Dep ED

DEPARTMENT |0F EDUCATION

 This School Disaster Risk Reduction and Management
(DRRM) Manual has been developed by the Department
of Education to serve as a common template for
localization, contextualization, and adaptation at the
sub-national context. It is expected that the content will
be reviewed by education and disaster management
authorities, and education sector partners working on
disaster and risk reduction and who have adapted
policy and practices for the school environment.

BOOKIEI I
 ACKNOWLEDGE
We express our heartfelt appreciation to Undersecretary Reynaldo Antonio
D. Laguda for his leadership in the development and publication of this Manual,
and to the following:

Contributors/Writers Mariel C. Bayangos

PDO IV, Policy Research and Development Division

Ma. Vic S. Relayson

Ronilda Co
Technical Guidance
Director IV, DRRMS

Reviewers

Ms. Rachael Cristal Fermin

Risk Reduction and Resilience Education Advisor
Save the Children Philippines

Annaliza Laylo
Consultant, EiE and DRR in Education
UNICEF Philippines

School Effectiveness Division

under the leadership of Dexter N. Pante
Department of Education

Proofreader Ma. Lourdes Marinas

Layout Artist Lowil Fred Espada

11
 FOREWORD
The Philippines is prone to multiple hazards. The education sector is one of the
most vulnerable sectors during emergencies. It is among those that often suffer
the impacts of disasters brought about by natural and human-induced hazards.
From our experience, we recognize that disasters deprive children of their right
to a continuous quality basic education in a safe environment. They threaten the
lives of children, their families, and education personnel. Disasters also set back
the investments made by the education sector.

Reducing disaster risks confronting the education sector is paramount to the

achievement of the Department of Education's (DepEd) outcomes, namely: access,
quality, and governance. As such, the Department, as a member of the National
Disaster Risk Reduction and Management Council (NDRRMC), has been building the
resilience of education by advancing school safety. In accordance with this thrust,
DepEd has created the Comprehensive DRRM in Basic Education Framework, which
underscores the following three pillars or areas of focus: 1) Safe Learning Facilities;
2) School Disaster Management; 3) DRR in Education. The ongoing implementation
of these pillars is aligned with DepEd's commitment to the four thematic areas of
the Philippine DRRM Act of 2010, otherwise known as RA 10121. These areas are
Prevention and Mitigation, Preparedness, Response, Recovery and Rehabilitation.

To enable focused, effective and strategic implementation, DepEd has

established
the office of the Disaster Risk Reduction and Management Service (DRRMS), with
regular full time staff in its central, regional and division offices. The division offices
are responsible for ensuring that schools have a functioning disaster management
team.

This School Disaster Risk Reduction and Management Manual provides guidance
to our division coordinators and schools in the implementation of the Comprehensive
DRRM in Basic Education Framework. This Manual explains the Framework and
identifies the tools to be used by the schools, with a particular focus on School
Disaster Management (Pillar 2). I call on our partners to likewise use the Manual
to support the capacity building of our schools.

I hope that this Manual will be beneficial in strengthening the safety and
resilience of our schools nationwide.

