MODULE 1

UNDERSTANDING DRR/CCA &

THEIR LEGAL BASES

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CHILD-CENTERED COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT TRAINING

 OBJECTIVE

At the end of the Module, the participants should be able to:

1 Demonstrate understanding of the basic terms and

concepts on DRR and CCA and their legal bases

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 Workshop 1: Photo Shop

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 TOPICS TO BE DISCUSSED

Basic Concepts of DRR and its Legal Bases

Basic Concepts of CCA and its Legal Bases

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 SESSION 1

Basic Concepts of DRR and its Legal Bases

Basic Concepts of CCA and its Legal Bases

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 NDRRMC DISASTER VIDEO

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 HAZARD

“A potentially damaging physical event, phenomenon, or

human activity that may cause the loss of life or injury,
property damage, social and economic disruption, or
environmental degradation”.

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 TYPES OF HAZARDS
Natural hazards
• Hydro-meteorological factors
 Typhoons, drought
 Storm surge, El Nino

• Geological processes
 Earthquake
 Volcanic eruption

• Biological phenomena
 Epidemic (SARS), WMD
(anthrax, bioactive substance)
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 TYPES OF HAZARD

Human-induced hazards

• Technological
 Plane crash, power plant explosion, chemical spill,
industrial accidents, deforestation, housing in high
risk areas
• Conflict
 Secessionist group, terrorist attack, mass killings
 Gang violence

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 TYPES OF HAZARD

• Everyday hazards at school, home and community

 Road hazards
 Water hazards
 Fire hazards

WWW.UN.ORG
thelogicalwebmaster.wordpress.com wii.mmgn.com

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 TYPES OF HAZARD

• Everyday hazards at school, home and community

 Health hazards from unclean water and inadequate

waste management
 Social hazards
Bullying
Drug pushers

ANGELFIRE.COM thepoc.net Wikipedia.com

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 PHILIPPINES RISK PROFILE

The Philippines is located along the typhoon belt in the Western

North Pacific Basin in the Pacific where 66 percent of tropical
cyclones enter or originate. On the average, the country faces 20
tropical cyclones a year, of which 5 to 7 can be rather destructive.

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 Situated in the Pacific Ring of Fire where two major
tectonic plates (Philippine Sea and Eurasian) meet which
explains the occurrence of earthquakes and tsunamis as
well as the existence of around 300 volcanoes of which 22
are classified as active.
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 WHAT IS EXPOSURE?

Exposure refers to “the degree to which a

community is likely to experience hazard events of
different magnitudes.”

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 WHAT IS EXPOSURE?

Elements at risk or who or what are

exposed to hazards?

• People: men and women, children,

elderly, PWDs, IP, poor & marginalized,
students, professionals
• Sector: farmers, farm workers,
fishermen, industries, schools, social
services, government

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 WHAT IS VULNERABILITY?

Vulnerability is the inability of a community to cope when

a hazard occurs.

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 TOP 5 VULNERABILITIES

For Region III, the top 5 vulnerabilities identified are:

1. unstable building structure

2. damaged or lacking facilities
3. location of the school near a body of water/dam
land mass or is a catch basin
4. incomplete/destroyed perimeter fence
5. absence of security personnel.

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 TOP 5 VULNERABILITIES

For NCR, the top 5 vulnerabilities cited are:

1. weak materials of school buildings,

2. location of schools in lowlands and coastal areas,
3. fire-prone materials/buildings,
4. location of schools along faults, and
5. crowded schools due to high enrolment rate.

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 Examples of school vulnerabilities to flood:

Factors Vulnerabilities

Physical School located in low lying area

One floor school buildings that get easily flooded
Poor drainage system in the school and community

Social There is no SDRRMG

No flood preparedness plan
No EWS in place for flood

Motivational Teachers & students not interested to reduce the

effects of flood
SDRRMC not functional
Presence of preparedness plan for flood but not
implemented
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 WHAT IS CAPACITY?

Capacity (in the context of DRRM) is the capability and

coping ability of schools, households, and communities to
manage when disaster hits.

