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Nurturing Safe Schools
Transcript of Nurturing Safe Schools
Order No. 55, s. 2007 Presidential
Decree No. 1566 The Product What is the Safe Schools Program
and how does it relate to DRR? The Safe Schools Program of DepEd encompasses a variety of strategies to ensure that all public schools in the Philippines are protected from natural hazards. This plan has two components: the structural component, which outlines progressive plans to improve the structural soundness of school grounds and buildings; and the non-structural component, which outlines projects that teachers can undertake to improve students’ capacity to prepare for and respond to disasters. Structural Component Launched in 1997 by a group of humanitarian NGOs and the Red Cross and Red Crescent movement, the Sphere Project is an initiative to define and uphold the standards by which the global community shall respond to the plight of people affected by disasters, principally through a set of guidelines laid out in the Humanitarian Charter and Minimum Standards in Disaster Response (commonly referred to as Sphere Handbook). The Sphere Project Department of Education (DepEd) Order No. 55, titled “Prioritizing the Mainstreaming of Disaster Risk Reduction Management in the School System and Implementation of Programs and Relative Therefor,” is the first comprehensive mandate calling for the full integration of DRR concepts into the school curriculum. Issued in August 2007, Q: WHAT ARE THE EXISTING
MANDATES FOR EMERGENCIES
AND DISASTERS IN THE PHILIPPINES? RA 8185 amends the 1991 Local Government Code to respond to the changing needs of the times. Resources To further strengthen the capacity of LGUs and agencies for disaster risk reduction, the government passed RA 10121, titled “An Act Strengthening the Philippine Disaster Risk Reduction and Management Framework and Institutionalizing the National Disaster Risk Reduction and Management Plan, Appropriating Funds Therefor and for Other Purposes,” on 27 May 2010. PRINCIPLES AND PRACTICE STANDARDS OF CHILD-CENTERED DISASTER RISK REDUCTION PD 1566, titled “Strengthening the Philippine Disaster Control, Capability and Establishing the National Program on Community Disaster Preparedness,” is the foundation of disaster coordinating councils (DCCs), now called disaster risk reduction and management councils (DRRMCs), from the national down to the barangay level. It outlines the structure and composition of the DCCs, as well as the functions of the members and task units. It primarily provides for (1) the use of the Disaster Risk Reduction Resource Manual, or DRRRM, (2) the implementation of the Safe Schools Program relative to DRR efforts, (3) information, education and communication (IEC) campaign and water conservation, and (4) monitoring of the implementation of DRR projects and other activities. Specifically, it increased the local calamity fund from2 to 5 percent of the LGU fund. Pertinent portions of this law on disaster risk reduction should be made known to the MDCC/BDCC (MDRRMC/BDRRMC) for the latter’s compliance. • Construction of hazard-resilient school buildings.
• “Be better, Build Better” international design competition.
• Assessment of School Building’s Structural Integrity and
• Schools Water and Electrical Facilities Assessment
• Implementation of the Calamity Assistance and
Rehabilitation Efforts (CARE)
Non-Structural Component •Mainstreaming DRR concepts in the basic education curriculum.
•Material production on disaster risk reduction through multimedia, in partnership.
•Communication plan for energy and water conservation.
•Preparation of the Disaster Risk Reduction Manual.
•Road safety in schools.
•Institutionalization of school mapping exercise through the GIS-based school profiling system.
•Quarterly conduct of earthquake and fire evacuation drills in schools.
School administrators and teachers have their respective responsibilities as mandated by DepEd Order No. 55. Principals and School Heads • Organize and mobilize a School Disaster Risk Reduction and Management Group (SDRRMG)
• Invite representatives from the Bureau of Fire Protection (BFP), the Department of Public Works and Highways (DPWH), and the LGU (through its Municipal Engineering Office) to do an inspection of the school building, including water and electrical facilities and its structural integrity and stability. Act appropriately on their recommendations.
• Conduct school-level seminars, symposiums, and programs on first aid and basic life support systems. Invite resource persons from the Department of Health (DOH) and the Philippine Red Cross (PRC).
• Involve the student government organization and boy/girl scouts in the orientation on DRR concepts in the school and community.
• Call a General Teacher and Parents Assembly (GTPA) meeting as part of an information dissemination campaign.
• Implement any other related activity as appropriate.
Teachers • Carefully read and study the contents of the DRRRM and mainstream DRR concepts in the subjects areas assigned to them.
• Continuously integrate DRR concepts in your lessons where they can be tied to the learning competencies.
• Use appropriate and effective teaching strategies.
