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THE INTEGRATION OF DISASTER RISK REDUCTION IN SCHOOLCURRICULA IN SELECTED SECONDARY SCHOOLS
IN LEGAZPI CITY DIVISION
A DissertationPresented to
The Faculty of the Graduate SchoolBicol University
Legazpi City
In Partial Fulfillmentof the Requirements for the Degree
DOCTOR OF PHILOSOPHY IN PUBLIC ADMINISTRATION
by
ROMMEL R. REGALA
March 2014
ii
Republic of the PhilippinesBicol University
GRADUATE SCHOOLLegazpi City
RECOMMENDATION FOR DISSERTATION ORAL EXAMINATION
This dissertation entitled, THE INTEGRATION OF DISASTER RISKREDUCTION IN SCHOOL CURRICULA IN SELECTED SECONDARYSCHOOLS IN LEGAZPI CITY DIVISION, prepared and submitted byROMMEL R. REGALA, M.A.P.A., in partial fulfillment of the requirements for thedegree of Doctor of Philosophy in Public Administration is hereby submitted to theDissertation Committee for consideration and approval.
ATTY. ALEX B. NEPOMUCENO, Ph. D.Adviser
______________________________
Date
Dissertation Committee
This dissertation entitled, THE INTEGRATION OF DISASTER RISKREDUCTION IN SCHOOL CURRICULA IN SELECTED SECONDARYSCHOOLS IN LEGAZPI CITY DIVISION, prepared and submitted byROMMEL R. REGALA, M.A.P.A., in partial fulfillment of the requirements for thedegree of Doctor of Philosophy in Public Administration is hereby recommended for oralexamination.
MELINDA D. DE GUZMAN, Ed. D.Chairman
RAMESIS M. LORINO, Ph. D. JOSEPH L. BARTOLATA, Ph. D.Member Member
CEDRIC D. DAEP, Ph. D. ROWENA L. ONDIZ, Ph. D.External Member External Member
iii
Republic of the PhilippinesBicol University
GRADUATE SCHOOLLegazpi City
RESULT OF THE ORAL EXAMINATION
Result of the Oral Examination for ROMMEL R. REGALA, M.A.P.A.,candidate for the degree, Doctor of Philosophy in Public Administration.
Dissertation : THE INTEGRATION OF DISASTER RISK REDUCTION INSCHOOL CURRICULA IN SELECTED SECONDARYSCHOOLS IN LEGAZPI CITY DIVISION
Date : January 18, 2014
Place : Bicol University, CBEM Office
Time : 8:00 11:00 A.M.
This is to certify that ROMMEL R. REGALA, M.A.P.A. has passed the oralexamination with a final rating of ______________.
PANEL MEMBERS ACTION TAKEN
MELINDA D. DE GUZMAN, Ed. D. _____________________________
RAMESIS M. LORINO, Ph. D. _____________________________
JOSEPH L. BARTOLATA, Ph. D. _____________________________
CEDRIC D. DAEP, Ph. D. _____________________________
ROWENA L. ONDIZ, Ph. D. _____________________________
iv
Republic of the PhilippinesBicol University
GRADUATE SCHOOLLegazpi City
APPROVAL SHEET
Upon recommendation of the Oral Examination Committee, this dissertationentitled, THE INTEGRATION OF DISASTER RISK REDUCTION IN SCHOOLCURRICULA IN SELECTED SECONDARY SCHOOLS IN LEGAZPI CITYDIVISION, prepared and submitted by ROMMEL R. REGALA, M.A.P.A., ishereby approved in partial fulfillment of the requirements for the degree of Doctor ofPhilosophy in Public Administration.
NORA L. LICUP, Ed. D.Dean
HELEN M. LLENARESAS, Ed. D.Vice President for Academic Affairs
FAY LEA PATRIA M. LAURAYA, Ph. D.SUC President IV
vDEDICATION
This study is unconditionally and sincerely dedicated to my parents, relatives,
friends, and above all, God Almighty, our Master Teacher, the Source of the true wisdom
and knowledge and with whom nothing is impossible.
R.R.R.
vi
ACKNOWLEDGEMENTS
The researcher would like to express his sincere appreciation and gratitude to the
following individuals who in one way or another contributed in making this study
possible:
Atty. Alex B. Nepomuceno, Ph.D., the researchers adviser, for his guidance, his
scholarly suggestions and ideas, which led to the betterment of this research;
Dr. Melinda D. De Guzman, Dr. Ramesis M. Loreno, Dr. Joseph L. Bartolata, Dr.
Cedric D. Daep, and Dr. Rowena L. Ondiz for sharing their educational inputs based on
experience;
Dr. Agnes J. Nepomuceno, for her willingness and generosity to help the
researcher in recording and editing his thesis;
Ms. Josefa V. Losaes for her motherly care and unselfish support given to the
researcher;
Ms. Begonia R. Argamosa-Buella, Ms. Annie B. Balbin and Ms. Erlinda M.
Malmis and Mr. Alfredo M. Narito for believing that the researcher could move on with
the study;
Ms. Vanessa D. Banico, Ms. Shane B. Llabore, Ms. Sally L. Din and Mr. Asset B.
Balin for their motivation and thought-nourishing suggestions, which inspired the
researcher to pursue this study;
Mr. Joseph F. Lopez and Miel Jhoance T. Lopez for the encouragement given to
the researcher;
The librarians of Bicol University for their willingness to help the researcher
particularly in searching for the appropriate references for the study;
vii
The DepEd personnel, particularly Dr. Cesar H. Medina, Ms. Fatima D. Buen,
Dr. Ricardo Ll. Llaneta, Ms. Erma Theresa G. Tabuena and Ms. Maria Teresa M.
Ruivivar for the support and coordination they have extended to the researcher during
the data gathering essential for the accomplishment of this study;
Ms. Liezl S. Bitancur, for inspiring the researcher as he goes on with the study;
To his close friends and classmates, Ms. Lisa P. Opea, Ms. Amy R. Bello,
Ms. Carmelita L. Collada, Mr. Alden Galan, Ms. Nera Galan, Mr. Jeric Glenn Carrascal,
Ms. Ylanie Zuniga, Ms. Eda Paje, Ms. Erlinda Cabanela and other classmates, truly his
post graduate study would not be the same without you.
To his late biological parents, Minerva and Rodrigo, uncles and aunts, Papa Pons,
Papa Jun Rios, Mama Azun and Papa Jun Ursua, for the virtues they have taught when he
was younger. Their memories will stay forever in his heart;
To his Family, Mama Cit, Mama Ghie, Manoy Entong, Manay Eden, Manay
Siony, other cousins and relatives for their love and moral support that served as
inspirations in writing this study;
And most of all, God Almighty, who provides a better place on earth to enjoy and
explore each ones life.
viii
ABSTRACT
Regala, Rommel Rios The Integration of Disaster Risk Reduction in SchoolCurricula in Selected Secondary Schools in Legazpi CityDivision
Summary
This research determined the integration of Disaster Risk Reduction in the School
Curricula in selected secondary schools in Legazpi City Division. Specifically, the study
sought answers to the following sub-problems: 1. What is the status of the integration of
Disaster Risk Reduction in the schools curricula?; 2. What are the factors that influence
the integration of Disaster Risk Reduction in school curricula along the following:
a. Policies; b. Teachers Learning Program; c. Instructional Materials; and d. Facilities?;
3. What are the school policies and practices adopted for the integration of Disaster
Risk Reduction in terms of: a. Manpower; b. Funding; andc. Technical?; and 4. What
recommendations may be advanced to improve the Disaster Risk Reduction integration in
the school curricula?
The study highlighted concerns about the integration of Disaster Risk Reduction
into school curricula recognizing the role of education in addressing disaster problems:
(a) to evaluate in a reflective way, policies, methods and strategies for ensuring the
integration of disaster risk reduction focus within the context of the Philippine laws
concerning environmental issues; (b) to evaluate the opportunities for the implementation
of disaster risk reduction transformation initiatives within Legazpi City and as well to the
province of Albay; and (c) to evaluate the opportunities for the implementation of disaster
risk reduction transformation initiatives within the schools in the City Division of
Legazpi. Three complementary theories in the literature explore disaster risk and
ix
vulnerability and are taken into account in this study such as the Risk-Hazard (RH)
Model, Disaster Pressure and Release (PAR) Model, and Access Model.
The descriptive evaluative methods of research was used in this study.
Questionnaire and analytical tool for documents were the instruments used in this study.
