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Development of Disaster Risk Management and Mitigation Extension Program

for School-Aged Children in the Province of Bukidnon

Research · January 2021

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 61
Development of Disaster Risk Management and Mitigation Extension Program
for School-Aged Children in the Province of Bukidnon

Rachel Joan T. Toledo

ORCID No. 000-0002-4020-1128

Omar A. Tantoy
ORCID No. 000-0003-0822-9275

Rhondell M. Paraiso
ORCID No. 000-0002-5894-3349

Abstract

Existing and emerging disaster-risks for school-aged children served as the primary
consideration for the conceptualization of this study. Using the Sendai Framework for
Disaster Risk Reduction 2015-2030, this study analyzed the needs of the clientele, designed,
and developed a DRRM extension program for school-aged children, and implemented
and evaluated the program. The study involved school administrators, teachers, parents
and their school-aged children in five landslide and earthquake-prone barangays in
Bukidnon. Data were gathered through questionnaires, interviews, and FGDs. The needs
were the basis for the design and development of the DRRM extension program for school-
aged children. The training program included lessons on introduction to DRRM; DRRM
in school, child-centered DRRM and CEPC, conduct of drill, and, managing emergencies
and disasters.

Keywords and phrases :school-aged children, risk management, mitigation, disaster-risks,

extension program

Introduction
The development of disaster-risk manage- severe El Niño and La Niña events, deadly and
ment and mitigation (DRRM) extension damaging typhoons and other severe storms,
program hopes to systematically address floods, flash floods, landslides, drought, forest
existing and emerging disaster risks for school- fires, etc. (Virola, Domingo, Talento, Amoranto,
aged children. The academe needs to be aware & Lopez-Dee, 2008).
of the possible disaster risks and is responsible
In a report from the 2014 International
for developing programs to deal with the impact
Strategy for Disaster Reduction of the United
of disasters on children.
Nations (UNISDR, 2014), which consolidated
voluntary HFA progress reports from countries
The urgency of downstreaming DRRM is
in the 2009/11 and 2011/13 cycles, it cited
emphasized in the paper of Matsuoka and Shaw
“the need to strengthen local capacities to
(2014). It cited the Third Assessment Report
implement DRM through establishing local
of the Intergovernmental Panel on Climate
level mechanisms and risk assessments”, “poor
Change (IPCC) that noted the Philippines as
coordination between stakeholders, and a
being affected through increased frequency of
lack of information sharing… with respect
62 Asia Pacific Journal of Social and Behavioral Sciences Volume 18 2020

