This document discusses contingency planning for basic education. It aims to explain the concept of contingency planning and the steps involved. Contingency planning is defined as anticipating potential hazards and establishing response procedures. It is required by law and important for preparedness. The key aspects of contingency planning covered are identifying hazards and impacts, assessing response capacity, and developing strategies, timelines and roles for key actors. Effective contingency planning involves various stakeholders and should be done proactively instead of waiting until an event occurs.
Topic 4 school drrm and contingency planning newRichard Alagos
The document outlines a framework for school disaster management and contingency planning in the Philippines. It discusses establishing a School Disaster Risk Reduction and Management Group (SDRRMG) to coordinate the school's disaster response. The SDRRMG is responsible for creating a School Disaster Management Plan (SDMP) that involves conducting a hazard, vulnerability and capacity assessment of the school. The SDMP also includes developing an early warning system and contingency plans, such as an evacuation plan, to prepare the school community to respond to different disaster scenarios.
This document discusses contingency planning for basic education. It defines contingency planning as a management process that analyzes potential events with uncertainty and establishes advance response arrangements. The objectives are to discuss contingency planning steps for basic education and draft school contingency plans. It outlines that contingency plans should be hazard-specific, flexible, updated annually, and include preparedness and response actions. Contingency planning is required by law and policies to prepare organizations to effectively respond to emergencies based on risk assessments and identified capacity gaps. The key processes involved in contingency planning are risk assessment, response capacity mapping, and developing strategies, timeframes and identifying responsible actors.
The document provides an overview of a workshop on disaster risk reduction management (DRRM) for schools, including an opening prayer, welcome remarks, presentations on DRRM programs and policies, earthquake and tsunami preparedness, and an actual drill evaluation. It also discusses Philippines' hazardscape, earthquake and tsunami hazards like from the Manila Trench, and the importance of schools having a DRRM plan.
It is a dangerous thing. How we can manage disaster. In India there is so much Disaster. It helps us to Disaster Management. It is Important to take care.
This document outlines the contingency plan for typhoons and flooding in the Tangalan district of Aklan province in the Philippines. It provides background on the hazards faced and disasters experienced in the area. Gaps in preparedness are identified, such as limited hazard mapping and lack of access to early warning systems. Contingency measures currently in place are described, including hazard maps, drills, emergency supplies, and coordination with partners like local government and NGOs. Implementing partners that provide support are listed. Preparedness actions are detailed for different stages of a typhoon, such as meetings, advisories, and assessments. Measures to address gaps are proposed, such as trainings, reiterating hazard activities, and developing memor
Deped school drrm coordinator duties and responsibilitiesAlicel Mangulabnan
This document outlines the roles and responsibilities of a school disaster risk reduction and management (SDRRM) coordinator according to DepEd Order No. 21, s. 2015. It discusses forming a SDRRM committee and teams for prevention/mitigation, preparedness, response, and rehabilitation. The coordinator is responsible for receiving advisories, conducting drills, risk assessments, capacity building, and reporting damages. Early warning, medical/health management, facilities/security, frontline responders, information/advocacy, and social mobilization/networking teams are also described along with their roles.
The document discusses the Philippine Disaster Risk Reduction and Management Act of 2010 and provides context on disaster risks in the Philippines. It notes that the Philippines is third highest in the world in exposure to natural hazards due to its geographical location. It then provides statistics on natural disasters from 2000-2011 showing increasing casualties over time. The rest of the document discusses specific recent disasters, earthquake facts, the disaster management system, and strategies for earthquake preparedness including building evacuation plans and conducting earthquake drills.
Disaster Risk Reduction and ManagementRyann Castro
The document discusses disaster risk reduction and management in the Philippines. It defines key terms like hazard, exposure, vulnerability, capacity, and risk. It then examines specific disasters that have affected Baguio City like earthquakes and typhoons, outlining their impacts and lessons learned. The risk profile of the Philippines is also summarized, noting it is prone to earthquakes, typhoons, volcanoes and other natural hazards due to its location in the Pacific Ring of Fire. Historical seismicity data for Baguio City is also presented.
Topic 4 school drrm and contingency planning newRichard Alagos
The document outlines a framework for school disaster management and contingency planning in the Philippines. It discusses establishing a School Disaster Risk Reduction and Management Group (SDRRMG) to coordinate the school's disaster response. The SDRRMG is responsible for creating a School Disaster Management Plan (SDMP) that involves conducting a hazard, vulnerability and capacity assessment of the school. The SDMP also includes developing an early warning system and contingency plans, such as an evacuation plan, to prepare the school community to respond to different disaster scenarios.
This document discusses contingency planning for basic education. It defines contingency planning as a management process that analyzes potential events with uncertainty and establishes advance response arrangements. The objectives are to discuss contingency planning steps for basic education and draft school contingency plans. It outlines that contingency plans should be hazard-specific, flexible, updated annually, and include preparedness and response actions. Contingency planning is required by law and policies to prepare organizations to effectively respond to emergencies based on risk assessments and identified capacity gaps. The key processes involved in contingency planning are risk assessment, response capacity mapping, and developing strategies, timeframes and identifying responsible actors.
The document provides an overview of a workshop on disaster risk reduction management (DRRM) for schools, including an opening prayer, welcome remarks, presentations on DRRM programs and policies, earthquake and tsunami preparedness, and an actual drill evaluation. It also discusses Philippines' hazardscape, earthquake and tsunami hazards like from the Manila Trench, and the importance of schools having a DRRM plan.
It is a dangerous thing. How we can manage disaster. In India there is so much Disaster. It helps us to Disaster Management. It is Important to take care.