The statistical tools used were weighted mean and percentage techniques. A total
enumeration of 165 teacher respondents from the three schools selected including the
respective school heads constitute the main source of data.
Findings
Based on the analyses and interpretation of the data, the following are the
findings:
1. On the status of integration of Disaster Risk Reduction in the schools curricula.
The integration of DRR foci in English, Filipino and Mathematics were all found
to be very low indicating that it was not integrated in the selected secondary schools in
Legazpi City Division. Meanwhile, the integration of DRR concepts in the Sciences was
moderate demonstrating that mainstreaming DRR in the selected schools are moderately
integrated. In the subject, Araling Panlipunan, integration of DRR was low indicating that
it was partially integrated in the curricula of the three selected schools. Mainstreaming
DRR topics in MAPEH was moderate signifying that in the selected secondary schools in
Legazpi City it was moderately integrated. Consequently, most of the teachers percieved
that the integration of DRR in Values Education was very low revealing that it was not
integrated in their respective schools. On the otherhand, the respondent-teachers agreed
that the integration of DRR in T.L.E. was very low indicating that it was not integrated.
The same result for the DRR integration in the Citizens Advancement Training, the CAT
xOfficials and Cadettes being incharge with the Organization of School Disater Risk
Reduction Management Group, was perceived very low by the teachers stating that in
their schools it was not integrated.
2. On the factors that influence the integration of Disaster Risk Reduction in school
curricula.
a. Along Policies. The policies for the integration of Disaster Risk Reduction in
the school curricula particularly the DepEd Order No. 55, s. 2007 was institutionalized
and been disseminated in the three respective schools surveyed, however the same policy
statements were found to be unclear. Incidentally, it was found out that more than half of
the respondents were not aware of the Republic Act No. 10121 stating that it was not
institutionalized and not been disseminated. Most of the respondents perceived that the
policy objectives were unclear to them. However, measures were undertaken by
Department of Education in the implementation of DRR Management Project as
identified by the teachers in the selected secondary schools in Legazpi City Division.
b. Along Teachers Learning Program. Most of the teachers, as part of DRR
integration in school curricula, are required to make lesson plan everyday. Earthquake
and fire drills were the method used to discuss DRR that is apparent in the learning
program. However, most of the teachers did not put into application the knowledge
gained from the teachers training on how to integrate DRR in their learning program.
c. Along Instructional Materials. The factors influencing the integration of DRR
in school curricula in terms of instructional materials are assessed through the use of the
DRR Manual, availability and accessibility of the instructional materials, and the
discussion of contents of the manual in respective subjects assigned for mainstreaming.
xi
d. Along Facilities. DepEd standards for disaster resilience must be considered in
designing and and constructing school buildings. Safety and risk reduction measures
should always be considered.
3. On the school policies and practices adopted for the integration of Disaster Risk
Reduction.
a. In Terms of Manpower. For the school level, to ensure the mainstreaming of
DRR Concepts provided in the Resource Manual, the duties and responsibilities as are
specified provided in DepEd Order No. 55, s. 2007 for particular authorities such as
school head or principal, head teachers, CAT facilitators, teachers and other school
personnel in order to protect the lives of the members of the school community and
property.
b. In Terms of Funding. The funds were used for various activities, through
coordination with the Technical Working Group (TWG) and the Education Working
Group (EWG), to effectively implement the mainstreaming of Disaster Risk Reduction in
the Education Sector (MDRD-EDU).
c. In Terms of Technical. The Technical Working Group (TWG) undertakes
various techniques for Priority Implementation Partnerships (PIPs) in the mainstreaming
of Disaster Risk Reduction into school curricula.
4. On the recommendations that may be advanced to improve the Disaster Risk
Reduction integration in the school curricula.
The teachers who are at the forefront of the implementation of DRR in various
subjects recommended that DRR integration in the school curricula should be fully
institutionalized and be disseminated in all schools nationwide. According to the
xii
teachers, the DRR Resource Manual should be made accessible to all teachers, students,
vis--vis to effectively integrate DRR, the Technical Working Group and DepEd need to
institutionalize training and program on the DRR Manual.
Conclusions
Based on the foregoing findings, the following conclusions are drawn:
1. On the status of integration of Disaster Risk Reduction in the school curricula,
because of lack of political will in the enforcement and institutionalization of DRR by
DepEd personnel, who are supposed to monitor and evaluate the integration, it resulted to
very weak integration of DRR foci by teachers in their lesson. The results pose a big
threat not only to the students but also to the entire community that lack the awareness
and preparedness about disasters and its risks to the community being vulnerable to the
hazards of disasters.
2. On the factors influencing the integration of DRR in school curricula along
policies, since DepEd Order No. 55, s, 2007 and Republic Act No. 10121 were found not
to be fully institutionalized in the selected secondary schools in Legazpi City Division;
therefore the policy objectives, measures and statements were not clear to the majority of
the respondents.
Along teachers learning program, the teachers are all required to make daily
lesson plans. Supposedly, it was imposed that DRR foci were integrated in the teachers
lesson plans on the respective learning areas they are assigned for mainstreaming, but
since the integration was very weak it can be construed that there is no integration of
DRR foci on teachers learning program. Unluckily, most of the teachers fail to put into
application the knowledge they have gained from the training concerning the integration
xiii
of DRR, or worst there is no training at all concerning DRR integration.
Along instructional materials, the uses of DRR manual had been identified and
enumerated. With the DRR manual available online in the official website of DepEd. But
the same document, the DRR manual was not available and not accessible for use by the
teachers and students in their respective schools. Aside from Sciences, MAPEH and
Social Sudies; DRR topics in other subjects were not discussed because of the absence of
integration of DRR.
Along facilities, there is a need for DepEd to conform to the disaster standards for
resilience in designing and constructing school buildings in giving due considerations to
the ergonomics, anthropometrics, thermal comfort, illumination, acoustics and colors and
most importantly the safety and risk reduction measures.
3. On school policies and practices adopted for the integration of DRR in terms of
manpower, in order to ensure mainstreaming of DRR Concepts, DepEd Order No. 55, s.
2007 provides the duties and responsibilities to be assumed by particular persons in the
school level such as the school head or principal, the head teachers, the CAT facilitators,
and the teachers.
In terms of funding, the DRR budget was spent on various activieties to
effectively implement the Mainstreaming of Disaster Risk Reduction in the Education
Sector (MDRD-EDU) undertaken by Technical Working Group (TWG) together with the
Education Working Group (EWG) in order to improve the integration of DRR foci in the
school curricula.
In terms of technical, the individual member of Technical Working Group assume
definite roles to perform in thintegration of DRR in school curricula. Evidently based
xiv
from data it was DepdEd together with NDRRMC that occupies most of the functions
throughout the process of integration.
4. The teachers recommended that in order improve the integration of DRR in the
school curricula, the Technical Working Group especially DepEd should fully
institutionalize and disseminate the existing policies about DRR integration in the school
curricul, ensure the availability and accessibility of the DRR Resource Manual for the
teachers, students and other school personnel, and training of teachers and other persons
concerned is a must.
Recommendations
In the light of the foregoing findings and conclusions, the following
recommendations are hereby forwarded, to wit:
1. The implementation of DepEd Oder, Republic Act and other existing laws
should be intensified and enforced extensively for the integration of DRR in the school
curricula throughout the country. Monitoring by DepEd officials should be done
religiously in all schools through evaluation checklist to conform if they enforced the
mainstreaming of Disater Risk Reduction.
2. The policies concerning DRR integration in the school curricula should be
thoroughly institutionalized and disseminated. Learning program should be done by
teachers everyday concerning DRR foci. The knowledge gained from trainings, seminars
and workshops attended, if there is, should be put into application by teachers. The
availability and accessibility of the DRR Manual in DepEd Division Offices, in all
schools and in the bookstores nationwide should be ensured. The public should be
informed about the availability of the DRR Manual to be downloaded in the official
xv
website of the Department of Education. Designing and constructing school buildings
should be done in accordance to the safety and risk reduction measures.
3. The duties and responsibilities to be assumed by the head of school/principal, head
teachers, teachers, CAT facilitators and other school personnel as provided in the Implementing Rules
and Regulations of the DepEd Order and other laws concerning DRR integration in the school
curricula should be clearly identified and defined, and be delegated to concerned personnel.
The funds should be allocated through linkages in order to undertake all activities
concerning the integration of DRR in the school curricula. The techniques for
undertaking Priority Implementation Partnerships (PIPs) for mainstreaming DRR should
be familiarized by every school personnel, teachers and students.
