Disaster Risk Reduction

📣
and Management Service ☔
Contingency Planning for Basic
Education
 OBJECTIV
OBJE ES
CTIVES
At the end of this module, participants are expected to:

To discuss the different steps in

contingency planning for Basic Education

To create contingency plan for their

respective region/division/sch
region/division/sc ool.
hool
📣 WHAT IS ☔
CONTINGENCY
PLANNING?
 DEFINITION OF CONTINGENCY PLANNING
Republic Act No. 10121:

“A management process that

analyzes specific potential
events in a state of uncertainty
and establishes response
arrangements in advance to
enable timely, effective and
appropriate responses to such
events and situations.”
4
 DEFINITION OF CONTINGENCY PLANNING
IFRC Contingency Planning Guide 2012:

“Aims to prepare an organization to

respond well to an emergency and its
potential humanitarian impact. It involves
anticipating a specific hazard based on
specific events or known risks at local,
national, regional or even global levels
(e.g., earthquakes, floods or disease
outbreaks), and establishing
operational procedures for response,
based on expected resource requirements
and capacity”
CONTINGENCY PLAN Salient Features:
 Hazard-specific (explain);
 Flexible, revisited, and
updated annually (explain)
 Preparedness plan turns
into response actions
which include alternative
course of actions to
address the gaps in the
preparedness plan
📣 WHY ☔
CONTINGENCY
PLANNING?
 WHY CONTINGENCY PLANNING?

CONTINGENCY PLANNING is
our commitment to the Sendai
Framework for Disaster Risk
Reduction (SFDRR) 2015 - 2030
 CP is required by RA 10121
Rule 6, Section 4 (3),
Implementing Rules and
Regulations (IRR) :
“The Provincial, City and
Municipal DRRMOs or
BDRRMCs, in coordination with
concerned national agencies
and instrumentalities, shall
facilitate and support risk
assessments and contingency
planning activities at the local
level.”
 Other National Policies
• National DRRM Framework
• National Disaster Response Plan
• EO No. 82 , s 2012
• NDRRMC MC No 04, s. 2012
• DBM-NDRRMC-DILG JMC 2013-1
• NDRRMC-DILG-DBM-CSC JMC
2014-1
• DILG Seal of Good Governance
• DILG Project LISTO

Taken from OCD Presentation on Contingency Planning

 WHY CONTINGENCY PLANNING?
The Philippines is at risk to disasters

World Risk Index Report 2015

9th in 2009
6th in 2010
3rd in 2011 - 2013
2nd in 2014
3rd in 2015

Taken from OCD Presentation on Contingency Planning

 43,810 21,949
📣 SCHOOLS
EXPERIENCED
EXPERIENCED
HUMAN-INDUCED

☔
NATURAL HAZARDS HAZARDS

Vulnerability of the Education Sector

Vulnerability of the Education Sector
 8,940 39,738 25,191 25,559 977
EVACUATION TROPICAL FLOODS EARTHQUAKE VOLCANIC

📣
CENTERS CYCLONES S ERUPTIONS

Vulnerability of the Education Sector ☔

 479 8,940 15,662 10,883 19,001
TSUNAMIS LANDSLIDES FIRES ARMED OTHER

📣
CONFLICT HAZARDS

Vulnerability of the Education Sector ☔

📣 WHO ARE
INVOLVED IN
CONTINGENCY
PLANNING? ☔
 Many heads are better than one
Taken from OCD Presentation on Contingency Planning
 ACTORS IN CP PROCESS
• DRRM Focal Persons
• Local P/C/M DRRMC member
agencies reps.
• National government agencies at the
local level
• Relevant technical experts
• Relevant CSOs and private sector
groups
• Private sector managers or
individuals willing to commit
resources, services or any other
form of assistance
Taken from OCD Presentation on Contingency Planning
📣 WHEN DO WE DO
CONTINGENCY
PLANNING? ☔
 WHEN DO WE DO CONTINGENCY PLANNING?

1. 2. 3. 4.
As early as LATER, when we JUST BEFORE RIGHT AFTER the
NOW? have more the event to maximize exact damage is
information ? information ? known?

Taken from OCD Presentation on Contingency Planning

 WHEN DO WE DO CONTINGENCY PLANNING?