This document outlines the contingency plan for typhoons and flooding in the Tangalan district of Aklan province in the Philippines. It provides background on the hazards faced and disasters experienced in the area. Gaps in preparedness are identified, such as limited hazard mapping and lack of access to early warning systems. Contingency measures currently in place are described, including hazard maps, drills, emergency supplies, and coordination with partners like local government and NGOs. Implementing partners that provide support are listed. Preparedness actions are detailed for different stages of a typhoon, such as meetings, advisories, and assessments. Measures to address gaps are proposed, such as trainings, reiterating hazard activities, and developing memor
Deped school drrm coordinator duties and responsibilitiesAlicel Mangulabnan
This document outlines the roles and responsibilities of a school disaster risk reduction and management (SDRRM) coordinator according to DepEd Order No. 21, s. 2015. It discusses forming a SDRRM committee and teams for prevention/mitigation, preparedness, response, and rehabilitation. The coordinator is responsible for receiving advisories, conducting drills, risk assessments, capacity building, and reporting damages. Early warning, medical/health management, facilities/security, frontline responders, information/advocacy, and social mobilization/networking teams are also described along with their roles.
The document discusses the Philippine Disaster Risk Reduction and Management Act of 2010 and provides context on disaster risks in the Philippines. It notes that the Philippines is third highest in the world in exposure to natural hazards due to its geographical location. It then provides statistics on natural disasters from 2000-2011 showing increasing casualties over time. The rest of the document discusses specific recent disasters, earthquake facts, the disaster management system, and strategies for earthquake preparedness including building evacuation plans and conducting earthquake drills.
Disaster Risk Reduction and ManagementRyann Castro
The document discusses disaster risk reduction and management in the Philippines. It defines key terms like hazard, exposure, vulnerability, capacity, and risk. It then examines specific disasters that have affected Baguio City like earthquakes and typhoons, outlining their impacts and lessons learned. The risk profile of the Philippines is also summarized, noting it is prone to earthquakes, typhoons, volcanoes and other natural hazards due to its location in the Pacific Ring of Fire. Historical seismicity data for Baguio City is also presented.
This document outlines the key elements of an emergency management system and emergency preparedness program. It discusses the four elements of emergency management: prevention, preparedness, response, and recovery. It defines emergencies and disasters and describes different types of natural and man-made emergencies. The objectives are to understand the importance of emergency preparedness and identify workplace hazards. It provides guidance on forming a fire brigade team and their roles, identifying the fire triangle components, and properly using fire extinguishers.
The document discusses disaster risk reduction (DRR) and school safety. It defines DRR as systematic efforts to analyze and reduce the causal factors of disasters through reducing exposure to hazards, vulnerability, and improving preparedness. The document outlines the key aspects of DRR including disaster mitigation, early warning, preparedness, recovery, and livelihood support. It discusses major concerns during disasters at schools, such as damage to infrastructure, loss of learning materials, and psychological impacts. The document emphasizes the importance of developing school disaster management plans (SDMPs) to identify vulnerabilities and ensure student and staff safety through preparedness measures and training.
The document outlines the contingency plan of Sitio Target Integrated School for the 2021-2022 school year in light of the COVID-19 pandemic. It discusses objectives to ensure safety, implementation of response measures, and conceptualization of contingency plans. It also details specific scenarios and impacts, activation and deactivation of the plan, and response and early recovery measures. The plan establishes mechanisms for safe classroom layout, traffic management, protective measures, and contact tracing to minimize COVID-19 transmission risk during limited face-to-face learning.
The document discusses disaster risk reduction (DRR) and its key components. It defines DRR as actions taken to reduce disaster risks and impacts. The main components of DRR are identified as mitigation, preparedness, response and recovery. Mitigation aims to reduce risks before a disaster through measures like land use planning. Preparedness develops early warning systems and emergency response plans. Response provides relief during disasters. Recovery rebuilds infrastructure with a focus on mitigation to reduce future risks.
A draft of Contingency plan about Typhoon in line with the Office of Civil Defence standard in worst case scenario at school. This is in accordance to the Disaster Risk Reduction and Management plan of school.
The Incident Command System (ICS) is a model for command, control, and coordination of emergency response at the site level.
ICS is “Organized Common Sense”
The document provides information about earthquakes including what causes them, interesting facts, key terms, safety tips, and how to conduct an earthquake drill. It discusses the stages of planning and conducting an earthquake drill, including forming a disaster management committee, developing an evacuation plan with mapped routes, conducting an orientation, and carrying out the actual drill with phases like an alarm, response, evacuation, and evaluation. The goal is to ensure safety and prepare building occupants through practice.
This act strengthens the Philippine disaster risk reduction and management system by establishing the National Disaster Risk Reduction and Management Council to replace the National Disaster Coordinating Council and setting up Regional, Provincial, City, Municipal, and Barangay Disaster Risk Reduction and Management Councils. It also outlines the roles and responsibilities of these councils as well as the Office of Civil Defense.
This document is a mid-year review form for teacher Jefferson B. Torres. It evaluates his performance over the rating period based on key result areas (KRAs) like content knowledge and pedagogy, learning environment and diversity of learners, and curriculum and planning. Each KRA has objectives with timelines, weights, means of verification, and ratings. The form contains the ratings and remarks from both the ratee (Mr. Torres) and rater (Principal Luisito de Guzman). It will be used to assess Mr. Torres' performance at the mid-year point and identify any areas for improvement in the second half of the rating period.
This document provides information on key concepts related to understanding disasters and climate change including:
- Definitions of hazard, vulnerability, capacity, exposure, disaster risk, and disaster.
- Examples of different types of hazards and factors that influence vulnerability.
- An overview of how climate change can increase certain hazards like extreme weather events and sea level rise.
- The relationship between climate change, adaptation, and mitigation.
- Various impacts of climate change on sectors like water resources, agriculture, and human health.
The document defines 16 performance indicators used to measure education outcomes in the Philippines. The indicators include gross enrolment ratio, percentage of pupils with early childhood education, promotion and repetition rates, cohort survival rate, and dropout rates. Calculations for each indicator are provided using data sources like enrolment, population, graduates, and repeaters. The indicators assess participation, access, efficiency, and internal functioning of the education system at various levels.
