Background

and Rationale

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.

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 and earthquake (DepEd EBEIS; 2009 – 2013). In
School Hazards and Risks some cases, schools experience more than one
Floods, tropical cyclones, and major hazard at one point in time. It should also be
earthquakes, though not always as destructive, noted that schools are as well exposed to human-
are the deadliest and costliest of hazards. The induced hazards like armed conflict and fire at 7%
most terrible consequences are deaths and and 2%, respectively DepEd EBEIS; 2009 – 2013).
injuries in schools. The accompanying risks from natural hazards
There are schools that are unusable because could be determined by the structural integrity
of damages, their prolonged use as shelters, of school buildings; awareness and capacity of
having unsafe access, the loss of equipment and teachers and students; geographic location of
materials, or lack of teachers are some effects of schools; population distribution; and institutional
hazards which can hinder children to achieve support, among others.
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
Didyou its own resources. Hazards that occur in an uninhabited island or hazards
that occur in a community which is well prepared for such events may not
experience a disaster. Decreasing vulnerabilities and increasing capacities of
know 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
Act

Purpose school level. The list of activities will serve as

minimum guidance for schools to implement
Many risks associated with hazards can be DRRM, which could enhance existing practices
avoided by the actions we take. This School or require new ones.
Disaster Risk Reduction and Management (DRRM) This Manual is divided into two booklets.
Manual is designed to guide school heads and The first booklet covers the Comprehensive
administrators in facilitating the protection of DRRM in Basic Education Framework, including
children, education personnel, and education the institutional mechanisms that support it. It
itself. also explains the three pillars of the Framework
In addition, this Manual guides the that will guide the implementation of DRRM in
development or improvement of existing schools. The second booklet provides practical
policies, practices, protocols and plans at the steps and useful tools to operationalize DRRM

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SOME IMPORTANT DEFINITIONS
A dangerous phenomenon, substance, human activity or condition that
may cause loss of life, injury or other health impacts, property damage,
Hazard loss of livelihoods and services, social and economic disruption, or
environmental damage.

A serious disruption of the functioning of a community or a society

involving widespread human, material, economic or environmental
Disaster
or society to cope using its own resources.

The potential disaster losses, in lives, health status, livelihoods, assets

Disaster RISK and services, which could occur to a particular community or a society

The concept and practice of reducing disaster risks through systematic

Disaster RISK
through reduced exposure to hazards, lessened vulnerability of people
REDUCTION and property, wise management of land and the environment, and
improved preparedness for adverse events.

The systematic process of using administrative directives, organizations,

Disaster RISK and operational skills and capacities to implement strategies, policies
and improved coping capacities in order to lessen the adverse impacts
MANAGEMENT of hazards and the possibility of disaster.

Decisions and actions taken after a disaster with a view to restoring or

improving the pre-disaster living conditions of the stricken community
RECOVERY while encouraging and facilitating necessary adjustments to reduce
disaster risks.

PREPAREDNESS 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
lives and prevent further damage in a disaster or emergency situation.
RESPONSE Seeking shelter from strong winds accompanying a typhoon and

of response.

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 in schools.

End 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.

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Notes:

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6
The Comprehensive DRRM
in Basic Education
Framework

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

Prevention and Mitigation

Preparedness

Response

Recovery and Rehabilitation

Pillar 1 Pillar 2 Pillar 3

Safe Learning School Disaster DRR in
Facilities Manangement Education

FIGURE 1 The Comprehensive DRRM in Basic Education Framework

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 The Framework shows the interrelationship
between the global and national frameworks in School DRRM Implementation
strengthening the implementation of DRRM in Support and Mechanisms
basic education.
The creation and upgrading of the DRRM
The Comprehensive DRRM in Basic Education
service in DepEd (DO 50 s 2011 and DM 112 s
Framework seeks to:
2015) institutionalized DRRM within the basic
1. Protect learners and education workers
education system.
from death, injury, and harm in schools;
Plantilla positions for DRRM Coordinators
2. Plan for educational continuity in the face
were created from national to division level
of expected hazards and threats;
offices to fully integrate DRRM policies and
3. Safeguard education sector investments; and
programs at all levels. Coordination and
4. Strengthen risk reduction and resilience
information management protocols as well as
through education
roles and responsibilities have been defined from
With the issuance of a policy (DO 37 s 2015),
school to regional levels to ensure coherence
the Framework is expected to guide schools in
with the already existing structures and legal
assessing, planning and implementing their
bases (DO 21 s 2015: DRRM Coordination and
specific prevention and mitigation, preparedness,
Information Management Protocol).
response and recovery and rehabilitation
Schools, have established DRRM policies
interventions as expressed in the following:
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 of hazards and risks are determined at the
school improvement plans. These three pillars school level. The School Planning Team (SPT)
are tackled in the next section and the School DRRM Team (SDRRM Team) shall
work hand in hand to implement DRRM. Within
Pillar 1: Safe Learning these two school groups assessment, planning,
Facilities implementation, monitoring, evaluation and
reporting of DRRM interventions will be made.
Pillar 2: School Disaster
Management

Pillar 3: Disaster Risk Reduction in

Education

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 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.
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.
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

8. Maintain the safekeeping of vital school records and learning

materials;

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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.
evacuation center;
14. Track all school personnel during disasters and/or emergencies;
15.
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

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 Pillars of the
Comprehensive DRRM in
Basic Education

The three pillars of the Comprehensive

DRRM in Basic Education Framework
will guide school implementation.

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The Three Pillars
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.

