Comprehensive

Disaster Risk
Reduction and
Management in Basic
Education Framework
Key Concepts

in DRRM

4
 Key Concepts in DRRM

HAZARD EXPOSURE
A potentially damaging
physical event, phenomenon People, property, systems,
or human activity, which may or other elements present
cause the loss of life or injury, in hazard zones that are
property damage, social and thereby subject to potential
economic disruption or losses. (UNISDR, 2009)
environmental degradation.
(UNISDR, 2004)
e.g. typhoon, flood, earthquake,
landslide

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 Key Concepts in DRRM
CAPACITY
The combination of all the
strengths, attributes and
resources available within a
community, society or
organization that can be
used to achieve agreed
goals. (UNISDR, 2009)
VULNERABILITY
A set of conditions and
processes resulting from
physical, social, economic
and environmental factors,
which increase the
susceptibility of a
community to the impact of
hazards. (UNISDR, 2004)
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 Key Concepts in DRRM
RISK
The probability of harmful
consequences, or expected
loss resulting from
interaction between natural
or human-induced hazards
and vulnerable/capable
conditions (UNISDR, 2004)
DISASTER
A serious disruption of the
functioning of a community or
society causing widespread
human, material, economic or
environmental losses which
exceed the ability of the
affected community/ society
to cope using its own
resources. (UNISDR, 2004)
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 Key Concepts in DRRM
PREVENTION AND PREPAREDNESS
MITIGATION
The knowledge and capacities
The limitation of the adverse
developed by governments,
impacts of hazards and related
professional response and
disasters. Mitigation measures
recovery organizations,
encompass eng’g techniques &
communities and individuals to
hazard-resistant construction as
effectively anticipate, respond
well as improved
to, and recover from, the
environmental policies and
Impacts of likely, imminent or
public awareness (R.A. 10121)
current hazard events or
conditions. (R.A. 10121)

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 Key Concepts in DRRM
RESPONSE
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 the
people affected. (R.A. 10121)
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RECOVERY &
REHABILITATION
Measures that ensure the ability
of affected communities/areas
to restore their normal level of
functioning by rebuilding
livelihood and damaged
infrastructures and increasing
the communities' organizational
capacity. (R.A. 10121)
 Key Concepts in DRRM
DRRM
Is the systematic process of
using administrative
directions, and operational
skills and capacities to
implement strategies, polcies
and improved coping
capacities in order to lessen
the adverse impacts of
hazards and the possibility of
disaster.
Resilience
Is the ability of a system,
community or society exposed
to hazards to resist, absorb,
accommodate and recover
from the effects of a hazard in
a timely and efficient manner,
including through the
preservation and restoration of
its essential basic structures
and functions.
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 Risk and Hazard
Hazard is an event or occurrence that has the
potential to cause harm to life and damage property
and the environment .

Risk is the probability of harmful consequences, or

expected loss of lives, people injured, livelihoods,
disruption of economic activities and damages to the
environment as result of interactions between natural
or human induced hazards and vulnerable/capable
conditions

Hazard X Vulnerability
Risk =
Capacity
Hazards only become disaster when it
affects a population

Lack of Information = DEATH

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Types of Disasters and
Emergencies
earthquake terrorist
attack
Rapid
onset

volcano
chemical
flood spill
landslides plane crash

epidemic
war
onset
Slow

drought
famine civil unrest

Natural Manmade
Activity: Name the Picture

DEPARTMENT OF EDUCATION - REGION XII - SOCCSKSARGEN

Prevention
Mitigation
Preparedness
Risk
Disaster
 MANDATE O F DEPED

Providing quality and equitable education for all

TRAINING O N CO
CHILD-CENTERED MPREHENSIVE SCHO
COMMUNITY-BASED O L SAFETY
DISASTER FO R TEACHERS
RISK REDUCTION AND MANAGEMENT TRAINING
 The State of
Basic Education

25
Almost 24 million learners served in SY 2014/15

Kindergarten 2,210,571
Public 1,812,960
Private 397,611

Elementary 14,481,626
Public 13,301,248
Private 1,180,378

Secondary 7,281,362
Public 5,928,042
Private 1,353,320

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 We comprise the biggest
department of the government.

