formulated, it should be regularly monitored and evaluated.

Monitoring is the process of gathering information that will enable us to determine the
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progress of the implementation of a plan; and make timely corrective measures to ensure that
progress is maintained according to schedule.
On the other hand, evaluation is the process of collecting and analyzing information that will
enable the organization to determine what happened to a particular plan so that performance
can be enhanced. We ask ourselves “Did we achieve our objectives? Did we implement
the planned activities according to quality standards, and within the time frame
and budget allocated?”
How can we monitor or keep track of the strategies and steps to address our
vulnerabilities?
How do we determine what happened to our CBDRRM plan and recommend enhancements?
We could actually make use of monitoring and evaluation mechanisms provided in the Local
Government Code (LGC) RA 7160 of 1991.
One mechanism is the bi-annual barangay General Assembly (GA). The GA is a venue for
barangay officials to report their accomplishments and for citizens to validate the report, ask
questions, and give their feedback. We should make use of the GA to monitor and evaluate
the progress of our CBDRRM Plan.
If we don’t feel comfortable speaking in front of all the people during the GA, we can actually
make use of the drop box system. We could ask questions or give feedback by writing on
small sheets of paper and placing them on a drop box. The Barangay Council members then
are able to respond to the questions and feedback from the drop box.
The basic questions to ask during GA include:

• What are the solutions and corresponding indicators identified in the CBDRRM
Plan?
• Were the steps to arrive at the solutions done? If so, what is the proof?
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• What factors facilitated or hindered the accomplishment of the steps/indicators?
• What can we do to address the hindering factors?
How can we involve children in monitoring and evaluation of the DRRM Plan?
• Children can conduct interviews with other children and members of the
community to get their feedback on the DRR activities being conducted.
• Invite children to participate in the GAs and other meetings to discuss the progress
of the DRRM program.
• Have them participate in discussions regarding the results of the monitoring and
evaluation and how to enhance the implementation of the planned activities.
• Have them participate in discussions regarding the results of the monitoring and
evaluation and how to enhance the implementation of the planned activities.
In this module, we were able to:
 Conduct the key processes in Comprehensive CBDRRM:

 Formation and further strengthening of BDRRMC by identifying the
roles and responsibilities of the BDRRMC sub-committees and other
stakeholders;
 Community Risk Assessment by applying participatory tools to
determine the risks in the community; some of these tools are timeline,
hazard map, transect line, social map, Venn Diagram.
 Participatory DRRM Planning and Implementation by identifying
programs, projects and activities to address the risks identified; and
 Participatory monitoring and evaluation through the identification of
mechanisms to keep track of and asses the progress of the CBDRRM
Plan
 Identify ways to ensure children’s participation and protection of their rights.
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MODULE 4
Preparedness, Prevention and

Mitigation for each Hazard
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MODULE 4: PREPAREDNESS, PREVENTION AND MITIGATION FOR EACH
HAZARD
Objectives: At the end of the module, the participants must be able to:
1. Explain the definition and importance of prevention and mitigation, and preparedness
mechanisms;
2. Relate the National Warning Systems (NWS) to their disaster preparedness and prevention
and mitigation efforts;
3. Identify and develop appropriate community and family preparedness, prevention and
mitigation mechanisms; and
4. Ensure child protection and participation in these different mechanisms
Content:
1. Reviewing the definition and importance of prevention, mitigation and preparedness
2. National Warning Systems to help families and communities in disaster preparedness,
prevention, and mitigation
3. Community and family preparedness, prevention and mitigation mechanisms per hazard
4. Child protection and participation in the different mechanisms for prevention, mitigation
and preparedness
SESSION 4-1: REVIEW OF CONCEPTS
What is disaster preparedness?
Let us again review the meaning of Disaster Preparedness. Disaster Preparedness is “the
knowledge and capacities developed by governments, professional response and recovery
organizations, communities and individuals to effectively anticipate, respond to, and recover
from, the impacts of likely, imminent, or current hazard events or conditions.” (RA 10121,
201, Section 3)
Examples of preparedness activities include “contingency planning, stockpiling of equipment

and supplies, the development of arrangements for coordination, evacuation and public
information, and associated training and field exercises” (RA 10121, 2010, Section 3)
What is disaster prevention and mitigation?
 Prevention denotes activities that avert the occurrence of adverse effects of hazards
and related disasters. The objective is to completely avoid potential negative impacts
through action taken in advance. Examples include construction of dams or
embankments that eliminate flood risks, land-use regulations that do not permit any
settlement in high-risk zones, and seismic engineering designs that ensure the survival
and function of a critical building in any likely earthquake” (RA 10121, 2010, Section
3).
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 On the other hand, mitigation is “the lessening or limitation of the adverse impacts
of hazards and related disasters. Examples of mitigation measures include engineering
techniques and hazard-resistant construction as well as improved environmental
policies and public awareness” (RA 10121, 2010, Section 3)
 Prevention and mitigation mechanisms may be structural or non-structural.

Examples of structural mechanisms include construction of dams/embankments
and construction of hazard-resistant structures. On the other hand, examples of non-
structural endeavors are land use regulations and policies, community risk
assessment, development and implementation of early warning systems, etc.
 Preparedness and prevention and mitigation efforts are important to ensure that the
people in our community, especially the vulnerable sectors, are safe when hazards
occur. These measures are set in the medium and long-term with the objective of
reducing disaster risk.
How do we ensure that prevention and mitigation mechanisms, and preparedness

measures are child-centered?
 Include children among the target audience of DRR information campaign.

 Conduct regular inspection of schools, daycare centers, public playgrounds and other
facilities for children to ensure their safety and resilience.
 Formulate policies that safeguard children’s rights and ensure their participation in
DRR.
 Involve children in emergency drills.
 Ensure that early warning systems are known to children and easily understood by
them.
SESSION 4-2: NATIONAL EARLY WARNING SYSTEM
When implementing family and community preparedness, prevention and mitigation

mechanisms (e.g. Early Warning System, Early Evacuation System), the BDRRMC and
community members must be aware of the hazards that may hit our area at a given time.
Timely receipt and dissemination of hazard and disaster information is crucial to the safety and
survival of our community. There is an existing mechanism to communicate hazard and
disaster information, from the national government down to the community level, and back
up to the national level.’
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Let us look at the flow of information on hazards and disasters.
Figure 4.1: Hazard and Disaster Information Flow
Hazard and Disaster Information Flow
Figure 4-1 shows how information from the surveillance agencies is processed and transmitted
to the NDRRMC through advisories, situational reports, and official disaster reports. The
processed information from the NDRRMC Operations Center (OpCen) also contains
appropriate responses to be undertaken by the local DRRMCs.
 The NDRRMC OpCen processes warnings, alerts, advisories, and bulletins coming
from surveillance agencies such as the Philippine Institute of Volcanology and
Seismology (PHIVOLCS) for geological hazards; and Philippine Atmospheric,
Geophysical, Astronomical Services Administration (PAGASA) for hydro-
meteorological hazards. The OpCen then prepares a memo and submits report to the
NDRRMC Chairperson through the NDRRMC Executive Director.
 Simultaneously, it sends NDRRMC Advisory to the local DRRMCs through the
Regional DRRMCs/OCD Regional Centers. The local DRRMCs (provincial down to
the barangay) assess the situation in their respective areas and report back to the
OpCen through their respective RDRRMCs/OCDRCs.
 The OpCen then consolidates the reports from member agencies and regional centers
and subsequently prepares memo for the NDRRMC Chairperson, signed by NDRRMC
Executive Director. In a large-scale disaster situation, the NDRRMC Chairperson
submits a consolidated report to the President.
 The NDRRMC OpCen disseminates information, monitors conditions, and
coordinates with agencies, DRRMCs, and other stakeholders using telefax machines,
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SMS, 2-way radio, e-mail, website, and internet social networking sites (Facebook and
Twitter).
What are the warning systems for hazards in the country?
 Similarly, surveillance agencies at the national level have an advisory mechanism for
incoming hazards. We have the color-coded rainfall advisory used by PAGASA (PAG-
ASA, 2012). Is this used in our barangay as well?
 Figure 4-2 PAGASA Rainfall Advisories, Classification, and Measurement
- Information presented are the following: color-coded rainfall advisories and
classification, rain measurement, flood possibility, and response
- Information is presented in a textual and illustration form. Color-coding
facilitates understanding of the different rainfall and corresponding advisory levels
Figure 4-2: PAGASA rainfall advisories, classification, and measurement
The National Government, through the Department of Science and Technology (DOST), has
invested in state-of-the-art technology to better predict rainfall, measure its intensity, and
consequently anticipate the rise of flood waters. Through DOST’s Nationwide Operational
Assessment of Hazards Project (or Project NOAH), the landfall of typhoon and rain, along
with the possibility of flood, are predicted using multiple technology: (1) satellite, which detects
typhoon and rains five days before landfall; (2) radar, which detects it 24 hours before landfall;
(3) auto rain gauges, which predict flooding six to nine hours before it occurs; and (4) water
level sensors, which measure the possibility of flooding three to six hours before it happens.
The rainfall advisories in Figure 4.2 are based on Project NOAH technology,
PHIVOLCS Warning Mechanism for Volcanic Eruption
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 PHIVOLCS has a warning mechanism for volcanic eruption and tsunami. Is anyone
familiar with these mechanisms? These are shown in Figures 4-3 and 4-4 respectively.
Let us first review the warning system for volcanic eruption. The alert level scheme
has five alert levels, ranging from “normal” (no eruption is foreseen) to “life-
threatening” (hazardous eruption in progress).
Figure 4-3: PHILVOCS Warning mechanism for volcanic eruption
PHIVOLCS Warning Mechanism for Tsunami
For tsunami, the Asia-Pacific region has a system for tsunami warning. An alert level is relayed
to the countries affected when an earthquake occurs under the sea. If the Philippines is
affected, PHIVOLCS then relays the warning to the area affected. Figure 4-4 gives an overview
of our national tsunami warning system. The alert level is also color-coded. PHIVOLCS also
has an on-line earthquake advisory which you could refer to in cases of earthquake:
http://www.phivolcs.dost.gov.ph/html/update_SOEP D/EQLatest.html
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Figure 4-4: PHILVOCS warning mechanismfor tsunami
Albay Gulf Tsunami Monitoring System
Let us now review how the national tsunami warning system works at the local level. Figure
4-5 shows the Albay Gulf Tsunami Monitoring System. It reveals the technology used by
PHIVOLCS to determine if a tsunami would occur in the gulf. It then relays tsunami advisory
to the Albay Public Safety and Emergency Management Office (APSEMO). APSEMO then gives
the appropriate warning to affected coastal communities and ensures that the people follow
the advisory.
Figure 4-5: Albay gulf tsunami monitoring system
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Marikina’s Early Warning System
Marikina’s early warning system (EWS) is based on the water level gauge situated in the river
and the siren for the first alarm or alarm level 1 is sounded when the water level reached 15
meters.
Bulacan’s Community-based Flood Mitigation Management Program (Annex 4-1)
The Bulacan Provincial Disaster Risk Reduction and Management Council (PDRRMC) with
guidance from PAGASA, maintains a network of rainfall, river and flood stage observation
stations within the province as part of its flood disaster mitigation and management program.
The system monitors the following hydro-meteorological situations within the province:
 Hydro-meteorological forecast (observation of rainfalls and status of dams)
 Flood advisory and bulletin
 Status of rainfall and water levels
 Tide schedule updates
 Basic information
The project, Community Based Flood Mitigation Management Program of Bulacan was
implemented from November 2005 to February 2006, with the purpose of setting up an early
warning and monitoring system for the province. The project was conceptualized in response to
the flooding experienced due to past typhoons in 2004.
The intent of the program was to have a non-structural, community-based holistic approach
to flood disaster mitigation. The program encompasses hydrological monitoring, information
exchange and flood warning, and the disaster preparedness and response. The system is
composed of a network of rainfall and water level monitoring stations and flood markers
strategically located along critical points within the province and a local communication system
for data and information transfer between monitoring stations, the municipal/barangay disaster
action teams, and the operations center (provincial capitol and PRFFWC). It is operated by
trained volunteer personnel of the municipalityand barangays.
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It is composed of seven water level monitoring stations that have been set up along the Angat
River (will act as main back-up monitoring and warning points during excess water releases
from the reservoir of Angat and Ipo Dams). Three other river monitoring stations cover the
active tributaries within the provinces and one in a major channel of the Pampanga River. Four
rain gauges were installed at strategic points within the province particularly in the eastern
sections of the area close to the Sierra Madre mountain range. Some 12 flood markers were
placed in the flood-prone areas of Hagonoy and Calumpit municipalities to complement the
system.
SESSION 4-3: COMMUNITY AND FAMILY PREPAREDNESS, PREVENTION

AND MITIGATION MECHANISMS
SESSION 4-3.1: COMMUNITY EARLY WARNING SYSTEM
What information do the warning centers such as PAGASA and PHIVOLCS provide? They
alert us of an incoming hazard: where it will happen, when it will happen, and how strong the
hazard is. They provide the necessary information for affected families and communities to
prepare for the hazard and implement prevention and mitigation mechanisms.
Nonetheless, these warning centers do not tell us when to evacuate, how to evacuate, and
where to evacuate. Why? Because they recognize that the context in every locality is unique.
Hence, it is the responsibility of our LGU and local residents to develop early warning and
evacuation systems that are appropriate to our context.
Now that we’re familiar with the national hazard and disaster information protocol, as well as
the early warning mechanisms of surveillance agencies, let us complement such by reviewing
and enhancing our own community information and early warning system.
To help us visualize how EWS works, let us watch a video on how one area developed and
utilizes its EWS.
What is early warning?

 To review/develop our Early Warning System (EWS), we will need the map and
matrices we did earlier. Early warning is “information, advisory and warning to
individuals, groups or populations on (1) the existence of danger and (2) what can be
done to prevent, avoid, or minimize the danger “. EWS provides warning of an
approaching hazard to the residents and gives them enough time to take necessary
precaution and preparations before it hits the community.
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Indeed, a timely warning could save lives. So when it is possible, it should be done before a
hazard sets in so that residents and families will have sufficient time to prepare their belongings
and evacuate to safe areas. There are some hazards like earthquake, volcanoes and conflict
that may not provide any warning. For these hazards, EWS are developed by simulating the
disaster and conducting drills and activities that help to warn and train people and help them
to react in an appropriate manner.
How do we give warning?

 Early warning is effective when it is given on time and the warnings signals/symbols
used are understood by all the members of the community, especially the most
vulnerable sectors.
 How can we warn the residents in our community? There are several ways to warn
people: through a community meeting, early warning signal, poster, radio, megaphone,
house-to-house warning, and text messaging.
 The persons giving the warning should be credible. Otherwise, people might just ignore
them. Likewise, the needs and culture of the community should be considered when
devising an early warning system. At the same time, the warnings should be regularly
updated.
How do we ensure that the warning will reach people with special needs?
 Another very important factor to consider are the distinct and special needs of people-
with-disabilities (PWDs). Hence, physical (mobility and function), visual (sensory),
hearing and/or speech (sensory), intellectual and mental limitations must be considered
when designing our EWS.
“A PWD-inclusive EWS could include:
- Auditory signals or alarms (sirens, bells, drums, etc.)
- Visual signals (flags, posters written with large characters or at least 3-
centimeter letters for 3-meter viewing distance, pictures that are
colorcontrasted, etc.) with lighting during night time
- Clear and brief announcements
- Text messages
- Door-to-door notification for persons pre-identified in the CRA”
(Handicap International, 2011, p. 7)
 Children are another group that must be prioritized in the development of our EWS.
They should be included in the information dissemination and the codes and signals
must be simple enough for them to understand and act on.
What detailed preparations should each family do?

 Aside from the actions specified in the EWS, families should also take some
precautionary measures prior to the onset of the hazard. These may include:
> Securely anchor weak houses
> Store drinking water in containers
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> Turn off main electricity switch and gas valve, and lock house before
evacuating
> Prepare and don’t forget to bring “Go Bag” (survival and hygiene kit)
> Ensure that all family members know the meeting or pick up point for them
(PAGASA)
What is a “Go Bag”? What should it contain and why?

 Let me show you one and take out its contents to see if it contains the items you
mentioned. Indeed, each item has a purpose and each will keep us alive, clean, and
relatively well with means to communicate or escape when trapped.
“For PWDs, ask yourselves, how can I prepare for disasters?” and assess your needs. Your
needs could include important medicines or assistive devices if you have any, such as
wheelchairs, hearing aids, crutches and the like. Ask yourselves how you can continue meeting
these needs after a disaster.”
What should each family do to prepare for hydro-meteorological hazards?

In addition to the things that they should do for any hazard (listed above), families should also
do the following in case of heavy rains and flood:
> Move household belongings to upper levels
> Get livestock to higher ground
> Move to a safe area before access is cut off by flood waters (PAGASA, ---)
What should each family do to prepare for geological hazards?

In case of earthquake or tsunamis, families should ensure that:
> Family members are oriented on how to “DROP, COVER, and HOLD” when strong
shaking occurs.
> All members, children or adult, know where to go no matter where they are (open
space for earthquake and higher ground for tsunami)
> They have a mechanism to fetch and/or get in touch with children or PWDs.
Regardless of the disaster, the following measures should be undertaken by

families and households.
 Find out what could happen. Stay informed.
 Make a household disaster and emergency plan, considering everyone in your
household.
 Reduce structural, non-structural and environmental risks in and around your home.
 Learn response skills and practice your plan.
 Prepare response provisions to survive for about a week. Prepare evacuation bags.
 Work together with your workplace, schools, neighbors and local community to assess
your risks, plan to reduce them, and prepare to respond.
Make a Family DRR plan
If possible you should show an example of a good family DRR plan
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 Include all household and extended family members in your planning process.
 Meet with household and family members to discuss your vulnerabilities and plan for
the specific risks you face.
 Determine what actions are needed to reduce risks and identify what resources and
help you will need.
> Plan the steps you will take to protect yourselves, to communicate, reunite
and recover.
> Make a plan to reunite.
- Agree on safe meeting places inside the house, outside the house and
outside the neighborhood.
- Pre-authorize emergency contacts for school and childcare pick-ups.
- Decide on primary and back-up out-of-area contacts to act as an
information centre for your household or family.
 Decide who will do what, when and how it will get it done.
 Practice and update your plan regularly, to reduce your risks and to prepare for those
you cannot eliminate.
SESSION 4-3.2: EVACUATION PLAN
Another mechanism for Disaster Prevention and Mitigation is the Evacuation Plan. The
representatives of our barangays and municipality already designed an evacuation plan during
our training on CRA through Templates 3-2 (Evacuation Site Matrix and Evacua-tion Route
Matrix). Let us go back to these matrices and validate their output.
What is the state of our evacuation centers?

Let us first review the evacuation site matrices. The safety of community people should be the
utmost concern when organizing an evacuation. Let us assess each of the evacu-ation
center/site you identified.
 Is it safe? In a worst case scenario (e.g. Yolanda or Ondoy), is it still safe?
 Is water available?
 Is it accessible?
 Does it have sufficient space (people, animals, communal services, etc)? Can it
accommodate the number of people in need of evacuation during worst-case
scenarios?
 Are there sufficient toilets?
 Is there a place for cooking?
 Is there space for children to study and play?
 Is there space for nursing mothers?
 Is it accessible to PWDs and elderly (e.g. ramps)?
 Are there issues concerning land or property rights?
(DILG-5, 2006, pp. 148-149)
If the evacuation areas do not fit the criteria mentioned, what are our options? We can
consider identifying privately owned establishments and residences for evacuation or plan to
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develop more centers and sites to accommodate all evacuees. The latter is a long-term option
which might need external assistance and financial support.
How effective is our evacuation plan per hazard?