The document reports on the accomplishments of Medroso-Mendoz National High School for the 2021-2022 school year in implementing their School Disaster Risk Reduction Management plan. The school focused on three pillars: 1) Ensuring safe learning facilities by rehabilitating water and electrical systems, and sustaining cleanliness. 2) Improving disaster management by obtaining health supplies, using temperature scanners, and posting emergency contacts. 3) Building risk reduction and resilience through quarterly earthquake drills and a vaccination program with the local health unit. The school headed by Principal Gregoria Olayon worked with teachers and parents to achieve these goals of preparing students and the community for disasters.
DISASTER RISK REDUCTION IN EDUCATION (PHILIPPINES)Leslie Valena
This document outlines a presentation on disaster risk reduction in education. It discusses mandates for DRR, impacts of conflicts and disasters on learners and teachers, and issues in education and risk management. Specific impacts include closure of schools as shelters, damage to equipment and records, access issues, lack of teachers and materials, and physical and emotional trauma. The document also outlines strategies for DRR in education such as ensuring school safety, enhancing emergency preparedness knowledge, and teaching children preparedness.
This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.
The document provides guidelines for a student-led school watching and hazard mapping activity aimed at increasing disaster risk reduction awareness among students. It outlines procedures for organizing student teams to map hazards within school premises. Teams use provided checklists to identify issues like structural damage, electrical hazards, and environmental risks. The activity aims to equip students to address vulnerabilities and participate in disaster management.
The Gulayan sa Paaralan Project (GPP) is a proposed project by the Department of Education to establish school gardens in Tagbina, Philippines. The objectives are to improve vegetable production and consumption, establish gardens as a food source for supplementary feeding, and showcase small-scale farming models. The project will target all elementary and secondary schools in Tagbina, benefiting over 24 elementary schools, 15 elementary schools, and 7 secondary schools. A budget of PHP 460,000 is requested, with PHP 391,000 from the national government and PHP 69,000 of local government counterpart funding. School administrators, teachers, parents, and officials will implement organic gardening with provided tools and seedlings.
The document is a project proposal from Basud Elementary School for their 2019 Brigada Eskwela. The proposal outlines the project title, coordinator, beneficiary, dates, funding source, objectives, committees, and budget. The objectives are to revive the spirit of community involvement, maximize stakeholder participation to create a child-friendly school, and prepare a safer learning environment for the theme "Strong Nation for a Progressive School". The budget outlines costs for food, tarpaulins, and transportation totaling 9,750 Philippine pesos to support community members in cleaning and renovating the school facilities.
This document outlines a school safety plan with the goal of having a prepared school that is safe. It discusses key terms like hazards, vulnerabilities, capacity, and risk. It identifies different types of potential hazards like natural disasters, fires, and acts of terror. The disaster management cycle is described with four phases: prevention and mitigation, preparedness, response, and recovery. Primary strategies are identified like making safety a priority, having an emergency plan, and designating response teams. The suggested management structure involves committees, teachers, volunteers, and parents. Response protocols are provided for evacuating buildings and shelters, notifying parents, and de-briefing.
Contingency action plan in disaster managmentSamraiz Tejani
This document outlines a contingency action plan presented by Numaan Tole, Zoher Jetpurwala, and Samraiz Tejani. It defines contingency planning as developing strategies, arrangements, and procedures to address humanitarian needs during crises. The plan identifies potential natural disasters, manmade disasters, and other risks. It describes key elements of a contingency plan such as response strategy, implementation plan, operational support plan, preparedness plan, and budget. Finally, it discusses contingency planning processes and provides a sample contingency plan for emergency water distribution for refugees.
This document outlines the key elements of an emergency management system and emergency preparedness program. It discusses the four elements of emergency management: prevention, preparedness, response, and recovery. It defines emergencies and disasters and describes different types of natural and man-made emergencies. The objectives are to understand the importance of emergency preparedness and identify workplace hazards. It provides guidance on forming a fire brigade team and their roles, identifying the fire triangle components, and properly using fire extinguishers.
The document discusses disaster risk reduction (DRR) and school safety. It defines DRR as systematic efforts to analyze and reduce the causal factors of disasters through reducing exposure to hazards, vulnerability, and improving preparedness. The document outlines the key aspects of DRR including disaster mitigation, early warning, preparedness, recovery, and livelihood support. It discusses major concerns during disasters at schools, such as damage to infrastructure, loss of learning materials, and psychological impacts. The document emphasizes the importance of developing school disaster management plans (SDMPs) to identify vulnerabilities and ensure student and staff safety through preparedness measures and training.
The document outlines the contingency plan of Sitio Target Integrated School for the 2021-2022 school year in light of the COVID-19 pandemic. It discusses objectives to ensure safety, implementation of response measures, and conceptualization of contingency plans. It also details specific scenarios and impacts, activation and deactivation of the plan, and response and early recovery measures. The plan establishes mechanisms for safe classroom layout, traffic management, protective measures, and contact tracing to minimize COVID-19 transmission risk during limited face-to-face learning.
The document discusses disaster risk reduction (DRR) and its key components. It defines DRR as actions taken to reduce disaster risks and impacts. The main components of DRR are identified as mitigation, preparedness, response and recovery. Mitigation aims to reduce risks before a disaster through measures like land use planning. Preparedness develops early warning systems and emergency response plans. Response provides relief during disasters. Recovery rebuilds infrastructure with a focus on mitigation to reduce future risks.
A draft of Contingency plan about Typhoon in line with the Office of Civil Defence standard in worst case scenario at school. This is in accordance to the Disaster Risk Reduction and Management plan of school.
The Incident Command System (ICS) is a model for command, control, and coordination of emergency response at the site level.
