3. RISK
ASSESSMENT
RISK ASSESSMENT
•Identify the hazards to which your school
is exposed and prone to. See SDRRM
Manual (pages 6-9: Assess - Know Your
Risks).
•Characterize the hazards according to date
of occurrence, frequency of occurrence,
intensity, and impacts. You may also rank
the hazards for prioritization.
•Identify the vulnerabilities of your school
(non-structural, structural; physical, social,
economic, environmental).
•Identify the capacities of your school.
DRRM PLANNING CYCLE
4. PLANNING
AND
BUDGETING
PLANNING AND BUDGETING
•Identify the policies, planning and program
frameworks that you could use as a basis in
implementing your DRRM
programs/plans/activities.
•Develop DRRM programs / plans / activities
to address the results of your risk assessment.
Determine the end goal, key outcomes, and
beneficiaries for the overall DRRM Plan. For
the annual plan, indicate also timeline,
resources needed, sources of support. Use the
attached template from DRRMS. See SDRRM
Manual for guidance on various plans and
measures (pages 12-29:Plan – Reduce your
risks, prepare to respond, and ensure
education continuity).
DRRM PLANNING CYCLE
5. PLANNING
AND
BUDGETING
PLANNING AND BUDGETING
•Identify who will benefit from the DRRM programs /
plans / activities. Be sure to identify the different
vulnerable groups (e.g. girls, boys, PWDs) and their
vulnerabilities (and capacities) so that your programs /
plans / activities are clear with what they intend to
address and achieve.
•Identify various offices (internal and external) for
collaboration and coordination of the DRRM
programs/plans/activities. Include collaboration /
coordination activities in your programs/plans.
•Identify the DRRM programs / plans / activities that can
be integrated in your SIP.
•Identify funding sources for your DRRM program / plan
/ activities.
•Identify and work with high level DRRM champions in:
your school / division / region / CO.
DRRM PLANNING CYCLE
6. PLANNING
AND
BUDGETING
PLANNING AND BUDGETING
•Considerations for DRRM planning and budgeting.
•Urgency: Is it an activity that will address an
imminent or perennial hazard?
•Relevance: Will it address identified disaster risk
issues / concerns? (hazard, vulnerability, capacity)
•Feasibility: Is there available policy, mechanism,
resources that will support the implementation?
•Strategic value: Will it have an impact in the
education outcomes and agenda? How will it
contribute to the sustainable development goals,
Sendai Framework for DRR, RA 10121, RA 9729,
RA 10821?
DRRM PLANNING CYCLE
7. IMPLEMENTATION
IMPLEMENTATION
• Ensure that necessary support such as
staffing, mechanisms, partnerships,
budget/funding exist and are functioning in
the course of implementation.
• Provide continuous capacity building for
personnel/teachers to enable results-based
implementation.
• Monitor input, output, outcomes of
activities/plan/program in the course of
implementation.
• Ensure timeliness of implementation.
Adjust and address implementation gaps.
DRRM PLANNING CYCLE
8. IMPLEMENTATION
IMPLEMENTATION
•Develop monitoring and evaluation tools
to track progress, outcomes and impact.
•Establish baseline for monitoring and
evaluation. Develop a good data base and
information management.
•Establish learning and exchange
mechanisms to inform policy/program
development/enhancement.
•See SDRRM Manual (pages 32-37 for
preparedness, response, rehabilitation
and recovery implementation –
Implement your plan, and be flexible)
DRRM PLANNING CYCLE
9. MONITORING
AND
EVALUATION
MONITORING
• Monitor and assess - input, output,
outcomes of activities/plan/program
in the course of implementation.
Adjust and address implementation
gaps.
• Ensure that necessary support such
as staffing, mechanisms,
partnerships, budget/funding are
functioning in the course of
implementation.
• Build monitoring capacity of
implementing personnel/teachers.
DRRM PLANNING CYCLE
10. MONITORING
AND
EVALUATION
MONITORING
• Develop monitoring and evaluation tools
and indicators to track implementation
progress, outcomes and impact.
• Establish a good data base and
information management system to
support learning, research and evidence-
based policy and program implementation.
• Establish learning and exchange
mechanisms to inform policy/program
development/enhancement.
• CSS Monitoring Tool soon to be released.
• See SDRRM Manual (page 40).
DRRM PLANNING CYCLE
11. MONITORING
AND
EVALUATION
EVALUATION
• Undertake evaluation of DRRM
programs/plans/activities. Evaluations can be
done mid-year and year-end for assessment of
outcomes; while assessment of impacts can be
done some years (3-5) after implementation.
• Develop evaluation tools and indicators.
