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Presentation_School-Based-DRRM.pptx
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- 2. STUDENT-LED SCHOOL WATCHING ANDHAZARD MAPPING
- 3. 3 OBJECTIVES At the endof the session, participants should be able to: •Understand the processes involved in Student- led School Watching and Hazard Mapping; and, •Share insights and experiences pertinent to student-led school watching and hazard- mapping activity
- 4. 4 WHY IS THESTUDENT-LED SCHOOL WATCHING IMPORTANT? •Improves students’ level of awareness on the potential hazards and risks within and around the schools; •Increases the participation of children in addressing potential disasters by reducing vulnerabilities; and •Inculcates a culture of safety in the day-to-day experience of children in school.
- 5. 5 SCOPE This activity shall beconducted by all public elementary and secondary schools every first month of the school year.
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- 7. Designate a Moderator Organize a SWTw/ at least 10 members Prepare the timeline for the conduct of the SW Prepare route for the activity Orient the SWT with the guidelines of SW activity A. ORGANIZING AND PREPARING THE SCHOOL WATCHING TEAM (SWT)
- 8. Orient the SWT onthe Background & Purpose of the Activity Walk thru the stop-over points Observe and take down notes for 3- 5 minutes Identify Hazard Factors / Risky Areas using the SW Checklist Process the information noted by SWT to be led by the moderator Provide drawing materials and plot the identified hazards/risk areas Finalize the hazard map and prepare for a presentation to SPT B. SCHOOL WATCHING AND HAZARD MAPPING
- 9. Coordinate the presentation and submission of SWoutput to SPT Present the result of SW & Hazard map to SPT Reproduce and post the hazard map in different areas of school C. REPORTING, SUBMISSION AND INFORMATION DISSEMINATION
- 10. •Division DRRM Coordinatorsshall conduct ocular visits to observe and document the conduct of the School Watching and Hazard Mapping Activity. •Consolidate the results as baseline data for planning and designing. •The Coordinators shall note implementation issues and submit reports to DRRMS. •Integrate key action points based on the result of the Student-Led Hazard Mapping MONITORING AND EVALUATION
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- 13. 15 OBJECTIVES At the endof the session, the participants should be able to: •Discuss the importance of conducting multi- hazard drills •Enumerate the processes involved in multi- hazard drills
- 14. (MULTI) HAZARD DRILLS WHYIS IT VERY IMPORTANT??? FLOODING
- 15. (MULTI) HAZARD DRILLSAVES LIVES !!! Enhances the level of awareness on DRR in general and safety in particular Prepares the school community on how to respond to hazards while in schools Identifies gaps and helps in improving the schools’ community’s preparedness measures Promotes cooperation among the different education stakeholders`
- 16. (MULTI) HAZARD DRILLCYCLE Plan Execute Monitor / Evaluate
- 17. (MULTI) HAZARD DRILLCYCLE: PLAN Preparing/updating the Data and Documents Needed Convening the different committees and task groups Securing all the necessary materials and provisions
- 18. (MULTI) HAZARD DRILLCYCLE: EXECUTE Orientation Actual Drill
- 19. 22 (MULTI) HAZARD DRILLCYCLE: MONITOR AND EVALUATE What’s good? What needs to change?
- 20. (MULTI) HAZARD DRILLCYCLE Plan Execute Monitor / Evaluate
- 21. SYNTHESIS •Conducting DRRM activitiesin schools are important since it teaches it maximizes DRR participation among learners which leads to enhanced DRR skills. •The Student-led School Watching activity is a mechanism for learners to identify hazards in their schools from their own perspective. The result s from this activity complements the school hazard map that already exists. •Multi- hazard drills in schools are simulations of how schools will react or respond to a combination of two or more hazards. The drill necessitates the participation of the entire school community where observations are documented to improve the gaps in their protocols.