to risk assessment, disaster response…”, and education. The Undersecretary for Regional
“insufficient levels of implementation” (p. xi). Operations Rizalino D. Rivera emphasized
Translated to this study’s context, there are that adequate preparedness can mitigate the
policies in place in the Philippines for the DRRM. effects of disasters in schools, personnel, and
However, in reference to the UNISDR report, learners. He said, “If we are prepared, we can
the same challenges are found. For example, the collectively reduce the exposure of learners and
insufficient levels of implementation are seen in school personnel to danger, the risks of schools
the one-time information drive to stakeholders, suffering from damages, and the disruption to
especially among the locals. This may prove education”.
barely helpful for the locals who are specifically
Bukidnon State University (BukSU), as
affected by disasters. This fact points to the
an institution, seeks “to develop competent
need of this study where training one group of
professionals who are committed to building
vulnerable stakeholders is conducted so that
a sustainable life for all” through the four-fold
they stay safe or can respond to disasters when
functions. It has a vital role in responding to the
they happen.
needs of the community it serves. The locale
Robas (2016) specified in his where the institution is founded has posed a
recommendations to incorporate in schools need for Bukidnon to empower its civilians to
disaster risk reduction and encourage multi- be capable of fending for themselves and aid
sectoral participation in DRR-DRM program one another in times of disasters.
and activities, including the schools. These
BSU has an extension unit staffed by the
recommendations put into the place the value
extension director. The director is assisted by
of training the school-aged children on disaster
the college extension coordinators. Each college
risk reduction and mitigation.
identifies its extension projects. The activities
This study developed an extension program conducted are in line with the college’s expertise.
for DRRM specifically the hazard exposure and These colleges have always responded to the
vulnerability of school-aged children and DRRM need to assist the community in improving
mechanisms in flood and landslide vulnerable their quality of life.
areas in the province. It is this aspect where a
The Framework of the Study
program was developed based on the concerns
of the study dependent on the analysis of hazard The study takes its basis on the Sendai
exposure and vulnerability of school-aged Framework for Disaster Risk Reduction 2015-
children in disaster-prone areas in the province 2030 which stipulates seven targets and four
of Bukidnon. State Universities and Colleges priorities: (i) understanding disaster risk; (ii)
(SUCs) are mandated by the Commission strengthening disaster risk governance to
on Higher Education (CHED) to perform manage disaster risk; (iii) investing in disaster
the four-fold functions, namely: instruction, reduction for resilience and; (iv) enhancing
research, extension, and production. Each disaster preparedness for effective response,
of these functions is complementary to each and to “Build Back Better” in recovery,
other. Instruction is enhanced by research and rehabilitation, and reconstruction.
extension, while production is the outcome of
both research and extension. Collaboration in the context of disaster risk
management means a close working together of
In light of the recent spate of natural government and non-government organizations
calamities, the Department of Education to address the issues of disasters and calamities.
(DepEd) has urged school authorities to reiterate Adhering to Executive Order No.159, series
disaster preparedness measures to minimize of 1968, BukSU takes steps to respond to the
risks and ensure learners’ continued access to mandate that disaster control organizations
Development of Disaster Risk Management and Mitigation Extension Program 63
be established in all government units. This impacts of hazards; conducting reforestation
was further reinforced by Presidential Decree and protection of wetlands; and implementing
No.1566 of 1978 that underscored the urgent the provision of Clean Air Act.
need to direct, control, and coordinate all
resources to mitigate the impact of both natural At the core of disaster reduction
and human-induced hazards. management is the level of preparedness.
This requires that school communities should
The second principle maintains that early develop, plan, allocate resources, and establish
warning is relayed to individuals and groups procedures to save lives and prevent damage
to shield them from the effects of disasters. to school wards and properties. Preparedness
This entails providing information regarding activities may include development and regular
the existence, prevention, and mitigation of testing of contingency plans; appropriation
disasters. Government agencies are tasked of the calamity fund to support preparedness;
to provide warnings to the general public. development of coordinated approaches in
Subsequently, the suspension of classes is all levels for effective disaster preparedness;
declared. Administrative Order No. 196 (2007) regular dialogues and efficient coordination
empowered the secretary of the Department of with various disaster response groups; drill
National Defense and concurrent chairman of exercises like earthquake drill, fire drill, and
the National Disaster Coordinating Council to evacuation drills.
suspend classes in coordination with the Local
Government Units (LGUs), Department of Applying the Sendai Framework to the
Education (DepEd) and the Commission on current study, the disaster risk reduction and
Higher Education (CHED). management mechanisms are treated as a
bottom-up process, i.e., they should originate
Another guiding principle holds that local from the local level – school and barangay.
knowledge is crucial to disaster reduction. Various DRRM initiatives have been undertaken
This necessitates information dissemination at the national and international levels, but they
campaigns on essential concepts for all do not involve the local education authorities
hazards, their causes, preventive measures, and local officials. Moreover, the DRRM projects
and consequences. As specified in DepEd are mostly focused on the general population
Memorandum No. 55, series of 2007, it is and less on school-aged children who have been
imperative to mainstream these concepts identified as the largest group in the populace
in the school system through curricular most vulnerable to disaster risks (UNICEF,
integration and capability-building activities. 2011). Given the children’s susceptibility during
Other strategies include providing information calamities, the UNDR underscores that child
on disaster risks and means of protection, protection must be a priority before, during,
especially in disaster-prone areas, developing and after a disaster (UNDR, 2011).
or strengthening community-based disaster
risk management programs, and coordinating The Commission on Higher Education
with the local media in disaster risk reduction (CHED) has stipulated in its CMO No. 8 s.
awareness activities. 2010 that Higher Education Institutions (HEI)
must provide relevant measures and responsive
To reduce the causal risk factors, there to the needs of the community and society. To
is a need to build local resilience in school do so, the integrated extension program shall
communities. Measures include locating/ include five (5) components, one of which is the
relocating schools away from hazard-prone community outreach activities that the study
areas, such as flood plains, earthquake fault aims to develop.
lines, etc, following standards for resilience for
building schools and facilities to withstand the This study also takes into account the
ADDIE model, by which the extension
64 Asia Pacific Journal of Social and Behavioral Sciences Volume 18 2020

program was conceptualized: analysis, design, of situation analysis, gaps identification,