Let us now look into our Evacuation Route Matrix (Template 3-2).
 Is the route we identified per area/street the safest? Is it the shortest?
 Are there alternative routes?
 Is transportation necessary to go to the evacuation site? How many vehicles are
needed? Can we identify the vehicles we could use for such?
 Are there pick-up points or assembly points?
 How will animals be brought to evacuation sites?
Earlier, we discussed the roles of sub-committees of the BDRRMC. The evacuation committee
is in-charge of finalizing the evacuation matrices and making sure that evacu-ation sites and
routes fit our criteria. Moreover, it is also the sub-committee’s role to identify and prepare
logistical needs for evacuation and network, coordinate and generate re-source for the purpose of
evacuation.
Let us refine our Evacuation Plan based on the results of the review.
SESSION 4-3.3: PUBLIC AWARENESS
Once the EWS and Evacuation Plans are designed and finalized, the necessary information
should be disseminated to all community members. Hence, we need to identify public
awareness interventions to orient community members on how to prepare for and re-spond
to disaster situations.
What is public awareness?
PUBLIC AWARENESS in the context of DRM is the “process by which vulnerable populations
understand the nature of hazards and their potential for causing disasters and what actions
could be done when preparing and responding to potential disasters. It is a systematic
dissemination of information about potential hazards and threats and what people can do
about them in order to encourage people to protect their lives and property”
(CDP, --)
Public awareness on hazards that may affect the community should be done long before any
of these hazards occur and should be as simple as possible.
It is good to use tri-media instruments (print, radio, and television) for awareness raising
endeavors. Through the use of tri-media, both the knowledge of adults and children is
enhanced. However, not all communities and community members have access to trimedia.
Hence, let us design our own public awareness measures by going back to our workshop
groups and do Exercise 4-3 Development of Public Awareness System per Hazard.
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 Other public awareness measures include community meetings, plays, posters, leaflets,
comics, radio program, TV features, photo exhibit, forum, and training activities.
(DILG-5, p.150)
 It is important to include emergency phone numbers in public awareness measures so
that the people would know who to all or turn to when disasters occur.
 For our community’s EWS, we could print the EWS in large tarpaulins and display such
in public and conspicuous places such as church, schools, market, plaza, etc. Printed
materials on the EWS (leaflets, brochures, etc.) could also be distributed in these areas.
How do we ensure that children are reached with these public awareness
strategies?
 Consider the appropriateness and appeal of the materials and approaches to the
different age groups. Use of various colors, mascots and illustrations would capture
their interest. Clear, direct messages using simple words would facilitate
comprehension and retention.
 How can children participate in these activities? Children can develop the
materials and facilitate the approaches for information dissemination that they see are
appropriate for children like them. The school is a good venue for this. The children’s
DRR groups are also important channels for the public awareness activities.
SESSION 4-3.4: STRUCTURAL AND NON-STRUCTURAL PREVENTION AND

MITIGATION MECHANISMS
What are the community structural prevention and mitigation measures we can
do?
Structural prevention and mitigation measures often require time and resources.
 For flooding, for instance, the construction of gabion box to prevent riverbank erosion,
establishment of dikes/ embankments/ floodwalls and retrofitting reinforcing of public
facilities could be done.
 Some examples of structural measures for tsunami are sea / tsunami wall, floodgates
and channel, installation of tsunami sensors and Deep-ocean Assessment and Reporting
System (DARTS).
 For volcanic eruption, construction of walls and channels to avert lava flow and
establishment of observation post are important structural mitigation measures.
 Regular inspection of public facilities such as schools, day care centers, markets, etc.
would facilitate early identification of potential risks.
Among the structural measures that can be implemented to reduce the risks of landslide
include:
 Building sturdy retaining walls along roads near mountain slopes;
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 Use of nets to prevent rock from falling; strengthening of slopes through the use of
wire mesh, rock bolt (a long anchor bolt, for stabilizing rock excavations, which may
be used in tunnels or rock cuts; can also be used to prevent rockfall), or gabion box (a
cage, cylinder, or box filled with rocks, concrete, or sometimes sand and soil used to
stabilize shorelines, stream banks or slopes against erosion);
 Construction of canals along slopes to serve as additional waterways, which can also
be done at the household level (i.e. management of household water waste).
Some possible structural measures to reduce the risk of liquefaction are:

 Avoid construction on liquefaction susceptible soil. There are various criteria to
determine the liquefaction susceptibility of soil. Characterizing the soil at a particular
building site helps determine whether it is safe and appropriate to pursue construction
at the said site.
 Build liquefaction resistant structures. If it is necessary to construct on liquefaction
susceptible soil because of space restrictions, favorable location, or other reasons, it
may be possible to make the structure liquefaction resistant by designing the
foundation elements to resist the effects of liquefaction. The use of stone columns has
been shown to have positive effect in preventing soil liquefaction during an earthquake
with these columns acting as vertical drains that reduce excess pore pressure that lead
to liquefaction.
 Improving the strength, density and drainage characteristics of the soil reduces its
susceptibility to liquefaction.
What are the household structural prevention and mitigation measures we can
do?
 Examine the type and design of our house to see if it is stable enough to withstand the
effects of flood current, coastal surge, strong wind, or earthquake.
 Reinforce our roof to prevent damage caused by ashfall during volcanic eruption.
 If house is yet to be constructed in a flood prone area, elevate the flooring. If house is
already standing on a flood- prone area, check if there is a safe place within the house
where to evacuate; and consult structural experts (i.e. civil engineers) on how it can
be retrofitted.
What are the household non-structural prevention and mitigation measures we

can do?
 Waste segregation is one way to ensure proper waste management. Doing this at the
household level helps minimize the clogging of drainage and waterways which result in
flooding.
 Recycling also contributes to the reduction of production of greenhouse gases.
 Reducing electrical consumption and use of fuel (use of vehicles, etc.) also contributes
to the reduction of greenhouse gases. This way, our households minimize global
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warming, which in turn would also minimize the impact of climate change (such as
extreme weather events).
 Keeping ourselves and our family members well-informed about DRR concerns and
how to act in times of emergency will lessen the risks and negative impacts of hazards.
 Involve children in these household prevention and mitigation measures to instill a high
level of alertness and vigilance at all times.
What are the community non-structural prevention and mitigation measures we

can do?
Now let us identify the non-structural mitigation measures we can adopt.
 For community multi-hazard mitigation, we may consider watershed management,
mangrove reforestation, legislation and land use regulation, and waste management.
The implementation of such measures helps maintain a sound ecological environment.
When forest areas are conserved and trees abound in the mountains, excessive
amount of rainfall is absorbed and the occurrence of flood in low-lying areas may be
avoided. At the same time, water could be stored to prepare for drought.
 For slopes and landslide-prone areas, the planting of vetiver grass is an effective means
of soil stabilization and prevention of erosion. Setting up of “coco net” (a mesh made
of young coconut fiber) along slopes could also help control soil erosion.
 The planting of trees/mangroves along riverbanks and shorelines could also prevent
erosion and rapid rise of water.
 On the other hand, the enforcement of land use policies encourages proper and strict
utilization of land resources. Physical structures (houses and establishments) are
constructed on appropriate land/ soil type; land areas for agricultural activities are
determined appropriately; obstruction of waterways (i.e. drainage and canals), which
may lead to flooding, is also prevented.
 Concurrently, waste management encourages the community people to recycle and
do proper waste segregation. This practice helps prevent clogging of drainage and
canals and pollution.
 Implement clean-up drives in schools, public facilities and around the community.
 Conduct disaster awareness campaign among public and private employees. The
foregoing measures should be done with community education and strict observance
of environmental laws and policies. These measures are doable with minimal fund
requirements.
Note: Although we have identified tips on flood resistant housing, it is still important for the
community to be updated with warnings and instructions coming from relevant authorities.
TIP: The susceptibility of your barangay to landslide can now be known. For information on
landslide susceptibility maps, contact the Mines and Geosciences Bureau (MGB) or the
concerned MGB Regional Office in your area.
In this module, we were able to:
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 Explain the definition and importance of prevention and mitigation, and preparedness
mechanisms;
 Relate the National Warning Systems to our disaster preparedness and prevention and
mitigation efforts; and
 Identify and develop appropriate community and family preparedness, prevention and
mitigation mechanisms; these include
- the development of a community early warning system
- the refinement of our evacuation plan
- the development of a public awareness campaign
- structural and non-structural mitigation and prevention measures
 Identify ways to ensure child protection and participation in these different
mechanisms.
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MODULE 5
CBDRRM mechanisms during and after a disaster &
Disaster Response Mechanisms and Preparations for
Rehabilitation and Recovery
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MODULE 5: WHAT ARE THE NECESSARY CBDRRM MECHANISMS DURING
AND AFTER A DISASTER?
Disaster Response Mechanisms and Preparations for Rehabilitation and Recovery
Objectives:
1. Identify and conduct the necessary community, family and individual actions when
implementing the community’s early warning system and evacuation plan;
2. Identify and explain the roles and responsibilities of the BDRRMC, committee members and
the community during disaster response
3. Explain the importance of and key steps in evacuation camp management;
4. Enumerate and explain the processes involved in relief delivery operations;
5. Identify the steps to take when managing the dead and the missing;
6. Explain the importance of psychosocial work after a disaster;
7. Describe what should be done by individuals or families in response to specific hazards or
disasters;
8. Identify the activities to be done to prepare for rehabilitation and recovery, and
9. Ensure child protection and participation in all phases of DRRM
Content:
1. Disaster response
2. Key roles and responsibilities during disaster response
3. Evacuation camp/center management
4. Relief delivery operations
5. Family and individual response to specific disasters
6. Management of the dead and the missing
7. Psychosocial support
8. Preparing for the rehabilitation and recovery
SESSION 5-1: DISASTER RESPONSE
Disaster Response is the “provision of emergency services and public assistance during or
immediately after a disaster in order to save lives, reduce health impacts, ensure public safety,
and meet the basic subsistence needs of people affected” (RA 10121, p6). Such mechanisms
are implemented during or immediately after a disaster event. Emergency response measures
include search and rescue operations, evacuation center management, relief operations, and
damage needs and capacities assessment.
SESSION 5-2: KEY ROLES DURING DISASTER RESPONSE
When the Municipal DRRMC informs us of an incoming hazard, the BDRRMC should be
automatically activated. Upon activation, the committees should perform their assigned tasks/
responsibilities accordingly.
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• Did we see this during the role-playing? Did the Barangay Captain convene the
BDRRMC?
• How did the disaster response sub-committees perform?
• Who was monitoring and giving warning? In the structure we prepared, who should
be doing this?
- Let us again review their tasks. What are these assigned tasks and
responsibilities? What should they do when there is an incoming hazard?
• What did the Information and Communication do during our group exercise?
• How about the Evacuation Management Committee? Did they check the
evacuation sites and routes?
- Did they support actual evacuation? Did they prioritize the vulnerable
sectors?
- Were they able to evacuate those who refused to do so?
- Did they provide appropriate first aid treatment to those in need?
- Were they the last people out?
• How about the Transportation Committee? Were there transportation
arrangements for evacuation?
• How about the families? Did the members know what to do?
- How did they behave?
- Did anyone bring their “Go Bag”? Remember, families should also assign
roles and responsibilities to members.
• What are the benefits of having simulations and drills?
The exercise shows that we need to always review, update and clarify the roles and
responsibilities of the BDRRMC and committees to ensure that everybody knows their role
when an emergency or disaster situation happens. The community residents (households and
families) should likewise be reminded of their responsibilities. Simulations and drills could help
barangay officials, volunteers, and residents remember these tasks and responsibilities.
Hence, simulations and drills should be done on a regular basis. Such will help ensure that
everyone knows what to do should a disaster or emergency occurs. We should always strive
for perfection because it could save lives.
SESSION 5-3 EVACUATION CAMP/CENTER MANAGEMENT
General Guidelines on Evacuation Camp/Center Management

1. The safety and wellbeing of the affected population including their livestock and domestic
animals by natural or human induced disaster is the primary concern of the State.
Whenever necessary, the families and communities residing in hazard prone areas shall
be evacuated to safe location when their lives are at risk of impending danger or
prevailing hazard occurs.
2. Gender sensitivity is paramount and will be observed/practiced in all evacuation

centers including separate facilities for male and for females.
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3. The management of an evacuation center is the primary responsibility of the affected
local government unit or by local government units hosting the displaced families
ensuring that these centers are managed and operated following the standards
set in this policy. The national government shall provide augmentation support
including management of evacuation centers, additional shelters, etc. in the event that
the number of displaced families exceeds the capacity of the LGU to accommodate.
4. All schools, sports arenas/basketball courts, stadium, multi-purpose halls, churches

other open spaces can be identified and used as sites for setting up evacuation
centers. It is important to note that schools should be considered a last place of
evacuation and if used should be short term. Students must return to study in schools
as early as possible.
5. Alternative temporary shelters shall be established or explored for the evacuees or

displaced population. In the event the evacuees are already housed in schools, they
shall be transferred to alternative shelters such as tents, bunkhouses and other
temporary shelters as early as possible.
6. All evacuation centers shall provide basic needs of evacuees such as but not limited to:
Healthy, safe and nutritious food, safe water, toilets, clothing, blankets, plastic sheets,
health care and other services needed to ensure safe and healthy environment in the
evacuation center.
7. Schools shall not be the primary choice and option for evacuation centers. However,
in the event that schools need to be utilized, the LGU, with support from national
government agencies shall establish transitional shelters to house the evacuees for an
extended period of time. Use of schools should be up to 3 days for short-term
displacement while medium and long term displacement is up to 15 days or
until such time that the respective LGUs are able to establish the alternative
transitional sites.
8. Documentation of the individuals and families inside the evacuation center shall be
observed at all stages of its operation following standard set for reporting and
recording of evacuees.
9. Where possible, evacuation facilities/spaces/areas shall be provided for livestock and

other domestic animals of evacuees ensuring their safety and provided with their
basic needs such as but not limited to food, water, etc.
10. Isolation and quarantine facilities, protocol and procedure shall be provided to handle
highly communicable diseases.
11. Safe, clean and healthy environment in evacuation centers shall be strictly observed.
12. Essential facilities such as but not limited to the following: Medical station/ clinic, hand
washing and laundry, waste disposal area, kitchen and cooking, breast feeding rooms,
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conjugal room, livestock and domestic animal pen/coral shall be available in evacuation
centers/camps based on standards.
Evacuation Center Management Plan
 Immediately upon the issuance of these guidelines, all local government units shall
develop an evacuation center management plan that will include the following:
 List of Evacuation centers with contact numbers of camp management team.
 List of activities to be undertaken within the duration of the evacuees’ stay inside the
evacuation center.
 Responsible persons/partner agencies and their contact numbers involved in the
management of EC.
 Resources Needed
 Expected output per activity
Evacuation Center Management Kit

The kits are intended for use of Camp Management teams. This shall be composed of but not
limited to: LGU Camp Management Plans and Manuals of operation, Registration Forms,
DAFAC, DTM Forms, Logbook, Pens, Mobile phone, Directory of Contact persons and
agencies/offices vital to camp management.
Basic Facilities and Standards

1. Shelter and Accommodation
• The Local government units shall ensure that adequate shelter is provided
to the evacuees. The LGU should consider whether the housing of the
displaced families will be for a short-term or long-term period.
• Check for connection on electricity and water.
2. Camp Management desk or office
• An office or desk will be set-up in each evacuation center.
• The office/desk will be properly marked and should be visible to all.
3. Toilets and Bathing Areas
• Toilets must be well-lighted, can be locked from the inside, with adequate
ventilation.
• The most appropriate design is dependent on the space constraints, soil
geology, available water, commitment to maintenance, local sanitation
practices and resources available.
While determining the numbers to be installed, the EC management Team and

concerned agency should observe to see if open defecation is occurring, check to see
that existing facilities are functional and being used, and if there are queues forming as
people wait to use the facilities. Often people only use EC’s as a place to sleep and
return home during the day using their own facilities. Based on these observations
numbers should be increased until the key indicator is met, however, if people are
using the toilets and there is no sign of open defecation of long queues then there may
be sufficient facilities.
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The following standards should be ensured:
 Short-term displacement: 1 per 50 persons
 Long-term displacement: 1 per 20 persons
 Separate toilet for men and women
 For communal latrines, due consideration should be given to children,
on appropriateness in terms of design, size
 Must have garbage bins available, especially for latrines assigned to
women and men.
 Toilets must be kept cleaned and maintained for all intended users.
 Hand washing facilities preferably with soap must be available adjacent
to toilet facilities.
 DOH/COH approval for use of WS Pit Latrines in lieu of full septic pit
will be site specific. A site inspection by DOH/COH will be conducted
to consider existing ground water depth and usage, soil type and
planned design life.
 Women to male toilets should be built at approximately 4 Female toilets
to every 3 Male toilets.
 1 in 10 toilets should be disabled accessible, with a minimum of 1 toilet
per site.
4. Child- Friendly Spaces (CFS)
 One (1) CFS for every 100 families (estimated to serve at least 280 children below
18 years old)
 CFS should be located near a clean toilet for boys and girls.
 There should be sufficient space for the children’s activities, including play. For the
temporary learning space (TLS), at least two (2) 42 square meters floor area spaces
for learning activities cum psychosocial care. They can be equipped as follows but
not limited to chairs and tables, moving blackboards, and provision of learning
materials such as story books, modular instructional materials for alternative
education and recreational materials for psychosocial sessions.
5. Storage area
 A safe place where relief goods (food and non-food) can be stored free from
rodent/insects.
6. Laundry Spaces
Designated areas for laundry shall be made available in ECs.
 1 hand basin per 10 persons
 1 wash bench (4-5m) per 100 persons
 2 laundry platform (3m double sided) per 100 person
7. Water Spaces
 15 litres of water per person/day.
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 500 meters between individual shelters and water supply.
 250 persons per functioning water tap.
8. Health
 There should be a health station/clinic and a breastfeeding room.
 All medical stations/clinic shall have available basic drugs, medicines, medical
supplies and equipment for use during disaster in the evacuation center.
 All medical station/clinics shall ensure availability of services 24/7 in evacuation
center for emergency cases.
 All medical mission shall be coordinated through within 500 meters of a public
health facility and should be provided by that health facility.
 Health Services for population in ECs located within 500 meters of a public health
facility should be provided by the health facility.
 Health Services for ECs located more than 500 meters of a public health facility
can be provided with health station operated by health staff 8 hours on a daily basis
for the first 2 weeks of the emergency.
 The breastfeeding room/centers should be easily accessible providing privacy,
security and supportive care namely; helpful maternity services; continuing
assistance and social supports; and appropriate health services.
9. Couple Room
 Designated a private room located at the end part of the EC to accommodate
legally married evacuee-couples (present marriage certificate or proof of legal
marriage) for a period of time (at least 2-3 hours) to spend moment of togetherness
and romance with privacy. Couples must pay a minimum fee for the hours spent in
the private room (maximum 3 hrs). Collected fees will be part of donations to the
EC. However, should the evacuation center be located at a school site, the
designation of couple room is deemed inappropriate and shall not be allowed within
school premises.
10. Provision for management of livestock and domestic animals owned by evacuees
 Space for livestock and other domestic animals of evacuees shall be identified and
provided in all evacuation center or if possible a separate evacuation facility for the
animals shall be established.
 Food and facilities for these animals shall also be provided during the disaster until
such time when they are able to return to their owners’ residences.
 The evacuation center management officers and staff, with the assistance of the
Department of Agriculture, animal’s rights groups and other stakeholders, shall
ensure the care and safety of these animals.
.
Basic Services
1. Food
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 A food pack for a family of 5-6 members shall contain goods that are not highly
perishable, culture sensitive and appropriate for the family members. Aside from the
food pack, clothing shall also be included in the family pack.
 Immediate provision of mass feeding of RTEF (ready-to-eat-food) during the first 3
days of disaster operation-emergency phase.
 Set up community kitchen as necessary.
 Priority consideration to the provision of food to people with
special needs, i.e. breastmilk for infants.
 Family Food Pack
• Should conform to the Required Dietary Allowance (RDA)
of an individual which is 2,100/kcal/adult/day and
1,700kcal/child per day, micronutrient vitamin A for 12 years
old and above 200,000 IU, and for children below 12 years
old—100,000 IU.
• Some of the required foods are as follow: 3 kilos of rice, 9
canned goods (sardines/canned meat), 6 noodle packs, 6
pcs 3-in-1 coffee or nutritional alternative i.e. bread
• Recommended composition of family food packs depends on
the availability of food commodities in the disaster affected
areas.
• Milk or milk powder should not be used in any distribution.
2. Nutrition
 Screening of MUAC (mid-upper arm circumference) should be done
 Food inspection and monitoring of violators of the Milk Code
 Provision of inpatient referral and outpatient feeding of severely acute malnourished
and MAM (moderately acute malnourished) children (high-risk group)
Designation of breastfeeding area/corner