ICS is “Organized Common Sense”
The document provides information about earthquakes including what causes them, interesting facts, key terms, safety tips, and how to conduct an earthquake drill. It discusses the stages of planning and conducting an earthquake drill, including forming a disaster management committee, developing an evacuation plan with mapped routes, conducting an orientation, and carrying out the actual drill with phases like an alarm, response, evacuation, and evaluation. The goal is to ensure safety and prepare building occupants through practice.
This act strengthens the Philippine disaster risk reduction and management system by establishing the National Disaster Risk Reduction and Management Council to replace the National Disaster Coordinating Council and setting up Regional, Provincial, City, Municipal, and Barangay Disaster Risk Reduction and Management Councils. It also outlines the roles and responsibilities of these councils as well as the Office of Civil Defense.
This document is a mid-year review form for teacher Jefferson B. Torres. It evaluates his performance over the rating period based on key result areas (KRAs) like content knowledge and pedagogy, learning environment and diversity of learners, and curriculum and planning. Each KRA has objectives with timelines, weights, means of verification, and ratings. The form contains the ratings and remarks from both the ratee (Mr. Torres) and rater (Principal Luisito de Guzman). It will be used to assess Mr. Torres' performance at the mid-year point and identify any areas for improvement in the second half of the rating period.
This document provides information on key concepts related to understanding disasters and climate change including:
- Definitions of hazard, vulnerability, capacity, exposure, disaster risk, and disaster.
- Examples of different types of hazards and factors that influence vulnerability.
- An overview of how climate change can increase certain hazards like extreme weather events and sea level rise.
- The relationship between climate change, adaptation, and mitigation.
- Various impacts of climate change on sectors like water resources, agriculture, and human health.
The document defines 16 performance indicators used to measure education outcomes in the Philippines. The indicators include gross enrolment ratio, percentage of pupils with early childhood education, promotion and repetition rates, cohort survival rate, and dropout rates. Calculations for each indicator are provided using data sources like enrolment, population, graduates, and repeaters. The indicators assess participation, access, efficiency, and internal functioning of the education system at various levels.
The document reports on the accomplishments of Medroso-Mendoz National High School for the 2021-2022 school year in implementing their School Disaster Risk Reduction Management plan. The school focused on three pillars: 1) Ensuring safe learning facilities by rehabilitating water and electrical systems, and sustaining cleanliness. 2) Improving disaster management by obtaining health supplies, using temperature scanners, and posting emergency contacts. 3) Building risk reduction and resilience through quarterly earthquake drills and a vaccination program with the local health unit. The school headed by Principal Gregoria Olayon worked with teachers and parents to achieve these goals of preparing students and the community for disasters.
DISASTER RISK REDUCTION IN EDUCATION (PHILIPPINES)Leslie Valena
This document outlines a presentation on disaster risk reduction in education. It discusses mandates for DRR, impacts of conflicts and disasters on learners and teachers, and issues in education and risk management. Specific impacts include closure of schools as shelters, damage to equipment and records, access issues, lack of teachers and materials, and physical and emotional trauma. The document also outlines strategies for DRR in education such as ensuring school safety, enhancing emergency preparedness knowledge, and teaching children preparedness.
This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.
The document provides guidelines for a student-led school watching and hazard mapping activity aimed at increasing disaster risk reduction awareness among students. It outlines procedures for organizing student teams to map hazards within school premises. Teams use provided checklists to identify issues like structural damage, electrical hazards, and environmental risks. The activity aims to equip students to address vulnerabilities and participate in disaster management.
The Gulayan sa Paaralan Project (GPP) is a proposed project by the Department of Education to establish school gardens in Tagbina, Philippines. The objectives are to improve vegetable production and consumption, establish gardens as a food source for supplementary feeding, and showcase small-scale farming models. The project will target all elementary and secondary schools in Tagbina, benefiting over 24 elementary schools, 15 elementary schools, and 7 secondary schools. A budget of PHP 460,000 is requested, with PHP 391,000 from the national government and PHP 69,000 of local government counterpart funding. School administrators, teachers, parents, and officials will implement organic gardening with provided tools and seedlings.
The document is a project proposal from Basud Elementary School for their 2019 Brigada Eskwela. The proposal outlines the project title, coordinator, beneficiary, dates, funding source, objectives, committees, and budget. The objectives are to revive the spirit of community involvement, maximize stakeholder participation to create a child-friendly school, and prepare a safer learning environment for the theme "Strong Nation for a Progressive School". The budget outlines costs for food, tarpaulins, and transportation totaling 9,750 Philippine pesos to support community members in cleaning and renovating the school facilities.
This document outlines a school safety plan with the goal of having a prepared school that is safe. It discusses key terms like hazards, vulnerabilities, capacity, and risk. It identifies different types of potential hazards like natural disasters, fires, and acts of terror. The disaster management cycle is described with four phases: prevention and mitigation, preparedness, response, and recovery. Primary strategies are identified like making safety a priority, having an emergency plan, and designating response teams. The suggested management structure involves committees, teachers, volunteers, and parents. Response protocols are provided for evacuating buildings and shelters, notifying parents, and de-briefing.
Contingency action plan in disaster managmentSamraiz Tejani
This document outlines a contingency action plan presented by Numaan Tole, Zoher Jetpurwala, and Samraiz Tejani. It defines contingency planning as developing strategies, arrangements, and procedures to address humanitarian needs during crises. The plan identifies potential natural disasters, manmade disasters, and other risks. It describes key elements of a contingency plan such as response strategy, implementation plan, operational support plan, preparedness plan, and budget. Finally, it discusses contingency planning processes and provides a sample contingency plan for emergency water distribution for refugees.
Preparing communities for disasters issues and processes for government readi...Sultan180181
This document discusses disaster preparedness for local governments. It begins by noting that while preparedness is important, it has received little research attention. The document then provides definitions of preparedness and its goals. Next, it outlines the key processes involved in preparedness planning, including assessing risks, creating emergency plans, training personnel, and educating the public. It also discusses challenges such as apathy, lack of training, and "paper plan syndrome" where plans are not implemented. The document concludes by emphasizing the importance of leadership, advocacy, technology, and inter-agency coordination for effective community preparedness.