4. The recommendations by teachers in the respective schools surveyed for this
study particularly intensifying the institutionalization and dissemination of DepEd Odrer
and other existing laws concerning the integration of DRR in school curricula should be
considered. According to the teachers, the availability and acessibility of the DRR
Resource Manual should be ensured. Also, teachers and other personnel concern should
be trained regarding the mainstreaming of Disaster Risk Reduction.
5. There should be a need to put up an office for Disaster Risk Reduction in every
school to ensure that integration is implemented, monitored, and evaluated.
xvi
TABLE OF CONTENTS
PAGE
Title Page..i
Recommendation for the Oral Examination....................................................................ii
Result of the Oral Examination..........................................................................................iii
Approval Sheet.......iv
Dedication....v
Acknowledgement..vi
Abstract.........viii
Table of Contents..xvi
List of Tables....xix
List of Figures........xx
CHAPTER
1. THE PROBLEM
Introduction......1
Statement of the Problem.......11
Scope and Delimitation..12
Significance of the Study.......12
Notes......15
2. REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature..17
Related Studies..39
Synthesis of the State-of-the-Art.......62
xvii
PAGE
Gap Bridged by the Study.....63
Theoretical Framework......63
Conceptual Framework......72
Definition of Terms...74
Notes..........79
3. RESEARCH DESIGN AND METHODOLOGY
Research Methods.........85
Sources of Data.............86
Respondents..87
Instruments Used...........88
Data Collection Procedure.....90
Statistical Treatment of Data.91
Notes..93
4. THE INTEGRATION OF DISASTER RISK REDUCTION IN SCHOOLCURRICULA IN SELECTED SECONDARY SCHOOLS IN LEGAZPICITY DIVISION
Status of the integration of Disaster Risk Reduction in the Schools curricula.95
Factors Influencing the Integration of DRR in School Curricula
Policies.107
Teachers Learning Program113
Instructional Materials.....114
Facilities...124
xviii
PAGE
School Policies and Practices Adopted for the Integration of DRR
Manpower....129
Funding...133
Technical.....136
Recommendation that may be Advanced to Improve the Integration of DRRin the School Curricula143
5. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary..146
Findings...............147
Conclusions..154
Recommendations....156
BIBLIOGRAPHY......159
APPENDICES
A Questionnaire...166
B Letters to the Schools Division Superintendent and Principals toConduct the study...178
C Certification from the Editor.......182
D DepEd Order No. 55, s. 2007......183
E Monitoring and Evaluation Tools....198
F Curriculum Vitae.207
xix
LIST OF TABLES
Table Page
1 Countries with hazards teaching in primary or secondary schools30
2 Hyogo Framework for Action 2005-2015 (HFA)-Five Priority Areasand Key Activities..66
3 Distribution of Respondents..88
4 Status of Integration of Disaster Risk Reduction in School Curricula..96
5 Factors Influencing the Integration of DRR in School Curricula alongPolicies.110
6 Factors Influencing the Integration of DRR in School Curricula alongTeachers Learning Program114
7 Factors Influencing the Integration of DRR in School Curricula alongInstructional Materials.116
8 Factors Influencing the Integration of DRR in School Curricula alongFacilities...125
9 School Policies and Practices Adopted for the Integration of DRRin Terms of Manpower131
10 School Policies and Practices Adopted for the Integration of DRRin Terms of Funding134
11 School Policies and Practices Adopted for the Integration of DRRin Terms of Technical.137
12 Recommendation to Improve the DRR Integration in the SchoolCurricula.144
xx
LIST OF FIGURES
Figure Page
1 The Number of Natural Disaster Recorded Worldwide in 1900-2010..18
2 Economic Damage Caused by Natural Disaster in 1900-2010......19
3 Mortality Risk for Tropical Cyclones in Two Countrieswith Similar Exposure: Japan and Philippines...21
4 Risk-Hazard (RH) Model...64
5 Disaster Pressure and Release (PAR) Model.65
6 Framework for Disaster Risk Reduction (DRR)...67
7 Paradigm of Theoretical Framework.71
8 Paradigm of the Conceptual Framework...........73
9 Graph Showing the Status of Integration of DRR in English97
10 Graph Showing the Status of Integration of DRR in Filipino...98
11 Graph Showing the Status of Integration of DRR in Mathematics...99
12 Graph Showing the Status of Integration of DRR in Science.100
13 Graph Showing the Status of Integration of DRR in AP....101
14 Graph Showing the Status of Integration of DRR in MAPEH103
15 Graph Showing the Status of Integration of DRR in ESP......104
16 Graph Showing the Status of Integration of DRR in TLE..105
17 Graph Showing the Status of Integration of DRR in CAT..106
18 Suggested Activities for Disaster Risk Reduction Integration....140
Chapter 1
THE PROBLEM
Introduction
Disaster, natural or man-made, has always been the consequence of interactions
between human and nature, technology and other living entities. Etymologically, disaster
is derived from the Middle French word dsastre and from Old Italian disastro, which in
turn comes from the Greek pejorative prefix (dus) bad, (aster) star, which means
bad star in Greek. The root word of disaster comes from an astrological theme in which
the ancient people used to refer to the destruction or deconstruction of a star as a disaster.
A disaster is a hazard resulting in an event of considerable degree that triggers significant
physical damage or destruction, loss of life, or drastic change to the environment.
Disasters being inevitable and recurring very frequently continuously affecting the way
man live his daily life.1
A sudden calamitous event, a disaster seriously unsettles the way of life of the
society and causes, human, material, and economic or environmental losses that is
beyond the ability of the society to cope using their own resources. Disaster is oftentimes
caused by nature, sometimes by human origin. A disaster occurs when a hazard impacts
on vulnerable people. The combination of hazards, vulnerability and inability to reduce
the potential negative consequences of risk results in disaster that can be best illustrated
through this formula: (Vulnerability + Hazard) / Capacity = Disaster.2 In this context,
vulnerability can be defined as weakened capacity of an individual or group of society to
anticipate, cope with, resist and recover from the impact of a natural or man-made
hazard. Oftentimes vulnerability is related to poverty, but vulnerability also arises when
2people are isolated, insecure and defenseless in the face of risk, shock or stress. Risk
Exposure differs on various group of society as a result of their ethnicity, gender, age,
and other factors. Vulnerability also varies on its forms: poverty, for an instance, may
imply that housing is unable to endure an earthquake or a hurricane, or lack of
preparedness may result in a slower response to a disaster, leading to greater loss of life
or prolonged suffering. On the other hand is capacity, which can be described as the
resources available to individuals, households and communities in order to cope with the
danger that they may encounter and or to resist the impacts of a hazard. Resources can be
physical or material in form, but they can also be found in a way the community is
organized or through the skills or attributes of individuals and organizations in the
community.
In order to determine the peoples vulnerability, there are two question need to be
asked: (a) To what threat or hazard are they vulnerable? (b) What makes them
vulnerable to that threat or hazard? Counteracting vulnerability requires: (a) Reducing the
impact of the hazard itself where possible through mitigation, prediction, warning and
preparedness; (b) Building capacities to withstand and cope with hazards; (c) Tackling
the root causes of vulnerability, such as poverty, poor governance, discrimination,
inequality and inadequate access to resources and livelihood. Peoples level of
vulnerability and the extent of their capacity to resist, cope with and recover from hazards
are determined by physical, economic, social and political factors. Evidently, poverty
contributes much to vulnerability. Poor people are more likely to live and work in an
areas exposed to potential hazards, while they are less likely to have the resources to cope
with disaster when it strikes.3
3Oftentimes caused by nature, disasters are sometimes instigated by human origins.
Triggered either by rapid or slow onset events, natural hazards are naturally occurring
physical phenomena which can be geophysical, hydrological, climatological, and
biological. Geophysical disasters are earthquakes, landslides, tsunamis and volcanic
activities. Avalanches and floods are hydrological disasters. Climatological disasters are
the following: extreme temperatures, drought, wildfires, and cyclones, storms, wave
surges which are characterized meteorologically. Disease epidemics and insect or animal
plagues are examples of biological disasters. These phenomena causes damage to life,
property and destroy the economic, social and cultural life of people. Technological or
man-made hazards are the events caused by humans and occur in or close to human
settlements. This includes environmental degradation, pollution, conflicts or complex
emergencies, famine, displaced populations, industrial and transport accidents. There are
a range of challenges that will shape humanitarian assistance in the future. These
aggravating factors include climate change, unplanned urbanization, under-development
or poverty as well as the threat of pandemics that will result in increased frequency,
complexity and severity of disasters.4
In a modern academic world, disasters are seen as consequences of inappropriate
risk management. Disaster Risk Management, What is it anyway? What is Disaster Risk
Reduction? Aimed to reduce the socio-economic vulnerabilities to disaster as well as
dealing with the environmental and other hazard that triggers them, Disaster Risk
Reduction is a systematic approach to identify, assess and reduce the risk of a disaster.