“It is better to plan when it is

not needed, than not to have
planned when it was
necessary.”
Taken from OCD Presentation on Contingency Planning
 WHERE TO APPLY CONTINGENCY PLANNING?
Natural hazards
Human-induced hazards
Crises
Planned events
Sudden increase of displaced
population
Sudden shortage of funding
Epidemic
Taken from OCD Presentation on Contingency Planning
RECAP
 What is Contingency
Planning?
 Why conduct Contingency
Planning?
 Who are involved in
Contingency Planning
Process?
 When to conduct Contingency
Planning?
Taken from OCD Presentation on Contingency Planning
 Where to apply Contingency
📣 HOW TO DO
CONTINGENCY
PLANNING? ☔
 CONTINGENCY PLANNING
A.1 A.2
A. Risk
Assessment
Identification Analysis of
of Hazards Impacts

B. Response B.1
Capacity A.3
Mapping
Capacity Prioritization
Mapping

C. Developing, B.2.
Identification
Strategies,
of
Timeframe and Vulnerabilities
Key Actors / Capacity Gaps 24
 EDUCATION CLUSTER
Prepare
Field
Psycho-
Offices and logical
Schools First Aid

TLS and ADMs /

Learning FLOs
Resources
Impact Mobilize
and
Needs Resources
Assess-
ment
EDUCATION CLUSTER
 aims to ensure the
safety of learners
and personnel
 aims to provide
continued access to
quality education to
all affected learners.
 EDUCATION
CLUSTER
W BULLETINS SCHOOLS
A
R
N ALERTS /
I WARNINGS
N
LOCAL FIELD
G WARNINGS OFFICES
EDUCATION
CLUSTER

LEARNERS

IMPACT AND
NEEDS PERSONNEL
ASSESSMENT
LEARNING
RESOURCES
EDUCATION
CLUSTER

CLASS
RESUMPTION
TEMPORARY TEACHING /
&
LEARNING + LEARNING
RESOURCES EDUCATION
SPACES
SERVICE
DELIVERY
EDUCATION
CLUSTER

ALTERNATIVE
DELIVERY
TEACHING /
MODES /
LEARNING AFFECTED
FLEXIBLE
RESOURCES AREAS
LEARNING
OPTIONS
DRRMS DURING DISASTER PHASE

Issue Initial and Attend PDRA,

response coordination Prepare baseline
Reinforce Alerts per
and Pre- reports and Project
Warning Agency
Deployment Meetings possible impacts
Advisories

Prepare for pre-

Prepare for activation of
Enforce School Safety emptive Emergency Operation
evacuation and class Centers / Activate EOC at
& Preparedness
suspensions concerned levels
Protocols
 EDUCATION CLUSTER: OPERATIONS
DEPED

CHED TESDA

CSOs / PRIVATE
NGOs PARTNERS
EDUCATION CLUSTER: OPERATIONS
Lead Agency: Department of Education (DepEd)
• Convenes Member Agencies
• Provides updates
• Discusses available resources
• Provides emergency education services

Member Agencies:
• Commission on Higher Education (CHED)
• Technical Education and Skills
Development Authority (TESDA)
• Local and International Non-Government
Organizations, Civil Society Organizations
• Individual and Private Corporate Partners
• Provides Technical Support and Services
DRRMS DURING DISASTER PHASE

Convene Coordinate with Track key officials

Education Cluster relevant agencies and personnel

Submit relevant
Monitor Office and Conduct rapid reports to
School Operations assessment and Management for
(suspensions and
data gathering immediate action
 EDUCATION CLUSTER
EDUCATION
CLUSTER

LEARNERS
PSYCHOLOGICAL
FIRST AID
PERSONNEL
 EDUCATION CLUSTER
EDUCATION
CLUSTER

NON-
TEACHING
MOBILIZE OTHER
RESOURCES FOR
DELIVERY OF
TEACHING
ASSISTANCE
Ed l
e p ne
D on
r s
Pe
 PRE-WORKSHOP ACTIVITIES:
📣 BASELINE DATA
AND HISTORICAL DATA ON
DISASTERS
BASELINE DATA ON SCHOOL