development, implementation, and evaluation, consensus building, as well as the orchestration
as illustrated in the upper box in Figure 1. The of the purposive collaborative efforts to execute
lower box shows the designed BukSU Extension the agenda.
Program, which is a by-product of the linkage
of the school and the Local Government Unit.
The ADDIE model’s processes are similar to
the four core processes of the university that
are conceptualization, design and development,
implementation, and evaluation, and thus taken
as a framework of the study.
The needs analysis stage comprises the
analysis of the situation and the clientele in
terms of training, knowledge gaps, resources,
and the like. These are crucial to the succeeding
steps of the model.
The design process considers all the
information taken from the first phase to
influence and make practical decisions for
the program design. It is in this phase where
the strategy, delivery methods, structure, time
frame, and assessment are carefully planned BSU
out. DRRM
Extension
The development phase involves the
creation of the program and all that needs to be Program
used. It is also specific to the actual materials
and assessment tools necessary for the program
to be appropriately implemented and evaluated.
The formative evaluation of the program and its
components happen in this stage.
The implementation stage is where the
actual conduct of the program is done. This
phase’s goal is the effective and efficient delivery
of the program, promoting the achievement of
the program objectives.
Figure 1. The schematic diagram showing the
The evaluation phase is the measure of
parameters of the study
effectiveness and efficiency of the program
conduct. Evaluation should actually occur
throughout the entire instructional design Objectives of the Study
process - within phases, between phases, and
This study developed an extension program
after implementation. The evaluation may be
on DRRM for school-aged children. This
formative or summative.
was undertaken during the SY 2019-2020.
Finally, the notion of Lopez (2014) on Specifically, this research was guided by the
extension agenda as to how the communities following specific objectives:
may be helped through an informed process
Development of Disaster Risk Management and Mitigation Extension Program 65
1. analyze and design the disaster-risk DepEd Order No. 55, s. 2007 prioritizes the
reduction and mitigation extension mainstreaming of disaster-risk management in
program for school-aged children; the school system and implementation of pro-
and, grams and projects. Building schools, nations,
and communities which are resilient to disasters
2. develop an extension program on is one of the objectives of Sendai Framework for
DRRM for school-aged children. Disaster Risk Reduction, which is now consid-
ered as a priority policy for implementation by
Literature Review
the Department. The Sendai Framework for
The concept underpinning the DRRM is Disaster Risk Reduction is a global blueprint for
consistent with the prevailing international disaster-risk reduction efforts that aims to re-
agenda on DRR. Disaster reduction, education, duce losses of lives, properties, social, econom-
and youth were introduced during the UN ic, and environmental assets to communities
World Disaster Reduction Campaign in and countries until year 2030.However, as cited
2000 (UN, 2000). This priority has become by Catangui (2020), “not all schools adopt and
integral to the 2015-2030 Sendai Framework implement the legal basis or policy structure,
for Disaster Risk Reduction, focusing on the which somehow creates an encouraging atmo-
“use of knowledge, innovation,and education sphere for all DRR educators and the school,
to build a culture of safety and resilience at all and guides them towards the mainstreaming of
levels (UNISDR, 2005). DRR concepts. To support the national, region-
al and divisional trends, these will allow schools
Domingo (2017) cited the passing of the to develop DRRM policies and programs” (p.
Climate Change Act of 2009 (RA 9729) and the 1).
National Disaster Risk Reduction Management
Act of 2010 (RA 10121); and the ratification In 2011, a Children’s Charter: An Action
of the Hyogo Framework (2005-2015), Sendai Plan for Disaster Risk Reduction for Children
Framework (2015-2030), and the Paris by Children was developed (UN Plan of Action
Agreement on Climate Change (2015) which on Disaster Risk Reduction for Resilience,
have “augmented and reinvigorated efforts 2014). One of the priority areas that the children
toward disaster resiliency among sectoral identified was meaningful child participation.
stakeholders and local communities” (p. 3). With the idea that with the provision of DRRM
In his study, he emphasized the importance of Act, the children are encouraged to become
policy research related to DRRM. proactive members of the community on
DRR and sustainable development (Sunstar
Mohammed (2018) noted in his study the Pampanga, 2018).
disaster-prone characteristics of the Philippines.
He cited the fact that the Philippines is one of Since 2009, research in a variety of areas,
the countries all over the world which often including health education and road safety
is affected by “earthquake, volcanic eruption, education, has shown that when the content
typhoon, tsunami, drought, and flooding, of a safety message is sensitive to age-related
among others” (p. 1). This fact brings up the changes and perspective and the delivery of the
urgency of streamlining DRRM in local settings. message capitalizes on the prevailing influences
In his study, it was emphasized that one activity within the social context, the child’s ability
pertaining to disaster preparedness is the to understand and assimilate that message is
conduct of trainings on disaster preparedness significantly enhanced and the adoption of
and response, and also on the conduct of preventive strategies increases (SDERA, 2009).
simulation exercises at the local level, which In this context, the impact of extension depends
includes the schools. on an appropriate message, delivered with an
understandable extension method, although is
66 Asia Pacific Journal of Social and Behavioral Sciences Volume 18 2020