Ensure that evaluation tools and approaches are
participatory, i.e. they involve/cover a wide
range of stakeholders.
• Ensure that evaluation indicators focus on
understanding how the DRRM
programs/plans/activities addressed what it
intended to based on the risk assessment and its
corresponding goal, objectives, outputs, and
outcomes.
DRRM PLANNING CYCLE
12. Measures inputs, activities and
outputs, and outcomes
Meets ongoing information needs:
continuing function
MONITORING
Mainly descriptive
For project managers
More analytical
Measures outcomes, and primarily
impacts
EVALUATION
Concerns longer-term needs and
plans: selective exercise
For wider audience
Distinguishing Monitoring and Evaluation
Goes back to what the intervention has set
to do, what has been accomplished, and
how it was accomplished
Useful base for evaluation
Support institutional learning and better management of interventions
and organizations
13. INDICATORS
Objective ways of determining where progress is being made
Measurable signs that point to the achievement of something
Used for both monitoring and evaluation purposes
What are INDICATORS?
IMPORTANT: BASELINE DATA!
14. TYPES AND LEVELS OF INDICATORS
Inputs: the human, financial
and technical resources
deployed
Outputs: the direct results a
project/activity achieves
Outcomes: benefits for the
target group, brought about
by a series of actions
Impacts: significant or lasting
changes in people's lives,
brought about by a series of
actions and outcomes
MONITORING EVALUATION
15. Qualitative
Indicators
Quantitative
Indicators
Usually used to assess progress
towards stated targets
Extensively used in DRRM evaluations,
particularly to demonstrate increased
capacity to manage and reduce disaster
risks
Evaluations usually combine
quantitative and qualitative indicators!
Qualitative and Quantitative indicators
16. Indicators must be...
specific measurable attainable relevant time-bound
Reflect those
things the
program/plans
intends to
change, avoiding
measures that
are largely
subject to
external factors’
influences
Defined
precisely so
that their
measurement
and
interpretation
are
unambiguous
It must be
feasible to
collect data on
the chosen
indicators
within a
reasonable time
and at a
reasonable cost
Indicators
should be
achievable by
the
programs/plans
and therefore
sensitive to the
changes the
project wishes
to make
Describe
when a
certain
change is
expected
17. Subjective
Participatory
Interpreted &
communicable
Cross-checked & compared
Empowering
Diverse & aggregated
Informants in a position to give unique insights
out of position or experience
Allows interpretation as intended by local
context
Allow groups and individuals to reflect critically
on their changing situation
Developed together with those best placed to
assess them
Triangulation: comparison of different indicators
and progress, informants, and researches
Different indicators from a range of groups,
especially men and women, people with
disabilities, children
…and,
18. EVALUATION
GOAL
OBJECTIVES
PROGRAMS /
PROJECTS /
PLANS
Relevance
• Was the program/project/plan well conceived given the disaster risks confronting the school?
• How did the program/project/plan respond to the identified needs of the target beneficiaries?
• How did the program/project/plan respond to the particular needs of vulnerable groups, e.g.
women, children, elderly, PWDs, etc.? (In case of schools - girls, boys, PWDs, etc.)
• How did the program/project/plan contribute to education outcomes and agenda of the current
administration? To the sustainable development goals, Sendai Framework for DRR, RA 10121, RA 9729,
RA 10821?
Evaluating Outcomes and Impacts
19. Evaluating Outcomes and Impacts
Effectiveness
• To what extent have the planned
outcomes been achieved?
• What has affected achievement of
outcomes?
• How did vulnerable groups participate
in the program / project / plan?
20. Impact
• To what extent has the program/project/plan
contributed to longer term outcomes of the program?
• What were unintended/unanticipated outcomes
(positive and negative)?
• Has the program/project/plan enhanced the status
and capacities of vulnerable groups in preventing and
mitigating, preparing for, and responding to disasters?
• Are there sex-disaggregated data available to analyze
how their situation has changed?
Evaluating Outcomes and Impacts
21. Efficiency
Was the program / project / plan delivered in a timely and cost-
effective manner?
Sustainability
Is there an enabling environment that supports ongoing positive
impacts?
External Utility
To what extent is the program/project/plan replicable in another
situation?
Evaluating Outcomes and Impacts
22. For evaluations to be useful, they must be used
› Feedback to both policy-makers and operational staff
› Leads to improvements in the endeavours of an
organisation
› Allows for practical lessons to be learned within
and across programs and offices and
departments/agencies
› Provides a basis for discussion and action towards
better practice
Using the Outcomes of Evaluation to Enhance
Future DRRM Mainstreaming