1. Disaster management in India involves coordinating response to natural and man-made disasters through administrative decisions and operational skills across national, state, and district levels.
2. The key institutions involved in disaster management are the National Disaster Management Authority (NDMA), State Disaster Management Authorities (SDMAs), and District Disaster Management Authorities (DDMAs), along with response forces like the National Disaster Response Force (NDRF).
3. Disaster management follows four phases - prevention and mitigation, preparedness, response, and recovery - to minimize loss of life and property from disasters through early warning systems, emergency response, and rebuilding in a resilient manner.
disaster preparedness.pptx Public health ScienceBEDER4
1) Disaster preparedness involves developing plans and programs for disaster management, mitigation, response and recovery at all levels of government.
2) Disasters can be classified based on speed of onset (sudden or slow) and scope (minor, major, catastrophic).
3) Key aspects of disaster preparedness programs include planning, risk assessment, logistics, early warning systems, public education, drills and rehearsals.
4) Preparedness aims to minimize losses through measures like strategic stockpiling, evacuation planning and developing medical response capacity.
This document outlines plans for developing Denizli, Turkey into a disaster resistant city through various information systems and earthquake studies. It discusses establishing teams to manage disaster mitigation, preparedness, response and recovery. A Geographical Information System (GIS) will be implemented to help with disaster response planning and tracking events. An Information and Management Centre is proposed to integrate all projects from one location. Earthquake studies conducted in Denizli by Pamukkale University are also summarized, including analysis of seismic risk and structural testing. The overall goal is to design integrated systems to help the city prepare for and manage disasters.
1) An earthquake in Gujarat in 2001 caused the deaths of over 1,000 schoolchildren when many school buildings collapsed, as they had been poorly constructed without earthquake resistance.
2) The Sendai Framework is an agreement to reduce disaster risk adopted in 2015, focusing on understanding risk, governance, investing in resilience, and disaster preparedness.
3) Disaster management involves preparing for, responding to, and recovering from both natural and man-made disasters to minimize human and economic losses and disruptions.
This document provides guidance on developing a hazard mitigation plan through 9 tasks: 1) Determine planning area and resources, 2) Build planning team, 3) Create outreach strategy, 4) Review community capabilities, 5) Conduct risk assessment, 6) Develop mitigation strategy, 7) Keep plan current, 8) Review and adopt plan, and 9) Create safe and resilient community. It outlines the risk assessment process and emphasizes updating plans over time to reduce risks from natural hazards.
Measures taken in anticipation of a disaster to ensure that appropriate and effective actions are taken in the aftermath are known as Disaster Preparedness.
Bangladesh has established a comprehensive disaster management framework with dedicated laws, policies, and institutions to manage disasters. However, the framework faces some challenges in implementation at the local level due to lack of empowerment of local authorities and gaps in coordination. While Bangladesh has made progress in areas like early warning systems and disaster preparedness, improvements are needed in multi-hazard planning, ensuring adequate funding, and greater private sector involvement in disaster risk reduction. Strengthening local capacity and community engagement is important for effective disaster management.
1) Emergency planning involves organizing resources and procedures to efficiently respond to disasters with limited information and resources.
2) The document outlines 13 principles of emergency planning, including focusing on saving lives and reducing damage, basing plans on likely scenarios, and ensuring roles and responsibilities are clearly defined.
3) Effective emergency planning requires coordination across different levels of government, sectors, and organizations and the integration of their plans.
This module provides an introduction to contingency planning (CP). It defines CP and contingency plans, and explains their importance in preparing for and responding to emergencies. The module outlines the key elements of CP, including common events that require plans, best times to conduct planning, actors involved, and myths versus facts about CP. It also describes features like being gender sensitive and adhering to standards. The module concludes by listing criteria for a good contingency plan such as clarity, flexibility, accuracy, and testability.
This document discusses disaster management in India. It provides definitions of disasters from the American Red Cross and WHO. Disasters are categorized as natural (meteorological, topographical, environmental) or man-made (technological, industrial, security related). The phases of disaster management are preparedness, response, recovery, and mitigation. Factors like age, health, mobility affect vulnerability to disasters. Characteristics include impact scale, duration, warning, and speed of onset. The roles of various health sectors in disaster management are described. Recent initiatives by the Indian government to improve disaster risk reduction and response are also outlined.
The document summarizes the key aspects of emergency and disaster management in the Philippines according to the National Disaster Risk Reduction and Management Plan (NDRRMP) 2011–2028. It discusses the NDRRMP's objectives to strengthen disaster prevention, preparedness, response, and recovery. The plan is implemented by the National Disaster Risk Reduction and Management Council and coordinates efforts at national and local levels. It also identifies priority projects, resources, and partners to achieve its goals of building disaster-resilient communities nationwide.
Skills Assessment for National Adaptation Planning: How Countries Can Identif...UN CC:Learn
This activity report highlights a way of assessing the skills gap that a country may have in designing and implementing a national adaptation plan. To achieve this, the document proposes a skills assessment framework. The report is also available in French and can be download from UN CC:Learn website.
This document discusses disaster management. It defines disaster management as the organization and management of resources and responsibilities for dealing with all humanitarian aspects of emergencies, including preparedness, response, and recovery to lessen disaster impacts. The four phases of disaster management are outlined as mitigation, preparedness, response, and recovery. Mitigation involves reducing hazard likelihood and consequences. Preparedness equips affected people and helpers. Response involves immediate pre- and post-disaster actions. Recovery returns life to normal after a disaster. The document also discusses the importance and objectives of disaster management policy.