o Milk Code- “a law that ensures safe and adequate nutrition for infants
through the promotion of breastfeeding and the regulation of promotion,
distribution, selling, advertising, product public relations, and information
services artificial milk formulas and other covered products.”
(http://www.milkcodephilippines.org/)
o Infant feeding in emergency (IFE) counseling
o Provision of access to breastmilk (milk banks and wet nurses). Milk powder
or formulas should not be used.
o Complementary feeding with MNP (micronutrient powder) for children 6-
23 months
o Vitamin A supplementation
o Inclusion of fortified foods in family packs
o Zinc supplementation for all diarrheal cases
3. Protection
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 Establish coordination of intersectoral network for provision of mental health and
psychosocial support by professional counselors.
 Management of ECs must be based on the principles of respect and protection of
human rights.
 ECs must be provided with adequate safety and security measures for all IDPs
(internally displaced people) by mobilizing local law enforcement officers (Barangay
Tanods/policemen or women) to maintain peace and order, and to respond to any
threat to life and/or crime incidents in the ECs that affect men, women, boys and girls.
 Internally Displaced Persons (IDPs), especially children, should be protected from

exploitation and/or recruitment by military or armed groups
 The EC must be properly lighted especially at night, not crowded, and with proper
ventilation
 Provision of adequate dividers per family to facilitate privacy
 Assistance in the retrieval/re-issuance of legal documents such as passports, marriage
certificates, birth certificates, school records, IDs, land titles, etc.
 Child Protection:
 Promote psychosocial support (PSS) through community-based
initiatives and mobilization of local child protection structures like
the BCPCs, community-based child protection networks
(CBCPN) at purok or sitio level and with active participation from
children/youth groups
 Promote the principle ‘Do no harm’ to children and facilitate a
protective environment for the prevention of physical abuse, sexual
exploitation, child labor, child trafficking and other child protection
cases. ‘Do No harm’ is also about ensuring the quality of the
information being provided, ensuring that trainers and
caregivers know how to treat children with respect, and dignity.
 Gender-based violence
 Ensure availability of disaggregated data of pregnant and lactating
mothers including women/men victims of GBV (gender-based
violence), indicating their age, sex, and any disability (PWDs) or
special concerns needing appropriate professional intervention.
 Setting up of Women Friendly Space as venue for providing psychosocial
support for both women and men
 Promote breastfeeding, provision of RH services, counseling sessions,
and appropriate response and referral on gender-based violence
affecting both male and female.
SESSION 5-4 RELIEF DELIVERY OPERATIONS
Relief delivery is an emergency response which aims to ensure the immediate survival of the
threatened population. Relief delivery covers the provision of:
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 Emergency health services (First aid, managing mass casualties, managing severe
nutritional deficiency, sanitation, water supply, personal hygiene, control of
communicable diseases)
 Provision of food and non-food items
 Temporary shelter
 Emergency repair of critical facilities
 Psychosocial support
Our barangay should preposition relief items based on the results of our CRA and warning
from higher LGUs and surveillance agencies. The CRA already provides us with the potential
number of evacuees and possible extent of damages. These prepositioned goods must be
distributed first as this will provide time for additional stocks to be supplied when possible by
other supporting LGUs (city/municipal and provincial governments), and responding
government agencies (e.g. DSWD, DOH, DA, etc.), and NGOs.
Our barangay, through the BDRRMC should establish a reporting system that makes an
updated list of available inventory at our disposal. When stocks become low or completely
diminished, then we need to submit a new request to the city/municipal government for
augmentation of additional resources.
The average family food pack provided by the Department of Social Welfare and Development
to the victims of Typhoon Yolanda contained 6 kg of rice, 8 sachets of coffee, 8 packs of instant
noodles, and 6 canned goods (3 sardines, and 3 corned beef). It is meant to last a family of five
two to three days. (Source: http://www.gov.ph/2013/11/12/average-contents-of-a-dswd-family-
food-pack)
Blankets, mosquito nets, mats, tarpaulins, water basin, and dipper were among the contents
of the International Organization for Migration's (IOM) non-food item (NFI) relief packages
for Typhoon Yolanda victims. IOM also distributed shelter kits (hammers, other tools,
equipment for roofing, fixing, and framing), cooking kits (cooking pots, frying pans, and a set
of dining ware for five people), sanitation kits (bleach, pails, brooms, and other implements),
and hygiene kits (sanitary pads, towels, and diapers for adults and children). (Source:
http://www.gmanetwork.com/news/story/336189/news/special reports/infographic-what-goes-into-a-
yol anda-relief-package-part-2)
Right after a disaster a needs assessment is usually done to identify damage impact, who has
been most impacted, and what relief is required and where.
A rapid needs assessment is also done to provide us with other basic information and to
make sure our assistance is appropriate. The following steps should be followed immediately
after a disaster has occurred.
a. Rapid Damage and Needs Assessment (DANA). Immediately after a hazard or disaster, the
BDRRMC or community DRRM groups must conduct a Damage and Needs Assessment
(DANA) of the affected population and areas. DANA “involves a participatory analysis of the
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disaster event, of the damages it caused, of the immediate needs and priorities of the affected
community, and of the remaining capacities people use to cope with the adverse effect”
(Heijmans & Victoria, 2001, p. 34).
A DANA will provide information on the relief needs of the people, priority groups or areas
for relief distribution, critical facilities and infrastructures to be repaired or reinforced, and
other hazards that may result from the disaster. With such data, the BDRRMC will have an
objective basis for planning and prioritizing immediate actions (planning), and seeking external
assistance for the needs that it cannot provide (resource generation). Take note when
conducting a DANA we should use the information we have already collected during our CRA
process.
b. Planning. Once the damages, needs, and capacities have been identified, the BDRRMC could
then determine the materials and resources needed by the barangay, how these can be
procured and sources, and the institutions and agencies that they could seek assistance from.
At the same time, the capacities identified could be used to mobilize people to could show
them the plan and jointly determine with them the relief undertakings they could do.
c. Resource Generation. This step entails the proactive solicitation of resources identified in the
plan. The BDRRMC could write solicitation letters and project proposals, approach businesses,
and seek augmentation from local and national government and non-government agencies. We
could show them the results of the DANA, along with the plan, so that they would know the
basis for the assistance we’re soliciting.
d. Purchasing. When sufficient funds have been availed, we can now purchase the goods or
materials that we need.
e. Warehousing. There must be a place large and secure enough to place and repack the goods
and materials procured.
f. Repacking. Volunteers could then be mobilized to repack the goods.
g. Distribution. Once repacked, we could distribute the relief items to those in need. Ensure
that the distribution is properly documented and all intended recipients receive their relief
packs.
h. Reporting. Upon distribution of the relief packs, reporting should ensue. The BDRRMC could
prepare the financial and narrative reports and submit such to the donors and agencies that
provided support. The reports should also be posted in conspicuous areas in the community
so that the residents are aware of how the resources solicited were used
In every step of the process, we must always remember that relief assistance must be timely,
appropriate, and adequate.
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SESSION 5-5 FAMILY/ INDIVIDUAL RESPONSE TO OTHER HAZARDS
What else could we do during and after a hydro- meteorological hazard?

Flooding. If there is flooding, we must do the following when caught outdoors:
 Do not attempt to cross rivers of flowing streams where water is above the knee;
 Beware of water covered roads and bridges;
 Do not go swimming or boating in swollen rivers;
 Eat only well-cooked food, protect leftovers against contamination; and drink clean
or preferably boiled water only. (DOST, no date)
Immediately after:
 Re-enter the dwellings with caution using flashlight, lanterns or torches;

Flammables may be inside.
 Be alert for fire hazards like broken electric wires;
 Report broken utility lines (electricity, water, gas, telephone) to appropriate
agencies;
 Do not turn on main switch or use appliances and other equipment until they have
been checked by a competent electrician;
 Consult health authorities for immunization requirements; and
 Do not go “sight-seeing” in disaster areas. Your presence might hamper rescue and
other emergency operations (DOST, no date)
Storm Surge. PAGASA includes storm surge warnings in its weather bulletins.
When living near the sea, individuals and families must do the following when
there is such a warning:
 Stay away from within 500 meters from the coast when a storm or typhoon is
approaching
 Evacuate to higher ground even before the waves swell (ensure that evacuation
area will not be reached by the surge);
 Move boats to higher ground as well.
 Wait until the local authorities advise you that it is safe to go back to your houses.
What should we do during and after a geological hazard?

Volcanic Eruption. In the event of volcanic eruption, what should be the response of families?
They should:
 Stay alert and awake. Follow the instructions that go with the warning. If there is a
directive to evacuate, do so immediately;
 Scrape off ashes to prevent heavy loading of the house roofs. (Department of
Education, 2008, p. 38)
When doing so, the following precautionary measures should be observed;

 Wear long-sleeved shirts and long pants;
 Wear goggles and eyeglasses instead of contact lenses;
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 Avoid running car or truck engines. It can stir-up volcanic ash that can clog engines,
damage moving parts, and stall vehicles; and
 Avoid driving in heavy ash falls unless absolutely required. If unavoidable, the vehicle
should be driven at a speed of 60 kph or slower. (Department of Education, 2008,
p. 38)
After an eruption, families should:

 Clear the canals and pathways of ash debris;
 Hose down the accumulated ash and plant leaves on roofs;
 Listen to local radio or television stations for the latest emergency information;
 Report broken utility lines and suspected damaged buildings to appropriate
authorities; and,
 If you have a respiratory ailment, avoid contact with ash. Stay indoors until local
health officials advise it is safe to go outside. Volcanic ash can cause great
damage to breathing passages and the respiratory system.
Volcanic ash is like a fine cement powder and will block up drains and pipes. It will
also harm your lungs and irritate your eyes.
When ashfall occurs during a volcanic eruption, make sure to do the following:
 Stay calm. Cover your nose and mouth with damp, clean cloth or gas mask;
 As soon as the ashfall tapers, scrape off the ash that has accumulated on roof tops
to prevent collapse;
 Listen to the radio for updates/ developments regarding the volcanic eruption;
 Close all windows and doors of the house and your car;
 Keep your pet/s in their shelter or inside the house to help them avoid inhaling ash;
 Wash thoroughly all fruits and vegetables before eating;
 Cover water containers and food to avoid contamination with ash; and
 If you are driving a vehicle, pull to the side of the road and stop if there is a heavy
ashfall.
 If you are outdoors, look for a shelter and wear glasses to protect your eyes. Avoid
using contact lenses.” (Department of Education, 2008, p. 38)
After an ashfall:
 Clean the roof and gutter with water to prevent corrosion after removing the
ash;
 Shake loose ash from plants before watering them;
 Use powder detergent in washing clothes contaminated with ash;
 Use vacuum cleaner or shake loose the ash from furniture before
dusting them.
 Cover your nose and mouth while cleaning;
 Use water hose to remove ash from glass windows and doors of the house and car
before washing them with soap and lukewarm water; and
 Collect the ashes and put them in an area far from water drainage
to avoid clogging (Philippine Institute for Volcanology and
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Seismology, 2002)
Earthquake. Let’s move on to earthquake. How should individuals and families

respond during an earthquake?
Remember to stay calm and do the following:
 When you’re inside a structurally sound building or home, stay there! “Drop, cover
and hold.”
 If possible, quickly open the door for exit.
 Duck under a sturdy desk or table, and hold on to it, or protect your head with
your arms.
 Stay away from glass windows, shelves, cabinets and other heavy objects.
 Beware of falling objects. Be alert and keep your eyes open.
 If you’re outside, move to an open area!
 Stay away from trees, power lines, posts and concrete structures.
 Move away from steep slopes, which may be affected by landslides.
 If you’re near the shore and feel an earthquake, especially if it’s too strong, move
quickly to higher ground. Tsunamis might follow.
 If you’re in a moving vehicle, stop and get out! Do not attempt to cross bridges,
overpasses, or flyovers, which may be damaged.
After an earthquake:
 Be prepared for aftershocks. Once the shaking stops, take the fastest and safest
way out of the building.
 DON’T panic, use elevators, enter damaged buildings, and use telephones unless
necessary.
 CHECK yourself and others for injuries, water and electrical lines for damages, for
spills of chemical, toxic and flammable materials,
 Control fires which may spread
 If you need to evacuate your residence, leave a message stating where you are
going and bring your “Go Bag”. Keep updated on disaster prevention instructions
from battery-operated radios. (Philippine Institute of Volcanology and Seismology,
2009, inside and back pages of pocket-sized guideline)
Other Hazards (may be triggered by hydro meteorological, geological, and human activities)
Landslide. Landslides may be triggered by continuous rains, earthquake, or human

activities (e.g. mining). If landslide occurs and there is no time to evacuate, what should
we do? In the event of a landslide and family members are indoors with no time to evacuate,
stay inside and hide under a sturdy and stable object like a table. When caught outdoors:
 Stay away from the path of the landslide;
 Go to the nearest higher ground away from the landslide;
 Run towards the direction of the back of trees or buildings when you see
approaching rock and soil debris;
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 If it seems impossible to avoid the landslide assume a fetal position and cover your
head.
Immediately after a landslide:
 Stay away from the landslide area. Secondary landslides and flooding can occur;
 Know if there are casualties or people trapped near landslide areas, and report to
proper authorities;
 Initiate resource operations if capable;
 Listen to radio or television for the latest bulletin about the landslide;
 Inspect power and water supply lines for damages, and inform the proper
authorities;
 Inspect building foundations and adjacent lots for damages, and do remedial works;
and
 Consult experts on landslides for additional information and advice. (Mines and
Geosciences Bureau, 2007, inside of primer)
Fire. If the hazard is fire, what should families do? These are the safety tips to
guide the families should a fire happens:
 Have a Fire Escape Plan which includes at least two escape routes for every room
in the home and a convenient meeting place at a safe distance.
 Use a fire extinguisher to put out small fires. You can also use water if the fire is
not electrical or chemical.
 Do NOT try to put out a fire that you can’t control.
 If there’s a fire that is too big to put out, leave the building immediately. You might
not have much time before the fire spreads, so don’t even stop to call an emergency
number.
 If your clothes catch fire, do NOT run. This could make the fire spread quickly.
Stop, drop and roll! In other words, stop, drop to the ground, cover your face with
your hands, and roll back and forth until the fire is put out.
 If there is smoke in your house, cover your nose and mouth with small cloth and
stay low to the ground as you’re leaving. Smoke is very dangerous to breathe and
difficult to see through. Since smoke naturally rises, you should crawl on your hands
and knees to exit the building.
 Once out, stay out.
 Call the Fire Department from a neighbor’s home.
 If you see smoke or fire in your first escape route, use your second way out
(Philippine Red Cross, no date, Booklet on How to Protect Yourself From Fire and
its Hazards; ADPC, Community Action for Disaster Response, 2012)
 If the door is warm, don’t open it (backdraft might occur) use your second way
out. For Your Information: A backdraft is a fire that has burned out the oxygen
trapped inside the room characterized by yellow or brown smoke which exits holes
or spaces.
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 If smoke, heat, or flames block your exit routes, stay in the room with the door
closed.
 Signal for help using a brightly colored cloth at the window.
 If there is a telephone in the room, call the fire department and tell them where
you are.
 Before fire goes out of control, try to put out the fire by using fire extinguisher (or
a bucket full of sand). If the fire does not immediately die down, drop the fire
extinguisher and go out. (Philippine Red Cross, no date, Booklet on How to Protect
Yourself From Fire and its Hazards)
While waiting for the firefighters to arrive, the barangay and community members should
employ the “bucket brigade.” Bucket brigade is a community-based method of firefighting,
whereby people would form a line from the water source to the fire scene and would pass
buckets to each other to extinguish a blaze.
Tsunami. In the event of a tsunami, families should observe the following:
 If a strong earthquake is felt and unusual sea conditions like rapid lowering of sea
level are observed, immediately move towards high grounds;
 Never go down the beach to watch for a tsunami. When you see the wave, you
are too close to escape from it; and
 Stay out of danger areas until “all clear” is issued by competent local authority. A
tsunami is not a single wave but a series of waves. (Philippine Institute for
Volcanology and Seismology, 2010, pocket-sized guideline)
Session 5-6: Management of the Dead and the Missing
Our culture places high value on paying last respects to the dead. For Christians, a wake is
held where all family members and friends of the deceased gather. The dead is not allowed to
be left alone all throughout the wake. The wake concludes with the church ritual and burial,
where loved ones march together and grieve the loss collectively.
For Muslims, the dead must be buried as soon as possible to avoid the need for embalming
(so as not to disturb the body of the deceased). Same-sex family members wash, clothe, and
wrap the body. Right after, the dead is transported for final funeral rites where the whole
community gathers and prays.
But previous experiences with major disasters have shown us that disasters could lead to mass
fatalities. When such happens, paying our last respects to the dead may take some time.
Retrieval and identification alone could take days, even weeks. When Yolanda happened in
2013, what did you see on tv? How were the bodies retrieved and identified? Where were
they placed? How were the bodies disposed?
 The Management of the Dead and the Missing (MDM) aims to provide assistance
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in the proper identification and disposal of the remains in a sanitary manner
with cautions to prevent negative psychological and social impact on the bereaved
and the community (NDRRMC, 2014).
 The Department of the Interior and Local Government (DILG) is the lead agency
in the management of the dead and the missing. It has the prime responsibility in
the planning, monitoring and evaluation of the MDM implementation and
coordinates with the Local Government Units (LGUs) in the process. But when
the barangay is isolated (e.g. due to roadblocks, destruction of roads and
bridges, etc.), it is important that the BDRRMC officers and members know how
to deal with the dead and the missing.
 The management of the dead entails the following steps:

- Retrieval of the bodies
- Transportation of the bodies
- Identification of the bodies
- Final arrangements for the dead
- Disposal of the unidentified bodies.
 In the foregoing process, the first step (retrieval of the bodies) could be done by
the BDRRMC, with the help and supervision of the city/municipal/provincial LGUs
(if barangay is accessible).
Which barangay unit could take charge of retrieving the bodies?
The BDRRMC Sub-Committee on Search and Rescue (SAR) Operation could take charge of
the retrieval of the dead. The SAR members and volunteers should follow the guidelines set
by the Department of Health (DOH) when recovering bodies (DOH, 2012).
When retrieving bodies, the SAR Team and volunteers should take all the necessary safety
and precautionary measures. Hence, they should wear protective gears. For retrievals on
land, they should wear heavy-duty gloves, face mask, goggles, boots, and overalls (or a piece
of large plastic worn over their clothes). They should likewise wash their hands with soap and
water after retrieval operations.
How should dead bodies be handled at the scene?
 Per DOH’s guidelines (2012), the SAR Team should observe and document
(sketch and/or photograph) the location and position of each body/body part
at the scene prior to removal of the body. The team should take the effort to
identify the bodies at the site where they are found. Standardized tags should
be attached to the bodies that provide the name (if known), approximate age,
sex, and location of the body. The tag should be placed on a waterproof label
then securely attach it to the body/body part.
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 All items of property that are on the body should remain on it. On the other
hand, items associated with a body should be collected as property and tagged
with the body. Location of loose items (e.g. proximity to which body) should
be documented prior to collection.
How will the bodies be removed and transported from the scene?
 Care must be taken not to lose, contaminate or switch the body, body parts,
or property to be removed and transported. All dead bodies and body parts
retrieved onsite should be placed in cadaver bags (note: place one retrieved
body per bag or one retrieved body part per bag, as one body part is
considered one dead body). Put a bag around the head if there is a potential
loss of teeth (e.g. badly burned or crushed remains). If body bags are not
available, use plastic sheets, bed sheets, or other locally available materials
(ADPC, 2012).
 When choosing vehicles to transport dead bodies, it is advisable to use trucks

or vans, preferably closed, with floors that are either waterproof or covered
with plastic.
How will the dead be identified?
For deaths caused by natural disasters, the unidentified bodies shall be turned over to the
National Bureau of Investigation (NBI) for proper identification of all declared dead bodies.
For deaths due to human-induced disasters, the Philippine National Police (PNP) is tasked
to identify the bodies. Both will issue Certificate of Identification for all examined/processed
and identified bodies. The City/Municipal Health Officer shall issue the Death Certificate
based on the Certificate of Identification issued by the NBI/PNP.
What will be the final arrangement for the dead?
Upon verification of the legitimacy of the claimant, the LGU through the local health
officer, shall authorize the release of the identified bodies to the legitimate claimants who in
turn will be responsible for the ultimate disposal of the identified cadavers. The
city/municipal LGU shall be responsible for the final disposal of unclaimed identified bodies.
How will the unidentified bodies be disposed?
 The city/municipal LGU, shall dispose of the unidentified bodies with religious
and ethnic considerations and consultation with the community. The bodies
may be buried in collective or individual graves, marked with their unique case
numbers.
 The location of graveyards should be agreed upon by the community and
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attention should be given to ground conditions: At least 200 meters from
drinking water sources (ADPC, 2012) the nearest habitat should be 500 meters
away burial depth should be at least 1.5m deep, with at least 1m of soil cover
(ADPC, 2012)
 If coffins are not available, corpses should be wrapped in plastic sheets to keep
the remains separate from the soil. As a last resort, unidentified bodies should
be placed in individual niches or trenches, which is a right of the surviving family
members.
 As much as possible, cremation should be avoided as the body/bodies may need

to be exhumed later. Should exhumation be called for, it shall be done in the
presence of local health officials.
How will the cases of missing persons be handled?
 The provincial/city/municipal Social Welfare office shall:

o Establish the local Social Welfare Inquiry Desks for data generation/information
management of missing persons presumed to be dead during the disaster and
their surviving families
o Ensure available or alternative sources of information such as local census,
voters list, i-cloud or back up servers with the support from regional or national
DSWD,
o Validate and process documents of the missing persons presumed to be dead
during the disaster.
 The validated list of missing person presumed to be dead shall be submitted to the
Local Chief Executive for approvals endorsement to the NDRRMC for issuance of
certificate of missing person presumed to be dead during the disaster. At the same
time, the LGU must submit to the NBI and/or PNP an updated list of missing
persons. The LGU shall be responsible in updating the list of missing persons.
Who will assist the bereaved families?
The Department of Social Welfare and Development (DSWD), DOH, and Philippine Red
Cross (PRC) shall work together to address medical, psychological, and physiological needs of
the families of missing persons, responders, and communities affected.
The DSWD shall deal with the families in evacuation centers, DOH shall be responsible for
the responders, and PRC shall focus on the affected communities. DILG shall ensure that the
interventions are in accordance with mental health and psychosocial support (MHPSS)
standards.
SESSION 5-7 PSYCHOSOCIAL SUPPORT
85
Some of you dealt with pain using positive coping mechanisms while others negatively reacted
to the difficulty (drinking alcohol, using drugs, etc.). More often than not, the people who
helped us using positive means were friends, family members, and priest/pastor. When we are
in any distressed situation, we need to be with people closest to us. To help people in distress,
we should go to the people close to them. This is the essence of psychosocial work. It
enhances natural family and community support rather than replace them, since people
typically turn to family, friends, and significant figures in the community when they have
problems coping. Hence, when a major disaster occurs, an individual could cope better if
his/her family and community are coping well.
When disasters occur, we are confronted with threats to our physical health, lowering of
status, and the emotional, behavioral, and cognitive confusion associated with drastic changes
that occur in an emergency. At the same time, family and community functioning is suddenly
disrupted as parents lose their ability to provide for their families. Parents may also struggle
to discipline their children after a family member goes missing, or violence within the
household may increase as families are put under increasing pressure for basic survival. Events
may also disrupt the belief system of a community, leading to a sense of violation and
undermining of cultural values, beliefs and practices.
The objective of this session is to give an overview of psychosocial support work. This session
emphasizes that psychosocial work is done by trained people (experts). In this session, the
participants will be able to recognize people who may need psychosocial support and would
need immediate referral.
What is psychosocial support?
• Psychosocial support covers “crosscutting activities which prevent and reduce negative
impacts on well-being that promote the ability of families and communities to support each
other, resume everyday activities, and heal” (UNICEF). It recognizes that an individual is
influenced by his/her environment, and the environment has as much influence on the
individual. If one wants to improve an individual’s well-being, then one has to take into account
his/her immediate social environment.
At the national level, the DOH is the lead agency in health emergency management, where
mental health and psychosocial support (MHPSS) is one major component. DOH is responsible
for providing psychosocial support services to government responders (relief workers,
rescuers, etc.). On the other hand, DSWD takes the lead in the provision of MHPSS services
in evacuation centers while the Department of Education (DepEd) is the lead in schools.
First-line responders and those attending to victims of a disaster should be able to identify
victims who need to be prioritized in terms of receiving psychosocial support.
How To Identify Individuals Who Are High Risk/Likely To Develop Severe
86
Psychological Reactions After A Disaster
 Those who were trapped inside fallen buildings, entombed for hours or caught in
a near death situation during the disaster
 Lost a limb or suffered any serious physical injury as a result of the disaster
 Lost one/more members of the family because of a disaster
 Watched a friend, relative/person die as a result of the disaster
 Lost their homes, properties/livelihood because of a disaster
 Do not show usual reactions to disaster
 Reactions are exaggerated or distorted
 Forced to flee, leave their homes/transfer to another place as a result of disaster
 Reactions last for more than 4-6 weeks
 Previous psychiatric problems/crisis before the disaster
When do we refer?
REFERRAL - the act of recommending that a person speak to a professional who is more
competent to handle the difficulties and complexities of his/her needs.
 Referral may be necessary when the stress reactions of individuals affected by

disasters are causing impairments (inability to take care of self or inability to work)
 When a person hints or talks openly of suicide
 If there is a possibility of child abuse or any criminal activity
 The problem is beyond your training
 The problem is beyond your capability
 The problem does not fit the purpose of the community responder program
 The person seems to be socially isolated
 You have difficulty maintaining real contact with the person
 You become aware of dependency on alcohol and drugs
 When the person is engaging in risky or threatening behavior
 When you yourself become:
 Restless
 Confused
 Have negative recurring thoughts
 Dream about the case
 Feel you are the only one who can help
SESSION 5-8 PREPARATIONS FOR REHABILITATION & RECOVERY
Conducting Post Damage Needs Assessment
When it is already safe to go back to our houses, a systematic process of preparing for
rehabilitation and recovery should be done. The first thing to be done by the BDRRMC is the
87
conduct of post-damage needs assessment (PDNA). While the DANA discussed earlier is
needed to determine the immediate needs and capacities of our community, the PDNA seeks
to assess our long-term needs and capacities for rehabilitation and recovery; and prevent
another disaster to happen.
Through the PDNA, we could determine the public structures that need to be
reinforced/rebuilt, the assistance needed by residents/households to resume their daily
routines, and livelihoods that need to be rehabilitated/ subsidized (farming, fishing) or provided
(work to temporarily and permanently provide income to families who lost their source of
revenue).
We could all help in PDNA endeavors by checking the structural integrity of our houses,
cleaning our houses and surroundings, reporting the extent of damage to our houses, and
identifying construction materials and household needs (e.g. kitchen wares, hygiene kit,
beddings).
How will the barangay do the PDNA? Let us go back to the BDRRMC structure.
Which committee should be in charge of the PDNA? Who are the best people to
assist the committee?
Can we assign at least 3 from the barangay and two representatives from each
purok to assist in the conduct of the PDNA?
Here is an example of a PDNA form (See Annex 5-4). Accomplishing this form requires a
multi-sectoral and multi-disciplinary approach as it covers agriculture, industry, trade and
services, and the corresponding sub-sectors under them.
 Various experts like engineers, economists, statisticians, etc. who have

knowledge on the valuation and estimation of damages, losses and needs in a
sector should be members of the assessment team for that given sector. While
the BDRRMC is not mainly responsible for the valuation and estimation, it could
assist the city/municipal government in identifying the rehabilitation and
recovery needs of the barangay,
 This form is based on internationally accepted PDNA process. However, it has
been adapted and expanded for the situation in the Philippines. Let us do a
quick review of the contents of the form now.
 Which items can we answer ourselves? Which items require help from
technical experts?
Cleaning and Livelihood Assessment at the Household Level
 Parallel and complementary to the PDNA efforts, is the cleaning of houses and
public facilities.
 What do we need to ensure when cleaning houses and public structures?
Indeed, we need to ensure safety and protection from health risks (exposure
to harmful chemicals and disease carriers).
88
 What protective measures should we have? We should wear gloves and boots
to protect our hands and feet. We should also use disinfectant to kill harmful
bacteria brought by flood water or debris. The BDRRMC could coordinate with
government agencies and non-government organizations for the provision of
cleaning and protection materials.
 From the assessment of our household needs and clean-up drive, we can
proceed to the assessment of our livelihood. What was destroyed (crops? Fish
pens? Products?)
 If many of you in the same sector (e.g. farmers, fishers, storeowners) have
experienced similar loss, you could join forces and identify what needs to be
done to recover from your losses.
 If losses could not be recovered, what are the alternatives? You can then seek
the support of the BDRRMC and other agencies and organizations on
addressing livelihood needs and alternatives.
Planning for Rehabilitation and Recovery
Once the results of the PDNA are done, the BDRRMC could gather all community
stakeholders and develop a rehabilitation and recovery plan. The plan should contain
programs, projects, and activities (PPAs) that will ensure that the losses and destruction will
not happen again.
 Where are we going to access funds for the PPAs? Which agencies can we tap
for support?
 How are we going to protect structures and livelihoods should a similar event
occurs (e.g. insurance)?
Ensuring protection of children and their participation in the preparations for

rehabilitation and recovery
 Consider the needs of children in the conduct of PDNA

 Involve children in the conduct of PDNA and the development of the rehabilitation
and recovery plan
 When conducting the PDNA and in the development of the plan for rehabilitation and
recovery, focus on facilities and structures used by children (like schools, public
playground, day care centre, etc)
 Strengthen mechanisms and develop policies that would ensure protection of children's
rights
SUMMARY
For this last module, we discussed the different steps and mechanisms for disaster response
and rehabilitation and recovery. We were able to:
 Identify and conduct the necessary community, family and individual actions when
implementing the community’s early warning system and evacuation plan;
 Explain the importance of and key steps in evacuation camp management;
89
 Enumerate and explain the processes involved in relief delivery operations;
 Identify the steps to take when managing the dead and the missing;
 Explain the importance of psychosocial work after a disaster and enumerate
interventions to provide psychosocial support;
 Describe what should be done by individuals or families in response to specific hazards
or disasters;
 Identify the activities to be done to prepare for rehabilitation and recovery, and
 Identify measures to ensure child protection and participation in all phases of DRRM.
90
MODULE 6
Action Planning
91
Module 6: Action Planning
Objectives:
1. Determine the immediate actions that they need to do to enhance and implement
their DRRM mechanisms.
2. Set a 3-month time frame for the action plan.
3. Identify the persons/committees responsible for each task/action.
Content:
1. Identification of immediate actions needed
2. Setting the timeframe
3. Identifying the partners’ commitments to be in-charge of the tasks and resources
needed
Session 6-1: Action Planning
What are our immediate tasks?
What do we need to do in the next three to six months to prepare for the full implementation,
monitoring, and evaluation of our CBDRRM plan and mechanisms (Early Warning, Evacuation,
etc.)?
Based on our discussions in the previous modules, and even on the experiences of
other communities, the action plan usually includes the following:
 Compilation and documentation of the CBDRRM training outputs (CRA results,

DRRM mechanisms, DRRM plan);
 Formulation and enactment of a barangay ordinance on the formation of the BDRRMC
and adoption of RA 10121;
 Finalization of the CBDRRM Plan and Budget by the Barangay Development Council
and approval of the Barangay Council (through a resolution or ordinance);
 Validation of CRA results (number of individuals, families, structures, and other
elements-at-risk)
 Public awareness campaign on the Early Warning and Evacuation System;
 Community simulation using the Early Warning and Evacuation System (if feasible).
92
APPENDICES
Templates
COMPREHENSIVE COMMUNITY-BASED
DISASTER RISK REDUCTION AND MANAGEMENT TRAINING
239
MODULE 1
Template 1-1: Hazard/Disaster Timeline
Hazard/Disaster: _________________________________
Effects Response
Name/
Year
Disaster
Vulnerable Extent of Community/
Sector Government Others
Group Damages/Effects Barangay LGU
MODULE 1
The Philippine Context and Importance of CBDRRM
240
MODULE 3
Template 3-1: Roles and Responsibilities of BDRRMC Committees
Roles and Responsibilities

Committee/
Sub-Committee Head/Members
Before During After
Head:
Members:
MODULE 3
Steps in Conducting Community Based Disaster Risk Reduction and Management
241
MODULE 3
Template 3-2: Elements at Risk Matrix
Hazard/Disaster: _________________________________
Number of Affected
Number of Affected Number of Affected Number of Affected
Category Purok/Street Houses, Structures,
Families Individuals Livelihood
Social Services
High-Risk
Medium-Risk
Low-Risk
MODULE 3
242
MODULE 3
Template 3-3: Evacuation Center/Site and Route Matrix
Hazard/Disaster: _________________________________
Any
How Many Alternative
Where do How Long
Number of Issues in Evacuation
They Individuals Evacuation
Evacuees do They the Areas? Alternative Transporta-
Category Usually go can be Routes/Pick
per Purok/ Usually Need Evacuation How Many Routes tion Needs
to Accommo- up Points
Street Areas Can Be
Evacuate? to Stay?
dated? Accommo-
dated?
High-Risk
Medium-
Risk
Low-Risk
MODULE 3
243
MODULE 3
Template 3-4: Key Facilities Matrix
Hazard/Disaster: _________________________________
Key Facilities
(Structures, Ser- What to do to Manpower and How Many Vehi-
Category Purok/Street vices, Equipment, Where to Take Transportation cles can be Used/
Protect the Facili-
Vehicles, Liveli- Moveable Facilities Needs Borrowed
ties
hoods)
High-Risk
Medium-Risk
Low-Risk
MODULE 3
244
MODULE 3
Template 3-5: Summary of Capacities and Vulnerabilities (For the Facilitator Only)
Hazard: _________________________________
Category Vulnerabilities Capacities
Physical/Material
Social/Organizational
Motivational/Attitudinal
MODULE 3
245
MODULE 3
Template 3-6: DRRM Planning Matrix
Contribution and Roles to Arrive at the Solution Indicators Timeframe

Solutions to (proofs that (when can
Commit-
Vulnerabili- Address the the the Resources
tee/Person
ties/Issues Vulnerabili- solutions solutions be Needed
Responsible
have been undertak-
ties/Issues Upper
Community addressed?) en?)
LGUs and
Organiza- Barangay
Families Govern-
tions and Officials
ment
NGOs
Agencies
Example: Early
Warning
Proximity
and
of the
Evacuation
house to
the river
MODULE 3
246
MODULE 3
Template 3-7: Community Monitoring Mechanism
What to Report/Form
How to Who Will
Monitor (Solutions in Indicators Frequency to be Pre- Prepared By Submitted To
Monitor Monitor
the Plan) pared
MODULE 3
247
MODULE 3
Template 3-8: Community Evaluation Mechanism
Report/Form
What to Expected Out- How to Who Will
Frequency to be Pre- Prepared By Submitted To
Evaluate put Evaluate Monitor pared
MODULE 3
248
MODULE 4
Template 4-1: Early Warning Mechanism

Hazard/Disaster: ____________________________________________
Situation/Signs Warning Signal Actions to be Done by Actions to be Done by Person-In-Charge

(What is the situation (How will the families
Alert Level and residents know of Families/Residents the BRDDMC (What (Who will be in-charge
requiring warning? (What should the fam- should the BDRRMC of issuing the warning
the alert level warn-
When should people ing?) ilies and residents do?) do?) signal?))
evacuate?)
MODULE 4
Preparedness, prevention and mitigation for each hazard.
249
MODULE 4
Template 4-2: Public Awareness Raising Measure
Hazard/Disaster: ____________________________________________
Public Awareness Method (What is

BDRRMC Committee Responsible Support Group/Individuals
the most economical way (yet wid-
(What BDRRMC Committee should
Sector est in terms of reach) to inform and (Who else could be involved and
be mainly responsible for each pub-
educate the sectors of EWS and lic awareness measure?) could provide support?)
Evacuation Plan?)
Children
Adults
PWDs
Establishments/
Institutions
Others
MODULE 4
Preparedness, prevention and mitigation for each hazard.
250
MODULE 5
Template 5-1: Assessment of the Simulation Exercise
Assessment Area: _______________________________
What Went Well What Needs Improvement Recommendations
MODULE 5
CBDRRM mechanisms during and after a disaster & Disaster Response Mechanisms and Preparations for Rehabilitation and Recovery.
251
MODULE 5
Template 5-2: Evacuation Camp Stations
Station/Service Area Description/Task Who/What should be there?
Registration Information
Desk
MODULE 5
252
MODULE 5
Template 5-3: Dos and Don’ts in an Evacuation Area
Dos Don’ts
MODULE 5
253
MODULE 5
Template 5-4: Family and Individual Response During and Immediately After a
Hazard
What should families and individu-

What should families and individu-
als do immediately after the haz-
als do during the hazard?
ard?
Hazard: ___________
MODULE 5
254
MODULE 5
Template 5-5: Rehabilitation and Recovery Planning Matrix
PPAs to Address PPAs for Preven-

Area (Purok/ Damages, Losses, Resources Need- Sources of Funds/ Person/Office
Damages, Losses, tion, Mitigation,
Zone) Needs ed Resources Responsible
and Needs Preparedness
MODULE 5
255
MODULE 6
Template 6-1: CBDRRM Action Plan
Immediate Tasks Timeframe (3 to 6 months) Person/Committee Responsible Resources Needed
1. Compilation and documentation of

CBDRRM training outputs (CRA results,
DRRM mechanisms, DRRM plan)
2. Formulation and enactment of a
barangay ordinance on the for-
mation of the BDRRMC and adop-
tion of RA 10121
3. Finalization of the CBDRRM
Plan and Budget by the Barangay
Development Council and approv-
al of the Barangay Council
through a resolution or ordinance
4. Validation of CRA results
(number of individuals, families,
structures and other elements-at-
risk)
5. Public awareness campaign on
the Early Warning and Evacuation
System
6. Community simulation using
the Early Warning and Evacuation
System (if feasible)
MODULE 6
Action Planning
256
APPENDICES
Annexes
COMPREHENSIVE COMMUNITY-BASED
DISASTER RISK REDUCTION AND MANAGEMENT TRAINING
MODULE 1
Annex 1-1
RISK Profile
1. Risk Assessment
2. Earthquake induced landslide
3. Preliminary Flood Hazard Map of Bulacan
5. Preliminary Ground Rupture Hazard Map of Bulacan
6. Preliminary Ground Shaking Hazard Map of Bulacan
7. Preliminary Liquefaction Hazard Map of Bulacan
8. Preliminary Rain-Induced Landslide Hazard Map of Bulacan
9. Preliminary Storm Surge Hazard Map of Bulacan
10. Preliminary Tsunami Hazard Map of Bulacan
11. Volcanic Hazard Map (Mt. Pinatubo)
MODULE 1
258
MODULE 1
1. Risk Assessment
MODULE 1
259
MODULE 1
2. Earthquake induced landslide
MODULE 1
260
MODULE 1
3. Preliminary Hazard Map of Bulacan
MODULE 1
261
MODULE 1
MODULE 1
262
MODULE 1
5. Preliminary Ground Rupture Hazard Map of Bulacan
MODULE 1
263
MODULE 1
6. Preliminary Ground Shaking Hazard Map of Bulacan
MODULE 1
264
MODULE 1
7. Preliminary Liquefaction Hazard Map of Bulacan
MODULE 1
265
MODULE 1
8. Preliminary Rain-Induced Landslide Hazard Map of Bulacan
MODULE 1
266
MODULE 1
9. Preliminary Storm Surge Hazard Map of Bulacan
MODULE 1
267
MODULE 1
10. Preliminary Tsunami Hazard Map of Bulacan
MODULE 1
268
MODULE 1
11. Volcanic Hazard Map (Mt. Pinatubo)
MODULE 1
269
MODULE 1
Annex 1-2
Annex 1-2
Metacards for Exercise 1-4
DRR LAWS Application of the Law