not always that simple (Stone, 2007). empowerment can lead to an improvement
in the health status of an individual, group, or
The extension is one of the many mandates community in the following empowerment
of universities. Lopez (2009) outlined that the domains: (1) participation; (2) community-
role of the university’s faculty and staff is to based organizations; (3) local leadership; (4)
collectively and creatively share their knowledge resource mobilization; (5) asking ‘why’; (6)
and resources to local communities and to share assessment of problems; (7) links with other
in the journey out of poverty and into a life of people and organizations; (8) role of outside
improved chances and happiness. agents; and (9) program management.
Basic to extension programs is community Shatkin (2000) found out that in recent
organizing. Dreier (1996) identified factors years, the Philippine government has
that lead to successful community organizing. undertaken several reforms for decentralizing
Community organizing, community-based urban governance and increasing the role of
development, and community-based service community-based organizations (CBOs) and
provision are distinct community empowerment non-governmental organizations in urban policy
strategies. Community organizing centers and program development and implementation.
on mobilizing residents to address common He argued that decentralization reflects the
problems. Leadership development, strategic interests of a variety of politically powerful
planning, and network building are necessary social groups, including not only organizations
to mobilize people to solve their common of civil society, but also local political families
problems. The major obstacle to successful and international and domestic business
community organizing is the lack of training interests. Also, lack of local government
in leadership development and organizational capacity in many cities and municipalities and
capacity building. The primary strategy the existence of powerful economic interests at
recommended for overcoming this obstacle the local level that competes with civil society
is to help community organizations take organizations for influence continue to inhibit
advantage of intermediary organizations such meaningful civil society participation.
as organizing networks and training centers that
have emerged during the past several decades. Racelis (2000) clarified that the
development and maintenance of viable
Laverack (2001) acknowledged that urban poor communities advance most
while community empowerment is central effectively when people participate and exercise
to community development and yet making significant control over the decisions affecting
this concept operational in a program context their lives. Through effective community
remains elusive. He identified and interpreted organizing, drawing on the support of active
nine organizational domains for community NGOs, and alliances with experienced people’s
empowerment. These organizational domains organizations, urban poor communities are
are not absolutes; rather, they serve as a point able to plan, carry out wide-ranging local
of departure for further discussion about improvements, and articulate their ideas. This
straightforward ways to define and measure corresponds to accepted management theory
community empowerment as a process. This and practice that those closest to the problem
paper is seen as a step toward clarifying and are best able to solve it.
making this concept operational to guide
practitioners who wish to apply and measure Research Methods and Design
community empowerment in a program
context. The implications for community This study follows the ADDIE model
development and research are discussed. that includes analysis, design, development,
In 2006, he reviewed the literature on how implementation, and evaluation. In the
analysis phase, the gaps identified in the study
Development of Disaster Risk Management and Mitigation Extension Program 67
of Abejuela et al. (2020) on the hazard exposure the target population. With that, the team was
and vulnerability of school-aged children able to secure feedback regarding the program
in disaster-prone areas in the province of and improved it. Included in the modification
Bukidnon were analyzed. These gaps were the were on the delivery, time allotment, and budget
bases for the design of the extension program. allocation.
It is this analysis that the clientele, limitations or
opportunities, or other important points useful The evaluation phase reflected much of
in the design process were identified. the discoveries found in the analysis process.
These discoveries include the objectives
The design process was used as the and expectations. It subjected the program
brainstorming step. The information obtained and all its composites to final testing on its
in the analysis phase was used to create the topics, procedure, objectives, time frame,
extension program to meet the needs of the and the entire program’s accomplishment, or
identified clientele. In this phase, the objectives even, and sometimes, more valuable, non-
of the extension program and how these would accomplishment. It is in this phase that the team
be met were outlined. These included specific determined if the goals of the program had
objectives for each session and the performance been met and what had to be done to improve
objectives for the entire program. It is also and accomplish them.
in this stage where the tools to be used to
gauge performance, lesson or topic analysis, Results and Discussions
planning, and resources set. The focus was on This section provides the data gathered and
learning objectives, content, subject matter the analysis and interpretation. The discussion
analysis, exercise, lesson planning, assessment follows the sequence of the problem stipulated
instruments used, and media selection. in the early section of this paper: needs of
The development phase focused on the school-aged children and the design and
building the outcome of the design phase. development of the DRRM extension program.
This included various steps, such as initial The Needs of School-aged Children on Disaster
drafts of the program, reviews, and re-writes. Risk Reduction and Mitigation
Included in this stage was the crafting of
Task Analysis Blueprint (TAB) and modules, Taken from the previous study of Abejuela
outlining of activities for the sessions. The data et al. (2020), there were items found to have
gathered from the Analysis and Design stages not been substantially achieved, and thus
were utilized to make the DRRM Extension were labeled as Priorities for Actions. Table 1
Program which would link the items that need summarizes these items.
to be taught to participants. It is also in this
Items that were not substantially achieved
phase where the production of tools/modules
under Priority for Action 1 (Ensure that disaster
was done, which would be used in the actual
risk reduction is a national and a local priority with
implementation of the extension program.
a strong institutional basis for implementation)
Also, the initial evaluation of the program was
enabled Abejuela et al. to identify gaps, one
conducted, including the materials, resources,
of which is on the disaster rescue materials
and the performance of those involved in the
and logistics. On this gap, they specified plans
program.
of maintaining close coordination with local
It was during the implementation stage DRRM Council in conducting preparedness
when the continuous revision of the program activities and in response needs, and the like,
was done. This was to ensure optimal efficiency as well as providing capacity-building activities
and positive outcomes. The extension team for teachers, non-teaching staff and learners on
conducted the designed extension program to DRRM, among others.
68 Asia Pacific Journal of Social and Behavioral Sciences Volume 18 2020