Disaster Risk Reduction aims to reduce the damaged caused by natural hazards like
earthquakes, floods, droughts and cyclones through an ethic of prevention. Frequently
4following natural hazards, disasters severity depends on how much impact a hazard has
on society and the environment. In turn, the scale of impact of disaster depends on the
choices we made for our lives and for our environment. Wherein , these choices relates
on how we grow our food, where and how we build houses, what kind of government we
have, how our financial systems work and even what we teach in schools.
The decision and action that we make lead us to be more vulnerable to disasters or
more resilient to them. So therefore, disaster risk reduction is about choices, the choices
that we made. The concept and practice of reducing disaster risk is disaster risk
management, which is through the systematic efforts to analyze and reduce the factors
causing disasters. Examples of disaster risk reduction are the following: (a) reducing
exposure to hazards; (b) lessening vulnerability of people and property; (c) wise
management of land and the environment; and (d) improving preparedness for adverse
events. Since Disaster has always been the consequences of interactions between human
and nature, technology and other living entities, therefore, disaster risk reduction is
everyones business. Although part of sustainable development, Disaster Risk Reduction
includes disciplines like disaster management, disaster mitigation and disaster
preparedness. In order for development activities to be sustainable they must also reduce
disaster risk. Conversely, unsound development policies will increase disaster risk and
disaster losses. Thus, disaster risk reduction involves every part of society, every part of
government, and every part of the professional and private sector.5
The Republic of the Philippines is a member country of the Regional Consultative
Committee on Disaster Management (RCC) under its program on Mainstreaming
Disaster Risk Reduction into Development (MDRD), with other 25 member Asian
5countries. Mainstreaming Disaster Risk Reduction in the Education Sector was in support
to the implementation of the Hyogo Framework for Action through mainstreaming of
DRR into Development Planning and Implementation by the United Nations
International Strategy for Disaster Reduction (UN-ISDR). The roles of the RCC were the
following: (a) Identification of disaster-related needs and priorities of Asia and Pacific
countries, (b) Promotion of regional and sub-regional cooperative programs, and
(c) Development of regional action strategies for disaster reduction.6
The Department of Education took a lead through the issuance of DepEd Order
No. 55, s. 2007 prioritizing the mainstreaming of Disaster Risk Reduction Management
in the School System and implementation of programs and projects relative to it. The
issuance of the memorandum was in support in building schools, nations and
communities resilient to disaster as one of the objectives of the Hyogo Framework for
Action 2005-2015 which is now considered as priority policy for implementation by the
Department. The Hyogo Framework for Action is a global blue print for disaster risk
reduction efforts which aims to reduce disaster loses in lives, properties, social, economic
and environmental assets of communities and countries by year 2015.
One of the activities undertaken by DepEd under the Non-Structural component
of the Safe Schools Program is the preparation of the Disaster Risk Reduction Resource
Manual (DRRRM) which will serve as a source of information to be used by school
administrators, school heads/principals, supervisors, and teachers relative to the
implementation of disaster risk reduction management projects. Integration of Disaster
Risk Reduction Focus on the lessons was done through the existing subjects, which are
6already taught thinking it would be more effective than creating a new subject. It was felt
that this approach would make it easier for the children to understand the subject.7
On May 27, 2010 after President Gloria Macapagal-Arroyo had signed Republic
Act No. 10121, the integration of Disaster Risk Reduction Education into the School
Curricula was strengthened. Provisions under Section 14 of the said law indicated that the
Department of Education (DepEd), the Commission on Higher Education (CHED), and
the Technical Education and Skills Development Authority (TESDA), in coordination
with the other agencies shall integrate Disaster Risk Reduction and Management
Education in the school curricula of secondary and tertiary level education, including the
National Service Training Program (NSTP), whether private or public, including formal
and non-formal, technical-vocational, indigenous learning, and out-of-school youth
courses and programs.8
The status of mainstreaming Disaster Risk Reduction (DRR) in the education
sector in the Philippines in some extent, DRR concepts can be found in existing subjects
but there was no formal curriculum related to DRR. The DRR module, developed under
MDRD-Education Project in 2007, is for Grade 7. The Department of Education (DepEd)
has refined the lessons exemplar on the basis of the inputs made by the other agencies of
the government, which has expertise on the field, in order to develop the DRR module.
The chapters on Civil Disorder and Civil Unrest have been removed. Climate change and
Global warming has been added. The final DRR module was integrated into (3) chapters
with (12) lessons in Science-I and (4) chapters with (16) lessons in Social Studies of 1st
year of secondary school (Grade 7). The units cover: Natural Hazards, Climate
Change/Global Change, Family Disaster Plan, Volcanoes, Heat Wave, Tornado, and Fire.
7Each unit shows the chapter into which the lesson is to be integrated. This tells the
teacher the topics that have to be covered while teaching the lesson and chapter. The
lesson includes group activities that are to be coordinated by the teacher in the class
room. It also includes questions to be asked to the students, the topics that the teacher
should cover in the lecture, an application of the knowledge that the teacher will conduct
with the students (learning activity) and methodology for evaluation of learning by the
students. Each lesson has similar components.9
Albay, the place we call home, is among the provinces in the Philippines which
are often beat by typhoons. Albay is prone to calamities like volcanic eruptions,
typhoons, floods, landslides, storm surges, droughts and earthquakes where millions of
pesos worth of damages to both economic and social infrastructures have most often
reported during such calamities. Naturally, when the place we call home is prone to
disaster, we are compelled to undertake precautionary measures to be prepared when the
next disaster strikes. Such is the situation of Albay taking measures to reduce the impact
of natural disasters on its community. In 1995, the Province of Albay institutionalized the
Albay Public Safety and Emergency management Office (APSEMO) which was tasked
to design and implements a disaster risk management and reduction program. APSEMOs
main objective was to developed more pro-active and disaster resilient communities. The
institution was able to attain its objective by pursuing a community based disaster risk
management approach. The program involves the local communities in formulating early
warning markers and by disseminating alarm information and advisories in order to avoid
or reduced the impact of disaster. Also, they are involved in planning activities which are
essential in disaster management before, during and after an emergency. The institution
8also undertakes family disaster preparedness activities so that people will be more aware
of what to do before, during and after a disaster. To make evacuation more organized,
there are assigned roles for everyone and designated pick up points have been identified.
There is empowerment upon the people to decide when to undertake pre-emptive
evacuation because they are properly equipped with early warning devices and tools. The
Barangay Disaster Coordinating Councils with the help of the evacuees assumes the
management of evacuation centers during the initial onset of a disaster. Drills and
exercises are conducted quarterly by the communities. The program enabled the province
to chalk-up almost zero casualties from typhoons and volcanic eruptions.10
Albay Public Safety and Emergency management Office acknowledged that
evacuating and rebuilding affected communities is costly and that they remain at risk. In
order to solve the issue APSEMO devices a better solution which it refers to as
geostrategic intervention (GUICADALE), wherein it identified communities and areas
that are prone to disasters through risk mapping and identified safe areas and drew up
comprehensive land use plans. Through relocation of the disaster prone communities and
commercial centers to safe areas, Albay Province hopes to reduce the impact of natural
disasters on its people. Since there is community involvement in the planning and
implementation of the program, the families willingly rendered their labor as their
counterpart in the construction of their relocation homes. With this program, Albay
managed to integrate disaster preparedness with economic development and had been
enticed more entrepreneurs to invest around the area. The Department of the Interior and
Local Government recognizes the success of the Province of Albay in institutionalizing
the APSEMO for them to be included in the DILGs Good Practices in Local
9Governance. Today, the Province ensured the Albayanos to be well ahead in guaranteeing
climate-proofed and disaster prepared communities.11
The province of Albay, in partnership with the Department of Education had set
the integration of DRR lessons in the curricula of public education institutions where
over 6,000 public school teachers undergo Disaster Risk Reduction (DRR) training.