• Evaluate learning in terms of cognitive, affective and psychomotor. • Include in the bulletin board concepts on disaster risk reduction.
• Let students prepare a collage, poster, jingle, poem, rap or slogan on disaster risk reduction as part of their learning evaluation.
• Initiate other DRR educational activities as appropriate.
RA 10121 further renamed the disaster coordination councils into disaster risk reduction and management councils at the national, regional, provincial, city and municipal levels. WHAT ARE THE INTERNATIONAL MANDATES FOR EMERGENCIES AND DISASTERS? United Nations Convention on the Rights of the Child The UNCRC was adopted by the UN General Assembly on 20 November 1989. Since 1990,193 counties have ratified the UNCRC, including the Philippines. Per the UNCRC, all human beings enjoy certain fundamental rights, including civil, political, economic, social and cultural rights. People are born with these rights cannot be taken away from them. However, since children are more vulnerable than most other age groups, they are given special rights to ensure their protection and wellbeing. The UNCRC includes specific rights of children during emergencies and crises. The UNCRC contains all the civil, political, economic, social and cultural rights of all persons under 18, which are anchored in four general principles:
(1) the right to life, survival and development;
(2) the right to be heard;
(3) non-discrimination and
(4) best interests of the child. These principles are the primary consideration in fulfilling children’s rights at all times. Rights to life, survival and development
Non-discrimination and inclusion Right to be heard Hyogo Framework for Action The Hyogo Framework for Action: 2005-2015 was developed in Hyogo, Japan, from 18 to 22 January 2005 by leaders from 198 governments, 78 regional and international organizations, and 191 NGOs. It outlines the actions countries must take to arrest the growing economic losses of countries because of disasters. The framework sets five priorities for action: (1) make disaster risk reduction a priority; (2) know the risk and take action; (3) build understanding and awareness; (4) reduce risk and (5) be prepared and ready to act. It is particularly concerned about building the resiliency of nations to disasters. Within each priority for action are key activities suggested to governments, regional institutions and international organizations. Let’s examine the key activities for the third priority action related to education in table 4. Table 4 Priority Action No. 3 Use knowledge, innovation and education to build a culture of safety and resilience at all levels •Information sharing and cooperation
•Building of networks across disciplines and regions; dialogues
•Use of standard DRR terminology
•Inclusion of Disaster Risk Reduction in the school curricula, both formula and informal
•Training and learning on disaster risk reduction: Target sectors, including communities and local authorities; media mobilization for public awareness raising activities
•Building of research capacity along multi-risk assessment and planning; socioeconomic development program
Sphere is based on two core beliefs: first, that those affected by a disaster or conflict have a right to life with dignity and therefore a right to protection and assistance, and second, that all possible steps should be taken to alleviate human suffering arising out of disaster and conflict. Sphere is three things: a handbook, which is the key tool of the project; a broad process of collaboration; and an expression of commitment to quality and accountability. CREATE A SCHOOL DISASTER MANAGEMENT PLAN FOR YOUR CHOSEN DRR SCHOOL AND COMMUNITY As stated earlier in this manual, an SDMP has seven components GOALS
What do you hope to accomplish this school year related to mainstreaming disaster risk reduction? OBJECTIVES
What measurable benchmarks will you set to work toward your goals? ACTIVITIES
What specific projects or programs will be undertaken to realize these goals? TIMETABLE
When will the activity occur? It is a one-time activity or an on-going project? PERSON(S) RESPONSIBLE
Which responsible will be involved in the selected activity? MATERIALS NEEDED
Do you already have the materials or are these still to be procured? BUDGET REQUIREMENT
How much will the activity cost and where will the funds come from? Here are some ways you can start gathering information to help you identify the goals and objectives of your plan and prioritize your actions: Spend some time looking back on chapters II and III of this manual that discusses • DepEd Order No. 55;
• Hyogo Framework for Action;
• UN Convention on the Rights of the Child (Participation Standards); and
• The SDRRMG Vision, Goals and Objectives
From there you will get ideas on the activities you may include in your SDMP Consider the interests and motivations of pupils, teachers and parents when selecting activities. You may consider conducting formal and informal interviews, surveys or group discussions to get their feedback and opinion. Some of the activities identified in the action plans developed by the BERT may also be included in the SDMP. Analyze the physical, social and motivational vulnerabilities of your school, as they may indicate which areas need immediate attention Consider the modes by which DRR messages may be transmitted: teacher-to-teacher, teacher-to-pupil, pupil-to-pupil, teacher-to-parent, and pupil-to-parent. Design projects that will allow a number of different groups to participate in facilitating educational exchanges.