RA 10121 (An Act Strengthening The  Formation of BDRRMC Structure
Philippine Disaster Risk Reduction And  Disaster Risk Reduction Framework
Management System, Providing For The  Development of Barangay Disaster Risk
National Disaster Risk Reduction And Reduction Management Plan
Management Framework And  Allocation of Calamity/Disaster fund in
Institutionalizing The National Disaster IRA/Barangay Development Fund
Risk Reduction And Management Plan,
Appropriating Funds Therefor And For
Other Purposes)
RA 9729 (Climate Change Act 2009)  Development of Climate Change Adaptation

Plan
 Formulation of policy to promote mesures to
reduce greenhouse gas emissions
 Formulation of policy and enforcement of
measures to mitigate the risks brought about
by climate change
RA 9725 (Clean Water Act of 2004)  Provision of potable water (Level I,II and III)
 Establishment of septage treatment facilities
 Water quality monitoring
RA 8749 Clean Air Act  Enforcement of law prohibiting smoking in
public places
 Setting of emission standards for all vehicles
RA 9003 Ecological Solid Waste  Promotion and Enforcement of Waste
Management Act Segregation
 Promotion and Practice of Composting
 Establishment of Materials Recovery
Facilities
 Establishment of Sanitary Landfills
 Development of Solid Waste Management
Plan
RA 8550 Philippine Fisheries Code of  Protection of preferential use of waters
1998  Formation of Fisheries and Aquatic
Resources Management Councils
(FARMCs)
 Safeguarding of marine environment
MODULE 1
270
MODULE 2
Annex 2-1. Children’s Charter
The Children’s Charter for Disaster Risk Reduction (DRR) has been
developed through consultations with more than 600 children in 21
Child-centered DRRM/CCA Programming

countries in Africa, Asia and Latin America. Children were asked about
the impacts of disasters on their lives, the networks that exist in their
MODULE 2
communities to tackle disasters and their priorities for DRR going

forward.
The Children’s Charter encompasses issues related to children’s health,

safety, quality of life, and community participation and inclusion.
The children’s charter is aimed to raise awareness of the need for a child
centered approach to DRR and for stronger commitment to take
appropriate steps to protect children and utilize their energy and
knowledge to engage in DRR and CCA. The following abbreviated
version of the charter presents five points selected based on the
priorities identified by children themselves, grouped together according
to the most common themes.
Annex 2-1 CHILDREN’S CHARTER
1. Schools must be safe and education must not be interrupted

2. Child protection must be a priority before, during and after a
disaster.
3. Children have the right to participate and to access the
information they need
4. Community infrastructure must be safe, and relief and
reconstruction must help reduce future risk.
5. Disaster Risk Reduction must reach the most vulnerable.
The Charter also reinforces the following:
 All children are to be treated with dignity and respect regardless

of their circumstances;
 A child’s familial, cultural, social, and religious heritage is to be
recognized and respected;
 The needs of children are a central focus in the design and
delivery of programs and services affecting children;
 Prevention and early intervention are fundamental in addressing
social challenges affecting children;
 While reinforcing and without in any way derogating from the
primary responsibility of parents, guardians, and families for their
children, that individuals, families, communities and governments
have a shared responsibility for the well-being, safety, security,
education, and health of children.
271
MODULE 2
Annex 2-2. Child Protection-Related Laws
Child-centered DRRM/CCA Programming

RA 9262 Anti-violence against Women and their
Children Act of 2004
MODULE 2
• Seeks to address violence committed against women

and children in keeping with the fundamental
freedoms provided under the Constitution
• Promotes the protection and safety of victims of
violence against women and their children (VAWC) at
all times
How the law relates to DRR/CCA:

• Upholds the rights of women and children before,
during and after a disaster
RA 7160 Special Protection of Children against Child

Abuse, Exploitation and Discrimination Act
• Provides special protection to children from all
forms of abuse, neglect, cruelty, exploitation and
discrimination and other conditions prejudicial to
their development.

• Protects and rehabilitates children gravely
threatened or endangered by circumstances which
affect or will affect their survival and normal
development and over which they have no control
Annex 2-2 CHILD PRETECTION– RELATED LAWS
such as in armed conflict situations, working under

conditions hazardous to their life, safety and morals,
during disasters (whether man-made or natural) or
being a member of an indigenous cultural
community/or living under conditions of extreme
poverty
• Contains sections on a) children as zones of peace in
situations of armed conflict, b) evacuation of children
during armed conflict, c) family and temporary shelter
– which specify the measures to ensure protection of
children’s rights and welfare.
RA 9208 Anti-trafficking in Persons Act of 2003

272
MODULE 3
Annex 3-1
Criteria for Risks from Different Types of Hazards
Reference:
Flooding
Very High Flood susceptibility

• Areas likely to experience flood heights of greater than 2 meters and/or flood of more than 3 days. These areas are immediately
flooded during heavy rains of several hours; include landforms of topographic lows such as active river channels, abandoned river
channels and area along river banks; also prone to flash floods.
High Flood susceptibility
• Areas likely to experience flood heights of 1.0 to 2.0 meters and/or flood duration of more than 3 days. These areas are imme-
diately flooded during heavy rains of several hours; include landforms of topographic lows such as active river channels, abandoned
river channels and area along river banks; also prone to flashfloods.
Moderate Flood susceptibility
• Areas likely to experience flood heights of 0.5 to 1 meter and/or flood duration of 1 to 3 days. These are subject to widespread
inundation during prolonged and extensive heavy rainfall or extreme weather condition. Fluvial terraces, alluvial fans and infilled
valley are areas moderately subjective to flooding.
Low Flood susceptibility
• Areas likely to experience flood heights of less than 0.5 meter and/or flood duration of less than 1 day. These areas include low
hills and gentle slopes. They also have sparse to moderate drainage density.
MODULE 3
Steps in Conducting CBDRRM
273
MODULE 3
Rain-induced Landslide
High landslide susceptibility

• Areas usually with steep to very steep slopes and underlain by weak materials. Areas with numerous old/inactive landslides.
Moderate landslide susceptibility
• Areas with moderately steep slopes, soil creep and other indications for possible landslide occurrence are present.
Low landslide susceptibility
 Gently sloping areas with no identified landslides.
Storm Surge
Inundations of > 4 meters to 12 meters surges

• The inundation coverage is estimated based on geomorphologic analysis and observation in the areas during interviews/surveys.
The surge heights are computed using the data gathered during surveys in reference to the significant tropical cyclone occurrences
and from storm surge model results.
Inundations of >1 meter to 4 meters surges
• The classification of tropical cyclone considered in the analysis are Tropical Storm with maximum winds from 64 KPH to 117
KPH and Typhoon with maximum winds greater than 117 KPH.
Inundations of 1meter surges
• The surges heights and inundation delineated on the map are determined mainly from the observed data. Model results are used
for analysis and checking only.
MODULE 3
274
Annex 3-2 Standardized LDRRM Plan
Contents Particulars Description
MODULE 1
Preliminary Title Page
Pages Message from the LCE
Table of Contents
Executive Summary

Overview of A. Ecological Profile Ecological Profile is the more
LGU Profile Population and Social Services comprehensive replacement of
Local Economy the usual socioeconomic profile
Infrastructure and Physical which gives equal coverage to the
base physical, biological, socioeconom-
MODULE 3
Environmental Management ic, cultural and built environments

and Natural Resources (DILG Guide to Ecological Profil-
Institutional ing).
B. Risk Profile Risk Profile shall come from the
All Hazards conducted Risk Assessment,
Vulnerability which is a method to determine
Capacity the nature and extent of risk by
Exposure analyzing potential hazards and
evaluating existing conditions of
vulnerability that together could
potentially harm exposed people,
property, services, livelihood and
the environment on which they
depend. The local capacities in-
clude existing LDRRMC struc-
ture, programs, and protocols for
disaster operations.
C. Situational Analysis: Identifying Situational analysis describes the
Strengths, Weaknesses, Oppor- strengths, weaknesses, opportuni-
tunities and Challenges for the ties and challenges or advantages
Four (4) DRRM Thematic Areas and disadvantages in each specific
A. Disaster Prevention & Mitiga- concern. The assessment areas as
tion basis for analysis include specific
B. Disaster Preparedness DRRM activities per Thematic
C. Disaster Response Area such as early warning sys-
D. Rehabilitation & Recovery tem, education and training, insti-
tutionalization of LDRRM Office,
response equipment and, resettle-
ment program. It should also in-
clude the cross-cutting concerns
which are health, human-induced
disasters, gender mainstreaming,
environmental protection, cultural
sensitivity or indigenous practices,
and the rights based approach.
275
MODULE 1
Local DRRM DRRM Plan Vision/Mission The DRRM Plan with a clear vi-
Plan PER THEMATIC AREA (A. sion and mission agreed by the
Prevention/Mitigation, B. Prepar- members of the LDRRMC shall be
edness, C. Response and, D. Re- the direction of all DRRM initia-

habilitation and Recovery): tives for the prescribed period of
Goals six (6) years. The DRRM plan in
Objectives an action plan matrix will show
Outcome the relationship of the vision,
Programs and Activities goals and objectives with the Pro-
MODULE 3
Targets including Gender gram/Activities of the LGUs. It

Concerns helps in the analysis of priority
Key Output activities based on the timelines
Responsible Person for funding and implementation.
Timeframe The delineation of roles and tasks
Sources of Funds of agencies and individuals can
easily be seen with the tool.
Monitoring PER THEMATIC AREA (A. Monitoring measures what is hap-
and Evaluation Prevention and Mitigation, B. Pre- pening. It is a continuous function
paredness, C. Response and, D. of checking performance against
Rehabilitation and Recovery): the indicators specified in the
Expected Results LDRRMP, using defined method-
Baseline ologies for data processing, analy-
Assumptions/Risk sis and reporting. It provides op-
Objectively Verifiable Indica- portunity to validate the LDRRMP
tors and make necessary changes to
Targets activities and approaches. It pro-
Data Sources vides data for evaluation. Evalua-
Collection Methods tion explains how and why de-
Frequency and Audience of sired results were (or were not)
the Report achieved.
OPR/PPR
Resources Needed
276
MODULE 4
Annex 4-1 Bulacan’s Community– Based Flood Mitigation Management Program
Annex 4-1. Bulacan’s Community-Based Flood Mitigation Management Program
Staff gauge in Brgy. Matictic, Norzagaray, Bulacan
Staff gauge in Plaridel-Pulilan Bridge in Bulacan
MODULE 4
Preparedness, prevention and mitigation for each hazard
277
MODULE 5
Annex 5-1
JOINT MEMORANDUM CIRCULAR NO. _________
Series of 2013
GUIDELINES ON EVACUATION CENTER COORDINATION AND

MANAGEMENT
MODULE 5
I. RATIONALE
The Philippines is a disaster prone nation and vulnerable to various natural

hazard in the form of typhoons, floods, flashfloods, tidal waves tsunami,
armed conflict, landslides, fires, and earthquakes. Typhoons and floods
usually hits Metro Manila, the provinces of Pangasinan, Northeastern part
of Luzon, Isabel, Bicol, Ornoc and other regions namely, region 2, 3 and
4A and B and other parts of Visayas. Flashfloods occurred several times in
Mindanao specifically in the provinces of Agusan del Norte and Sur of
CARAGA Region, Davao del Norte and Davao del Sur of Region XI, Bicol
of Region V, Maguindanao of ARMM and other parts of the country.
Volcanic seismic and eruption hits Zambales, Pampanga and Bicol
Region, The country is situated in the circum-Pacifif seismic belt, popularly
known as the “pacific Rim of Fire”.
Annex 5-1 Joint Memorandum Circular
The Philippines has 200 volcanoes, 20 of which are active. It also has
active geological fault lines crossing our archipelago, thus, making it prone
to earthquakes and landslides such as the Cherry Hills Antipolo of Region
IV, Guinsaugon in St. Bernard of Region VIII, Compostela Valley of Region
XI, and some parts of thecountry like CAR, There are also armed conflict
in Basilan and Maguinadanao in ARMM and insurgencies in some parts of
the country.
CBDRRM/CCA mechanisms before a disaster& preparedness, prevention and mitigation for each hazard.
BY virtue of Repiblic Act 7160, also known as the Local Government Code
of 1991, the local government, specificallythe provincial governments, are
mandated to provide immediate basic relief assistance such as food,
clothing, psycho-social support, and emergency shelter to families affected
by natural or human- induced. There is a need to immediately move the
disaster affected families to safe evacuation centers or safe areas because
of the threat of or the actual occurrence of disaster which may cause loss
of lives and destruction of properties.
The orderly movement of families to safe evacuation centers and areas

(school facilities, multi- purpose centers, health centers, barangay halls,
chapels, churches, government buildings tents and bunk houses) is one of
the most difficult tasks to undertake and manage when done only dring
emergencies. Families are oftentimes unwilling to leave their homes for
fear of losing their valuables or because they may feel that their security at
the alternate location cannot be assured. Suitable means of transportation
may also be lacking.
The safety of the families or population is the primary consideration but the
readiness and resources available for the purpose is oftentimes an issue
278
MODULE 5
RDANA Form
1. PROFILES OF THE DISASTER
Type of Disaster
Date and Title of Occurrence
Site Location / Address
GPS Coordinates
Time of RDANA Team Arrival
Time of RDANA Team Departure

Local Authorities / Persons
Interviewed
Summary of Disaster/ Incident
2. INITIAL EFFECTS
Annex 5-2
Total Population Total Men Women Children Elderly PWDs
Total Men Women Children Elderly PWDs

Affected
Displaced
Dead
MODULE 5
CBDRRM/CCA mechanisms before a disaster& preparedness, prevention and mitigation for each hazard. 317
MODULE 5
Missing
Injured
III. STATUS OF LIFELINES AND CRITICAL FACILITIES
Roads and Bridges
Electricity
Communication Network
Hospitals
Schools
Airports
Sea Ports
Water–Supply System
Market
Residential Houses
Others
IV. INITIAL NEEDS ASSESSMENT

Status Priority Needs
Health
Food
MODULE 5
MODULE 5
WASH
Shelter
Protection
Others
V. INITIAL RESPONSE ACTIONS
Response group involved
Assets deployed
Number of families served
Extent on local assistance
MODULE 5

Annex 5-1
JOINT MEMORANDUM CIRCULAR NO. _________
Series of 2013
GUIDELINES ON EVACUATION CENTER COORDINATION AND MANAGEMENT
I. RATIONALE
The Philippines is a disaster prone nation and vulnerable to various natural hazard in the form of
typhoons, floods, flashfloods, tidal waves tsunami, armed conflict, landslides, fires, and
earthquakes. Typhoons and floods usually hits Metro Manila, the provinces of Pangasinan,
Northeastern part of Luzon, Isabel, Bicol, Ormoc and other regions namely, region 2, 3 and 4A
and B and other parts of Visayas. Flashfloods occurred several times in Mindanao specifically in
the provinces of Agusan del Norte and Sur of CARAGA Region, Davao del Norte and Davao del
Sur of Region XI, Bicol of Region V, Maguindanao of ARMM and other parts of the country.
Volcanic seismic and eruption hits Zambales, Pampanga and Bicol Region, The country is
situated in the circum-Pacific seismic belt, popularly known as the “pacific Rim of Fire”.
The Philippines has 200 volcanoes, 20 of which are active. It also has active geological fault
lines crossing our archipelago, thus, making it prone to earthquakes and landslides such as the
Cherry Hills Antipolo of Region IV, Guinsaugon in St. Bernard of Region VIII, Compostela Valley
of Region XI, and some parts of the country like CAR, There are also armed conflict in Basilan
and Maguindanao in ARMM and insurgencies in some parts of the country.
By virtue of Republic Act 7160, also known as the Local Government Code of 1991, the local
government, specifically the provincial governments, are mandated to provide immediate basic
relief assistance such as food, clothing, psycho-social support, and emergency shelter to
families affected by natural or human- induced. There is a need to immediately move the
disaster affected families to safe evacuation centers or safe areas because of the threat of or
the actual occurrence of disaster which may cause loss of lives and destruction of properties.
The orderly movement of families to safe evacuation centers and areas (school facilities, multi-
purpose centers, health centers, barangay halls, chapels, churches, government buildings tents
and bunk houses) is one of the most difficult tasks to undertake and manage when done only
during emergencies. Families are oftentimes unwilling to leave their homes for fear of losing
their valuables or because they may feel that their security at the alternate location cannot be
assured. Suitable means of transportation may also be lacking.
The safety of the families or population is the primary consideration but the readiness and
resources available for the purpose is oftentimes an issue depending on the magnitude of the
disaster where there is a need for massive evacuations to ensure.
The entry of the cluster approach in the country started when the Government of the Philippine
(GPH) requested for international assistance through a flash appeal following the massive
destruction caused by typhoon “Reming” which heavily affected Bicol Region with a total of
627,898 families displaced and damaged 588,031 houses in the six provinces of Bicol regions
namely, Albay, Camarines Sur, Camarines Norte, Sorsogon, Masbate and Catanduanes.
As a result, the GPH and UN adopted the Cluster Approach in the country by virtue of National
Disaster Coordinating Council (NDCC) Circular No. 05, series of 2007 issued on May 10, 2007.
279

This formally institutionalized the cluster approach in the Philippine Disaster Management
System, Designation of Cluster Leads and their Terms of Reference at the National, Regional
and Provincial level. On January 29, 2008, then National Disaster Coordinating Council
Technical Working Groups (NDCC_TWG) presented the approach by the cluster leads and
designation of lead government agency counterpart and its members.
On October 6, 2008, pursuant to the pronouncement of the President during the September 19,
2008 meeting of the Task Force on Humanitarian Assistance on IDPs. The NDCC Circular No.
5, s. 2007 and No. 4 s. 2008 was amended through Memorandum No. 12 s. 2008, merging
several clusters and designation of lead government agencies. This includes the merging of
DSWD lead cluster namely: {1,} camp coordination and management, protection and
emergency shelter cluster; and, {2} permanent shelter and livelihood cluster.
The aim of the institutionalization of the cluster approach is to ensure a more coherent and
effective response by mobilizing partner government agencies, organizations and Non-
Government Organizations (NGOs) to respond in a strategic manner across all key sectors with
clearly designated lead agencies in support of the existing government coordination during
disaster.
Further, on May 27, 2010, RA 10121, better known as the Philippine Disaster Risk Reduction
and Management Act of 2010 was signed into law, with the corresponding Implementing Rules
and Regulations formulated and published for implementation. Significant features of the new
law include the heavy emphasis on risk reduction and disaster preparedness which will
empower the disaster and emergency responders and all other actors to proactively undertake
measures in reducing the risk and impact of disaster to the communities and vulnerable
families.
In line with the above, this guidelines is enhanced to adequately fit into the situations where new
laws, new kind of hazards and population growth are issues and realities to be considered and
where empowerment, capacity building and right-based principles are basic concerns. This
guideline will serve as guide to all the national government agencies members of the National
Disaster Risk Reduction and Management Council (NDRRMC) in providing technical assistance
to the Local Government Units (LGUs) specifically on the management of evacuation centers
and coordination.
With the adoption of the cluster approach in the country and the approval and implementation of
RA 10121, there is a need to enhance and update DSWD AO 36, series of 1994 to ensure its
relevance to current disaster risk reduction and management practices and standards.
II. Scope and Coverage
1. The guidelines cover all activities before, during and after evacuation of families affected
by natural and human-induced disaster including armed conflicting. Specifically, the
guidelines aim to: (1) clarify mandates; (2) guide on resource allocation; (3) provide for
designation of responsible offices/persons; and (4) mandate the implementation of
provisions of law.
2. The guidelines will guide local government units (LGUs). Field offices of national
government agencies, NGOs, private groups and international organizations.
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3. Where specifically stated, this guideline will govern both localized and major disasters.
III. Definition of Terms
1. Disaster Assistance Family Access Card (DAFAC) - is a card issued to victims of

disaster/IDPs indicating the general information of the family head and its members and
the assistance provided.
2. Evacuation Center- any site or center hosting evacuees which include but not limited
to, schools, covered courts, barangay/community, multi-purpose centers and or
established “tent cites”.
3. Evacuation Center Coordination- synchronizing the roles and responsibilities in the

overall humanitarian response, including ensuring adherence to agreed Inter-Agency
Standing Committee (IASC) standards and operational guidelines.
4. Evacuees- refers to “persons who have involuntarily moved from their places of origin
as a result of war, armed conflict, generalized situation of violence, violation of human
rights and natural disaster to a safer ground within the national territory, hence, the
change in environment and a need to adjust thereto” and any other residing within an
evacuation center and other sites hosting those affected by displacement.
5. Evacuation Center Management- is a mechanism through which relief assistance and

other humanitarian initiatives can be coordinated to ensure efficient delivery of services
to the affected population. Likewise, this includes system and procedures installed from
planning, organizing, conducting and assessing.
6. Evacuation Center Manager- is a person who exercises leadership over the center and
manages its activities and supervises the rest of the member of the management team.
7. Non-Food Items (NFIS)- are relief goods such as blankets, mats, mosquito nets, water
containers/jugs kitchen wares, hygiene kits, etc. provided to disaster victims.
8. Preparation for Evacuation- this phase covers minimum disaster preparedness

activities related to the preparation and management of evacuation centers as well as
guidelines to LGU officials in planning and execution of movement of affected
population.
9. Termination of Evacuation- this is the last phase of the evacuation center

management cycle that entails the identification of solutions to end displacement leading
to the voluntary movement of evacuees out of the center and into a more permanent
living conditions. This process should only begin once the local government has finalized
return, reintegration and resettlement plans for the affected population. In order to
ensure the efficiency of the termination of evacuation process, it is important that this
phase be considered and planned for even at the pre-evacuation stage.
10. Transitional Sites- are sites established to temporarily host families facing
displacement for more than a month and normally waiting for permanent relocation.
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Families are usually transferred from evacuation centers to these sites. Transitional sites
host families in tents, bunkhouses or alternative transitional sites.
11. Psycho Social Support- any type of local or outside support that aims to protect or
promote psycho-social well-being and / or prevent or treat mental disorder.
12. Resource mapping- is an inventory of available resources that are essential in the
management of evacuation centers.
13. Stockpile- is a prepositioned supply of food and non-food items intended for distribution
to the evacuees.
IV. Legal Bases
1. Philippine Laws/Issuances
1.1. DILG Memo Circular 2012-08 dated January12,2011