According to Governor Joey Salceda, the inclusion of DRR in the curricula is important
as the province is always under recurrent threats from Mount Mayon, lahar and flash
floods and inundations brought by torrential rains due to the adverse impact of climate
change and weather disturbances. The Albay Provincial Government and the Department
of Education Region V initiated climate change adaptation as part of the major subjects.
Its objective is for the students to be fully aware of DRR and climate change adaptation
strategies. Climate change was finally added into major subjects through the partnership
of Albay and DepEd from Grade 4 pupils in the elementary to secondary levels under the
K to 12 Curriculum. The Governor wants to make sure that school children grasp their
Disaster Risk Reduction and Climate Change Adaptation strategies out of their lessons
from English, Science, Social Studies, Arts and even Mathematics so that they become
fully aware of our zero casualty goals every time there is a disaster. Cedric Daep, Albay
Public Safety and Emergency Management Office (APSEMO) chief and concurrent head
of Center for Initiatives and Research on Climate Adaptation (CIRCA) said the training
of more than 6,000 public school teachers across the province was done at Climate
Change Academy. The climate change adaptation strategies will be integrated to public
school syllabus in English, Science, Social Studies, Arts and even Mathematics. This new
scheme and strategy in all public school levels are in consonance with Salceda's "zero
10
casualty goal" every time a disaster happens. The governor also expressed hope that the
new curriculum exemplars for public schools in Albay on DRR could be integrated
throughout the region and in the country as a whole as the adverse impact of climate
change is getting extreme. Bicol Region specifically Albay province, is considered as the
"one-stop-shop" of disasters due to its geographical location that makes it prone not only
to volcanic eruption, but also to flash floods, typhoons, landslide, earthquakes and
tsunami threats.12
This study assessed the integration of Disaster Risk Reduction into school
curricula recognizing the role of education in addressing disaster problems. Specifically,
the research is guided by the objective of evaluating in a reflective way, policies, methods
and strategies for ensuring the infusion of disaster risk reduction focus within the context
of the Philippine laws concerning environmental issues; the opportunities for the
implementation of disaster risk reduction transformation initiatives within Legazpi City
and as well to the province of Albay; and evaluating the opportunities for the
implementation of disaster risk reduction transformation initiatives within the schools in
the City Division of Legazpi.
Disaster risk reduction begins at school wherein all places of learning, especially
on the basic education, must integrate disaster management into their curriculum across
all subject matters and ensure that they have educators with relevant training to discuss
disaster management topics. The researcher believes that educating the public concerning
disaster risk reduction would contribute helping build a future where Filipinos live in
harmony with nature.
11
Statement of the Problem
This study determined the integration of Disaster Risk Reduction in the School
Curricula in selected secondary schools in Legazpi City Division addressing the local
communitys disaster issues.
Specifically, the study sought answers to the following sub-problems:
1. What is the status of the integration of Disaster Risk Reduction in the schools
curricula?
2. What are the factors that influence the integration of Disaster Risk Reduction in
schools curricula along the following:
a. Policies;
b. Teachers Learning Program;
c. Instructional Materials; and
d. Facilities?
3. What are the school policies and practices adopted for the integration of Disaster Risk
Reduction in terms of:
e. Manpower;
f. Funding; and
g. Technical?
4. What recommendations may be advanced to improve the Disaster Risk Reduction
integration in the school curricula?
12
Scope and Delimitation
The time and financial constraints prevented the researcher from conducting an
extensive study. Hence, the study was only focused on the three secondary schools within
and nearby the metropolis of Legazpi City, such as: Pag-Asa National High School, Oro
Site High School, and Taysan Resettlement Integrated School High School Department.
A total enumeration of 165 teacher respondents from the three schools selected including
the respective school heads constitute the main source of data.The locale of the study was
made on the basis that the three secondary schools within Legazpi City Division are
frequently affected by floods and soil erosion during heavy rains and typhoons, and even
exposed to the risk of shack fires during the hotter months.
The time frame of the study is within the first semester of School Year 2013-
2014. Moreover, the schools were selected due to the vulnerability of the same to natural
disasters. However, the risks faced by each school differ based on the geophysical
characteristics of each site, to wit; Pag-Asa National High school poses danger towards
shack fire, flood and volcanic eruption; Oro Site High School is prone to extensive
flooding and shack fires; and Taysan Resettlement Integrated School, on the other hand,
faces flash flood, soil erosion and earth quake.
Significance of the Study
This study is deemed important for it would benefit the following people and
agencies:
The Government. The results of this study will provide the administrators and
personnel of the city of Legazpi, the province of Albay and other local government units
across the Philippines together with the national government, with additional information
13
and insights regarding the importance of education among the public concerning disaster
risk reduction management by reviewing the current policies and programs of the
government and the promulgation of the amendments on disaster management policies.
The government should learn to manage and maintain a true response to disasters caused
by natural hazards and make most effective use of its resources. The more the
government and people understand risk and vulnerability, the better equipped they will be
to mitigate disasters when they strike, and thus, saving more lives. The idea
The Department of Education. The study will supplement the Department by
strengthening the disaster risk reduction in the school curriculum to develop future adults
who are responsible and able to identify hazardous situations within their own
community and ways of reducing disaster risk through proper application of sustainable
development practices.
The Community. For the local community and as well the whole nation, this
study will help them realize and address the risk and vulnerability they confront being
exposed to unsafe conditions under the circumstances of calamities. This study asserts the
development of a world population that is aware of, and concerned about disasters and
their associated problems, and which has the knowledge, skills, attitudes, motivations and
commitment to work individually and collectively toward solutions of current disaster
problems and prevention of new ones. The study opens opportunities to improve the
living standards of the communities by granting social groups and individuals an
opportunity to be actively involved at all levels in working towards the resolution of any
localized problems like disaster risk management.
14
The Academe. Recognizing the role of education in protecting and conserving
nature and as well managing the disaster risk reduction, this study will be contributory for
the schools, being the better place of institution, to address environmental concerns
through the development of education that can maintain and improve the quality of life
and prevent future disaster problems, a type of education striving towards sustaining
future generations.
The Researchers and Readers. To the researcher himself, being a public
administration student as well other social researchers, this study will give them insights
about the nature of disaster risk-related problems as well as to give meaning to the
complexities and dynamics around disaster issues brought about by the interaction of
socio-economic and political factors to which peoples vulnerabilities are attributed.
Furthermore, this will also indicate key opportunities and options provided by both
education and disaster management policies respectively, with particular emphasis on
inclusion of a disaster risk reduction focus and disaster risk management into teachers
lesson planning. The researcher will enlighten the mind of the readers and inculcate the
wisdom that he had learned along the way while doing this research.
The Field of Public Administration. This study provides for public
administration researchers and practitioners, the data on the efforts of the government
regarding disaster risk management and the education reform through the promulgation
of disaster management legislation and its related policies.
15
NOTES
1WIKEPEDIA The Free Encyclopedia. Disaster. Retrieved from:http://en.wikipedia.org/wiki/Disaster (accessed 2013, May 27).
2International Federation of Red Cross and Red Crescent Societies. What is adisaster? Retrieved from: http://www.ifrc.org/en/what-we-do/disaster-management/about-disasters/what-is-a-disaster/ (accessed 2013, June 2).
3International Federation of Red Cross and Red Crescent Societies. What isvulnerability? Retrieved from: http://www.ifrc.org/en/what-we-do/disaster-management/about-disasters/what-is-a-disaster/what-is-vulnerability/ (accessed 2013,June 2).
4International Federation of Red Cross and Red Crescent Societies. Types ofdisasters: Definition of hazard. Retrieved from: http://www.ifrc.org/en/what-we-do/disaster-management/about-disasters/definition-of-hazard/ (accessed 2013, June 2).
5UNISDR-The United Nations Office for Disaster Risk Reduction. What isDisaster risk reduction? Retrieved from: http://www.unisdr.org/who-we-are/what-is-drr(accessed 2013, June 4).
6Regional Consultative Committee on Disaster Management (RCC). February2010 Brochure. Retrieved from:http://www.adpc.net/v2007/Downloads/2010/Feb/RCCBrochure.pdf (accessed 2013, July25).
7DepEd Order No. 55, s. 2007. Prioritizing the Mainstreaming of Disaster RiskReduction Management in the School System and Implementation of Programs andProjects Relative Thereof. Republic of the Philippines, Department of Education, August10, 2007.
8Republic Act No. 10121. An Act Strengthening the Philippine Disaster RiskReduction and Management System, Providing for the National Disaster Risk Reductionand Management Framework and Institutionalizing the National Disaster risk Reductionand management Plan, Appropriating funds Thereof and for other Purposes, Republic ofthe Philippines, Congress of the Philippines, May 27, 2010.