U. ARM1W A. UllSttb F5C

tfCMWY

111
 COWtEWt
tatkcroBd » Rationale

2 School Hazards and Risks

2 Purpose

3 SOME IMPORTANT DEFINITIONS

4 End User

The comrara DRRM in Basic EDUCATION

rraMfwork

7 Legal Basis

8 School DRRM Implementation Support and

Mechanisms

THE THREE EIliaRi Of EHE {OMfSEI MIVE DRRM

IN tfliic
EDMTION

14 The Three Pillars

14 Pillar I Safe Learning Facilities

14 Risk Identification and Assessment

15 Defining a Conducive and Safe Learning

Environment

iv
16 Pillar II School Disaster Management

17 Leadership and Coordination

17 Information Management

17 Core functions of the SDRRM Team

18 Information Management Protocol

Information Management Guide

18
Questions
18 School and Community Stakeholders'
Engagement and Participation

19
Student-led Activities
20 Staff Training Support

20 Education Continuity Plan

21 Pillar III Risk Reduction and Resilience

Education

21 DRRM Integration in the K to 12 Curriculum

21 Co-Curricular Activities

22 Learning Materials and Strategies

22 National Greening Program

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School HAIARP5 AND and earthquake (DepEd EBEIS; 2009 - 2013). In
some cases, schools experience more than one
RISKS hazard at one point in time. It should also be
Floods, tropical cyclones, and major noted that schools are as well exposed to human-
earthquakes, though not always as destructive, induced hazards like armed conflict and fire at 7%
are the deadliest and costliest of hazards. The and 2%, respectively DepEd EBEIS; 2009 - 2013).
most terrible consequences are deaths and The accompanying risks from natural hazards
injuries in schools. could be determined by the structural integrity
There are schools that are unusable because of school buildings; awareness and capacity of
of damages, their prolonged use as shelters,
teachers and students; geographic location of
having unsafe access, the loss of equipment and
schools; population distribution; and institutional
materials, or lack of teachers are some effects of
support, among others.
hazards which can hinder children to achieve
their goals.
From SY 2009/10 to 2013/14, top three hazard
exposures of schools are tropical cyclones, flood

Hazards only become disasters when it affects a population.

The severity of the disaster depends on a population's capacity to cope using
Dm its own resources. Hazards that occur in an uninhabited island or hazards

KNO that occur in a community which is well prepared for such events may not
experience a disaster. Decreasing vulnerabilities and increasing capacities of
W a community exposed to a hazard could prevent disasters.

For further reading: DepEd Disaster Risk Reduction Manual (Safer School Resource Manual) 2008, UN
Convention on the Rights of a Child, Sendai Framework, The Philippine Disaster Risk Reduction Management

PURPOSE school level. The list of activities will serve as

Many risks associated with hazards can be minimum guidance for schools to implement
avoided by the actions we take. This School DRRM, which could enhance existing practices
Disaster Risk Reduction and Management (DRRM) or require new ones.
Manual is designed to guide school heads and This Manual is divided into two booklets.
administrators in facilitating the protection of The first booklet covers the Comprehensive
children, education personnel, and education DRRM in Basic Education Framework, including
itself. the institutional mechanisms that support it. It
In addition, this Manual guides the also explains the three pillars of the Framework
development or improvement of existing that will guide the implementation of DRRM in
policies, practices, protocols and plans at the schools. The second booklet provides practical
steps and useful tools to operationalize DRRM
SOME IMPORTANT DEFINITIONS
A dangerous phenomenon, substance, human activity or condition that
may cause loss of life, injury or other health impacts, property damage,
n» loss of livelihoods and services, social and economic disruption, or
environmental damage.
A serious disruption of the functioning of a community or a society

Disasm
involving widespread human, material, economic or environmental
losses and impacts, which exceeds the ability of the affected community
or society to cope using its own resources.
DIiaST[R The potential disaster losses, in lives, health status, livelihoods, assets
and services, which could occur to a particular community or a society
RISK over some specified future time period.

Miasm
RISK The concept and practice of reducing disaster risks through systematic
efforts to analyze and manage the causal factors of disasters, including
REDUCTI through reduced exposure to hazards, lessened vulnerability of people
and property, wise management of land and the environment, and
ON improved preparedness for adverse events.

Miasm The systematic process of using administrative directives, organizations,

and operational skills and capacities to implement strategies, policies
RISK and improved coping capacities in order to lessen the adverse impacts
of hazards and the possibility of disaster.
MANAGE Above definitions are from UNISDR

MENT
Decisions and actions taken after a disaster with a view to restoring or
RECOVE improving the pre-disaster living conditions of the stricken community
RY while encouraging and facilitating necessary adjustments to reduce
disaster risks.
Activities and measures taken in advance to ensure effective response
PREPARE to the impact of hazards, including the issuance of timely and effective
DNESS early warnings and the temporary evacuation of people and property
from threatened locations.
The act of implementing or translating into actions what are called for
by the preparedness plans. Response includes actions taken to save
RESPON lives and prevent further damage in a disaster or emergency situation.
SE Seeking shelter from strong winds accompanying a typhoon and
evacuating to higher grounds due to an impending flood are examples
of response.

These definitions are from the DepEd Disaster Risk Reduction Resource Manual
in schools.