The document discusses disaster risk reduction and management. It outlines the concept of disaster risk reduction as analyzing and managing the causes of disasters to reduce exposure, vulnerability, and improve preparedness. It emphasizes that disaster risk reduction is a matter of decision-making, choices, and a shared responsibility. The document also details the elements of disaster risk reduction, including ongoing development activities, risk assessment, prevention, mitigation, preparedness, early warning, evacuation, assistance and recovery. It stresses the importance of identifying risks, reducing underlying factors, utilizing knowledge, and intensifying preparedness and response at all levels.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. OBJECTIVES
At the end of this module,
participants are expected to:
•To discuss the different steps in
contingency planning for Basic
Education
•To draft a contingency plan for their
respective region/division.
4. 4
DEFINITION OF CONTINGENCY PLANNING
Republic Act No. 10121:
“A management process that
analyzes specific potential
events in a state of uncertainty
and establishes response
arrangements in advance to
enable timely, effective and
appropriate responses to such
events and situations.”
5. DEFINITION OF CONTINGENCY PLANNING
IFRC Contingency Planning Guide 2012:
“Aims to prepare an organization to
respond well to an emergency and its
potential humanitarian impact. It involves
anticipating a specific hazard based on
specific events or known risks at local,
national, regional or even global levels
(e.g., earthquakes, floods or disease
outbreaks), and establishing
operational procedures for response,
based on expected resource requirements
and capacity”
6. CONTINGENCY PLAN
Salient Features:
•Hazard-specific (explain);
•Flexible, revisited, and
updated annually
(explain);
•Preparedness plan turns
into response actions
which include alternative
course of actions to
address the gaps in the
preparedness plan
8. CONTINGENCY PLANNING is
our commitment to the Sendai
Framework for Disaster Risk
Reduction (SFDRR) 2015 - 2030
WHY CONTINGENCY PLANNING?
9. CP is required by RA 10121
Rule 6, Section 4 (3),
Implementing Rules and
Regulations (IRR) :
“The Provincial, City and
Municipal DRRMOs or BDRRMCs,
in coordination with concerned
national agencies and
instrumentalities, shall facilitate
and support risk assessments
and contingency planning
activities at the local level.”
WHY CONTINGENCY PLANNING?
10. Other National Policies
• National DRRM Framework
• National Disaster Response Plan
• EO No. 82 , s 2012
• NDRRMC MC No 04, s. 2012
• DBM-NDRRMC-DILG JMC 2013-1
• NDRRMC-DILG-DBM-CSC JMC
2014-1
• DILG Seal of Good Governance
• DILG Project LISTO
Taken from OCD Presentation on Contingency Planning
WHY CONTINGENCY PLANNING?
11. The Philippines is at risk to disasters
9th in 2009
6th in 2010
3rd in 2011 - 2013
2nd in 2014
3rd in 2015
World Risk Index Report 2015
Taken from OCD Presentation on Contingency Planning
WHY CONTINGENCY PLANNING?
13. ACTORS IN CP PROCESS
Taken from OCD Presentation on Contingency Planning
Many heads are better than one
14. • DRRM Focal Persons
• Local P/C/M DRRMC member
agencies reps.
• National government agencies at the
local level
• Relevant technical experts
• Relevant CSOs and private sector
groups
• Private sector managers or
individuals willing to commit
resources, services or any other form
of assistance
Taken from OCD Presentation on Contingency Planning
ACTORS IN CP PROCESS
16. Taken from OCD Presentation on Contingency Planning
2.
LATER, when we
have more
information ?
3.
JUST BEFORE
the event to maximize
information ?
4.
RIGHT AFTER the
exact damage is
known?
WHEN DO WE DO CONTINGENCY PLANNING?
1.
As early as
NOW?
17. “It is better to plan when it is
not needed, than not to have
planned when it was
necessary.”
Taken from OCD Presentation on Contingency Planning
WHEN DO WE DO CONTINGENCY PLANNING?
18. WHERE TO APPLY CONTINGENCY PLANNING?
Taken from OCD Presentation on Contingency Planning
Natural hazards
Human-induced hazards
Crises
Planned events
Sudden increase of displaced
population
Sudden shortage of funding
Epidemic
19. RECAP
Taken from OCD Presentation on Contingency Planning
What is Contingency Planning?
Why conduct Contingency
Planning?
Who are involved in
Contingency Planning
Process?
When to conduct Contingency
Planning?
Where to apply Contingency
Planning?
21. A. Risk
Assessment
A.1
Identification
of Hazards
A.2
Analysis of
Impacts
A.3
Prioritization
B.2.
Identification
of
Vulnerabilities
/ Capacity Gaps
B.1
Capacity
Mapping
B.
Response
Capacity
Mapping
C. Developing,
Strategies,
Timeframe and
Key Actors
21
CONTINGENCY PLANNING
22. 22
KEY LEARNING
• Contingency planning is a process of projecting scenario of natural or human
induced hazard and at the same time delineating specific strategies to address
capacity gaps in relation to the identified hazard. It also involves delineating
specific roles to key actors together with the timeframe.
• Contingency planning is embodied in different international and national policies
requiring us to do so but at the same time, it is part of our preparedness for a
specific hazard.
• Contingency planning must be done as early as we projected a specific event.
• Contingency planning must not rely on few or selected people only but with several
people especially those required to work together in the event of an emergency.
• It can be applied to different events and as preparation to natural and human
induced hazards.
• The different process involved in contingency planning are risk assessment,
response capacity mapping and developing strategies, timeframe and key actors.
SAY: At the end of this module, the participants are expected to…(read the objectives)
SAY: Who among you have experience/s in making contingency plan? Raise your hand. [(If several SAY: It’s good that most of you have the already involved in contingency planning, now this module will reinforced your knowledge and skills); (If few or no one SAY: This module will be beneficial for you since you have not been involved in contingency planning.)]
DO: Roam around the hall/ with the participants and ask some of them, what Contingency Planning is?
SAY: What do you think is contingency planning? Two-three answers will do.
DO: After getting ideas from the participants, proceed with the definition of what contingency planning is all about. Let the participants read the definition.
SAY: It is one of the identified mechanisms by the law in building disaster-resilient communities.