Community Preparedness on Response to Calamity in every flood and landslide
prone barangays.
1.2. RA 10121 “Disaster Risk Reduction and Management Act of 2010”- An Act
Strengthening The Philippine Disaster Risk Reduction And Management System,
Providing for the National Disaster Risk Reduction and Management Framework
and Institutionalizing the National Disaster Risk Reduction and Management
Plan, Appropriating Funds Therefore and for other Purposes.
1.3. DILG Memo Circular 2010-143 dated 9 December 2010; “Local Disaster Risk
Reduction and Management Councils composition.
1.4. RA 7160- The Local government code of 1991- provides the devolution of basic
disaster response services to the local government units (LGUs). It requires local
chief executives to be responsible for the efficient, effective and economical
general welfare of the LGUs and their constituents.
1.5. RA 970 – Magna Carta of Women 2009 – Section 13, Women affected by
Disasters, Calamities and other Crisis Situation.
Item No. 4 – provides for the proactive adoption of measures by camp

managers to prevent sexual violence in evacuation centers and relocation
sites which includes: (a) security and safety of women and children as
key criteria for the selection of evacuation sites; (b) separate functional
and well lit latrines for men and women with locks (c) bathing facilities
with privacy; (d) regular security patrols preferably by female police
officers and (e) prohibition of alcohol, drugs and gambling, among others.
2. NDCC Memoranda/Issuances
2.1. NDCC Memorandum Circular No. 5-s. 2007 – Institutionalization of the Cluster
Approach in the Philippine Disaster Management System, Designation of Cluster
Leads and their Terms of Reference at the National, Regional and Provincial
level.
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2.2. NDCC Directive No. 24-s. 2003 on “zero casualty” during calamities – the
directive gives guidance on the activities and precautions local government
officials should undertake to ensure the safety of all affected population.
2.3. Memorandum Circular No. 12-s. 2008 – Amendment to the NDCC Memorandum
Circular No. 5, s.2007 and No. 4, s. 2008 re: Institutionalization of the cluster
Approach in the Philippine Disaster Management System, Designation of Cluster
Leads and Their Terms of Reference at the National, Regional and Provincial
Levels.
2.4. Joint Memorandum Circular No. 17-s.2008 – Guidelines in the coordination of the
Delivery of Humanitarian Services to Disaster Victims and Internally Displaced
Persons.
3. DSWD Memoranda and Issuances:
3.1. Administrative Order 17-s. 2010 – Omnibus Guidelines for Shelter Assistance to
address the emergency and rehabilitation shelter needs of families with damaged
houses, restore their lives to normalcy, which has been damaged by natural and
human -induced disaster.
3.2. Administrative Department Order No. 26-s. 1998 – Quick Action Response Team
(QUART)-A composite team of trained DSWD personnel deployed in area
affected by natural, man-made or technological disaster, which affect 30% of the
given population, and/or when the local capability is inadequate to deliver needed
services to victims of disaster.
3.3. Administrative Order No.12-s.2004- Guidelines on the provision of psycho—

social and basic services to displaced children in disaster situation.
3.4. Administrative Order No. 171-s.2001 – Minimum Standard Rates of Assistance to

Victims of Disaster, Distressed and Displaced individuals and families in crisis
situation.
3.5. Administrative Order No. 68-s.2000 – Implementing Guidelines on the setting up

of Donors Desk.
3.6. Department Order No. 3-s. 2000 – Guidelines on DSWD Contribution Towards
Comprehensive Plan for Victims of Disasters.
4. International References
4.1. United Nations Guiding Principles on Internal Displacement, 1998 – Address the
specific needs of internally displaced persons worldwide. Identify the rights and
guarantees relevant to the protection of IDPs in all phases of displacement, in
line with International human rights and humanitarian law.
4.2. Sphere Standards. 2004 – Provides an insight in common standards of

humanitarian relief, and further provides minimum standards in the following
sectors: water, sanitation, hygiene, food security, nutrition, food aid, shelter and
settlement, non-food items and health services.
4.3. Inter-Agency Network for Education in Emergencies (INEE) Minimum Standards

for Education in Emergencies Chronic Crisis and Early Reconstruction – Serves
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both as a handbook containing standards, indicators and guidance notes as well

as an expression of commitment that all individual, children youth and adults
have a right to a quality and relevant education during emergencies and post
crisis recovery.
4.4. Collective Center Guidelines, 2010
4.5 IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings,
2007.
V. Objectives
General Objectives
To establish guidelines to be used by Local Government units in managing their evacuation

centers and identifying areas of coordination, collaboration and cooperation among other
stakeholders so to ensure the delivery of essential services to the victims of disaster and
calamities. It would also define roles, functions, duties and responsibilities and lines of
coordination of task implementation.
Specific Objectives:
1. To ensure the availability of established safe evacuation centers for emergencies and
disasters;
2. To ensure that temporary refuge to individual and families potentially at risk or in actual
danger are immediately provided;
3. To ensure that all evacuees in evacuation centers are provided with basic needs such as but
not limited to food, clothing, domestic items, hygiene materials and other essential non-food
items;
4. To ensure that Basic Medical and Public Health services are available 24/7;
5. To ensure that opportunities for recovery, rehabilitation and developmental tasks as post
response activities are undertaken, in case of prolonged stay; and,
6. To define lines of inter and intra operability among Evacuation Center Management and
responding agencies at all levels of government including but not limited to local and/or
international agencies/ organizations/ foreign governments, etc.
VI. Statement of General Policies
1. To safety and wellbeing of the affected population including their livestock and domestic
animals by natural or human induced disaster is the primary concern of the State.
Whenever necessary, the families and communities residing in hazard prone areas shall
be evacuated to safe location when their lives are at risk of impending danger or
prevailing hazard occur.
2. Gender sensitivity is paramount and will be observed/ practiced in all evacuation centers
including separate facilities for male and for females.
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3. The management of an evacuation center is the primary responsibility of the affected

local government unit or by local government units hosting the displaced families
ensuring that these centers are managed and operated following the standards set in
this policy. In the event of a displacement beyond the capacity of a local government
unit, i.e., where the number of displaced people exceeds the population expected to be
accommodated in the pre-identified and equipped evacuation centers, the national
government shall provide augmentation support including management of evacuation
centers, additional shelters, provision of health assistance, distribution of food and non-
food items and others.
4. All schools, sports arenas/basketball courts, stadium, multi-purpose halls, churches

other open spaces can be identified and used as sites for setting up evacuation centers.
5. Alternative temporary shelters shall be established or explored for the evacuees or

displaced population. In the event the evacuees are already housed in schools, they
shall be transferred to alternative shelters such as tents, bunkhouses and other
temporary shelters.
6. All evacuation centers shall provide basic needs of evacuees such as but not limited to:
Healthy, safe and nutritious food, safe water, toilets, clothing, blankets, plastic sheets,
health care and other services needed to ensure safe and healthy environment in the
evacuation center.
7. Schools shall not be the primary choice and option for evacuation centers. However, in
events that schools needs to be utilized, the local government units, with the support
from national government agencies shall established transitional shelters to house the
evacuees for an extended period of time. Usage of schools should be up to 3 days for
short term displacement, medium and long term displacement which is up to 15 days or
until such time that the respective LGUs are able to establish the alternative transitional
sites.
8. Documentation of the individuals and families inside the evacuation center shall be
observed at all stage of its operation following standard set for reporting and recording of
evacuees.
9. Evacuation facilities/spaces/areas shall be provided for livestock and other domestic

animals of evacuees ensuring their safety and provided with their basic needs such as
but not limited to food, water, etc.
10. Isolation and quarantine facilities, protocol and procedure shall be provided to handle
highly communicable diseases.
11. Safe, Clean and healthy environment in evacuation centers shall be strictly observed.
12. Essential facilities such as but not limited to the following: Medical station/clinic, hand
washing and laundry, waste disposal area, kitchen and cooking, breast feeding rooms,
conjugal room, livestock and domestic animal pen/coral shall be available in evacuation
centers/camps based on standards.
VII. Preparation for Evacuation
The goal of better managed evacuation can be achieved through a well-planned and prepared
evacuation centers with well-defined leadership and responsibility, adequate facilities and timely
delivery of assistance to the disaster victims. This includes organizing and equipping of
285

coordination and management structures at the local level, pre-identified and equipping of
evacuation centers and facilities, pre-positioning of resources, and defining procedures,
activities and processes that will help improve the condition in the centers and ensure timely
delivery of adequate and appropriate response.
1. Evacuation Center Management Committee (ECMC)
An ECMC shall be organized within the Local Disaster Risk Reduction and Management
Council (LDRRMC) to coordinate delivery of assistance and services to the evacuees.
1.1 Composition
• Social Welfare and Development Officer as Over-All Coordinator

• Members:
-Liga ng mga Barangay President
-City/Municipal Engineering Office
-City/Municipal Health Office
-School Division Superintendent
-Chief of Police
-NGO representative to the LDRRMC
1.2 Functions of the Evacuation Center Management Committee:
1.2.1 Prepare Evacuation Center Management (ECM) Plan for approval of the
LDRRMC.
1.2.2 Activate the Camp Management Plan and Teams and hold pre-
evacuation conference and planning.
1.2.3 Deploy Evacuation Center Management (ECM) Team(s) when evacuation

is ordered by the LDRRMC/local chief executive.
1.2.4 Coordinate and Monitor service delivery, needs assessment and identify
gaps in evacuation centers.
1.2.5 Coordinate the mobilization of local resource or request for augmentation

form their respective PDRRMCs, other national government agencies or
external donors as required.
1.2.6 Identify and map the agencies and groups providing assistance to the
various evacuation centers, including the type of assistance being
provided (3 Ws re: Who, What, and Where)
1.2.7 Develop area-specific protocols to help the Committee implement the

objectives of these Guidelines responsive to local context and needs.
1.2.8 Ensure that agencies, group and organizations providing assistance to

the evacuation centers are aware of these Guidelines and the standards
set forth hereto.
1.2.9 Conduct capacity-building activities and refresher courses to designated

camp managers/Teams.
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1.2.10 Enter into agreement with the building, structure or property owners that
will be used as evacuation centers. [note: this agreement can include
duration, number of families/persons, duties and responsibilities of the
LGU and property owners and property rentals].
1.2.11 Maintain adequate supply of the Evacuation Center Management Toolkit.
1.2.12 Coordinate with the National Camp Coordination and Camp Management
(CCCM) Cluster in times of major emergencies in their AOR.
1.2.13 Monitor and address needs related to the use of schools as evacuation
centers and concerns on the need to continue learning in evacuation
centers during emergencies.
2. Evacuation Center Management Teams (ECMT)
2.1 Composition of ECMT:
2.1.1 Evacuation Center Manager (one per evacuation center)
2.1.2 Assistant Manager (one per every 200 families)
2.1.3 Administrative/Records Officer (one per 200 families)
2.1.4 Property Custodian for schools occupied as EC or Owner for non-school

ECs.
2.2 Functions of the ECMT:
2.2.1 Organize the evacuees, identifying their leader to ensure harmonious

coordination and collaboration between Camp management and
evacuees.
2.2.2 Ensure that the required assistant, services and protection of the
evacuees are provided on a timely manner and are based on the
standards.
2.2.3 Coordinate and monitor delivery of services and conduct of activities of

different agencies and organizations.
2.2.4 Establish participative and transparent governance and management

system, including the crafting of essential house rules.
2.2.5 Ensure the inclusion of the evacuees, especially women and person with
disability and person with special needs, in the management activities
and decision-making processes.
2.2.6 Register the evacuees and roll-out the information management system
provided for this Guidelines.
2.2.7 In coordination with the CCCM Committee, mediate and encourage

dialogue among evacuees and the host community towards peaceful
coexistence.
287

2.2.8 Coordinate with law enforcement agencies and Barangay Tanods in the
maintenance of peace and orders inside the centers, safety, preservation
and security of school properties and facilities during the period of
occupation by evacuees.
2.2.9 Coordinate with the building/property owners of the evacuation centers

and ensure their inclusions in the decision-making process concerning
use, care and maintenance of facilities.
3. Mapping Resources
3.1 Identification and listing of evacuation centers with information on facilities that
can be used as temporary shelter including the maximum number of families that
can be housed in each center. The list shall include public and private open
spaces that can be used to set-up transitional shelter or tenets.
3.2 Inventory of facilities including: Medical Clinic or equivalent, rooms for

accommodation of evacuees, hand washing bathing facilities, toilets, connecting
to water pipeline and electricity, water storage, cooking/kitchen facilities counter.
Facilities at the vicinity of the evacuation center and are available for public use
should be included in the inventory.
3.3 Indicative plan how to improve the facilities in the pre-identified evacuation
centers on how to meet the standards.
3.4 Inventory of resources needed for sound management of evacuation centers

(Basic Office equipped such as but not limited to the following: computers, type
writer, reproduction machine/computer printers, Xerox machine, TV sets,
Transistors radios, etc)
4. Prepositioning of Stockpile
4.1 A maximum of 15,000 family packs at the National Operation Center shall be
maintained at any given time.
4.2 DSWD Regional Office shall maintain stockpile of 5,000 food packs per regional
office to augment resources at the local level.
4.3. LGUs are encouraged to maintain at least 500 food packs at any given time.
4.4 DSWD is encouraged to preposition at least twenty (20) sets of Child Friendly
Kits at the DSWD Regional Offices.
4.5 Basic medicine and medical supplies shall likewise be prepositioned by the
Local Government Unit (LGU) for use of evacuation centers once activated. The
DOH through the respective Centers for Health Development (CHD) shall
likewise preposition medicines, medical supplies and other goods ate the
Provincial Health Team Offices (PHTO) ready for immediate deployment once
requested by the LGU.
4.6 LGUs are encouraged to allocated budget for stockpiling of education supplies of
student packs, ECCD packages for 10% of identified children at risk (Note that at
least 40% of the at risk population are comprised by children, of which about
83% belong to the pre-school or school age population.
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4.7 LGUs are counselled to apportion provision for teachers’ packs and instructional
materials within their evacuation management budget and plan.
5. The responsible BDRRMCs shall conduct pre-registration of families prone to disaster

using the prescribed registration form.
6. Camp Management Training
6.1 The DILG, DSWD, DepEd and DOH, in coordination with their respective co-
leads in the Cluster System for humanitarian response, shall develop and roll-
out a comprehensive training course for CCCM Committees and Camp
Management Teams.
6.2 Regional Training of Trainors (ToTs) shall be organized at the Regional Level.
6.3 Camp Management Training at the Municipal Level.
7. The DILG, DSWD, DepEd, DOH, DENR,-MGB and DPWH shall organize a TWG at the
Regional-Provincial levels that will conduct validation inspection activities of the facilities
using the evaluation tools developed by the LGUs. The validation will cover structural
integrity, safety from risk and hazard, suitability for use as evacuation centers and
availability of adequate facilities.
8. Evacuation Center Management Plan
Immediately upon the issuance of these guidelines, all local government units shall
develop an evacuation center management plan that will include the following:
8.1 List of Evacuation centers with contact numbers of camp management team.
8.2 List of activities to be undertaken within the duration of the evacuees’ stay inside
the evacuation center.
8.3 Responsible persons/partner agencies and their contact number involved in the
management of EC.
8.4 Resources Needed
8.5 Expected output per activity
9. Evacuation Center Management Kit
9.1 The kits are intended for use of Camp Management teams. This shall be
composed of but not limited to: LGU Camp Management Plans and Manuals of
operation, Registration Forms, DAFAC, DTM Forms, Logbook, Pens, Mobile
phone, Directory of Contact persons and agencies/offices vital to camp
management.
VIII. Evacuation Center Management
1. Activation of the Evacuation Center and EC Management Teams
ECM Committee Chairperson, with the information from the LDRRMC or LDRRMO that
an evacuation of affected families is eminent, shall activate the Camp Management
Teams and:
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1.1.1. Deploy the Camp Management Teams to their assigned evacuation centers.
1.1.2. Inform the building structure or property owners.
1.1.3. Inspect the facilities to ensure that everything is in order and functional.
1.1.4. Bring Camp Management Kits.
1.1.5. Camp Management Team to conduct planning session, ideally before accepting
IDPs.
1.1.6 The members of the Camp Management Team shall wear, at all times,
identifiable markers (Identification Cards, Name Plates, Shirts, Vests or Jackets).
1.1.7 Set-up the Evacuation Center.
a) Visible and with proper directions.
b) With adequate visibility using streams or sign board.
c) Sufficient supplies and communication capacity.
2. Organization of Evacuation Center Management Committees
2.1. Wash Team
2.2. Health Team
2.3. Education Team
2.4. Food and Non-Food Items (NFI) Team
2.5 Logistic Team
2.6 Protection, Safety and Security Team
3. Basic facilities and standards
3.1. Shelter and Accommodation
3.1.1. The Local government units shall ensure that adequate shelter is
provided to the evacuees.
3.1.2. To guide LGUs: short-term and long-term.
3.1.3. Check for connection on electricity and water.
3.2. Camp Management desk or office
3.2.1. An office or desk will be set-up in each evacuation center.
3.2.2. The office/desk will be properly marked with visibility.
3.3. Toilets and Bathing Areas
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3.3.1. Toilets must be will lighted, can be locked from the inside, with adequate
ventilation.
3.3.2. For displacement exceeding 3 days, the camp management team shall
ensure the following:
There are many different designs for the construction of toilet facilities which can
achieve the overall objectives. The most appropriate design is dependent on the
space constraints, soil geology, available water, commitment to maintenance,
local sanitation practices and resources available.
The Sphere Standards have key indicators which have a best possible scenario
of 20 people per toilet facility. However, this is difficult to achieve because
resources, space and other considerations. While determining the numbers to be
installed, the EC management team and concerned agency should observe to
see if open defecation is occurring, check to see that existing facilities are
functional and being used, and if there are queues forming as people wait to use
the facilities. Often people only use EC’s as a place to sleep and return home
during the day using their own facilities.
Based on these observations numbers should be increased until the key indicator
is met, however, if people are using the toilets and there is no sign of open
defecation of long queues then there may be sufficient facilities.
a. Short-term displacement: 1 per 50 persons
b. Long-term displacement: 1 per 20 persons
c. Separate toilet for men and women
d. For communal latrines, due consideration should be given to

children, on appropriateness in terms of design, size
e. Must have garbage bins available, especially for trines assigned to

women and men.
f. Toilets must be kept cleaned and maintained for all intended

users.
g. Hand washing facilities preferably with soap must be available

adjacent to toilet facilities.
h. DOH/COH approval for use of WS Pit Latrines in lieu of full septic

pit will be site specific. A site inspection by DOH/CHO will be
conducted to consider existing groundwater depth and usage, soil
type and planned design life.
i. Women to male toilets should be built at approximately 4 Female

toilets to every 3 Male Toilets.
j. 1 in 10 toilets should be disabled accessible, with a minimum of 1

toilet per site.
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3.4. Child- Friendly Spaces (CFS)
3.4.1. One (1) CFS for every 100 families (estimated to serve at least 280
children below 18 years old)
3.4.2. CFS should be located near a clean toilet for boys and girls.
3.4.3. Additional guidelines:
a. Community-Based EC:
- The size of CFS is 6m x7m floor area with provision for

open space for outdoor play activities (see physical lay-
out).
- For the TLS, at least two (2) 42 square meters floor area
spaces for learning activities cum psychosocial care. They
can be equipped as follows but not limited to chairs and
tables, moving blackboards, and provision of learning
materials such as story books, modular instructional
materials for alternative education and recreational
materials for psychosocial sessions.
Missing 1 page containing 3.5 and 3.6
areas.
3.7. Storage Area
Ø A safe place where relief goods (food and non-food) can be stored free
from rodent/insects.
3.8. Laundry Spaces
3.8.1. To ensure sanitations in the evacuation centers, guides for laundry

spaces:
a. Designated areas for laundry shall be made available in ECs.
Ø 1 hand basin per 10 persons