EWP USER
This Manual is written for school
administrators, school planning team (SPT) and
school DRRM team. It ensures that school heads
and administrators are with standards on how to
reduce risks and manage the effects of hazards
in their schools.
It primarily supports the implementation of
school-based management.
LEGAL BASIS
The implementation of DRRM in basic
The
implementation of
DRRM for education
M
education is guided by DepEd's three major practitioners' and

outcomes—Access, Quality and Governance. These

partners' planning and
set the program and policy development agenda
programming at all
of the agency. levels;
As a member of the National DRRM Council
The inclusion
(NDRRMC), the Department is also committed of DRRM in the
to implement DRRM in basic education within school, division
the following thematic areas: Prevention and and regional
education
Mitigation; Preparedness; Response; and Recovery
development Defining
and Rehabilitation. plans; the agency's
As shown in Figure 1, the translation of response
DepEd's to hazards
affecting school
commitment to its mandate and to the NDRRMC
Serving as operations;
is reflected in its Comprehensive DRRM in Basic mechanism for
Education Framework which has been adapted engaging partners
from the Global Comprehensive Safety Framework. and aligning their
thrust to DepEd
DepEd's framework provides guidance in: Guiding
priorities;
collaboration
with the private
ACCESS schools.
QUALITY

GOVERNANCE

Prevention and Mitigation

Preparedness

Response

Recovery and Rehabilitation

FIGURE 1 The Comprehensive DRRM in Basic Education Framework

8
 The Framework shows the interrelationship
SChOOl DRRM
lMFKMfNTAlION
between the global and national frameworks in
strengthening the implementation of DRRM in
basic education. SUPPORT AND
The Comprehensive DRRM in Basic Education
Framework seeks to:
MECHANISMS
1. Protect learners and education workers The creation and upgrading of the DRRM
from death, injury, and harm in schools; service in DepEd (DO 50 s 2011 and DM 112 s
2. Plan for educational continuity in the face 2015) institutionalized DRRM within the basic
of expected hazards and threats; education system.
3. Safeguard education sector Plantilla positions for DRRM Coordinators
investments; and were created from national to division level
4. Strengthen risk reduction and resilience
offices to fully integrate DRRM policies and
through education
programs at all levels. Coordination and
With the issuance of a policy (DO 37 s
information management protocols as well as
2015),
roles and responsibilities have been defined from
the Framework is expected to guide schools in
school to regional levels to ensure coherence
assessing, planning and implementing their
with the already existing structures and legal
specific prevention and mitigation,
bases (DO 21 s 2015: DRRM Coordination and
preparedness,
response and recovery and rehabilitation Information Management Protocol).

interventions as expressed in the following: Schools, have established DRRM policies

and programs in support of the national,
These three pillars form the bases on
regional and divisions directions (RA 9155:
the conduct of risk assessment which are
Basic Education Governance Act of 2001).
incorporated in the education development
Specific interventions to address the effects
plans of the regions, divisions, as well as in the
school improvement plans. These three pillars of hazards and risks are determined at the

are tackled in the next section school level. The School Planning Team (SPT)
and the School DRRM Team (SDRRM Team) shall
work hand in hand to implement DRRM. Within
these two school groups assessment, planning,
implementation, monitoring, evaluation and
reporting of DRRM interventions will be made.
 Based on DO 21 s 2015 the SDRRM Team will undertake the following:
1. Ensure the establishment of an Early Warning System (i.e. bulletin
board for weather advisories, bell/siren emergency signal and the
like);
2. Conduct an annual student-led risk identification and mapping
within and around the school premises to ensure a safe environment
that is conducive to teaching and learning;
3. Maintain close coordination with local DRRM Council on the conduct
of preparedness activities and on response needs, among others;
4. Provide capacity building activities for teachers, non-teaching staff
and learners on DRRM;
5. Maintain, disseminate, and post relevant and updated emergency
hotlines in strategic locations throughout the school;
6. Post safety and preparedness measures and evacuation plans;
7. Conduct disaster preparedness measures, including but not limited
to quarterly multi-hazard drills applicable to the school's identified
hazard such as earthquake, fire and flood;
8. Maintain the safekeeping of vital school records and learning
materials;