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 COPING CAPACITIES INCLUDE:

• Adaptive – Adjustment, changes

• Preventive – Avoiding, evading, relocating
• Impact minimizing – Mitigation, Minimize loss
& facilitate recovery
• Labor Power – Community/Family Labor
Networks
• Reserve assets – Stock Piling, Stores, Supply
agreements

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 COPING CAPACITIES INCLUDE:

• Diverse production – Crops, Industry, Food

Security
• Diverse Income – Labor, Industry,
Manufacturing, Market
• Social Support – Family, Community, District,
Province, National
• Post event – Adapting Lifestyle, Diet, Business,
Relocation

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 Examples of capacities to reduce risks to flood:

Institutions Capacities
Teachers Have SDRRMG with flood preparedness plan
School Flood markers in place and functional
leadership Strong coordination of SDRRMG with MDRRMC
Students Students/teachers know what to do
Families Know risk of location to flood & know how to prepare for
flood and when to evacuate
Always have prepared evacuation bag w/supplies
Community Available transportation at pick up points to evacuate
LGUs families
Ready and safe evacuation centers
EWS in place in all flood prone areas
MDRRMC with disaster preparedness plan with adequate
budget and supplies

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 Examples of Vulnerabilities & Capacity Assessment
Hazard Vulnerabilities Capacities

Volcanic  The school is within the 8-km Buildings are made of concrete and
hazards danger zone, being along the GI roofing.
(ash fall, lahar lahar path
flow) There is early warning system in
 There is no funding for DRR place and disseminated to all
measures in the event of volcanic
hazards.
Earthquake  Two rooms are constructed with Each classroom has a circuit breaker
(destructive a LAPUS design; its walls and so power can be shut down quickly
and non- roofs are thus made of concrete during an earthquake.
destructive) and susceptible to damage. There is EWS for earthquake

 Earthquake drills are conducted

regularly.

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 DISASTER
A serious disruption of the functioning of a community or
a society, involving widespread human, material, economic
or environmental losses and impacts, exceeds the ability
of the affected community or society to cope using its
own resources

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 WHAT IS DISASTER RISK?

The combination of the probability of an event and its

negative consequences.

Disaster Risk (DR) = Hazard x Vulnerability

Capacity

Risk = Typhoon Signal No.3 x Houses made of light materials x 200

families/ families knows EWS and what to do

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 WHAT IS DISASTER RISK?

• Hazard, exposure and vulnerability are directly related

to disaster risk.
• If any of these three—hazard, exposure or vulnerability
are high, disaster risk is also high; or if hazard, exposure
and/or vulnerability are low, disaster risk is also low.
• The opposite is true for the relationship between
capacity and disaster risk. If capacity is high, disaster risk is
low; if capacity is low, disaster risk is high.

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 RESILIENCE
Ability of a system, community or society exposed to
hazards to resist, absorb, accommodate to and recover
from the effects of a hazard in a timely and efficient
manner, including through the preservation and
restoration of its essential basic structures and functions.

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 WHAT IS RESILIENCE?

• The ability to ‘bounce back’

• The resilience of a community in respect to potential

hazard events is determined by the degree to which
the community has the necessary resources and is
capable of organizing itself both prior to and during
times of need.

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 RESILIENCE IS ABOUT

Dealing with the effects from a shock / disturbance by:

• Adapting
• Springing / bouncing back
• Strengthening capacity
• Modifying / tweaking key structures.
• Building on coping mechanisms
• Adjusting functions

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 Workshop 2: DRRM and CCA

•Consider definitions
•How is it done
•Legal bases

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 DISASTER RISK REDUCTION & MANAGEMENT

Focuses on 4 objectives:

1. To save lives;
2. To reduce human misery;
3. To minimize damage to
property and economic loss;
and
4. To facilitate recovery and
rehabilitation toward
development.

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 DISASTER RISK REDUCTION & MANAGEMENT

The systematic process of using administrative directives,

organizations, operational skills and capacities to:

• Implement strategies, policies

• Improve coping capacities in

order to lessen the adverse
impacts of hazards and the
possibility of disaster.