46,625
Schools
Hazards experienced by our schools

Source: DepEd, EBEIS

SY 2009/10 to SY 2013/14
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 The Comprehensive
Disaster Risk Reduction
and Management in
Basic Education
Framework
DepEd Order No. 37, s. 2015

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The Comprehensive DRRM in Basic Education
Framework seeks to:

• Protect learners and education

workers from death, injury and harm
in schools;
• Plan for educational continuity in the
face of expected hazards and threats;
• Safeguard education sector
investments; and
• Strengthen risk reduction and
resilience through education
 Objectives of DO 37, s.
2015
To guide DRRM Efforts in the basic education sector
1 towards resilience-building in offices and schools;

2 To ensure that quality education is continuously

provided and prioritize even during disasters and/or
emergencies;
To institutionalize DRRM structure, system, protocols
3 and practices in DepEd offices and schools; and
Provide common understanding and language in the
4 implementation of DRRM in basic education at all levels
 Legal Mandates
RA 10121: Philippine Disaster Risk Reduction
Management Act of 2010
- Mandated all government agencies to institutionalize
policies, structures, coordination mechanisms and
programs with continuing budget appropriation on DRRM
from national to local levels

RA 9155: Governance of Basic Education Act of 2001

- Vested the Department of Education with the
authority, accountability, and responsibility to ensure
access to basic education which is often disrupted by
emergencies and disasters
 Purposes
To guide the implementation of DRRM for education
1 practitioners, partners planning and programming at all
levels of the department;
2 To guide the inclusion of DRRM in the school, division
and regional education development plans;

3 To define the agency response to situations and

disasters affecting the situation;
Serve as mechanisms for engaging partners and aligning
4 their thrust to DepEd priorities; and

5 To guide collaboration with the private schools.

 Scope of the Policy
This DepEd Order provides a framework to serve as basis for all
DRRM efforts on basic education towards the attainment of DepEd’s
three (3) EDUCATION OUTCOMES, namely: Access, Quality and
Governance (AQG). It sets the direction and priority areas for DRRM in
DepEd while maintaining the prerogative of field offices to decide on
what specific activities to undertake depending on their exposure to
hazards, available resources and existing partnership and linkages.
The Comprehensive DRRM in
Basic Education Framework
THE CO NFLUENCE O F DRRM AND EDUCATION WILL HELP
ACHIEVE GLOBAL AND LO CAL O UTCO MES

RECOVERY &
REHABILITATIO N

RESPONSE

PREPAREDNESS

PREVENTION &
MITIGATION

TRAINING O N CO
CHILD-CENTERED MPREHENSIVE SCHO
COMMUNITY-BASED O L SAFETY
DISASTER FO R TEACHERS
RISK REDUCTION AND MANAGEMENT TRAINING
 STRATEGIC DIRECTIONS

1. Every Filipino has access to complete basic

education (ACCESS)

2. Every Filipino graduate of complete basic education

is prepared for higher education, employment or
entrepreneurship (QUALITY)

3. Delivery of Basic Education Services to learners is

effective , efficient and collaborative
(GOVERNANCE)

TRAINING O N CO
CHILD-CENTERED MPREHENSIVE SCHO
COMMUNITY-BASED O L SAFETY
DISASTER FO R TEACHERS
RISK REDUCTION AND MANAGEMENT TRAINING
 DRRM Intervention should target the provision
and / or reinforcement of at least one of the
EDUCATION OUTCOMES:
ACCESS
One of the effects of hazards to education is the hindering of access of school
children to learning services. Policies and mechanisms should be in place to
ensure that classes will be immediately resumed.

QUALITY
While DRR/CCA has been integrated in the K to 12 curriculum, the constraints
to access, along with the psychosocial condition of students and teachers, affect
the quality of education. With the disruption brought by hazards, there is a
need to identify strategies, including support materials attuned to the learning
needs of children and teaching strategies that could adapt the emergency
situations.

GOVERNANCE
With acknowledgement that DRRM is a complementation of infrastructural and
non-infrastructural interventions, governance comes crucial in this
implementation. This will determine the institutionalization and implementation
of systems and protocols that will be issued.
 The Three Pillars
of the
Comprehensive
DRRM in Basic
Education

This DRRM Framework Will guide

School Implementation
 “The only person who is educated
is the one who has learned how to
learn…. and changed “

Carl Rogers