Table 1.
Progress of School-Based DRRM Program
Priority Actions of School-Based DRRM Program Existence Extent of Achievement
Yes No Mean SD QD
Ensure that disaster risk reduction is a national and a local priority with a strong
institutional basis for implementation
1. Community participation and decentralization are ensured through the 85 9 3.12 0.71 Not substantial
delegation of education authorities at the local levels achievement
2. A national multi-stakeholder platform for disaster risk reduction is 74 20 2.87 0.66 Not substantial
functioning in the education achievement
Identify, assess, and monitor disaster risks to schools and enhance early warning
for all learning environments
3. National and local risk assessments based on hazard data and vulnerability 83 10 2.87 0.70 Not substantial
information are available to education authorities and school achievement
4. Systems are in place to monitor, archive and disseminate data on school 80 12 2.88 0.77 Not substantial
structural, infrastructural, and environmental vulnerabilities achievement
5. Early warning systems for major and local hazards reach schools, and 78 15 3.14 0.74 Not substantial
schools have the opportunity to participate in early warning systems achievement
Use knowledge, innovation, and education to build a culture of safety and
resilience through curricular and co-curricular activities in schools
6. School curricula, educational material and relevant trainings include 74 20 2.63 0.71 Not substantial
disaster risk reduction and recovery concepts and practices achievement
7. Countrywide public awareness strategy exists to stimulate a culture 80 14 2.77 0.63 Not substantial
of disaster resilience, with outreach to urban and rural communities, achievement
including child-centered and child-led elements
Reduce the underlying risk factors
8. DRR is an integral objective of environment related policies and plans, 85 6 3.37 0.79 Not substantial
including site selection, design, construction and maintenance of schools achievement
9. School disaster management policies and plans are being implemented to 86 7 3.39 0.95 Not substantial
reduce the vulnerability of children in and out of school achievement
10. Educational continuity plans are in place to reduce disruption of the 83 10 2.92 0.68 Not substantial
school year, and protect individual attainment of educational goals achievement
11. Planning management of school facilities incorporates DRRM elements 86 7 3.12 0.81 Not substantial
including processes in the education sector achievement
12. Disaster risk reduction measures are integrated into post disaster recovery 79 13 2.86 0.68 Not substantial
and rehabilitation processes. achievement
13. Procedures are in place to assure that every new school is a safe school. 84 8 2.98 0.64 Not substantial
achievement
Strengthen disaster preparedness for effective response at all levels
14. Strong policy, technical and institutional capacities and mechanisms for 85 8 2.77 0.63 Not substantial
disaster risk reduction perspective are in place in the education sector achievement
15. Disaster risk preparedness plans and contingency plans are all in place 82 1 3.06 0.69 Not substantial
at all administrative levels in the education sector and regular training achievement
drills and rehearsals are held to test and develop disaster response capacity
programs
16. Insurance and contingency mechanisms are in place to support effective 75 17 2.76 0.58 Not substantial
response and recovery when required achievement
17. Procedures are in place to exchange relevant information during hazard 82 12 2.79 0.44 Not substantial
events and disasters, and to undertake post-event reviews. achievement

Legend: 5.00-4.21 Comprehensive achievement; 4.20-3.41 Substantial achievement; 3.40-2.61 Not substantial achievement; 2.60-1.81 Relatively small or
incomplete; 1.80-1.00 No achievement at all
Development of Disaster Risk Management and Mitigation Extension Program 69
Items that were on Priority for Action 2 communication devices for the program
(Identify, assess, and monitor disaster risks to and the risk reduction management work as
schools and enhance early warning for all learning disasters strike.
environments) enabled the researchers to
determine the gap of inconsistency in extending The seemingly insufficient implementation
projects and programs. They noted the various of the DRRM in the local scenario shows that
processes and levels and the corresponding the intended policy of its down streaming to
evaluation and monitoring forms that the the community as cited by Domingo (2017) is
concerned offices are required to use. However, not achieved. With the policy that is supposedly
they surmised that the information taken from empowering the local units to be proactive in
these may not have been cascaded to the lower- the DRRM measures, the results in Table 1
level offices or concerned individuals, or those show a discrepancy in its implementation.
directly in the field and those who are directly Also, the urgency of including schools
involved in these DRRM tasks or activities. at the center of DRRM as emphasized by
Mohammed (2018) is found to have not been
Needed in Priority for Action 3 (Use sufficiently answered in this result. This means
knowledge, innovation, and education to build a that there is still a need to strengthen the role
culture of safety and resilience through curricular of local authorities and the schools in DRRM
and co-curricular activities in schools) is on the policy implementation.
use of knowledge, innovation, and education to
build a culture of safety and resilience through Table 2 specifies the items that were
co-curricular activities in schools. However, somewhat adequate in terms of Disaster
the participants in their study, particularly the Prevention Mechanism. These items are on
teachers, claimed that the resources to answer DRRM networking and Capability training
this need do exist. Gaps identified from the for stakeholders. The researchers attributed
items not substantially achieved are on the lack DRRM networking as only somewhat adequate
of training for parents and other people in the to the necessity of common available time for
community on the importance of being safe at consultation, meetings, and other networking
all costs. Also, education materials on DRRM activities. As for the capability training for
were claimed to be limited for the students. stakeholders, this one requires a budget and
The researchers, therefore, argued for constant common time among stakeholders.
training of all those concerned, for the whole Table 2.
year. Extent of Adequacy in Terms of Disaster
For gaps that need Priority for Action 4 Prevention Mechanism
(Reduce the underlying risk factors), two of these DRRM Mechanisms Existence Extent of Achievement

are the nonchalant compliance of learners in Yes No Mean SD QD

doing drills and the few numbers of teachers 1. DRRM Networking 74 18 2.40 0.72 Somewhat
to undergo disaster risk management training. Adequate