9Luna, Emmanuel M. et al., April 2008. Mainstreaming disaster risk reduction inthe education sector in the Philippines. Retrieved from:http://www.adpc.net/v2007/programs/dms/PROGRAMS/Mainstreaming%20DRR/Downloads/Philippines.pdf (accessed 2013, September 9).
16
10Galing Pook. Albay Disaster Risk Reduction. Retrieved from:http://www.galingpook.org/main/component/content/article/132-albay (accessed 2013,June 4).11Ibid.
12Science.ph. 6,000 public school teachers in Albay set to undergo disaster riskreduction training Retrieved from:http://www.science.ph/full_story.php?type=News&key=6960:6000-public-school-teachers-in-albay-set-to-undergo-disaster-risk-reduction-training (accessed 2013,September 9).
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature and studies. The researcher
gathered pertinent documents published on print and online, locally and abroad, in order
to provide a theoretical background and comprehensive review on the extent of disasters
globally and on how the world addresses disaster risk reduction through education.
Related Literature
Why teach Disaster Risk Reduction in School? Compared to adults, children
are more vulnerable to disasters, yet these children can be influential and effective
communicators of disaster problems and disaster risk reduction. In this instance,
whatever the students have learned at school are later transmitted to their parents and
siblings at home. There are many instances that had been documented when the safety of
a family, or the protection of an important element of the household, had been traced
back to a safety lesson learned at school. In Thailand, young Tilly Smith, whereby
seeing the receding water before the tsunami was able to save the lives of 100 tourists
from a beach in December 2004, by mere remembering her lessons on geography
concerning tsunami. Another example is in Indonesia, highlighting the value of children,
teaching their parents about what to do in case of an earthquake. To foster better
understanding among the children and the teachers about the immediate environment
wherein they and their families live, disaster awareness and risk reduction education
should be introduced in the school curriculum that would help reduce the risk faced by
the community.1
18
On the contemporary time, natural disasters risk is reaching an increasingly
global nature as shown in Figure 1. The risk in one region which is the formation and
occurrence of such may easily impact another region and vice-versa. The worlds future
economy, population and sustainable progress of developing countries may endangered
by unplanned urbanization, environmental degradation, global climatic changes and a
deficit of resources.2
During the last decade, statistically, about 240 million people had suffered from
natural disasters annually as shown on Figure 2. The economic losses caused by these
natural disasters have tripled over the last 30 years where the economic damages that
resulted from these disasters have reached US $ 90 billion.3
Figure 1The Number of Natural Disaster Recorded Worldwide in 1900-2010
(Source: National Curriculum andAssessment Centre. TeachingDisaster Risk Reduction withInteractive Methods-Book for Head ofClass Teachers, Grade V-IX, 2011)
19
Natural disaster risks occur when the following factors such as physical, social,
economic, and environmental vulnerability are affected by hydro-meteorological,
geological and other dangers. About nine-tenths of the worlds natural disasters that arise
belongs to four categories floods (40%), tropical cyclones (20%), earthquakes (15%),
and droughts (15%). Based on two main features, the classifications of disasters are the
following: causes, and scale of propagation and damages. Disasters are caused by natural
phenomena such as: climate conditions, geological processes, soil, and relief or by
anthropogenic factors such as human activities. Negatively, the main consequences of
disaster of any type are the loss of human lives, mass resettlement of populations,
collapse of mountain slopes, block-up of canyons, reduction of useful land area,
epidemics, death of cattle, destruction of crops, increase of underground water level,
destruction of communications, destruction of residential houses and other buildings, and
contamination of soil, water and air. The main factors that caused natural disasters are the
Figure 2Economic Damage caused by Natural Disasters in 1900-2010 (in billion USD)
(Source: National Curriculum andAssessment Centre. TeachingDisaster Risk Reduction withInteractive Methods-Book for Head ofClass Teachers, Grade V-IX, 2011)
20
degradation of the environment, uneven distribution of the infrastructure, global climate
changes, densely populated territories and territories prone to natural disasters, irrational
distribution of the economy, violation of land use rules, lack of information and
knowledge, construction of cities and big engineering structures, development of new
territories, selection of inappropriate areas for residence, unsustainable extraction of
mineral resources, and economic development. In parallel to scientific and technical
achievements, population growth and complicated social structure, mankind becomes
more and more vulnerable to natural disasters with extreme-subsequent damages of
which depend not only on their propagation area but also the unexpectedness. Human
activity has changed the environment much more than during the whole history of
mankind over the last 50 years, in which the primary reason is population growth. In
2050, by approximation, the total number of the worlds population will reach 8.9 billion.
Naturally, growth of population increases the demand for natural resources like food,
water, timber, fuel, etc. On the one hand, the intensive and frequent uncontrolled impact
on the environment has promoted economic welfare, but on the other hand, it leads to
degradation of mostly irreversible environmental processes that pose a real threat to
peoples social and economic welfare.4
In terms of vulnerability, people living in developing countries are more
susceptible to natural disasters risk and carry the biggest losses in human lives and
livelihood as shown in Figure 3. Currently, the number of deaths resulting from natural
disasters in the third world countries is 13 times higher compared with the first world
countries. On the Richter scale, the fact that a 6.7 points earthquake causes the deaths of
2 people in the United States, while 20,000 people die in India as a result of the same
21
earthquake, demonstrates unequal distribution of the risks and correlation between a
countrys development level and its disaster consequences.5
Unfortunately, we cannot fully prevent natural disasters to happen, however, we
can reduce the effects of them by undertaking relevant mitigation measures. This is why
it is important to carryout relevant mitigation measures which significantly reduce natural
hazards and their associated damages. Everyone is vulnerable to disasters. Nevertheless,
damages and significant economic losses can be avoided with the development and
implementation of proper risk reduction measures. For this reason, many states initiated
the management of the disaster risk reduction and have adopted the Hyogo Framework
for Action. Objectively, the program aims to achieve by the year 2015, a significant
reduction of damages caused by natural disasters namely to reduce considerably the
risk of deaths and the destruction of social, economic and environmental resources. Out
of five priority actions within the Hyogo Framework for Action, one of the most
Figure 3Mortality Risk for Tropical Cyclones in Two Countries with Similar Exposure: Japan and Philippines
(Source: NationalCurriculum andAssessmentCentre. TeachingDisaster RiskReduction withInteractiveMethods-Book forHead of ClassTeachers, GradeV-IX, 2011)
22
important is the Use of knowledge, innovation and education to build a culture of safety
and resilience at all levels program. Education provides the best instrument for
disseminating the information necessary to reduce disaster risks and to facilitate the
development of strong social values.6
One of the most urgent challenges of modern society is the development of
Disaster Risk Reduction among children and adult. Children, being the most vulnerable
members of the population, especially during the occurrence of disasters, are often do not
have an access to information and lack knowledge and skills that would enable them to
protect themselves and make correct decisions during these difficult situations.
Significantly, being a center of community life, schools can play a very important role in
Disaster Risk Reduction. The school environment can determine the students future,
since the majority of the childrens time is spent in school.
Therefore, schools have a direct impact not only to the lives of teachers, students,
parents and their relatives, but also to the community as a whole. Being the most
effective Disaster Risk reduction tool, changing human behavior through dissemination
of knowledge and obtainment of necessary skills for personal and collective safety is the
best way to avoid disaster risk. In order to achieve this goal, some very important
pointers must be considered such as: (a) to disseminate Disaster Risk Reduction
information at all levels, especially among populations living in the high risk zones; (b)
to develop educational programs in Disaster Risk Reduction; and (c) to develop a safe
behavior model and skills among students. Society, as well as schools, has a great moral
responsibility to create a safe environment for their students and teachers. The greater the
level of self-organization that exists within society, the greater its potential becomes to
23
avoid or mitigate the negative consequences of disasters. The school administrators,
teachers and student in close cooperation with the emergency management authorities
implemented all initiatives targeted to increase the level of safety and disaster
preparedness. It is necessary to understand the responsibility the school has for the
students lives. It is mandatory to take initiative to reduce the risk posed to the students.