Wrfrrj

10
 9. Organize school DRRM team to support the implementation of
preparedness and response measures;
10. Ensure the availability of updated baseline education data of the
school;
11. Integrate DRRM in regular school programs and activities and school
improvement plan (SIP);
12. Pre-identify possible Temporary Learning Spaces (TLS) and
alternative delivery modes of education;
13. Monitor the effects of hazards, including the use of the school as
evacuation center;
14. Track all school personnel during disasters and/or emergencies;
15. Prepare and submit reports on the effects of any hazard;
16. Ensure implementation of DepEd Order No. 43, s. 2012 or the
"Guidelines on the Implementation of Executive Order No. 66 s.
2012 (Prescribing Rules on the Cancellation or Suspension of Classes
and Work in Government Offices Due to Typhoons, Flooding, Other
Weather Disturbances, and Calamities)";
17. Conduct rapid assessment of damages after every hazard and submit
RADaR (See Annex A and B) within 72 hours via SMS;
18. Facilitate immediate resumption of classes to track learners;
19. Monitor recovery and rehabilitation interventions being
implemented in the school.

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THE THREE P1UAR5
The three pillars of the Comprehensive DRRM in Basic Education Framework are aligned and
supportive of the implementation of the School Improvement Plan (SIP), as shown in Figure 2.

FIGURE 2 Relationship of DRRM Framework Pillars to the School

Improvement Plan

The following sections provide a detailed explanation of the three pillars and other major
considerations for implementation.

miAR I SAfE UAHW1NG FAQUUES

This pillar refers to the physical and other related structures of the schools. It also includes the
establishment of temporary learning spaces that can be used during possible displacement brought
by disasters and/or emergencies. Here, education authorities, architects, engineers, builders and
school community members undertake safe site selection, design, construction, and maintenance
of school structures and ensure safe and continuous access to the facility (DO 37 s 2015).

Risk IDENTIEKATION AND made available to assist local planning and

ASSESSMENT implementation. Schools can have these maps

National and provincial hazard maps have from their respective local government offices.
been prepared to increase knowledge of risks School administrators, teachers and students,
and at the same time influence development at their level, should be able to identify hazards
of policies and programs. These tools are and assess risks. This will facilitate the school

14
planning process and enable them to apply
quicker and appropriate response. It should be
second nature to school administrators, teachers
and students to take care of their school and to
take control of their safety.

WINING A COWPUGIVE AND SAft

LEARNING ENVIRONMENT
The lists of criteria below will guide you in securing safe environment for
teachers and learners
with or without disasters and/or emergencies.

Key indicators of education facilities that are conducive to the physical

well-being of learners:

The school is accessible to all, regardless of the learning environment.

physical ability. Adequate sanitation facilities are provided,
The learning environment is marked by visible taking into account age, gender and special
boundaries and clear signs, as appropriate. education needs and considerations.
The school grounds have adequate space Adequate quantities of water for safe drinking
for classes and administration, recreation and personal hygiene are available at the
and sanitation facilities. learning site.
Class space and seating arrangements are
according to the prescribed ratio of space per
learner and teacher, at all grade levels, in order
to facilitate participatory methodologies and
learner-centered approaches.
Communities participate in the construction
and maintenance of the school.
Source: INEE (Inter-Agency Network for
Basic health and hygiene are promoted in Education in Emergencies

mitigation, preparedness and management.

This activity raises awareness and equips learners with
information and skills necessary to address the impact of
hazards. In conducting the school watching and hazard mapping,
stakeholders could come up with action points in addressing
safety and preapredness at the same time provide inputs in

produced by the students is required in the Assess Phase

15
Key indicators of learning environments that are secure, and promote
the protection and mental and emotional well-being of learners:

• Schools and other learning environments are concerning the location of the learning
located in close proximity to the populations environment, and in establishing systems
they serve. and policies to ensure that learners are safe
• Access routes leading to the school are safe and secure.
and secure for all. • The nutrition and short-term hunger needs of
• The learning environment is free from learners are addressed to allow for effective
dangers that may cause harm to learners learning to take place at the learning site.
• Training programs for teachers, learners
and the community are in place to promote
safety, security and protection.
• Teachers and other education personnel are
provided with the skills to give psychosocial
support for the learners' emotional well¬
being.
Source: INEE Minimum Standards for Education in
• The community is involved in decisions Emergencies, Chronic Crises, and Early Reconstruction, 2004

INEE or the Inter-Agency Network for Education in

Emergencies
is the network responsible for gathering and disseminating information
on education the regular exchange of information among its members and
partners.
Further reading: GFDRR Guidance Notes on Safer School Construction

mm II School safety is a responsibility of the entire

community. However, school DRRM requires
SChOOl DISASTER coordination to be headed by the school
MAWAGEMEWT administrator or school head.