NOTE: Emphasize the following common points in the definitions from UNHCR and RA 1021:
SAY: Process- CP (Contingency Planning) follows a systematic series of steps that starts from assessing risks and ends with identification of goals, objectives, and actions to a scenario. It is not a haphazard activity.
SAY: Potential events or Expected scenario/situation - A potential event which may threaten the society signals the need to conduct CP. It involves making assumptions and developing scenarios upon which planning is based. (UNHCR & NDCC, 2007)
SAY: Conducted in advance- CP is conducted upon recognition of signs of a potential situation and thus, the plan is developed prior to the occurrence of a disaster and/or emergency.
SAY: Respond appropriately- CP aims at delivering responses promptly and appropriately by defining the objectives as well as actions to the expected scenario or event.
SAY: It is one of the identified mechanisms by the law in building disaster-resilient communities.
NOTE: Emphasize the following common points in the definitions from UNHCR and RA 1021:
SAY: Process- CP (Contingency Planning) follows a systematic series of steps that starts from assessing risks and ends with identification of goals, objectives, and actions to a scenario. It is not a haphazard activity.
SAY: Potential events or Expected scenario/situation - A potential event which may threaten the society signals the need to conduct CP. It involves making assumptions and developing scenarios upon which planning is based. (UNHCR & NDCC, 2007)
SAY: Conducted in advance- CP is conducted upon recognition of signs of a potential situation and thus, the plan is developed prior to the occurrence of a disaster and/or emergency.
SAY: Respond appropriately- CP aims at delivering responses promptly and appropriately by defining the objectives as well as actions to the expected scenario or event.
SAY:
Contingency Plan is Hazard-specific. The contingency plan intended for typhoon is not to be used for an earthquake however
Contingency Plan must also be Flexible (some parts of the plan can be tweak in order for it to be applicable to other hazard), Revisited and Updated every now and then. There are changes that must be taken into account in order to ensure that it will be effective.
Once a hazard turns into a disaster, the contingency plan which is a preparedness plan turns into response actions and this include alternative course of actions which will address the gaps in terms of capacities in the preparedness plan.
SAY: Who among you have experience/s in making contingency plan? Raise your hand. [(If several SAY: It’s good that most of you have the already involved in contingency planning, now this module will reinforced your knowledge and skills); (If few or no one SAY: This module will be beneficial for you since you have not been involved in contingency planning.)]
DO: Roam around the hall/ with the participants and ask some of them, what Contingency Planning is?
SAY: What do you think is contingency planning? Two-three answers will do.
DO: After getting ideas from the participants, proceed with the definition of what contingency planning is all about. Let the participants read the definition.
DO: Let someone from the participants read the first reason.
SAY: The Philippines being one of the signatories in the Sendai Framework for Disaster Risk Reduction (SFDRR) 2015-2030, we are committed to conduct contingency planning. It is specifically stated in paragraph 33 of Priority 4 of the Framework that “…national and local governments shall prepare or review and periodically update disaster preparedness and contingency policies, plans and programs…”.
DO: Let someone from the participants read what’s stated in the presentation.
SAY: In a localized context, RA 10121 required the conduct of contingency planning. It is implied specifically in Rule 6, Section 4 (3) of the Implementing Rules and Regulations (IRR) of the law stating that “The Provincial, City and Municipal DRRMOs or BDRRMCs, in coordination with concerned national agencies and instrumentalities, shall facilitate and support risk assessments and contingency planning activities at the local level.”
SAY: Also aside from RA 10121, the conduct of this preparedness measure is embodied in various national issuances, policies, programs and guidelines like NDRRM Framework, DILG Operation Listo and others.
SAY: Contingency planning is embodied in different international and national policies but at the same time, it is part of our preparedness for a specific hazard. Impact of disaster can be mitigated if there are effective prepared measure in place. It saves lives, property and other resources.
SAY: Philippines lies in the typhoon belt and the western segment of the Pacific Ocean Ring of Fire. This makes the country predisposed to natural hazards. On the average, 20 typhoons, of which 5 are destructive, hit the country every year. Examples are typhoons Yolanda, Ondoy, Ruby that claimed the lives of many Filipinos. As mentioned earlier, it lies along the Pacific Ring of Fire and thus, it is prone earthquakes. It also has 300 volcanoes of which 22 are active and 36,289 kms. of coastline that makes it vulnerable to tsunamis.
SAY: The risk brought by natural hazards can be compounded by human-induced hazards such as fire, land, air, and sea mishaps, hazardous material spills, etc. This could be associated with population growth, unplanned urbanization, migration and change in land use patterns. (UNHCR&NDCC, 2007)
SAY: The annual World Index Report (WIR) shows that Philippines climbed its way up from 9th in 2009 to 2nd in 2014 then 3rd in 2015 in the list of most at risk countries. Based on WIR, most of the countries at greater risk are developing countries.
SAY: At the end of the day, it all boil down to the reason that our country, the Philippines is at risk to disasters.
SAY: Who among you have experience/s in making contingency plan? Raise your hand. [(If several SAY: It’s good that most of you have the already involved in contingency planning, now this module will reinforced your knowledge and skills); (If few or no one SAY: This module will be beneficial for you since you have not been involved in contingency planning.)]
DO: Roam around the hall/ with the participants and ask some of them, what Contingency Planning is?
SAY: What do you think is contingency planning? Two-three answers will do.
DO: After getting ideas from the participants, proceed with the definition of what contingency planning is all about. Let the participants read the definition.
SAY: As the saying goes, “many heads are better than one”. This maxim underlines the importance of collective effort and the need to tap the widest sources of knowledge and skills in CP.
SAY: Who are the key actors that need to be involved in the contingency planning for basic education? It must be well-represented with concerned stakeholders. In reality they are the one doing their own plan but ideally it should be a consultative workshop with different agencies/stakeholders concerned and involved.