The researchers estimated a six out of thirty 2. Capability training

for stakeholders
65 28 2.21 0.45 Somewhat
Adequate
six teachers attending related training. They
averred for provision of seminars for the safety Legend: 5.00-4.21 Very adequate; 4.20-3.41 Adequate; 3.40-2.61 Fairly
adequate; 2.60-1.81 Somewhat adequate; 1.80-1.00 Inadequate
and preparedness of teachers and pupils.
The result on DRRM networking as
Priority for Action 5 (Strengthen disaster somewhat inadequate may cause a repetition
preparedness for effective response at all levels) of the outcomes in typhoons Washi in 2011
items identified gaps in terms of only limited and Haiyan in 2013. Enriquez (2013) claimed
training for teachers, and not only coordinators. that the coordination of tasks during these
This is for the strong implementation of typhoons were unclear, specifying that there
the program. Also, they noted insufficient still existed shortages of satellite phones and
70 Asia Pacific Journal of Social and Behavioral Sciences Volume 18 2020

tents in the first few days after typhoon Yolanda also seen as difficult to achieve overnight. In the
(Haiyan). These were sourced by the NDRRMC study of Parker (2020), an emphasis is put on
from other agencies. In the study of Jovita resilience as a science. This calls for a paradigm
et al. (2018), it was found that “the disaster shift, from resilience as a mere quality, to an
management networks in Region X failed to approach which stems from science. This is the
respond effectively during Typhoon Washi in same notion forwarded by the Environment
2010 because of significant reasons” (p.3). Agency, England’s flood risk management
agency, which advocated a national strategy
Table 3 is on the extent of adequacy in terms that aimed to move from the concept of
of Disaster Preparedness Mechanism. Four protection to resilience (Environment Agency,
items were found to be somewhat adequate 2019). This strategy apparently relies on
only. The researchers attributed item 1 to be a resilience approach to flood and coastal
overlooked because the occurrence of typhoons erosion risk management working properly.
and other calamities is unpredictable most of With a resilience framework and measurement
the time, and the means of communication is method, anchored in theory and practically
not yet well-established in remote areas. They applicable, the strategy is deemed effective.
also cited a problem in the allocation of budget
for supplies and equipment reserve, provision Table 4.
of communication systems; and, establishing Extent of Adequacy in Terms of Post Disaster
DRRM networks of emergency respondents. Prevention Mechanism
DRRM Mechanisms Existence Extent of Achievement

Table 3. Yes No Mean SD QD

Extent of Adequacy in Terms of Disaster Improvement of 60 29 2.08 0.40 Somewhat
Prevention Mechanism disaster resilience
programs
Adequate

DRRM Mechanisms Existence Extent of Achievement

Legend: 5.00-4.21 Very adequate; 4.20-3.41 Adequate; 3.40-2.61 Fairly
Yes No Mean SD QD adequate; 2.60-1.81 Somewhat adequate; 1.80-1.00 Inadequate
1. Issuance of 75 18 2.45 0.44 Somewhat
timely and Adequate
effective early The Design and Development of Disaster-Risk
warning
Reduction and Mitigation Extension Program
2. Supplies and 66 27 2.49 0.45 Somewhat
equipment Adequate for School-aged Children
reserve

3. Provision 74 18 2.25 0.48 Somewhat The discussion in this section is based

communication Adequate
systems on the processes in the instructional systems
4. DRRM networks 77 15 2.44 0.47 Somewhat design adapted in this study, specifically the
of emergency Adequate
responders ADDIE model. The model has the following
Legend: 5.00-4.21 Very adequate; 4.20-3.41 Adequate; 3.40-2.61 Fairly phases: needs analysis, design, development,
adequate; 2.60-1.81 Somewhat adequate; 1.80-1.00 Inadequate implementation, and evaluation. However, the
data for needs analysis is already presented in
Table 4 presents the lone item that has the
the preceding section as an answer to problem
lowest mean but still was somehow adequate
number one. Hence, this section focuses on
in extent. This is on the improvement of disaster
the design, development, implementation, and
resilience programs. The researchers noted
evaluation of the extension program.
the uniform response of the participants,
specifically that the process in the conduct of The Extension Program Design
these programs involves bureaucracy and red
tape. This may be the reason for the assessment The design stage covers the learning
as the lowest, and with the somewhat adequate objectives, assessment instruments, activities,
extent. session planning, and materials, and media
selection. In this study, the learning objectives
Improving disaster resilience programs is for the extension program are based on the
Development of Disaster Risk Management and Mitigation Extension Program 71
results of the needs analysis of the data from Lesson 1 has the overarching topic of
pupils, their parents, and their teachers and Introduction to DRRM, where there are two
administrators. specific topics. Lesson 2 is on the DRRM in
School, with three specific topics. There is one
With the learning objectives in mind, the specific topic for lesson 3, whose overarching
team decided on the Task Analysis Blueprint topic is Child-Centered DRRM and CEPC.
(TAB) that served as a guide in carrying out
the extension program. The TAB consisted In lesson 4, the actual conduct of the drills
of columns on Session, Topics, Activities, is done. There are two specific topics for this
Objectives, Strategies, and Assessment. The overarching topic on the Conduct of Drill.
Session is divided into five lessons, labeled as Finally, in lesson 5, the overarching topic is
Lessons 1 through 5. For each lesson, there Managing Emergencies and Disasters. It has
are specified Topics, with the number varying, three specific topics.
depending on those that belong under the
Lesson’s overarching topic. The specific topics Each of the specific topics has outlined
are those that address the needs of the school- activities as well as specific objectives which
aged children based on the data from the needs are answered by the activities done. Also, the
analysis conducted. strategies for each topic are given, with the