Due to psychological and age-specific features, it is true that students are usually passive
in seeking out information about disaster risk reduction and do not fully grasp the gravity
of the problem entirely. However, even the youngest ones can become important
messengers of critical information to their families around them as result of proper
efforts. During the teaching process, the students do not only perceive the essence of the
potential dangers posed to them from disasters, but also realize that Disaster Risk
Reduction is a collective responsibility and most importantly, a way of saving their own
lives. In an easily understandable format, one of the biggest challenges that the society
face today is providing the children with information about the complex cause and effect
relationship between mankind and the environment. The main goal is to help students
develop vitally important skills and enable to make correct decisions in critical
situations.7
On January 18-22, 2005 in Kobe, Hyogo, Japan, the World Conference on
Disaster Reduction was held and the gathering able to come up with the present
Framework for Action 2005-2015: Building the Resilience of Nations and Communities
to Disasters, wherein, here after referred to as the Framework for Action. The
Conference provided a unique opportunity to promote a strategic and systematic
approach to reducing vulnerabilities and risks to hazards. It underscored the need for, and
24
identified ways of, building the resilience of nations and communities to disasters. The
World Conference identified challenges posed by disasters. Disaster loss is on the rise
with grave consequences for the survival, dignity and livelihood of individuals,
particularly the poor and hard-won development gains.
Increasingly of global concern, disaster risk and its impact in one region can have
an impact on risks in another, and vice versa. Disaster risk is compounded by increasing
vulnerabilities related to changing demographic, technological and socio-economic
conditions, unplanned urbanization, development within high-risk zones, under-
development, environmental degradation, climate variability, climate change, geological
hazards, competition for scarce resources, and the impact of epidemics such as
HIV/AIDS, points to a future where disasters could increasingly threaten the worlds
economy, and its population and the sustainable development of developing countries.
On the average of more than 200 million, people have been affected every year by
disasters in the past two decades. Disaster risk arises when hazards interact with physical,
social, economic and environmental vulnerabilities. What constitute the large majority of
disasters were the events of hydro-meteorological origin. Despite the growing
understanding and acceptance of the importance of disaster risk reduction and increased
disaster response capacities, disasters and in particular the management and reduction of
risk continue to pose a global challenge. Internationally acknowledged, efforts to reduce
disaster risks must be systematically integrated into policies, plans and programs for
sustainable development and poverty reduction, and supported through bilateral, regional
and international cooperation, including partnerships. Sustainable development, poverty
reduction, good governance and disaster risk reduction are mutually supportive
25
objectives, and in order to meet the challenges ahead, accelerated efforts must be made to
build the necessary capacities at the community and national levels to manage and reduce
risk. Such an approach is to be recognized as an important element for the achievement of
internationally agreed development goals, including those contained in the Millennium
Declaration. In the past few years, the importance of promoting disaster risk reduction
efforts on the international and regional levels as well as the national and local levels has
been recognized in a number of key multilateral frameworks and declarations.8
The Regional Consultative Committee on Disaster Management (RCC), an
institution affiliated to the Republic of the Philippines, works with persons in key
Government positions in the national disaster management systems of countries of the
Asia and the Pacific region and was established at the initiative of the Asian Disaster
Preparedness Center (ADPC) in 2000. Its role as a consultative mechanism for regional
cooperation is recognized and affirmed by the Charter of ADPC. The roles of the RCC
were the following: (a) identification of disaster-related needs and priorities of Asia and
the Pacific countries, (b) promotion of regional and sub-regional cooperative programs,
and (c) development of regional action strategies for disaster reduction. The RCCs
meetings are convened annually by the Government of a host member country in
collaboration with ADPC, wherein, the meetings are attended by more than 50 RCC
delegates comprising of heads of national disaster management offices from 26 countries
in Asia and Pacific region and observers from UN Agencies, donors and ADPC partners.
At present, all RCC meetings have been supported by the Government of Australia.
ADPC serves as the secretariat to the RCC. Each meeting of the RCC has a special theme
as selected by the host country. In this theme session, presentations are made by selected
26
member countries, on achievements, challenges, good practices in the countries on the
said theme. The meeting also has a separate session showcasing the achievements,
practices on disaster risk reduction (DRR) of the host country. In terms of providing
response as well as planning for recovery and reconstruction, lessons learned by the
member countries from the recent disasters in the region are presented at the meeting. In
the context of strengthening regional cooperation, RCC also has been organizing a
special session on progress on the implementation of the Hyogo Framework for Action
(HFA) in Asia. Group discussions are also held on various issues related to regional
cooperation for disaster risk reduction apart from the presentations by the countries.9
Disaster risk reduction should be systematically treated across the curriculum and
through the grade levels, wherein, treatment must extend beyond the basic science of
hazards and safety measures to consider prevention, mitigation, vulnerability and
resilience building. To integrate disaster risk reduction in the curriculum, there are a
range of different approaches, each with its own merits and each with its own downsides.
Creating a hybrid approach out of the several approaches has much to commend it.
Disaster risk reduction curriculum delivery calls for active, interactive and action-
oriented learning that places a premium on in-community learning experience and
rescues emotional learning from the marginal position it presently occupies. Assessing
learning brings curricular status but assessment of disaster risk reduction learning is, so
far, an incomplete project. Imaginative forms of assessment that match with active,
action-oriented and competency-based learning are largely notable by their absence.
Upskilling teachers for effective delivery of disaster risk reduction curriculum involves a
combination of training in hazard- and disaster-related content and training in facilitation
27
of active forms of learning. This is happening in some cases. However, thus far such
training happens as a one-off event with no follow-up or teacher aftercare. The global
picture of disaster risk reduction curriculum provision reveals a failure to engage
comprehensively with the question of learning outcomes. Learning outcomes are heavily
weighted towards knowledge with little attention given to skills and attitudes. A
prerequisite of quality DRR education is a comprehensive enumeration of learning
outcomes. Proponents of disaster risk reduction education need to be clearer about the
roadmap they will follow in movement to scale. To start a journey without thinking
through the route to follow and the obstacles to avoid can be exciting, but carries the risk
of the journey never being completed.10
The curriculum and teaching practice is the key elements of a complex system.
There is much interest in curriculum and teaching practice as vehicles for transmitting
disaster-related knowledge. Wisner report explores both in some detail. But first, a
caveat: curriculum does not exist in a vacuum. The primary and secondary systems of
education in the world today are precisely that: systems, where such depend on the
strength and functionality of every component part. Therefore, the overall condition of
education systems must be taken into account if recommendations to promote risk
reduction education are to be realistic and feasible. For instance, there must be teachers in
order to use the curriculum. And these teachers need to be trained, paid a decent salary,
respected and supported. The teaching and learning materials must also be available and
affordable which is not a given. One study found that key text-books in southern Africa
cost up to four times what they do in the UK or the US. Physical infrastructure is also
vital. Some of the most innovative curricula available worldwide are computer-based.
28
Does the school have a computer? Is there an internet connection? Is there a reliable
electricity supply? Are there enough desks for the students? Above all, is the school itself
a safe place to be? For example, one expert interviewed for this review remarked: in
some Latin American countries the consequences of marginalization, poverty and
inequity are reflected at the school level. In many cases, schools (a single classroom
school) with a single teacher have to provide the training curriculum to students that are
between first to six grades. All of them receiving education at the same time by one
teacher... [An] other common condition is overcrowding of the classrooms. In some
cases, public schools host more than 50students per classroom. In some other cases,
mostly private sector, schools are functioning in houses that were transformed into
schools. Additionally, the systems of administration, supervision, evaluation and
promotion must be consistent with the goal of using education for risk reduction. In
educational systems with standardized examinations, for instance, it may be difficult for
teachers to innovate and take class time for valuable, hazard-related experiential learning
exercises. This review will not explore most of these prerequisites in depth. Here, the
emphasis will be on curriculum and its use.11
Pedagogy, the art of teaching, is crucial. Arguably, a well-trained or highly-
motivated teacher can do a good deal with a mediocre curriculum, and a poorly-trained or
unmotivated teacher will make little impact even with a good curriculum. Therefore,
initial teacher training and in-service training are essential if education is to result in
increased hazard knowledge and changed risk behavior that ripples from the classroom
into the community. As a rule, hands-on, experiential learning is the most effective way
to educate. Therefore, ideally, a disaster relevant curriculum would not only impart
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knowledge of the natural hazards themselves, but also would involve students in
inspecting the school buildings, going outside to map the surroundings, and even
interviewing elders about extreme natural events in the past. Such learning could be done
in ways that reinforce basic skills in listening, writing, reporting and mapping. It could be
integrated into the study of history, geography and natural science. Age-appropriate math,
from simple arithmetic to statistics, geometry and trigonometry, could be used. The real-
life teaching and curricula reviewed here vary greatly. Few approximate this ideal. Some
examples provide excellent training in earth and climate science, but do not focus on
locally experienced hazards. In other cases, like generals who tend to re-fight the last
war, education planners have focused exclusively on one recent disaster. Turkey, for
example, within its all hazards school curriculum, has an impressive program of
earthquake-risk awareness that has reached perhaps five million students. On the tsunami
affected coast of Thailand, there are new curricula that focus exclusively on tsunami
even though the most common hazards in the region are coastal storms, floods and forest
fire.12
Currently, children and youth in primary and secondary schools around the globe
benefited from a wide variety of treatments of natural hazards, disaster preparedness and
prevention. Curricula and teaching practices vary greatly in approach, intensity and
quality. Taken as a whole, these diverse efforts raise the possibility of a rapid spread of
good practice. To realize this possibility, however, relevant actors must devote focused
attention and resources to sharing experience, translating and adapting curricula, and
networking the most effective pedagogical practices. One can get an impression of the
range of existing activities by examining the numbers brought to light at the World
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Conference on Disaster Reduction (WCDR). Slightly more than half of the countries
reporting on disaster reduction in advance of the WCDR confirmed that their education
systems included some form of disaster related teaching. The type of effort varies.