 INFRASTRUCTURE
 NON-INFRASTRUCTURE
 PERSONNEL
 LEARNERS
BASELINE DATA OF REGION /
DIVISION
 INFRASTRUCTURE
 NON-INFRASTRUCTURE
 PERSONNEL
 HISTORICAL DATA ON
DISASTER
 AFFECTED POPULATION
 EFFECTS ON INFRASTRUCTURE
AND NON-INFRASTRUCTURE
 COST OF DAMAGE
 WORKSHOP 1
📣
CAPACITIES &
VULNERABILITIES
 CONTINGENCY PLANNING
A.1 A.2
A. Risk
Assessment
Identification Analysis of
of Hazards Impacts
B. B.1
Response A.3
Capacity Capacity Prioritization
Mapping Mapping

C. Developing, B.2.
Identification
Strategies,
of
Timeframe and Vulnerabilities
Key Actors / Capacity Gaps 42
 CAPACITIES & VULNERABILITIES

provides a summary of your school’s different

capacities and vulnerabilities or gaps in terms
of different key areas of preparedness to
response
measures that your school will undertake to
further strengthen your capacities and address
your vulnerabilities/gaps
 WORKSHOP 2
📣
CAPACITIES &
VULNERABILITIES
 HAZARD PRIORITIZATION
Probability Impact Average
Hazard Rank
(P+I)/2
Rate Remarks Rate Remarks
             

             

             

             

             
Instructions
✘1. List all the possible hazards that may
affect your schools and divisions.

✘2. Rate the probability column based on an

agreed scale as shown below.
✘3. Indicate the important details on hazard
occurrence in the Remarks Column

✘4. Rate the Impact column based on the

possible scale below.
✘ 5. Indicate important details of the impact in the
Remarks column.

✘ 6. Under the column Average, calculate by adding

probability and impact and divide by two.
✘ = (P+I)/2
✘ 7. Under the column Rank, rank the hazards with the
highest average as 1, the second highest average as 2,
and so on. The highest average will be the priority for
Contingency Planning.
 WORKSHOP 3
📣 ANATOMY OF THE
HAZARD AND CONFLICT
ANALYSIS
 Anatomy of the Hazard
 Indicate the specific hazard to plan for

 Describe the root causes of the hazard

 Describe the hazard’s early warning signs. These are

indicators to initiate action

 Describe the Triggering factors that turn the hazard into a

disaster or crisis

 Describe the existing mitigating measures of the

division/school/LGUs to address the hazard.
 UNDERSTANDING THE CONFLICT CONTEXT

ACTORS

EDUCATION:
Conflict FOR WHOM? Conflict
BY WHOM?
Profile WHAT? Dynamics
WHEN?
HOW?

Conflict
Causes

Source: International Network on Education in EmergenciesDEPARTMENT OF EDUCATION

UNDERSTANDING THE CONFLICT CONTEXT
ACTORS
1.WHAT GROUPS ARE INVOLVED IN THE
CONFLICT?
2.WHAT ARE THE RELATIONSHIPS
BETWEEN THE GROUPS?
3.WHAT IS THE RELATIONSHIP BETWEEN
THESE GROUPS AND YOUR
ORGANIZATION?
4.WHAT ARE THEIR POSITIONS, INTERESTS,
AND NEEDS?
 UNDERSTANDING THE CONFLICT CONTEXT
PROFILE

1.WHAT IS THE HISTORY OF THE CONFLICT?

2.WHAT ROLE, IF ANY, DID EDUCATION PLAY?
3.WHAT ARE THE POLITICAL, ECONOMIC,
SOCIO-CULTURAL, ENVIRONMENTAL, AND
POLITICAL CHARACTERISTICS OF THE
CONFLICT?
4.WHAT ARE THE CHARACTERISTICS OF THE
GEOGRAPHIC AREA MOST AFFECTED BY
 UNDERSTANDING THE CONFLICT CONTEXT

CAUSES

1.WHAT IS THE CONFLICT ABOUT?