Table 5.
TheTask Analysis Blueprint
Session Topics Activities Objectives Strategies Assessment

Lesson 1 Introduction to DRRM

A. Basic Concepts ● Disaster Profiling 1. Explain the meaning of ● Lecture ● Paper test
● Identifying disaster, key concepts, ● Discussion ● Reflection writing
disaster principles and elements ● Critiquing of
perspective of of DRR ; evacuation plan
disaster 2. Explain how and when an ● Critiquing of
● Risk-Hazard- event becomes a disaster; school and family
Vulnerability- 3. Analyze disaster from communication
Capacity (RHVC) the different perspectives plan
assessment (physical, psychological,
scoring socio-cultural, economic,
● Designing political, and biological).
evacuation plan 4. Discuss different school-
● Developing a based practices for
school/family managing disaster risk to
communication specific hazards;
plan 5. Develop an individual,
a family and a school
preparedness plan;
6. Prepare survival kits and
materials for self, for
the family and for the
workplace (school).
B. Exposure, ● Plotting 1. Define hazard, ● Lecture ● Critiquing
Vulnerability & vulnerabilities in vulnerability and ● Discussion of Hazard/
Hazard schools exposure; ● Review of vulnerability
● Updating Hazard 2. Explain the impact school’s maps
Maps of various hazards hazard/
● Hazard Impact on different exposed vulnerability
Analysis elements. map
3. Enumerate elements
exposed to hazards;
4. Identify the elements that
are exposed to a particular
hazard;
5. Recognize vulnerabilities
of different elements
exposed to specific
hazards; and
6. Differentiate among
hazards, exposure, and
vulnerabilities and give
examples from actual
situations.
72 Asia Pacific Journal of Social and Behavioral Sciences Volume 18 2020

Lesson 2 DRRM in School

A. R.A. 10121 & ● Identifying 1. Identify salient features of ● Lecture ● Paper test
DepEd DRRM mandates of Republic Act 10121; ● Discussion & (identification)
Programs DepED in the 4 2. Explain DRR-related laws sharing
thematic areas of and policies;
R.A. 10121 3. Avail of existing DRR-
● Assessment of related services, programs
LGU (Barangay and projects; and
or Municipality) 4. Abide by public policies
DRRM project or on DRRM.
activity

B. DRRM ● Completing 1. Assign people in school ● Group work (3 ● Critiquing of

Structure the Incident specific roles and to 5) the school’s ICS
Command responsibilities in planned structure
System (ICS) events and disaster events.
structure of the 2. Create a functional DRRM
school team in the school that
can function in planned
events and during disaster
events.
C. Program and ● Plotting of 1. Priorities DRR and DRRM ● Group work (3 ● Critiquing of
Activities activities activities base on the to 5) the school’s ICS
according to the 4 hazards and risk present in structure
thematic areas the school.

Lesson 3 Child-Centered DRRM and CEPC

A. R.A. 10821 ● Identifying 1. Identify the salient features ● Lecture ● Critiquing of the
also known as schools CEPC of R.A. 10821 school’s CEPC
Comprehensive compliant 2. Differentiate child activities
Emergency activities protection from child
Program for safeguarding
Children
(CEPC)
Lesson 4 Conduct of Drill
A. Planning and ● Preparing the 1. Identify the standard ● Lecture & ● Rubric using
preparation Incident Action procedures in evacuation, Simulation OCD’s drill
Plan for Planned shelter-in-place and lock- evaluation form
Event down drills;
B. Conduct and ● Role-playing 2. Localize procedures base ● Simulation
Evaluation (table top drill) on the terrain, building, exercises by
population and resources the whole
of the school; and group
3. Execute operational and
tactical decisions in a
simulation exercise as
Incident Commander
(SDRRM Coordinator)
and/or as a Responsible
Officer (School
Administrator).