- 22. ACTIVITY (10 MINUTES) •Drafta memo for the School Heads in your AORs reinforcing the existing DepEd memos on Hazard Drills. The memo should contain: •Frequency of conducting multi-hazard drills •Strict compliance to drill evaluation •Monitoring of enhancement to the drill by the Division Coordinator including monitoring templates
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Editor's Notes
- #4 DO: Before the session proper, the facilitator/resource person presents the objectives of the session.
- #5 DO: Distribute the handout 1 (DO 23, s 2015). SAY: Having a friendly and safe-learning environment for the Filipino children as one of the main goal of the Department of Education, it is envisioned to uplift the knowledge and skills of the learners in order to capacitate the vulnerable group and minimize the impacts of unexpected hazards. At the moment, this is being done by equipping the learners on the “what to do’s” during and after an emergency. As part of the preparedness measure for before the hazard aspect, the department had issued DepEd Order 23 series of 2015 or the Student-led School Watching and Hazard Mapping to engage the learners in identifying hazards and risks within the school premises. This is an annual activity involving the learners in the implementation of DRRM conducted every first month of the school year. In particular, this activity aims to..(discuss the slide).
- #8 SAY: The school head shall designate a moderator to facilitate a student-led school watching and hazard mapping activity. The moderator is preferably a DRRM-trained school personnel who is familiar with the hazards and risks in the school or anyone who has previous/current involvement in any DRRM activity. Note: Step 2 and Step 3 can simultaneously be done. 2. Organize a SWT compromising of at least 10 members. This may vary depending on the size of the school: a. Medium and Big Schools - organizing various students’ organizations and/or student leaders for a school watching activity is preferred to maximize engagement. b. Small (i.e with less than five classes) - teachers could integrate school watching in their respective lessons as an outdoor activity. c. Very Big Schools - more than one team could be organized to ensure that all grade levels, sections and groups are represented. Note: The Supreme Student/Pupil Government (SSG/SPG) shall aid in the identification of SWT members. The team members could be student leaders of youth clubs, academic and/or non-academic clubs such as boy/girl scouts, Red Cross or representatives from various grade levels and/or section. The moderator is encouraged to re-design the process, if necessary, to ensure appropriateness to the composition of the SWT. 3. The moderator could prepare a timeline on the conduct of this activity to ensure that this will not disrupt regular school activities and/or classes of the SWT members. This include route for the school watching, designate stops including start and endpoint and provide a School Watching Checklist to Team members for guidance in the observations of hazards.
- #9 SAY: Note: Ensure all the SWT members have pen and notebook. The moderator shall orient the SWT on the Background and Purpose of the activity. (This can be the short briefing before the actual conduct of the activity.) Walk through each building, classroom, office, laboratory, workshop, play area, garden and any open area of the school. At each point, for 3-5 minutes, observe and take down notes Use the School Watching Checklist as a basic guide in identifying hazard factors and/or risk areas in the school. The Team members are encouraged to add other risk factors based on their observation, experience and appreciation of the condition of the school environment/facilities. After the SW activity, process the information noted with the moderator as the lead. Then materials such as cartolina, pens, crayons, coloured papers or any drawing material will be distributed to the SWT to map and plot the identified hazards and/or at risk areas in the school. Discuss the plotted hazard areas in the map and finalize the hazard map and prepare for a presentation to SPT.
- #10 SAY: After preparing the hazard map, the moderator shall coordinate the presentation and submission of this document to the SPT. The SSG/SPG shall present the result of school watching and hazard map to the SPT. The hazard map should be reproduced and posted in different areas of the school, preferably in all buildings.
- #11 SAY: As part of the monitoring and evaluation of the activity, the Division DRRM coordinator is responsible for conducting ocular visits ad document (if possible) the conduct of the activity. Moreover, the Division DRRM Coordinator must note the implementation issues like what went wrong, difficulties and others. This must be submitted as reports to DRRMS. The reports will serve as input to succeeding policy development initiatives.
- #13 SAY: This activity is not just assessing what hazards are in schools but we also increased the awareness and capacity of the learners in DRRM, which they can share and apply their learning at home.
- #15 DO Before starting with this section, blow your whistle for an EarthQuake Alert . Observe if the participants will automatically Drop, Cover and Hold. Provide your observation after… This will serve a awarm-up for this session.