Overall, 113 countries sent information for the WCDR. Some 33 countries reporting (40
per cent) claimed to have national efforts to teach disaster-related subjects in primary
and/or secondary school. The distribution of these countries breaks down as shown table
1 below:13
Other countries, such as Brazil and Venezuela, reported significant primary and
secondary teaching at municipal or state level. Others, in advance of the WCDR,
mentioned plans underway to begin teaching in schools (specifically Haiti, Nicaragua,
Zimbabwe and Israel). Still other nations reported either teaching without support of a
curriculum (Papua New Guinea, Canada and Austria); teaching integrated into other
subjects (Cote dIvoire); or narrowly-focused teaching (e.g., fire safety in Germany,
Table 1Countries with hazards teaching in primary or secondary schools
Asia and thePacific
Latin Americaand the
Carribean
Africa OECD Central andEASTERN
Europe, andCIS
Other UNMembers
Bangladesh Bolivia Algeria France Czech Rep. MonacoIran Br. Virgin
IslandsKenya Greece Hungary
India Colombia Madagascar Japan LithuanaMongolia Costa Rica El
SalvadorMauritius New Zealand Macedonia
Philippines El Salvador Senegal Portugal RomaniaTonga Montserrat Uganda Sweden Russian Fed.,
Tonga USAAbbreviations: Br. Virgin Isl., British Virgin Islands; CIS, Commonwealth of Independent States; Czech Rep., the Czech Republic;OECD, Organization forEconomic Co-operation and Development; Russian Fed., the Russian Federation
(ISDR System Thematic Cluster/Platform on Knowledge and Education, July 2006)
31
practical preparedness exercises in Ecuador). In addition, Mexico, Romania and New
Zealand mandate by law the teaching of disaster-related subjects in their schools. In the
year and a half since these reports were collected by the ISDR secretariat, South Africa
and Mexico have begun some pilot teaching programs, and have put considerable energy
into the development of teaching materials. One hundred and sixty eight nations were
represented at the WCDR. Information from those whose reports were not summarized in
the preconference study review shows primary and secondary schools teaching on a large
scale in Cuba, the UK and China, among others. Much effective disaster-related teaching
is taking place in many parts of the world. It is estimated that half the worlds nations
provide some form of teaching about natural hazards and safety in at least some of their
schools. A good deal of additional practice exists beyond what is revealed in table 1; this
review explores some, but has uncovered only the tip of the iceberg. Additionally, a great
deal of important activity happens below the national level. In many places, educational
policy and the commission and supply of teaching materials is decentralized to the sub-
national stage. In addition, NGOs, international organizations and agencies of the UN
system provide teaching material that is accessible electronically, which may well be
used in individual schools at the initiative of a keen teacher. In other cases, parents come
into class to supplement and enrich teaching with their own experiences and material.
The challenge is to build on all these laudable practices, to promote them in neighboring
schools, and to encourage such teaching in nations where it is rare or absent. These
practices provide a starting place from which to build.14
Children are among the most vulnerable population group when a natural hazard
strikes, especially those attending school in times of disaster. Disasters such as the
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October 2005 earthquake in Pakistan, where over 16,000 children died in schools that
collapsed, or the recent mudslide on Leyte Island in the Philippines, where more than 200
school children were buried alive, are just a few tragic examples of why more needs to be
done to protect our children before disasters strikes. In all societies, children represent
hope for the future. By extension, schools, because of their direct link to youths, are
universally regarded as institutions of learning, for instilling cultural values and passing
on both traditional and conventional knowledge to younger generations. Protecting our
children during natural hazards, therefore, requires two distinct yet inseparable priorities
for action: disaster risk education and school safety. Making disaster risk education part
of national primary and secondary school curricula fosters awareness and better
understanding of the immediate environment in which children and their families live and
work. We know from past experience that children who are taught about natural hazard
risks play an important role in saving lives and protecting members of the community in
times of crisis. On a beach in Thailand, when the December 2004 Tsunami struck, British
schoolgirl Tilly Smith saved many lives by urging people to flee the shore: her geography
class in Britain had enabled her to recognize the first signs of a tsunami. At the same
time, Anto, a young boy on the Indonesian island of Simeulue had learned from his
grandfather what to do when an earthquake strikes. He and all the other islanders ran to
higher ground before the tsunami struck, sparing all but eight members of the
community. In most societies, in addition to their essential role in formal education,
schools also serve as a communitys central location for meetings and group activities, in
normal times, and as makeshift hospitals, vaccination centers or places of refuge and
shelter in times of disaster. Yet, several hundred million children across the developed
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and developing world attend schools in buildings that are unable to withstand the forces
of nature. To inform and insure the future of our communities, the UN/ISDR secretariat
and its partners have made disaster risk education and safer school facilities the two key
themes of the 2006-2007 World Disaster Reduction Campaign. The campaign, entitled
Disaster risk reduction begins at school, aims to inform and mobilize Governments,
communities and individuals to ensure that disaster risk reduction is fully integrated into
school curricula in high risk countries and that school buildings are built or retrofitted to
withstand natural hazards. As disaster risk reduction is everybodys business and in
everybodys interest. Together, we can help children build - with us and for all of us - a
safer world. Schools make the difference between despair and hope. They can also make
the difference between life and death.15
In Nepal, as climate changes effects are more and more frequent and visible, the
need to educate young people about the risks of natural disasters increases. In order to
mainstream Disaster Risk Reduction (DRR) into Nepals school curricula, the UNESCO
Office in Kathmandu jointly with the Nepal National Commission for UNESCO and the
Curriculum Development Centre of the Ministry of Education, are organizing a national
workshop on Integrating Disaster Risk Reduction into the School Curriculum in
Kathmandu on Sunday, 26 May 2013. The workshop is based on UNESCO guidelines
entitled Towards the Learning culture of safety and resilience, a Technical Guidance for
Integrating DRR in the School Curriculum, which has been piloted in several countries
including Nepal. The event aims at presenting the guidelines and providing suggestions
for their adaptation to the specific Nepali context. Participants of the workshop will also
present a draft review report of school and teacher training curriculum by using
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Technical Guidance for Integrating DRR in the School Curriculum for its further
improvement. The workshop will bring all together around 45 participants, including
curriculum developers, teacher trainers and teachers, education policy makers and
programme implementers including representatives from UN agencies and INGOs. In
addition to presenting the technical guidelines, the participants will also discuss the
activities of the Education Cluster, a group of representatives of national institutions and
development partners addressing the role of education in humanitarian crises, and the
national framework for Education for Sustainable Development. The recommendations of
the workshop will be used for the further improvement of the technical guidelines and
draft review report.16
In Lesotho, as part of mainstreaming DRR into Education Sector, Integrating
Disaster Risk Reduction into School Curriculum in Lesotho Workshop (IDRR
Workshop) was held on September 05-09, 2011 in Maseru, Lesotho. Disaster risk
reduction begins at home, in schools, and at communities. Education is a vital in
nurturing a culture of disaster resilience among students and in societies. Thus, the
central theme of the workshop was providing shared understanding among curriculum
developers, in Lesotho, on the concept of DRR and facilitating the integration of DRR
into school curriculum, particularly in the primary and secondary levels. A common and
shared understanding of the subject, with structured approach, could be extremely helpful
in guiding integrating disaster risk reduction efforts into national curriculum at different
levels in the schools, wherein such understanding