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 DISASTER RISK REDUCTION & MANAGEMENT

What are the roles of the education sector in DRRM?

• Prevention and Mitigation

• Preparedness
• Response
• Recovery and Rehabilitation

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 DISASTER RISK REDUCTION & MANAGEMENT

Involves 4 major phases/thematic areas:

1. Prevention and mitigation (DOST)

• can lessen the threat of hazards through long-
term solutions intended to lower the vulnerability
of a community.

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 DISASTER RISK REDUCTION & MANAGEMENT

Examples: dams or embankments that

eliminate flood risks; no settlement in high risk
areas; development of school DRR plan

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 DISASTER RISK REDUCTION & MANAGEMENT

2. Preparedness (DILG)

• the knowledge and capacities developed by

governments, professional response and recovery
organizations, communities and individuals to
effectively anticipate, respond to, and recover from,
the impacts of likely, imminent, or current hazard
events or conditions”

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 DISASTER RISK REDUCTION & MANAGEMENT

Examples: stockpiling of food, contingency

planning, school-based EWS, risk assessment,
hazard mapping, DRR training, school drills

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 DISASTER RISK REDUCTION & MANAGEMENT

3. Response (DSWD)

• the provision of emergency services and public

assistance during or immediately after a disaster in
order to save lives, reduce health impacts, ensure
public safety and meet the basic subsistence needs
of the people affected.

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 DISASTER RISK REDUCTION & MANAGEMENT

Examples: provision of food, water, clothing,

temporary shelters, medical services, search and
rescue, evacuation to safer place, temporary
learning space

Photo from https://www.mercycorps.org

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 DISASTER RISK REDUCTION & MANAGEMENT

4. Rehabilitation and Recovery (NEDA)

The restoration, and improvement where

appropriate, of facilities, livelihoods and living
conditions of disaster-affected communities,
including efforts to reduce disaster risk factors.

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 DISASTER RISK REDUCTION & MANAGEMENT

Examples: Resumption of the provision of

basic services, repair of physical damage and
community facilities, revival of economic
activities, and development/improvement of
DRRM mechanisms.

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 LEGAL BASES

Republic Act 10121: Philippine DRRM Act of 2010:

Section 2: Mainstream DRR & CCA in development
processes, budgeting & governance in sectors such as
education.
Section 14: Involve children and youth in DRR &
Integration of DRR Education in the School Curricula

• 5% of IRA set aside as LDRRM Fund (70% for disaster

preparedness/DRR and 30% for quick response)

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 LEGAL BASES

• DepEd Order No. 55 s 2007: Prioritizing the

Mainstreaming of Disaster Risk Reduction Management
in the School System & Implementation of Program and
Projects Relative Therefor;

• Response of the Philippine Government to the Hyogo

Framework for Action and now Sendai Framework for
DRR 2015-2030

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 PRIORITIES FOR ACTION

• Understanding disaster risk

• Strengthening disaster risk governance to manage disaster risk

• Investing in disaster risk for resilience

• Enhancing disaster preparedness for effective response and to

“Build back better” in recovery, rehabilitation and reconstruction

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 LEGAL BASES

DepEd Order No. 55 s 2007:

Non-structural component
Use of the DRR Resource
Manual as source of
information for schools in
the implementation of
DRRM project

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 LEGAL BASES
DepEd Order No. 55 s 2007:

• School Mapping Exercises

• Preparation of disaster preparedness modules
through multi-media

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 LEGAL BASES
DepEd Order No. 55 s 2007:

Structural Component

• Construction of hazard resilient school building

• Assessment of School Building Structural

Integrity and Stability

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 LEGAL BASES
DepEd Order No. 276 s 2010: Consolidation
of school plans on DRR and CCA

• Integrate in the SIP the CCA, DRR and

Environmental Education to E/S levels

• Operationalize the integration of concepts on

DRR, CCA and Environmental Education into the
curricula at all levels

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 LEGAL BASES
DepEd Order No. 82 s 2010: Reiteration of related
implementing guidelines on CCA and DRR at the
school levels
The Department Order reiterates and revitalizes
the implementation of the following programs:
• The school Inside a Garden (SIGA)
• Prioritizing the mainstreaming of DRR in the school
system
• Gulayan sa Paaralan
• Planting of Malunggay Trees in Schools
• Earth Day Celebration
• Integration of CCA and DRR concepts in lessons