Ø 1 wash bench (4-5m) per 100 persons
Ø 2 laundry platform (3m double sided) per 100 persons
b. Size of laundry areas should be sufficient to accommodate 20

persons at any given time.
c. Should be connected to an existing drainage and water tap.
d. Should be provided with roofing and lights.
3.9. Water Spaces
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3.9.1. 15 litres of water per person/day
3.9.2. 500 meters between individual shelters and water supply.
3.9.3. 250 persons per functioning water tap.
3.10. Health
3.10.1. Facilities Requirements for Health
a. Health station/clinic
b. Breast feeding room
3.10.2. All medical stations/clinic shall have available basic drugs, medicines,
medical supplies and equipment for use during disaster in evacuation
center.
3.10.3. All medical station/clinics shall ensure availability of services 24/7 in

evacuation center for emergency cases.
3.10.4. All medical missions shall be coordinated through within 500 meters of a
public health facility should be provided by that health facility.
3.10.5. Health Services for population in ECs located within 500 meters of a
public health facility should be provided by the health facility.
3.10.6. Health Services for ECs located more than 500 meters of a public health
facility can be provided with health station manned by health staff 8 hours
on a daily basis for the first 2 weeks of the emergency.
3.10.7. The breastfeeding room/centers should be easily accessible providing

privacy, security and supportive acre namely; helpful maternity services;
continuing assistance and social supports; and appropriate health
services.
3.11. Couple Room
3.11.1 Designated a private room located at the end part of the EC to

accommodate legally married evacuee-couples (present marriage
certificate or proof of legal marriage for a period of time (at least 2-3
hours) to spend moment of togetherness and romance with privacy.
Couples must pay a minimum fee for the hours spend in the private room
(maximum 3 hrs). Collected fees will be included as donations to the EC.
However, should the evacuation center be located at a school site, the
couple room is not deemed appropriate and shall not be allowed within
school premises.
3.12. Provision for management of livestock and domestic animals owned by evacuees.
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3.12.1 Space for livestock and other domestic animals of evacuees shall be
identified and provided in all evacuation center or if possible a separate
evacuation facility for the animals shall be established. Facilities and food for
these animals shall also be provided during the disaster until such time when
they are able to return to their owners residences. Care and safety of these
animals shall be ensured by the evacuation center management officers and staff
with the assistance of the Department of Agriculture, animal rights group and
other stakeholder
4. Basic Services
4.1 Food
4.1.1 A maximum of 15,000 family packs at the National Operation Center shall
be maintained at any given time.
4.1.2 A food pack for a family of 5-6 members shall contain goods that are not
highly perishable, culture sensitive and appropriate for the family members.
Aside from the food pack, clothing shall also be included in the family pack.
4.1.3 Immediate provision of mass feeding of RTEF during the first three days of
disaster operation-emergency phase.
4.1.4 Set up community kitchen as necessary.
4.1.5 Priority consideration to the provision of food to the persons with special
needs. i.e. breastmilk for infants.
4.1.6 Family Food Pack
a. Family food packages should conform to the Required Dietary Allowance

(RDA) of an individual which is 2,100k/cal/adult/day and 1,700 k/cal/child per
day, micronutrient, vitamin A for 12 years old and above 200,000 I.U. and for
children below 12 years old 100,00 I.U.
b. Some of the required food are as follows: 3 kilos of rice, 9 canned goods
(sardines/ canned meat), 6 noodles, 6 pieces 3 in 1 coffee or its nutritional
alternative i.e. bread.
c. Recommended composition of family food packages should be dependent on

the availability of food commodities in the disaster affected areas.
4.2 Nutrition
4.2.1 Conduct of MUAC Screening
4.2.2 Food inspection and milk code violators monitoring.
4.2.3 Provision of inpatient referral and outpatient feeding for severely acute
malnourished MAM children (high risk group)
4.2.4 Designation of breastfeeding area / corner
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4.2.5 IFE assessment and counselling
4.2.6 Provision of access to breast milk (milk banks and wet nurses)
4.2.7 Complementary feeding with MNP for children 6-23 months
4.2.8 Vitamin A Supplementation
4.2.9 Inclusion of fortified foods in family packs
4.2.10 Zinc supplementation for all diarrheal cases
4.3 Protection
4.3.1 General Protection Concerns
a. Established coordination of inter-sectoral mental health and psychosocial

support
b. Conduct assessment of mental health and psychosocial issues through a

participatory process involving the IDPs
c. Management of ECs must apply a human rights framework through mental

health and psychosocial support
d. Identify, monitor, prevent and respond to protection threats and failures

through locally mandated structures and through social protection
e. Identify, monitor, prevent and respond to protection threats and abuses

through legal protection. ECs must be provided with adequate safety and security
measures for all IDPs by mobilizing local Law Enforcement officers (Barangay
Tanods/ Policemen/ Policewomen) to maintain peace and order, and to respond
to any threat to life and/ or crime incident in the ECs that affect men, women,
boys and girls
g. Preventing IDPs especially children against recruitment by military or armed

groups
h. Promoting security of social workers, community development workers and

other LGU-NGO-INGO field personnel in the performance of their roles and
responsibilities at the ECs
i. Promoting security from any attack and strengthening the security of teaching
staff and student going to and from schools
j. Law enforcement officers (Police Officers/ Barangay Tanod) to ensure and

maintain orderly distribution of relief, to include the prioritization of IDP children
and those with special needs
k. Physical set-up of the EC must be properly lighted especially at night, not

crowded, and with proper ventilation
l. Provision of adequate dividers per families to facilitate privacy
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m. Assistance in the retrieval/ re-issuance of legal document like passports,

marriage certificates, birth certificates, IDs, land titles, school records and other
pertinent legal documents.
4.3.2 Child Protection
a. Ensure availability of disaggregated data of all children in the ECs, to account

the number of affected children, including those who are Separated and
Unaccompanied Children/ Orphaned (SUCs) indicating their ages, gender
(boys/girls), and any disability or special concerns needing appropriate
professional intervention and facilitate an assessment on the needs and priorities
of children.
b. Disseminate that CFSs (1) provide secure and ‘safe’ environments for
children, (2) it creates a stimulating and supportive environment for children, (3)
build on existing structures and capacities within a community, (4) uses a fully
participatory approach for the design and implementation, (5) supports integrated
services and programs, and (6) are inclusive and non -discriminatory.
c.Set-up Child Friendly Spaces (CFS) for children (boys and girls) using a rights-
based approach, inclusive and non-discriminatory regardless of class, gender,
abilities, language, ethnicity, sexual orientation, religion, and nationality to have
equal access to the CFS, and consider cultural norms and practices, community
values, and design age appropriate CFS activities (from birth to 6 years old, 7 –
12 years old, 13-17 years old). Coordinate with the existing local structures,
Local Social Welfare Office, the BCPCs, Community- Based Child Protection
Networks (CBCPN) or any community- based child protection group available in
the locality and with maximum participation of children/ youth groups.
d. Promote Psychosocial Support PSS through community-based initiatives and

mobilization of local child protection structures like the BCPCs, Community-
Based Child Protection Networks (CBCPN) at ‘Purok or Sitio’ level and with
active participation from the Children/ Youth Groups
e. Promote the message, “ Do No Harm” to children and facilitate a ‘protective

environment’ for the prevention of child protection concerns like physical abuse,
sexual exploitation, child labour, child trafficking and other child protection cases
f. Strengthening coordination and proper referral to appropriate agencies/

authorities to address cases of child protection (e.g. physical abuse, sexual
exploitation, child labour, child trafficking and other child protection cases)
g. Strengthen the capacity of the BCPC to facilitate proper response in working

with support groups and in facilitating referrals to appropriate and mandated
structures
h. Use participatory approach in designing and implementation of CFS activities
4.3.3 Gender-Based Violence
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a. Ensure availability of disaggregated data of pregnant and lactating mothers

including women/men victims of DGV indicating their ages, gender (male/female
and boy/girls) and any disability (PWDs) or special concerns needing appropriate
professional intervention
b. Setting-up of Women Friendly Space as venue for psychosocial support for

both women and men
c. Promote breastfeeding provision of RH services, counselling sessions, and

appropriate response and referrals on GBV cases affecting both male/female
d. Promote the prevention of GBV concerns like sexual abuse, domestic

violence, and human trafficking and other GBV cases
4.4 Water and Sanitation and Hygiene
The following table outlines the recommended toilet type based on situation and the
agreed WASH Cluster Latrine Ratios. These ratios are based on the observation that
populations are mobile throughout the day, and utilizing facilities outside the ECs and
transit sites. Regular monitoring of CHO Sanitary Inspectors on the practice of open
defecation and queuing at peak times is to be done. If either is found an issue ratio will
be decreased.
The maximum numbers of users per toilet, shower, handwashing station and solid waste
bin in evacuation centers and home-based areas in affected areas must not exceed:
Toilet Type Latrine Ratios Shower Ratio Handwashing Solid Waste

Bins
School EC Permanent 1:50 1:100 1:10 toilets 1:10 HH
Septic to but within
meet school 10m of toilet
requirements,
supplemented
by portalets +
use of
existing
facilities with
regular
desludging
EC Other Semi- 1:50 1:100 1:10 toilets 1:10 HH
Permanent but within
septic 10m of toilet
supplemented
by portalets +
use of
existing
facilities with
regular
desludging
Temporary Portalets/ 1:55 students nil Group
Learning Semi Handwashing
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Spaces Permanent Facilities min

WS Pit1 / 15 taps.
Urinals + use
of school
latrines with
regular
desludging
Tented Semi- 1:40 1:80 1:10 toilets 1:10 HH
Transit Site Permanent but within
Rural WS Pit1 / 10m of toilet
portalets
Tented Semi- 1:40 1:80 1:10 toilets 1:10 HH
Urban Septic + use 10m of toilet
of existing
facilities with
regular
desludging/
portalets
Bunkhouse Semi- 1:20 1:40 1:10 toilets 1:10 HH
Rural WS Pit1 10m of toilet
Bunkhouse Semi- 1:20 1:40 1:10 toilets 1:10 HH
Urban Septic 10m of toilet
Permanent Family Per
Site Latrines household
(Permanent
Septic)
4.4.1. WATER SUPPLY STANDARD in accordance with the national standards for drinking
water supply, access of Evacuees to adequate water supply shall be ensured at the following
levels:
a. 250 people per tap (based on a flow of 7.5 liters/mins)

b. 500 people per handpump (based on a flow of 16.6 liters/min)
c. 400 people per single user open well (based on a flow of 12.5 liters/min)
d. Until the minimum indicators are met, the priority should be equitable access to
an adequate quantity of water even if of intermediate quality
e. The quantities of water needed may vary according to the climate, the sanitation
of facilities available, people practices, and the food they cook, among others
4.4.2.Basic Survival Water Needs

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Water intake 2.5-3 liters per day Depends on the

(drinking and food) climate and individual
physiology
Basic hygiene 2-6 liters per day Depends on social
practices and cultural norms
Basic cooking 3-6 liters per day Depends on food type,

needs social as well as
cultural norms
Total basic water 7.5-15 liters per

needs day
4.4.3. Minimum Water Demand per day (Prolonged Period)
Use Minimum Demand

(liters/person/day)
Drinking 2 liters
Food preparation and cooking 10 liters
Batching 15 liters
Laundry 15 liters
Sanitation and Hygiene 10 liters
Total 52 liters
• The maximum distance from the users to the nearest water point in 500
meters.
• Queuing time at a water source is no more than 15 minutes.
• It takes no more than three minutes to fill a 20-liter container.
• The number of people per source depends on the yield and availability of
water at each source.
4.5. Containment (within WASH)
4.5.1. Faeces, Urine and contaminated water must be contained in such a way so as to
prevent:
a. Contamination of water supplies (leaching and surfaces should be 1.5 m above

water table, more than 25m from ground water source)
b. Prevent faeces and contaminated liquid from being spread over the ground or in
fields either through flooding and/or vermin spreading the faeces (containment
tanks, septic tanks)
c. Flies from contact with contained materials and then contaminating food or eating
surfaces (water seal bowls, lids, screened vent pipes). Fly spraying
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(deltamethrine) is only to be carried out by professionally trained staff using

protective clothing and in event of diarrheal outbreak.
4.5.2. If water used for anal cleansing and/or flushing the containment should be designed
such that water has sufficient retention time to reduce entrained solids before it is
leached into the ground (above the water table) or fed into storm water drains.
4.5.3. Sizing of containment/septic tanks etc, is dependent on the number of users, soil type
and ability to remove and dispose of sludge. Containment Pits should be designed to
only require desludging one time per year.
4.5.4. If sludge removal is part of the design then access is required for vehicles etc so that it
can be safely removed.
4.5.5. Construction should use local materials and designed so it is easy to maintain
cleanliness.
4.5.6. Latrine slab should be smooth and with a slope draining to the drop hole. Agencies
should consider installing urinals for men to reduce the number of latrines for men
required.
4,6 Sanitation and Hygiene
4.6.1, Water or other anal cleansing materials must be really available. For Water Seal toilets
should only be constructed if there is sufficient water available for flushing within the
immediate proximity of the facility (water point within e.g. 50m).
4.6.2. Hand washing facilities must be designed into or nearby the facility (maximum distance
10m from the facility)
4.6.3. Implementing agency is responsible for hygiene promotion, training and strengthening
local organizations to maintain and clean the facility.
4.7 Superstructure considerations
4.7.1. Access to the facility must account for all sectors, women, elderly and disabled, Latrines
for disabled (1 in 10) should include design features (rails, ramps, seats) that enable
safe access and defecation in safety and privacy according to age, gender, and
disability, with a minimum of 1 disabled toilet per site.
4.7.2. Provision must be made for the hygienic collection and disposal of children’s faeces.
4.7.3. Cultural considerations must be considered in design, Gender separation and

signposting of cubicles is required.
4.7.4. Privacy for users is a primary concern and should be guaranteed, (e.g. door should be
lockable from inside and latrines should be lit at night in camps.)
4.7.5. Superstructure must be resistant to normal rain and wind conditions to protect users.
4.8. Hygiene Promotion
4.8.1. The key to reducing the public health risk is ensuring that the toilets are used and used
correctly. Hygiene promotion programs that explain the reasons for using toilets vs. open
defecation and changing behaviours (i.e. hand washing, cleaning of plates and cutlery,
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protection of food from flies etc.) are needed so that the evacuees will use the facilities
and ultimately reduce the public health risks.
4.8.2. Implementation of the facilities depends on good hygiene promotion strategy that should
be sustained by the EC WASH committee and Barangay Health Workers (BHWs) with
guidance from agencies and City Health Office. The objective is to eliminate the open
defecation practices and change risk behaviours.
4.9. Maintain of WASH facilities
4.9.1. Maintain sufficient water and cleansing materials as well as soap and water for hand
washing
4.9.2. Cleaning of facility so that it does not smell or get muddy
4.9.3. Maintain rocks so that privacy is guaranteed, monitor the conditions of walling and doors
to make sure peepholes are not being made.
4.9.4. Each woman’s block must have a clearly marked receptacle for disposal of baby diapers
and sanitary napkins.
4.9.5. Ensure that access is safe, i.e. lights at nights, clean and safe pathways etc.
4.9.6. Agencies installing latrines are responsible for ongoing maintenance for a 3-4 month
period, after which time they should ensure adequate maintenance systems are in place.
This includes decommissioning if it’s within the 3-4 month period.
4.10. Dislodging
4.10.1. Faeces over time will decompose. However they will still retain some volume and
eventually any containment system will fill up and either the facility is sealed up and
closed or the containment vessel is emptied.
4.10.2. In this setting, the large number of users in a short time will fill these containers much
quicker. In addition to this, when using water seal toilets, the amount of water used for
flushing cannot be leached into the ground quick enough or passes through the system
quickly and is not clean enough for storm water drains. In both cases the sludge and
black water needs to be removed and treated on a regular basis.
4.10.3. Different designs:
a. Urinary Diversion Toilets

- In this design, the faeces are purposely collected, along with the separated
urine and process into fertilizer. This will follow established processes,
however in the emergency situation the collection and disposal of these
materials must be done safely and timely so as to reduce the possibility of
exposure to the displaced residents. In these areas there are largely
proportion of children so extra care must be taken with the storage and
disposal of these materials.
b. Portalets, Pit Latrines and Special Tanks
- These can be manually emptied or emptied by pumps into tanks or barrels for
removal from site. Note that during removal the workers need to protect
themselves and all spills need to be cleaned and disinfected. The
transportation vessels must be sealed.
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4.10.4. This sludge can be treated in several ways:
a. Emptying into existing sewage treatment plants.

b. Lime Stabilization
4.11. Sewage Disposal
4.11.1. Environmental contamination or spillage from truckling of excreta must be prevented.