This pillar refers to the establishment of Involvement of teachers, non-teaching staff,

organizational support structures such as the students, parents and community members is a
DRRM Service and DRRM Coordinators in all must as well as its integration in management
regional and division offices of DepEd. This shall strategies at each administrative level in the
also cover the setting up of systems, processes and education sector. In this regard, a School DRRM
standards to operationalize the four (4) thematic
Team should be organized.
areas in the context of basic education. (DO 37
The SDRRM Team will be in-charge of
s 2015)
implementing, monitoring and reporting such
Whir AND COORDINATION initiatives to the school management. The Team

16
should encourage personal and organizational High quality and detailed
preparedness, guide mitigation work, and assure comprehensive hazard and
enactment of multi-hazard drills. The results
vulnerability maps for major
natural hazards need to be
of the activities are evaluated for subsequent
produced and constantly
plan adjustment. Ideally, the SDRRM Team is
updated.
empowered by and maintains formal links Knowledge enhancement and
between school and local disaster management understanding of the nature and scale of
impact of previous disasters and forms
authorities. of vulnerability; greater consideration of
hazard-related issues in broader
INFORMATION M/N/GEMENT sustainable
Information management involves gathering, development and poverty reduction
policies and programs of the Department;
storing, and disseminating information. It should and Appropriate, cost-efficient, post¬
complement the four thematic areas of DRRM. disaster relief and rehabilitation efforts.
School administrators should know how to Source: DepEd Disaster
Risk Reduction Resource Manual
manage information on any phase of the disaster.
Proper management of information can save lives,
prevent panic, and improve coordination among
the community, other agencies, and organizations.

CORE FUNCTIONS Of THE SDRRM Focuses on systems,

standards, and processes
TEAM that should be established to
(SfflOOl DIS/STER M REDUCTION AND MMEMENT TEAM)
improve the implementation
Facilitates the harmonization vulnerabilities of DepEd of DRRM in Education
of various efforts of DRRM schools, personnel and and ensure education in
in Education, externally and students and how DepEd emergency interventions are
internally. The Team should programmatically responds appropriately implemented
ensure the engagement to DRRM issues and concerns. (e.g. psycho-social support,
of various DepEd offices, It should ensure that weather temporary learning spaces,
relevant government advisories and emergency ensuring protected and
agencies, and education updates are communicated safe spaces for children,
partners in building resilience to and from field offices reunification).
and coordination among and that immediate and Ensures the availability
stakeholders. appropriate feedback is of resources and/or
Ensures the availability provided. M&E also tracks interventions to support
of validated education the actions taken, support affected areas and establish
information and monitoring services provided to affected the mechanism to guide
and evaluation (M&E) areas and interventions from education partners in
results which would expand other government agencies channeling their assistance
the analysis on various and education partners. during disaster response and
recovery.
INFORMAtlON INFORMATION
MAWAGEMfWt MANAGEMENT
PROTOCOl GUIDE
In the event of any hazard, the following
information should be collected
QUESTIONS
Gathering information
• Is the source reliable?
Before During and After
• Is the information verifiable
Hazard • Personnel
• Who will benefit from this
occurrences affected information?
Baseline data • Learners affected • Does the information demand
Prevention and • Schools used immediate action?
mitigation as evacuation
measures centers Safeguarding information
undertaken • Class suspension • Who is the information custodian?
Preparedness • How can these be stored safely?
and resumption
measures
• How timely and relevant are the
• Classroom
undertaken information?
damages
• Temporary Disseminating information
learning • Who should get this information?
• spaces • Who should not get this information?
• Other • When should this information be
given?
interventions
• How should this information be
delivered?