- #16 DO Present the objectives of the module. SAY IN addition to this objectives, this module shall serve as an opportunity for all of you to share your previous expereinces, lessons learned, best practices and issues based on the experiences of the schools in your areas and your experiences as well in monitoring the conduct of these hazard drills. This module will actually just serve as a reiteration of what most of you already know since this is one of those DRRM activities that you are very familiar with.
- #18 SAY The conduct of hazard drills is mandated by DepEd Central Office and monitoring the conduct of these drill is one of the key responsilbilities of DRRM Coordinators. Schools are mandated to conduct 4 drills every school year with different of hazards and varying scenarios.
- #20 DO Distribute DO 48 S 2012 SAY Conducting hazard drills is a actually a cycle instead of just simple steps. Every time we conduct drills, we learn something that we can incorporate in the next time that we conduct a drill. Planning, executing and monitoring and evaluation are processes that we do over and over again for continuous improvement and to guaranty safety from hazards. And while there are general guidelines in conducting drills, these can be contextualized on the need or situation of a particular school. This means that a rigid guidelines cannot be standardized as different schools may experience the same hazards but under different circumstances. It is also in this light that the drills are undertaken so that school authorities can ascertain how to tailor fit the general guidelines to the needs and contexts of their school.
- #21 SAY The PLANNING STAGE is where everything is being prepared. It is said that a work well-planned is a work half done. This stage involves: Preparing and updating documents and data. Convening the different committees and task groups and even individuals who will be involved in the drill Securing all the necessary materials and provisions DO Using manila papers and markers, ask each group to come up with a list of the following in 3 columns: Data and documents that need to be prepared for the drill Different committees/ task groups and individuals with specific duties during the drill Materials needed for the drill Ask each group to to post their work on the wall and give each group 2 minutes to read the items in their list
- #22 SAY Before the actual drill, the orientation activity is a crucial part wherein all participants to the drill are levelled-off on their roles in the drill that is about to happen. One of the crucial parts of the drill is the evacuation of individuals from unsafe to safe zones. The evacuation plan is a document that should have been prepared prior to drill detailing every step of evacuation. The SDRR Manual provides an Emergency Procedures Decision Tree in relation to Evacuation. (See page 22. SDRR Manual Booklet 2) DO Distribute Hand-out No. 6 and discuss with participants
- #23 SAY As discussed earlier, one of the objectives of conducting drills is to see where the gaps of the schools’ preparedness measures are Gaps which would be otherwise left undetected if the drill was not conducted. It is in this light that extensive monitoring and documentation of what is happening during the drill are undertaken. Monitoring forms are provided for this. But these forms and templates do not limit observers/monitors to note down other observations that maybe relevant. After the drill, an evalution conference or drill debriefing is called to report observations during the drills and the experiences of everybody who participated in the drill. This is a good time to highlight the good practices and to discuss how the gaps can be addressed. DO Ask the participants to share about the usual observations that they have in monitoring drills in schools. Allow sharing the reflect drills on different kind of hazards. Ask them to share about observations which are good practices or positive and observations which on practices that schools need to improve. Alternatively, this activity can also be done in groups sing the same regional grouping with the group members discussing their observations and reporting them to the plenary afterwards. Afterwards, ask them on how schools in their AORs act on the practices that they need to improve.
- #24 DO Distribute DO 48 S 2012 SAY Conducting hazard drills is a actually a cycle instead of just simple steps. Every time we conduct drills, we learn something that we can incorporate in the next time that we conduct a drill. Planning, executing and monitoring and evaluation are processes that we do over and over again for continuous improvement and to guaranty safety from hazards. And while there are general guidelines in conducting drills, these can be contextualized on the need or situation of a particular school. This means that a rigid guidelines cannot be standardized as different schools may experience the same hazards but under different circumstances. It is also in this light that the drills are undertaken so that school authorities can ascertain how to tailor fit the general guidelines to the needs and contexts of their school.