Final disposal of excreta must prevent exposure of the general population to health risks.
Organizations must only use final disposal sites as designated by Department of Health
4.11.2. Workers involved in the management, emptying, transport, treatment or disposal of

excreta must be provided with protective clothing, tools and health and safety advice.
4.11.3. Disposable Site
a. With the influx of portalets which require regularly scheduled emptying, along with
school septic tanks that are now full, a Lime Stabilization Area is required.
- At the landfill 2 pits will be dug (4m x 3m x 1.5m deep).
- These will be lined with layers of tarpaulin and plastic to reduce seepage of
untreated waste into the ground.
- The sewage will be emptied into a pit and mixed with hydrated lime
(5kg/1000liters)
- The PH will be monitored. Target PH is 12 as this will kill all of the pathogens.
More lime will be added if needed
- Once the first pit is full the second pit will be started. The first pit will then be
emptied of the disinfected sludge over the landfill as cover.
b. This will require:
- Supply and storage of hydrated lime and other equipment
- Scheduling of emptying of septic and portalets, including coordination with
pumping company, landfill for access and the camp management to make sure
that the truck has access
- Staffing (cash for work for IDPs)
o Trained to mix in line
o Measure the PH
o Will need protective clothing
o Will be excavating the full pit and spreading over the landfill
o Inventory of lime, gas and managing the process
- Pump and hose for dewatering of processed sludge
- Gas for the pump
4.12. Solid Waste Management
4.12.1. Agencies working in the sites will provide rubbish bins at a ratio of 1 bin per 10
households. A central Collection receptacle should be established in the designated
areas to facilitate emptying by the LGU 9and associated contractors) on a daily basis.
LGU contact person should be contracted directly if solid waste removal is insufficient.
4.12.2. Agencies can augment LGU in the collection system if the need warrant it.
4.13. Vermin Control Program
4.13.1. The Barangay LGU will take care of its own area to conduct spraying, fumigation,
fogging if necessary to control vector borne diseases with the assistance and support
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from the DOH and agencies working in the sites the DOH-CHDNM will also distribute
treated mosquito nets to all affected areas needing its assistance.
4.14. Health
4.14.1. Minimum Services Packaging for Health
a. Clinical
- Consultations/treatment
- Emergency transport
- Hospital Care
b. Public Health
- WASH – water sanitation hygiene
- Nutrition
- MHPSS
- DSE Surveillance
- PIDSR
- SPEED
- Vector Control
- Management of dead
- Reproductive health (MSP)
4.15. Mental Health and Psychosocial Services
4.15.1. There should be an initial assessment of MHPPS needs of persons staying in the
evacuation centers with special focus on direct victims, indirect victims, vulnerable,
groups like children, those with pre-existing mental health conditions, and those who are
socially marginalized.
4.15.2. Psychosocial support (PSS) services for parents, male involvement should be provided
by trained PSS personnel
4.15.3. Provision of psycho-social intervention is necessary to enable children victims of

disasters maintain a friendly outward social disposition free from feeling of animosities
and revenge. This will prevent them from alienation with other children when they will be
integrated to their respective communities.
4.15.4. The children will be provided with developmental and social activities, e.g. Plays, group
sessions, counselling and the like to be able to help them recover from trauma and bring
them back to their normal psychosocial functioning.
4.15.5. Promote the IASC – MHPSS Guidelines and its key messages to ensure that there is
appropriate action to address the social risk factors affecting mental health and
psychosocial well-being of IDPs and support groups. (refer to IASC-MHPSS guidelines)
4.15.6. Be guided that essential clinical psychosocial and psychiatric interventions need to be
made available for specific, urgent problems. These latter interventions should only be
implemented under the leadership of mental health professionals, who tend to work in
the health sector.
4.15.7. Including psychosocial consideration in the protection response will protect the dignity of
survivors and enhance the overall protection response.
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4.15.8.Minimum package for MHPPS in the evacuation center following the MHPSS intervention
pyramid for mental health and psychosocial support in emergencies.
a) Level 1 – any service geared towards addressing the acute needs of the general
population in a disaster such as the following : psychosocial first aid, provision of
basic needs and services, or coordination with concerned agencies on such,
disaster orientation/briefing
b) Level 2 – any service addresses to vulnerable groups to provide community and
family support and help restore support systems, e.g. play sessions, provision of
child-friendly spaces, formation of support groups, facilitation of ceremonies and
rituals, etc.
c) Level 3 – focused services aimed at managing high risk cases to prevent and
reduce risks of mental health cases and their consequences, e.g. psychosocial
processing (PSP) or debriefing counselling, etc.
d) Level 4 – specialized services for MHPSS cases, e.g. treatment by specialists,
management in mental health facilities, provision of psychotropic medications.
4.15.9. Proper coordination mechanism in the provision of MHPSS services must be established
among different agencies and partners especially among those with key mandates:
a) DOH – leading MHPSS, health personnel, responders, LCEs

b) DSWD – affected people in evacuation centers especially in assessment and
provision of services, in coordination with other agencies
c) DepEd – affected school children
d) PRC – affected people in the community
4.15.10. Screening a possible high risk cases must made through the use of the Self Reporting
Questionnaire (SRQ) to be facilitated by the evacuation center manager with orientation from
the DOH
4.15.11. Referral system for vulnerable groups and high-risk cases must be established in
coordination with the DOH for proper-referral, management and treatment of cases in
identified facilities.
4.15.12. Periodic assessment of MHPSS needs must be done to document cases and issues
and to serve as inputs for planning.
4.15.13. Networking and cluster coordination activities must be regularly attended to discuss
operational plans and issues.
4.15.14. Reporting of MHPSS services rendered for proper coordination of activities,

documentation of services and for planning purposes.
4.16. Education
4.16.1. Assignment of areas as Child Friendly Spaces (TLS) should be ensured in each
evacuation center.
4.16.2. CFS/TLS provide venues for supervised neighbourhood playgroup services for pre-
schoolers and learning activities for school-aged children.
4.16.3 Determine appropriate approaches sensitive to age and culture to ensure that
educational programmes respect the needs and rights of learners example flexible
school calendar.
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4.16.4. The location of the learning spaces should include easy access to toilets. Toilets may
need to be adjacent to the child friendly spaces and temporary learning centers because
young children frequently supervision when going to the toilet.
4.17 Livelihood Support
4.17.1 Provide opportunities for work and implement rehabilitation program to restore the
livelihood of the affected families/population.
4.18 Distribution of Relief Goods
4.18.1 Management of relief goods as stockpile shall under the supervision of the Provincial
Social Welfare and Development Office (PSWDO) since disaster management was
developed at the Provincial level and because the City and Municipal Social Welfare
gets the technical assistance from the PSWDOs.
5. Registration and Information Management
5.1. Registration
5.1.1 Make available logbooks/DAFAC for the incoming evacuees to register indicating the
following:
a.) Profile: name, age and sex of family head and place of origin of evacuees,
members of the family, solo parent.
b.) Provide information on vulnerabilities such member of the family who are:
pregnant with expected date of delivery, lactating, elderly, person with disability
and type of disability (PWD), person with serious illness, malnourished children,
source of income and skill, unaccompanied children, unaccompanied elderly.
5.1.2. Master listing and profiling of victims of disasters/DPs including missing and dead
relatives of members of the family, details of family member with special needs.
• The masterlist will be based on the logbook and DAFAC.
5.1.3. Displacement Tracking Matrix
• The DTM tool shall be used in gathering the information on the needs in the
evacuation centers. The DTM will be rolled out within 48 hours since activation of
evaluation centre. Thereafter, the DTM report shall be released weekly with the
forms to be accomplished by the assigned information manager in the
camp/evacuation centre.
5.1.4. The following are the Information Management Tools to be used:
a. DROMIC Report
b. DAFAC and DAFAC Database
c. Population Tracking Form
d. Displacement Tracking Matrix (DTM)
e. NDRRMC Situation Report
f. DepEd Report
g. SPEED Report
h. Logbook of Donations Received in Kind
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6. Conduct of regular consultation and meetings with evacuees
6.1. All evacuees shall be organized into groups with identified team leaders
6.2. The team’s leaders shall have regular meetings with the camp manager and
team.
6.3. All meetings shall be properly documented and recorded.
6.4. The camp manager shall keep the records of the meetings for ready reference
when needed.
7. Maintenance and care of evacuation center facilities
7.1. Responsibility of the LGU’s
7.2. Repairs of damages to Schools used as evacuation centers during the disasters
shall be immediately undertaken to ensure the safety and well-being of the
evacuees and other occupants
7.3. Such repairs shall be under the jurisdiction of School Principal in coordination
with the Camp Manager.
8. Mobilization of volunteers
8.1. Organize volunteers for goods distribution, repacking and other activities relevant
to management of resources.
8.2. Assist in the masterlisting of disaster victims.
8.3. Assist in the community kitchen and food preparation.
8.4. Assist in the conduct of socio-cultural and recreational activities (for prolonged
evacuation)
8.5. Coordinate the organization and deployment of breastfeeding support group and
members to actively promote, protect and support exclusive breastfeeding in the
evacuation center.
9. Sharing of resources among LGUs
9.1. In the event that the evacuees evacuated in the neighboring LGU, the host LGU
may provide the evacuees with relief goods.
10. Conduct of evacuation and emergency drills
10.1. Orientation for short-term displacement.
10.2. Drills during medium and long-term displacement.
IX. Termination of Evacuation Center Closure
1. Trigger and Criteria for Closure
1.1. Once all evacuees have voluntarily left the evacuation centers.
1.2. Readiness of the resettlement site.
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1.3. Readiness of the evacuees to return to their respective places of origin.

1.4 Normalcy of the situation
2. Site Closure
2.1. Demobilization
a) All equipment provided by the local government or donated to the local

government for the improvement of conditions during an emergency should be
properly stored in safe areas for use in the event of another crisis.
b) In cases where equipment may be turned over a donated to the administrators of
the site used as an evacuation center, a memorandum of agreement should be
finalized between the LGU and the relevant counter-part.
2.2. Repair and Rehabilitation of Facilities
• The local government is responsible for facilitating general cleaning including

fumigation, repair of broken facilities, etc. This is an important activity in ensuring
that the facility is safe to be utilized in its original function.
X. Annexes
1. Organizational Structure on Evacuation Center Coordination and Management

2. Functions of Evacuation Support Teams
3. Non Food Items Kits (Family, Kitchen, hygiene and water)
4. Registration Form
5. Disaster Assistance Family Access Card (DAFAC)
6. Profile of Evacuation Inside Evacuation Center
This Joint Memorandum Circular between the Department of Social Welfare and Development
(DSWD), Department of Interior and Local Government (DILG), Department of Health (DOH)
AND Department of Education (DepEd) is issued this ____ day of ___ 2013 at Quezon City,
Philippines.
307

Annex 1
Recommended Evacuation Center
Management Structure
Evacuation Center
Manager
Information Humanitarian Aid
Management Asst. Evac. Center Mgr. Agencies
Records Officer
EC Leader
Registration/Survey and Protection/Grievance

Masterlisting
Accommodation Security and Public safety
Relief Distribution (Food and Non- Sports and Recreation

Food)
Medical/Health and Nutrition WASH
Community Kitchen/Mass Transportation

Feeding/Food Preparation
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Evacuation Center Management support teams or committees shall depend on the need
of the evacuation center.
Annex 2: FUNCTIONS OF SUPPORT TEAMS
Water Sanitation and Hygiene (WASH) Team
1. Ensure Availability, accessibility, orderly use, proper maintenance and cleaning of

common and gender disaggregated WASH facilities as water taps, latrine facilities, hand
washing, bathing facilities and laundry areas;
2. Assist in Hygienic-Kit and Water Kit distribution.
3. Ensure proper solid waste disposal systems.
4. Ensure that the bins for biodegradable and non-biodegradable wastes are disposed
daily in the proper areas designated for this purpose;
5. Assist in the dissemination of WASH IEC materials and in the conduct of hygiene
promotion activities.
Medical/Health and Nutrition Team
1. Coordinate with evacuation center manager regarding health needs of the IDPSs.
2. Ensure rapid health assessments are conducted within 3 days of arrival of IDPs.
3. Ensure access to basic and regular health services, including immunizations and
referrals, accessible to the displaced population.
4. Monitor, report share information and refer health concerns to health workers/hospitals.
5. Assess and monitor the nutrition needs of the displaced population and refer when
necessary.
6. Ensure reproductive health services are provided in the evacuation center.
7. Assess and respond to mental health and psycho-social support needs of the displaced
population all throughout the displacement,
8. Implement a surveillance system for communicable disease
9. Guarantee immediate medical intervention for sexual and gender violence.
Transportation Team
1. Ensure availability of transportation, 24/7, for emergency cases.

2. Coordinate with the local officials and other entities to provide the evacuation center with
the transportation for evacuees who need immediate assistance/emergencies.
Security and Public Safety Team
1. Ensure IDPs are safe from exposure to crime, violence and abuse through effective
engagement of PNP (both men and women police) and barangay tanods for additional
security.
2. Ensure delivery of humanitarian assistance and evacuation center management are not
militarized and all evacuees/IDPs are free from recruitment tactics.
309

3. Evacuees/IDPs are consulted and involved in planning for effective safety and security.
4. Evacuation and contingency plans are prepared and drills conducted.
5. Council of elders shall be organized.
6. Facilitate the establishment of evacuation center rules and regulation.
7. Coordinate with Chief of Police, fire marshall, Brgy. Chairman and or Lupong
Tagapamayapa relative to evacuation center security measures.
8. Prepare log of incidents to report to Brgy. Police/Tanods.
9. Received complaints from IDPs in the evacuation center for immediate intervention and
referral services.
10. Assist in the resolution of minor disputes and violation of evacuation center rules.
11. Assist in the referral flow mechanisms of protection related concerns to the relevant
authorities.
12. Monitor, report and respond to cases of abuse and violations of rights in the evacuation
center while observing confidentiality, respect and safety/security at all times.
Food and Non- Food Team
1. Receive donations and assistance from various agencies and entities to be

acknowledge by the evacuation management manager
2. Seek the assistance of volunteers and supervise repacking of donations if

needed
3. Assist/ supervise food and non-food distribution and preparation of relief

distribution sheets for ready use
4. Coordinate with the Reception and Registration Committee with regards to the
updaed number of evacuees for relief distribution purposes
5. Monitor and report food and non-food item needs of the evacuation center
population ensuring evacuees with special needs are included
6. Maintain updated distribution lists and ensure that DAFAC are issued and kept
updated
7. Inform of Non-food item and food distribution schedule and entitlement to the
evacuees
8. Establishment of separate fast track lines for evacuees with special needs.
9. Ensure food and non-food items are culture sensitive
10. Ensure safe storage and warehousing of relief goods
310

Education Team
1. Ensure that Child Friendly Spaces/ Temporary Learning Spaces are established
within the Evacuation Centers, for the children to continue their learning process
2. Ensure availability of the masterlist of school children and needs are identified.
Coordinate with Education cluster to determine and provide for the needs of the
schoolchildren
Registration/Survey and Master listing Team
1. Assist in master listing/profiling and of IDPs and the updating thereof
2. Assist in the accomplishment/issuance of DAFAC
Accommodation Team
1. Assign disaster victims/IDPs to their designated rooms, separating males from

females if possible separate room for parents
2. Assist disaster victims/IDPs in the identification and selection of their room

leaders and orient them in their duties and responsibilities
3. Post Master list of occupants in their respective room assignments and be

posted at the door of every room. A daily updated report on the number of
evacuees shall be submitted to the communication and reports committee.
4. Assess other needs of disaster victims/IDPs
5. Identify and reserve room(s) for nursing mothers, isolation room(s) for the sick
and maternity room(s) for emergency cases of child birth
Community Kitchen/ mass feeding/ food preparation Team
1. Set up community kitchen and undertake mass feeding and food preparation
2. Ensure the cleanliness of the community kitchen is maintained
3. Ensure that a menu for the week is prepared
4. Ensure that children and persons with special needs are prioritized during
feeding
5. Ensure safe storage and warehousing of relief goods
Sports and Recreation Team
1. Organize sports and recreation activities in the evacuation center
311

2. Prepare schedule for the recreational activities duly approved by the evacuation
center manager
3. Provide regular recreational activities for evacuees especially for the children in
the form of film showing, educational videos and parlor and indoor games
Protection and Grievances Team
1. Received complaints from IDPs in the evacuation center
2. Assist in the resolution of minor disputes and violation of evacuation center

rules
3. Assist in the referral flow or mechanisms of protection related concerns to the

relevant authorities.
4. Monitor, report and respond to cases of abuse and violations of rights in the
evacuation center while respecting confidentiality
5. Ensure that the displaced population have access to justice
6. Ensure that distribution of relief goods is fair and the needs of specific groups
are taken into consideration.
EVACUATION CENTER LEADER
1. Represent the IDPs in expressing the needs, issues and concerns
2. Ensure that activities inside the evacuation center within his/her jurisdiction are
being monitored
Annex 3: Non-Food Items
Composition of Hygiene Kit (30 days)
1. 12 bars of bath soap (135 g)
2. 4 bars of laundry soap (380 g)
3. Toothbrush
4. Toothpaste (150 ml)
5. Toenail cutter
6. Sanitary napkins
7. Face towel
8. Bath towel/ malong
312

9. Plastic dipper plastic pail with cover
10. Slippers
11. Underwear
Composition of Water Kit
1. Jerry Can (20 liters with faucet)
2. Hyposol (1) 100 ml/bottle or aquatabs/ puri tabs (67 mg/20 liter 30 tabs)
Composition of Family Kit
1. Mats/ beddings
2. Blankets
3. Mosquito nets
4. stove and
5. kitchen wares (glass cup and saucer, spoon, fork, ladle, frying pan, kettle,
casserole), etc.
Annex 4: Registration Form
No Surname First Age Sex Date of Type of Barangay Learning Remarks

Name arrival vulnerability of origin Center/
School of
Origin
313

Annex 5
314

315

Annex 6
316

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COMPREHENSIVE COMMUNITY-BASED DISASTER RISK REDUCTION

What are hazards?

Natural hazards are naturally-occurring events or phenomena originating from the

 Hydro-meteorological factors - involve weather disturbances occurring in the air or

 Biological phenomena - involve exposure to pathogenic microorganisms, toxins and

Human-induced hazards may be categorized into:

What hazards are we prone to?

Why are we prone to hazards?

We also need to discuss the phenomenon of ‘silent disasters’—hazards that occur on a

Key points for this session:

SESSION 1-2: BASIC CONCEPTS ON DRRM AND CCA

What are disasters?

A disaster is “a serious disruption of the functioning of a community or a society

The inability of a community to cope when a hazard occurs is called vulnerability.

To further illustrate, DepEd conducted an assessment of the hazards and vulnerabilities of

 The occurrence of disasters could also be attributed to the extent of

 Exposure can be considered an element of vulnerability.

What is disaster risk?

Disaster Risk (DR) = Hazard x Vulnerability

What are the mechanisms to reduce disaster risks?

 Disaster Prevention and Mitigation measures may be structural or non-structural.

Disaster preparedness is the knowledge and capacities developed by governments,

Rehabilitation and Recovery refers to measures taken after a disaster to “restore or

What is climate change?

The United Nations Framework Convention on Climate Change defines climate

What causes rapid climate change?

What are the effects and impact of climate change?

 Agriculture and food security (decrease in or destruction of crop yields and

What can children do to help reduce the effects of climate change?

SESSION 1-3: COMPREHENSIVE CBDRRM AS AN APPROACH TO DRRM AND

Who are the first responders when disasters occur?

1. Formation or activation of the Barangay Disaster Risk Reduction and

2. Participatory Community Risk Assessment. The BDRRMC members should

3. Participatory CBDRRM Planning. Having identified, assessed, and analyzed the

4. Community-Managed Implementation. Once the CBDRRM Plan is finalized

5. Participatory Monitoring and Evaluation. This step likewise necessitates the

6. Continuous strengthening of the BDRMMC and barangay support

7. Progressing towards safety, resilience and community development.

What can we learn from the CBDRRM experience of others?

SESSION 1-4: THE LEGAL BASES FOR CBDRRM

What are the laws that support CBDRRM?

 PD 1566 adopted the top-down and centralized disaster management efforts.

 Another important provision of the law is the recognition of local

 Moreover, it calls for an integrated, coordinated, multi-sectoral, inter-agency,

 Complementing RA 10121 is RA 9729, otherwise known as the Climate Change

 NCCAP, on the other hand, was formulated through a series of multi-sectoral

RA 7160 Local Government Code of 1991

How the law relates to DRR/CCA

RA 9275 Clean Water Act of 2004

How the law relates to DRR/CCA

RA 8749 Clean Air Act

How the law relates to DRRM/CCA

RA 9003 Ecological Solid Waste Management Act

How the law relates to DRR/CCA

RA 8550 Philippine Fisheries Code of 1998

How the law relates to DRR/CCA

RA 6969 Toxic and Hazardous Waste Act

How the law relates to DRR/CCA

RA 8371 Indigenous Rights Act of 1997

How the law relates to DRR/CCA

For this module, we were able to:

 A hazard is a potentially damaging physical event, phenomenon, or human

 Define key concepts such as HAZARDS, DISASTERS, EXPOSURE, VULNERABILITY,