Turn over of documents, policies, and baseline information should become part
of school protocol whenever there are changes in the school administration or
management.

SChOOl aND COMMUNITY its chosen representatives, is involved in

STakEhOLDEhS' MEMENT prioritizing and planning education activities
aND MMION
to ensure effective delivery of education in
According to the INEE minimum standards,
emergencies program.
emergency-affected community members
Children and youth are involved in the
must actively participate in assessing, planning,
development and implementation of
implementing, monitoring, and evaluating
Education in Emergencies programs.
education activities.

Key indicators: The community education committee holds

• The emergency-affected community, through public meetings to conduct social audits of
education in emergency activities and their

18
 budgets.
• Training and capacity-building opportunities

exist for community members, children and

youth, to manage education in emergency
activities.

STMT-lfD ACTIVITIES for better reception,

It is important for students to have Tfl)™acceptance, and
ownership of the
ownership and understanding of SDRRM.
School DRR activities are maximized when knowproject. Make sure to involve
students know first-hand what makes their people from different
school unsafe and how to make and keep social groups, age, and
their
schools safe. They should also know what to

do before, during, and after disasters. Child

participation is paramount to the success
Make DRRM local!
ofDRRM. Remember, you can make
your activities relevant to your
When conducting DRRM activities with
students, make sure that they understand geographic location, regional and
the value of the activity. As their teachers, we cultural heritage, and your students'
indigenous roots.
must make sure they understand that these
a re activities can save their own lives and even
the lives of others.
 affect normal school operations. As such, it is
STarr TRAINING surroRT important for schools to have an Education
(TEACHING AND NON-TEACHING Continuity Plan (ECP). This includes identification
PERSONNEL) of temporary learning spaces (TLS), and

Upon organizing the School DRRM Team, resumption strategies and learning materials.

capacity building support should be included in Consider different scenarios. The ECP will serve

the SIP. In addition to risk assessment, training as your contingency plan in case hazards would

needs analysis should be conducted to be able incur significant damages to school facilities.

to design an appropriate program for the Team. While some schools are being used as
evacuation centers, this should not prevent
Partnership with non-government
the immediate resumption of classes to enable
organizations (NGO), civil society organizations
children to return to normalcy. TLS also allow for
(CSO) and the academe could be maximized by
quicker facilitation of other interventions such as
relaying your training program to them.
those related to health and nutrition of children.
The school could also look for online data
to enhance the DRRM programs and activities.
Echoing, mentoring and coaching should be
crucial requirements for trained school DRRM
team members. From these new information,
create activities that ca n be implemented school¬
wide.

EDUCATION
CONTINUITY ELAN
The sity and
litude of TheSDRRMTeam must work
with the student bodies and
hazards
the SPT in creating their own
could localized,annual DRR activities.
FlllAR III RISK RfDUCUON AND RfSlllfNCf
(DUCAUON
This refers to the integration of DRRM in the formal and non-formal school curricula and in extra¬
curricular activities. It should also provide the necessary material support. This covers building the
capacity and skills of learners and personnel, particulalrly teachers. (DO 37 s 2015).

DRRM INTEGRATION IN THE K

TO 12 CURRICULUM
Based on the new K to 12 curriculum, DRR
and CCA are integrated from kindergarten to
Grade 10 in subject areas such as Health, Social
Studies, and Science. The classroom teaching
of DRRM could be complemented by various
co-curricular activities such as poster making,
slogan and essay writing, multihazard drills, solid
waste management and posting of hazard maps.
Given the emotional stress caused by
disasters, psychosocial support is also integrated
in the learning process of students as a recovery
mechanism. This allows students, and teachers
to cope with their experience. This strategy is CO-CURRICULAR ACTIVITIES
an additional enhancement to the curriculum The DepEd School Calendar can be your guide
support for DRRM. in incorporating DRR in your local activities. Events
which may be relevant are the World Environment
Day and Safe Kids Week in June; the National
Disaster Consciousness

Ask your LDRRMC on how you can formulate an early-warning system. Make sure that everyone in
the school knows about this system. Perform (announced and unannounced) drills .
Perform single-hazard drills: typhoon, storm surge, earthquake, landslide, etc. We talked about
the Buddy System earlier, this is a perfect time to implement that.
Perform multi-hazard drills: what will you do if more than one disaster happens at the same time?
If your school is the only viable area that the community can use as an evacuation center, incorporate
how you will admit and release evacuees.
Invite local disaster preparedness groups, NGOs, LGUs when you do your drills. Ask for their inputs.