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 LEGAL BASES

DepEd Order No.50 s 2011: Creation of DRR

and Management Office (DRRMO)

• DepEd’s focal office in planning, implementing,

coordinating and monitoring of DRRM, Education
in Emergencies (EiE), and Climate Change
Adaptation (CCA) activities

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 LEGAL BASES

DepEd Order No.50 s 2011: Creation of DRR

and Management Office (DRRMO)

• Provides venue for discussion on DRR and EIE

• Recommends policy actions
• Proposes programs and projects which will
mitigate effects of disaster to DepED teaching
and non-teaching personnel/staff, learners and
properties

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 LEGAL BASES
DepEd Order No. 83 s 2011: Disaster
Preparedness Measures for Schools
• Schools directed to act on the following
mitigation activities:

 Learn about typhoons & other weather

disturbances, effects & warnings and what to do
to reduce dangers
 Educate school children on typhoon, conduct
drills, involve children, parents and communities
in school disaster risk reduction
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 SESSION 2

Basic Concepts of DRR and its Legal Bases

Basic Concepts of CCA and its Legal Bases

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 VIDEO ON SUPER TYPHOON PABLO

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 VIDEO ON PANAHON NA

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CLIMATE CHANGE ADAPTATION IS ALSO ABOUT:

• Adjustment
• Adaption
• Modification
• Improvement in Knowledge
• Attitude shift
• Change of practice

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 WHAT IS CLIMATE CHANGE?

• “The deviation from the normal trend of climate

variables (such as temperature, humidity) which is
attributed directly or indirectly to human activity that
alters the composition of the global atmosphere and which
is in addition to the natural climate variability over
comparable periods of time”.

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 WHAT CAUSES CLIMATE CHANGE?

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 WHAT CAUSES CLIMATE CHANGE?

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 WHAT CAUSES RAPID CLIMATE CHANGE?

Climate change is caused by the presence of too much

greenhouse gasses (e.g. carbon dioxide, methane, nitrous
oxide, etc.) in the earth’s atmosphere which traps the sun’s
heat. This natural phenomenon is known as the greenhouse
effect.

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 GREENHOUSE EFFECT

Let us imagine the clothes we’re wearing right now. Imagine them
as the earth’s atmosphere. It has the right amount of greenhouse
gases that keep the heat emitting out of your body trapped. But
it’s all right since they are not too thick.Your body can handle the
warmth. What if we add more layers of clothes and cover you with
five thick blankets? What will happen to you? That’s what the
greenhouse gases do. Because there are just too many of them in
the atmosphere, they make the planet warmer.

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 HUMAN ACTIVITIES THAT RESULT IN INCREASED RISK OF
CLIMATE CHANGE

The accelerated build-up of greenhouse gases is due to high

level of human activities related to:

• Burning of fuels such as coal, oil, and gas

• Industrial processes which generate human-made gases

www.ocean.si.edu www.ocean.si.edu

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 HUMAN ACTIVITIES THAT RESULT IN INCREASED RISK OF
CLIMATE CHANGE

• Agricultural production such as raising farm animals and

use of pesticides and chemical fertilizers
• Land use changes especially deforestation of tropical
forests

ubinig.org www.nasa.gov

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 EFFECTS AND IMPACT OF CLIMATE CHANGE

Agriculture: too much or too little rain can lead to

decreased crop yield that can affect food supply

Health: Increase in vector borne diseases such as malaria

and dengue

www.theguardian.com www.theguardian.com

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 EFFECTS OF CLIMATE CHANGE
Biodiversity: Certain animal and plant species might not survive in
areas where temperature is changing that can lead to changes in the
composition of species in certain ecosystem

Coastal communities: Sea level rise may affect communities and

industries found in coastal areas

www.greenpeace.org www.greenpeace.org
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 WHAT ARE THE MEASURES TO ADDRESS THE EFFECTS AND
IMPACT OF CLIMATE CHANGE

• Change your incandescent light bulbs with compact fluorescent lights

(CFLs).