2.WHAT ARE THE ROOT/STRUCTURAL CAUSES OF
THE CONFLICT?
3.WHAT ARE THE ESCALATING FACTORS OF
CONFLICT?
4.WHAT ARE THE TRIGGERS THAT SPARK
VIOLENT CONFLICT?
 UNDERSTANDING THE CONFLICT CONTEXT
DYNAMICS
1.DOES CONFLICT GET WORSE AT A CERTAIN TIME
(E.G. ELECTIONS, CELEBRATIONS)?
2.DOES CONFLICT GET WORSE AT A CERTAIN PERIOD
(E.G. DROUGHT, FLOODS)?
3.ARE THERE ANY WINDOWS OF OPPORTUNITY WHEN
ACTORS PUT ASIDE THEIR DISAGREEMENTS AND WORK
TOGETHER (E.G. RESPONSE TO A NATURAL DISASTER)?
4.WHAT CONFLICT SCENARIOS ARE LIKELY TO OCCUR
IN THE FUTURE?
 Conflict Analysis: Stakeholder
Analysis
Means of Willingness to
Actors Positions Interests Needs
Influence/Power Negotiate

           

           

           

           

           
📣 WORKSHOP 4
SCENARIO BUILDING
 SCENARIO BUILDING
SITUATION BAD WORSE WORST

DESCRIPTION OF EVENT

CASUALTY

AFFECTED POPULATION

EFFECTS
 WORKSHOP 4
📣 RESOURCE INVENTORY
AND NEEDS PROJECTION
 CONTINGENCY PLANNING
A.1 A.2
A. Risk
Assessment
Identification Analysis of
of Hazards Impacts
B. B.1
Response A.3
Capacity Capacity Prioritization
Mapping Mapping

C. Developing, B.2.
Identification
Strategies,
of
Timeframe and Vulnerabilities
Key Actors / Capacity Gaps 60
 WORKSHOP OBJECTIVE
Map-out the following to address the
needs for learning continuity:

 existing available resources of

needs
 Resources needed and possible
sources
PRIORITY RESOURCES

• Human Resources
• Equipment/ Supplies
• Learning Resources
📣 WORKSHOP 5
RESPONSE ACTIONS
 WORKSHOP OBJECTIVES
• Define the communication and
coordination protocol for rapid onset
& slow onset hazards

• Identify key response and

intervention mechanisms set on a
defined timeline
ACTIVATION & DEACTIVATION
• Activation – include the triggers or
situations when to use the CP
Examples:
 Occurrence of Magnitude 7.2 Earthquake
 Armed conflict encounter 50 meters near the
school premises
ACTIVATION & DEACTIVATION
• Deactivation – include the situations
when the CP will be inactive or
remove the effectiveness
Examples:
 Normalcy of the situation
 Transition to early recovery
 Demobilization of response activities
Example
After you identify the activation and
deactivation of the CP, specific actions are
necessary to enumerate for the following:
Template for Schools
 Template for Region or Division
Timeline Response Actions
Region Division School
Before      
During      
After      
  0-24 hours      
  24-48 hours      
  72 hours      
  96 hours      
  5-10 days      
 Annex 1:
📣 School DRRM Team
Formulation
 OBJECTIVES
•Identify the composition of School
DRRM Team
•Define the objectives and clear
roles & responsibilities of each
committee
 SDRRM TEAM
Committee/Cluster Objectives Overall Responsibilities Composition
Lead Members
 SAMPLE OF SDRRM TEAM
CHAIRPERSON OF SDRRM TEAM

VICE - CHAIRPERSON OF SDRRM TEAM

PREVENTION & PREPAREDNESS RESPONSE RECOVERY &

MITIGATION REHABILITATION
Lead: Lead: Lead: Lead:
Members: Members: Members: Members:
 Annex 2:
📣 INVENTORY OF
IMPLEMENTING
PARTNERS
 WORKSHOP OBJECTIVE
Map-out the existing and
possible partners for
prevention/mitigation,
preparedness, response, and
rehabilitation and recovery.
 SPECIFIC ROLE/SUPPORT OF CONTACT
PARTNERS LOCATION REMARKS
PARTNER PERSON/NUMBER

It includes the following:

• Private Organization/s
• Non-Government Organization/s
• Educational institutions
• Civil Society Organization/s
• Local Government Units (LGUs)
• Others (private groups, riders, etc.)
 CONGRATULATIONS!
📣
WE JUST FINISHED OUR
CONTINGENCY PLAN!
 Thank you!
📣 ☔
drrmo@deped.ph
(02) 637-7933