The Three Pillars

School
Improvement Plan:
Pillar 1:
Safe Learning Facilities
Phase 1:
Pillar 2:
Assess
School Disaster
Phase 2:
Management
Plan
Pillar 3:
Phase 3:
Disaster Risk Reduction in
Act
Education

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.

Pillar I Safe Learning Facilities

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).

made available to assist local planning and

Risk Identification 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

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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.

Defining a Conducive and Safe 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

The student-led school watching and hazard mapping is

mitigation, preparedness and management.

Didyou This activity raises awareness and equips learners with
information and skills necessary to address the impact of

know
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
improving disaster management strategies.
In the preparation of School Improvement Plan (SIP), hazard map
produced by the students is required in the Assess Phase

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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
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

Didyou INEE or the Inter-Agency Network for Education in

Emergencies
know 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

Pillar II School safety is a responsibility of the entire

School Disaster Management community. However, school DRRM requires

coordination to be headed by the school
This pillar refers to the establishment of administrator or school head.
organizational support structures such as the
DRRM Service and DRRM Coordinators in all students, parents and community members is a
must as well as its integration in management
also cover the setting up of systems, processes and strategies at each administrative level in the
standards to operationalize the four (4) thematic education sector. In this regard, a School DRRM
areas in the context of basic education. (DO 37 Team should be organized.
s 2015) The SDRRM Team will be in-charge of
implementing, monitoring and reporting such
Leadership and Coordination initiatives to the school management. The Team

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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
of the activities are evaluated for subsequent natural hazards need to be
plan adjustment. Ideally, the SDRRM Team is produced and constantly
updated.
empowered by and maintains formal links Knowledge enhancement and
between school and local disaster management understanding of the nature and scale of
authorities. impact of previous disasters and forms
of vulnerability; greater consideration of
hazard-related issues in broader sustainable
Information Management
development and poverty reduction
Information management involves gathering, policies and programs of the Department;
storing, and disseminating information. It should
complement the four thematic areas of DRRM.
Source: DepEd Disaster
School administrators should know how to
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.

Focuses on systems,
CORE FUNCTIONS OF THE SDRRM TEAM standards, and processes
(School Disaster Risk Reduction and Management Team) that should be established to
improve the implementation
Facilitates the harmonization vulnerabilities of DepEd of DRRM in Education
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,
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
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
information and monitoring 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.

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Information Management Information Management
Protocol Guide Questions
In the event of any hazard, the following Gathering information
information should be collected • Is the source reliable?
•
Before During and After •
• Hazard • Personnel information?
occurrences • Does the information demand
• Baseline data • immediate action?
• Prevention and • Schools used
• mitigation as evacuation Safeguarding information
measures centers • Who is the information custodian?
• undertaken • Class suspension • How can these be stored safely?
• Preparedness and resumption • How timely and relevant are the
measures • Classroom information?
undertaken damages
• Temporary Disseminating information
learning • Who should get this information?
• spaces • Who should not get this information?
• Other • When should this information be
interventions given?
• 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 Stakeholders’ Engagement its chosen representatives, is involved in

and Participation prioritizing and planning education activities
According to the INEE minimum standards,
emergency-affected community members emergencies program.
must actively participate in assessing, planning, • Children and youth are involved in the
implementing, monitoring, and evaluating development and implementation of
Education in Emergencies programs. education activities.
Key indicators: • The community education committee holds
• public meetings to conduct social audits of
education in emergency activities and their

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 budgets.
• Training and capacity-building opportunities
exist for community members, children and
youth, to manage education in emergency
Involving and engaging
activities.
the community allows
for better reception,
Student-led Activities
Didyou acceptance, and
It is important for students to have ownership of the
ownership and understanding of SDRRM. know project.
Make sure to involve
School DRR activities are maximized when
social groups, age, and
school unsafe and how to make and keep their gender.
schools safe. They should also know what to
do before, during, and after disasters. Child
participation is paramount to the success
of DRRM. Make DRRM local!
Remember, you can make
When conducting DRRM activities with your activities relevant to your
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
are activities can save their own lives and even
the lives of others.

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Staff Training Support important for schools to have an Education

( TEACHING AND NON-TEACHING

of temporary learning spaces (TLS), and
PERSONNEL)
resumption strategies and learning materials.
Upon organizing the School DRRM Team,
capacity building support should be included in
as your contingency plan in case hazards would
the SIP. In addition to risk assessment, training
needs analysis should be conducted to be able
While some schools are being used as
to design an appropriate program for the Team.
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 can be implemented school-
wide.

Education Continuity Plan

The intensit y and

magnitude of The SDRRM Team must work
with the student bodies and
hazards
the SPT in creating their own
could localized, annual DRR activities.

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Pillar III Risk Reduction and Resilience Education
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.

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 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.

Learning Materials 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 learn 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

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National Greening 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,
Growing, Affording,
and support the tree planting activity in schools
and Enjoying Food
and in the communities” (DepEd: DO 5, s. 2014). Have a class adopt a vegetable
The NGP, when implemented in all the public garden, whether it is hung in
plastic bottles, or on a garden
schools of the Philippines, has the potential to
plot. Let them plan what to plant
become a massive DRR effort. More trees will 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
Tree Planting to Tree their yield can be sold with the
Growing proceeds to be used in other DRR
Have a class adopt several activities.
seedlings which they will take
care of until they graduate. We Let the students realize that
can plant all the trees we can nature provides us with
but if we don’t make sure they nutritious food if we take care
mature, then our efforts are all for of it.
nothing!

Ask your local DA, DENR, and DOH for relevant training and materials!

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 References

1. Bogaziçi 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.

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Notes:

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Notes:

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