• Turn off lights when not in use. Whenever possible, bring natural
sunlight into your home.

• Have your cars regularly checked for efficient engine performance.

• When traveling short distances, just walk or use a bicycle. When

going to work or to some distant places, take the public transport.

• Clean your refrigerator regularly. Do not set the thermostat higher

than necessary.

TRAINING ON COMPREHENSIVE
CHILD-CENTERED COMMUNITY-BASEDSCHOOL
DISASTERSAFETY FOR TEACHERS
RISK REDUCTION AND MANAGEMENT TRAINING
 WHAT ARE THE MEASURES TO ADDRESS THE EFFECTS AND
IMPACT OF CLIMATE CHANGE

• Minimize or avoid the use of home appliances that eat up too much
energy such as water heaters, washing machines, dryers and
dishwashers.

• Use solar panels installed in your home to provide some of your

electricity needs. Use electricity coming from renewable energy
sources such as hydro, wind or geothermal energy if these are
available in your area.

• Buy recycled products and actively create a market for them. Before
you buy an item, check if the product or its packaging is recyclable.

• Buy less, use less and re-use as much as possible.

TRAINING ON COMPREHENSIVE
CHILD-CENTERED COMMUNITY-BASEDSCHOOL
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RISK REDUCTION AND MANAGEMENT TRAINING
 WHAT CAN CHILDREN DO TO HELP REDUCE THE EFFECTS OF
CLIMATE CHANGE?

Children can:

• Conserve water
• Conserve electricity
• Recycle (recycling projects)
• Help in waste segregation at home and in school
• Inform peers and their family regarding climate
change and how to mitigate its effects

TRAINING ON COMPREHENSIVE
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 STRATEGIES TO ADDRESS THE EFFECT OF CLIMATE CHANGE

1) Adaptation

Refers to all adjustments in natural and human systems in

response to actual or expected climatic stimuli or their
effects which moderate harm or take advantage of
beneficial opportunities

Examples: planting drought resistant rice varieties,

relocation of infrastructure away from shorelines

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 STRATEGIES TO ADDRESS THE EFFECT OF CLIMATE CHANGE

2) Mitigation

In the context of climate change, pertains to human

intervention that addresses anthropogenic or human
induced emissions by source and reduction of all
greenhouse gases, including ozone depleting substances
and their substitute

Examples: Reduce, reuse , recycle actions,

unplug appliances when not in use

TRAINING ON COMPREHENSIVE
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 SIMPLE STEPS TO MITIGATE CLIMATE CHANGE

Reduce the emission of GHGs by:

• Change incandescent light bulbs to compact fluorescent

bulb
• Turn off lights when not in use; if possible bring in
natural light in homes and buildings

www.earthsfriends.com eartheasy.com

TRAINING ON COMPREHENSIVE
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 SIMPLE STEPS TO MITIGATE CLIMATE CHANGE

Reduce the emission of GHGs

• Walk or use bicycle for short distance travel

• Minimize or avoid the use of appliances
• Buy less, use less and re-use as much as possible

www.saferoutesinfo.org

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 LEGAL BASES

RA 9729 OR CLIMATE CHANGE ACT OF 2009

• Mainstreaming climate change issues in all government
policies and plans
• Establishment of Climate Change Commission
• Development of National Climate Change Action Plan
(NCCAP)

TRAINING ON COMPREHENSIVE
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 LEGAL BASES
RA 9729 OR CLIMATE CHANGE ACT OF 2009
Role of DepEd:
Integrate CCA into the primary and secondary curricula
and or subjects such as, but not limited to, science, biology,
Sibika, and history, including textbooks, primers and other
education materials, basic climate change principles and
concepts.

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 TRAINING ON COMPREHENSIVE
CHILD-CENTERED COMMUNITY-BASEDSCHOOL
DISASTERSAFETY FOR TEACHERS
RISK REDUCTION AND MANAGEMENT TRAINING