SAY: Ideally, CP should involve actors from different areas of expertise, each with strong leadership, commitment and authority. It should bring together individuals and agencies to facilitate common understanding, avoid duplication of roles, and collectively fill-in the gaps in emergency response.
SAY: If the actors involved in CP have established mechanisms, clarified their roles and responsibilities, and streamlined the flow of communication and information, then they will be better able to work together, in a logical way, towards achieving their common objective.
SAY: To come up with an appropriate, applicable and effective contingency plan, participation from key actors must be observed especially those that will be required to work together in the event of an emergency. Participants for the development of a contingency plan depends on the level or scope of the planning and working area. It can be national, regional or local which in the department’s end, it can be within DepEd Central Office, Regional, Division or School level.
SAY: External linkages and partner agencies or institutions also play a vital role in the contingency planning process. Moreover, inclusion of experts at different stages in the planning process is important. Their participation contribute to a more sound and well-coordinated response.
SAY: Who among you have experience/s in making contingency plan? Raise your hand. [(If several SAY: It’s good that most of you have the already involved in contingency planning, now this module will reinforced your knowledge and skills); (If few or no one SAY: This module will be beneficial for you since you have not been involved in contingency planning.)]
DO: Roam around the hall/ with the participants and ask some of them, what Contingency Planning is?
SAY: What do you think is contingency planning? Two-three answers will do.
DO: After getting ideas from the participants, proceed with the definition of what contingency planning is all about. Let the participants read the definition.
DO: Solicit opinions regarding the best time to conduct CP by asking 1-2 volunteers from the group. Present the correct answer and explain why CP should be conducted as early as now.
NOTE: Highlight that we should start the CP NOW, by the moment we project a certain event to happen.
SAY: This allows timely delivery of responses and avoids loss of time to planning during the early phase of an emergency.
DO: Relate the responses of the participants to the correct answer.
SAY: Even if one is not sure that such event may indeed occur, it is best to develop a plan
SAY: Events that require emergency responses are usually preceded by early warning signs. Knowledge on these early warning signs coupled with experience prompt one to recognize the need for CP. (UNHCR & NDCC, 2007)
SAY: Below are examples of hazards and events in which we can apply CP:
Natural hazards such as typhoons, volcanic eruptions, floods, El Niño and La Niña Phenomena, earthquakes, tsunamis, storm surge, landslides and lahar/mud flows
Human-induced incidents such as conflagration, aircraft crash, vehicular accident, oil spills, hazardous material incidents, garbage avalanche
Planned events such as fiestas, concerts, anniversaries, etc.
Crises such as bombing, terrorism and armed conflict
Sudden increase of displaced population
Sudden shortages of funding, food or other commodities
Outbreak of an epidemic or serious health problems
Problems
NOTE: You may breeze through the definition of early warning signs by mentioning that these are information that serve as indicators valuable for analysis to allow the prediction of a developing situation and the need to initiate action.
DO: Take a short recap about what have been discussed. Ask the participants and let them freely answer your questions.
After this, proceed to the most important and critical part of presentation, the CONTINGENCY PLANNING PROCESS.
SAY: Contingency Planning Guide drafted by DRRMS solely for Education Sector.
SAY: Who among you have experience/s in making contingency plan? Raise your hand. [(If several SAY: It’s good that most of you have the already involved in contingency planning, now this module will reinforced your knowledge and skills); (If few or no one SAY: This module will be beneficial for you since you have not been involved in contingency planning.)]
DO: Roam around the hall/ with the participants and ask some of them, what Contingency Planning is?
SAY: What do you think is contingency planning? Two-three answers will do.
DO: After getting ideas from the participants, proceed with the definition of what contingency planning is all about. Let the participants read the definition.
RISK ASSESSMENT
SAY: As discussed earlier, contingency plan must be hazard-specific and before we come up with the hazard that we will have to make a contingency plan, we need first to identify what hazards are present or existing in your region/division/area.
So if you will look in your contingency planning guide, this will be the entry of the first chapter, the background of your locality. It will help you enumerate the hazards present in your area. Furthermore, it will enable you to understand why these hazards are existing.
Upon enumeration, you will be able to analyze the impacts of each hazard through historical data or records you have. In cases of typhoon, you have the consolidated RADaR, for other hazards such as earthquake, volcanic eruption, flooding, landslide and others, you can use official reports from concerned agencies such as PHIVOLCS, MGB, PAGASA, OCD, provincial/city/municipal government or even reports available in your office.
Through this, you will be able to know and see, which among these hazards are in need to have contingency plan immediately. This is where prioritization will come along. Refer to the DepEd Contingency Planning Guide Chapter IV for example.
B. RESPONSE CAPACITY MAPPING
SAY: The next step given the prioritized hazard is to map all the existing capacities of your region/division/area. Upon enumerating all existing capacities, it is where we can also delineate the vulnerabilities/weaknesses/capacity gaps.
This is one of the important and critical part in doing a contingency plan. This will the one which will determine whether you will have a successful and effective alternative response towards an unexpected occurrence of the hazard you are preparing for. Refer to Chapter V of the DepEd Contingency Planning Guide
C. DEVELOPING STRATEGIES, TIMEFRAME AND KEY ACTORS.
SAY: The identified capacity gaps/vulnerabilities/weaknesses will be the starting point in developing strategies or mechanisms to address it. What is the solution that can be done or can be used to fill in the gaps, turn the weakness into strength, the vulnerabilities into capacities?
Upon coming up with the mechanisms/strategies to address the capacity gaps, it will now be the time to set the deadline when it will must be set-up or facilitated. Defining the timeframe will help you or your division to have an ample amount of time to fix everything before the occurrence of expected hazard.
Aside from the timeframe, the key players in facilitating the strategies/mechanism to be used to address the capacity gaps must be clearly stated and informed. This will lead to a well-coordinated response when the expected hazard occur. This will also serve as the entry point for mobilizing partners and other resources that can be tapped.
DO: Read one by one the key learning and briefly discuss each one.