Lesson 5 Managing Emergencies and Disasters

A. Basic Life ● Compression 1. Strengthen the school’s ● Lecture ● Modified Rubric
Support only lecture & capacity to respond to life- ● Demonstration (DOH)
demonstrations threatening emergencies (individual)
with timely and
appropriate response.
2. Develop capacity of
individuals and schools
to prepare, respond and
cope with emergencies and
disasters
B. Managing ● Simulation 1. Make a list pre-hospital ● Lecture ● Modified Rubric
Emergencies in exercises care skills and technical ● Problem (DOH)
schools know-how in managing solving thru
emergencies; and simulation
2. Apply in simulation
exercises practical skill in
first aid and emergency
management.
C. Water safety Simulation exercises on: 1. Value the importance ● Lecture ● Demonstration
of water safety and ● Hands-on ● Reflection-writing
● swift water knowledge on the element (single, pair,
survival of swift, flood, sea and still team)
● River crossing water; and
2. Identify survival tips in
protecting oneself from
flood and drowning
incidents.
Development of Disaster Risk Management and Mitigation Extension Program 73
considerations of the suitability of the strategy summative evaluation. For this study, the team
to the activities, objectives, facilities and was able to produce the materials and validate
materials, and the learners. them. These materials include the modules,
lecture notes, and media. Also, the program
The last column of the TAB is the outlined was evaluated and was improved based on the
assessment. The assessment has varied forms, feedback of the clientele and the teachers who
depending again on the appropriateness of the used the materials and did the conduct of the
topic, activities, objectives, and learners. Table 5 program.
is the Task Analysis Blueprint.

The implementation of the extension Table 6 presents the specific indicators

program involves the development and for each of the Priority Actions and the
production of materials, training delivery, and corresponding lessons which answered these
needs.
Table 6.
Gaps and Lessons That Addressed the Priorities
Progress of School-Based DRRM Program Lesson Number

Ensure that disaster risk reduction is a national and a local priority with a strong institutional basis for implementation

1. Community participation and decentralization are ensured through the delegation of education authorities at the Lesson 2
local levels
2. A national multi-stakeholder platform for disaster risk reduction is functioning in the education Lesson 2
Identify, assess, and monitor disaster risks to schools and enhance early warning for all learning environments
3. National and local risk assessments based on hazard data and vulnerability information are available to education Lessons 1, 4
authorities and school
4. Systems are in place to monitor, archive and disseminate data on school structural, infrastructural, and Lesson 2, 5
environmental vulnerabilities
5. Early warning systems for major and local hazards reach schools, and schools have the opportunity to participate Lesson 2
in early warning systems
Use knowledge, innovation, and education to build a culture of safety and resilience through curricular and co-curricular
activities in schools
6. School curricula, educational material and relevant trainings include disaster risk reduction and recovery Lesson 3
concepts and practices
7. Countrywide publica awareness strategy exists to stimulate a culture of disaster resilience, with outreach to urban Lessons 3, 4, 5
and rural communities, including child-centered and child-led elements
Reduce the underlying risk factors
8. DRR is an integral objective of environment related policies and plans, including site selection, design, Lessons 1, 2, 3
construction and maintenance of schools
9. School disaster management policies and plans are being implemented to reduce the vulnerability of children in Lessons 1, 2, 3
and out of school
10. Educational continuity plans are in place to reduce disruption of the school year, and protect individual Lessons 2, 4
attainment of educational goals
11. Planning management of school facilities incorporates DRRM elements including processes in the education Lessons 2, 4
sector
12. Disaster risk reduction measures are integrated into post disaster recovery and rehabilitation processes. Lessons 1, 2, 3, 4, 5
13. Procedures are in place to assure that every new school is a safe school. Lessons 1, 2, 3, 4, 5

Strengthen disaster preparedness for effective response at all levels

14. Strong policy, technical and institutional capacities and mechanisms for disaster risk reduction perspective are in Lessons 2, 3, 4
place in the education sector
15. Disaster risk preparedness plans and contingency plans are all in place at all administrative levels in the education Lessons 2, 3, 4
sector and regular training drills and rehearsals are held to test and develop disaster response capacity programs
16. Insurance and contingency mechanisms are in place to support effective response and recovery when required Lessons 2, 3, 4, 5
17. Procedures are in place to exchange relevant information during hazard events and disasters, and to undertake Lessons 4, 5
post-event reviews.
74 Asia Pacific Journal of Social and Behavioral Sciences Volume 18 2020

Disaster Prevention Mechanisms were the basis for the design and development
1. DRRM Networking Lesson 2 of the said program. The program was evaluated
2. Capability training for Lesson 3, 4, 5 as very effective. Thus, it can be drawn that an
stakeholders extension program that is based on the analyzed
Disaster Preparedness Mechanisms needs of the clientele can be very effective, also
1. Issuance of timely and Lesson 2 considering that the program followed the
effective early warning
2. Supplies and equipment Lesson 2 various phases of the instructional systems
reserve design of ADDIE – needs analysis, design,
3. Provision communication Lesson 2 development, implementation, and evaluation.
systems
4. DRRM networks of Lesson 2, 4
Recommendations
emergency responders
Based on the findings and conclusions of
Post Disaster Stage Mechanism
the study, the following recommendations were
1. Improvement of disaster Lesson 2
drawn:
resilience programs
1. To test the effectiveness of the program, it
The assessment instrument for evaluating can be implemented to other areas of simi-
the extension program was, criteria for evaluating lar disaster risks as in the present study.
extension program, was adapted taken from the 2. Other risks may be included in future
ACCUP Survey Instrument. Items modified in extension programs.
the instrument include the title, tailored to this
extension program. It has the title Evaluating 3. Sustainability of the extension program
the Disaster Risk Management and Mitigation may be studied.
Extension Program for School-Aged Children
in the Province of Bukidnon. Its indicators are References
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