21
 Month in July; Clean and Green Month in September; National Simultaneous Earthquake Drill in
November, and the Fire Prevention Month in March.
As part of the SDRRM Team, adapt a DRRM School Calendar of Activities to your local environment.
Your school can take into account the results of risk assessment conducted by your school and/or
community. This could also include the preparation of evacuation plans and conduct of multihazard drills.

ME M/ITEAI/llS AND STRATEGIES

DepEd has a repository of learning materials not just for DRR but for all education subjects. You
may go to www.lrmds.deped.gov.ph to search for and download materials to help you in designing
DRR activities in class. However, this is not a one-way communication tool, we urge you to upload
and share materials that you, your students, and the School DRRM Team have created so that it may
benefit other schools as well.
Here's a brief view of what you can do at the LRDMS:

CREATE IEARW SHARE

Create your own resources Access Open Education Ideas on learning and
using any of the over 5,000 Resources and online teaching resources and provide

photos, illustrations, video, and learning programs including feedback.

audio files in the Media Gallery. professional development and

alternative delivery mode and
programs

22
NATIONAI creENiNG program erosion. Fruit-bearing trees, vegetables, and root
DepEd Order no. 5 s. 2014 provides us with crops will provide food security, and if grown in
guidelines in integrating the Gulayan sa Paaralan, abundance, even extra income.
ecological solid waste management and tree As a prevention and mitigation strategy,
growing and caring as key components to attain strengthening of the NGP implementation could
the goals of DepEd on food security, biodiversity make schools contribute to resilience building.
conservation and climate change mitigation
and adaptation.
The NGP shall be implemented in all public
elementary and secondary schools nationwide
by establishing vegetable gardens to serve as
food basket/main source of commodities to
sustain supplementary feeding, practice waste
management principles such as minimization,
segregation at source, reduction, recycling, re¬
use and composting, establish nurseries/seed
banks for the propagation of vegetable seedlings,
fruit-bearing trees and small trees or saplings,
and support the tree planting activity in schools
Growing, Affording,
and in the communities" (DepEd: DO 5, s. 2014).
and Enjoying Food
The NGP, when implemented in all the public Have a class adopt a vegetable
schools of the Philippines, has the potential to garden, whether it is hung in
plastic bottles, or on a garden
become a massive DRR effort. More trees will
plot. Let them plan what to plant
absorb and implement crop rotation,
more pollution from the air and will prevent soil intercropping, and propagation
techniques.

A part of their yield should go to

the canteen to start or support
a feeding program. The rest of
their yield can be sold with the
proceeds to be used in other
Tree Planting to Tree DRR
Growing activities.
Have a class adopt several
seedlings which they will take Let the students realize that
care of until they graduate. We nature provides us with
can plant all the trees we can nutritious food if we take care
but if we don't make sure they of it.
mature, then our efforts are all
for
nothing!

ASK your local DA, DENR, AND DON ror KIEVANT TIMING

23
 References

1. Bogazig University (2004). Family Disaster Plan.

2. Concern Worldwide (2011). Disaster Preparedness for School Safety, India.
3. Inter-Agency Network on Education in Emergencies (INEE)
4. Department of Education (2008) Disaster Risk Reduction Resource Manual
5. DepEd published policies related to DRRM
6. Risk RED (2010). Toolkit for School Disaster Resilience and Readiness
7. Save the Children (2012). Tips for Supporting Children in Disasters
8. Save the Children, 2014. Participatory School Disaster Management Handbook
9. World Bank, IFC (2010). Disaster and Emergency Management Guidance for
Schools and Universities.

24
For more information, please contact the

Disaster Risk Reduction and Management Service (DRRMS)

Email [email protected]

Tel. No. 02 637 4933 | 02 635 3764

DRRMS Feedback numbers:

Smart: 0928 871 8053 and Globe: 0915 178 9312