The document discusses the history and development of crisis management and disaster risk reduction in the Philippines' education system. It outlines key policies and frameworks established since 2007 to mainstream disaster risk reduction into schools. It details the roles and responsibilities of schools, school divisions, and regions in crisis planning, response, and recovery. The Philippine government has evolved its disaster management system since the 1940s, establishing organizations like the National Emergency Commission and modernizing approaches with laws like the Climate Change Act of 2009 and Philippine Disaster Risk Reduction and Management Act of 2010.

1. 1.3 CRISIS MANAGEMENT APPLIED TO
EDUCATIONAL INSTITUTIONS
ELLEN G. BURGOS

2. WHAT IS CRISIS MANAGEMENT?
 Crisis management is the application of strategies designed to help an organization deal with a
sudden and significant negative event.
WHAT IS ITS FIRST RULE?
 Plan for the worst case
WHEN DID IT START?
 The study originated with large –scale industrial and environmental disasters in the 1980’S
WHAT IS ITS PURPOSE?
 Designed to protect an organization and its stakeholders from threats and/ or to reduce the
impact felt by threats.
 To prevent or lessen the damage a crisis can inflict on an organization and its stakeholders.
WHO INVENTED the model(s) ?
 Alfonso Gonzales and Cornelius Pratt developed the Model in the late 1990, in which they
defined 3 STAGEs within Crisis Management ( Pre Crisis, Crisis Response, Post Crisis )
 In 1998, John Burnett proposed a model with 3 stage( identification, confrontation, reconfiguration)

3. https://aseansafeschoolsinitiative.org/school-safety-in-the-philippines/
 Since 2007, the Philippines Department of Education (DepEd)
has started to mainstream disaster risk reduction into the
education sector.
 DepEd issued a policy, DepEd Order no. 55, that prioritises
the mainstreaming ( first activity ) of disaster risk reduction in
the school system.
A Disaster Risk Reduction Resource Manual
was developed for school administrators, principals, supervisors
and teachers on the implementation of disaster risk reduction
projects.

4. https://aseansafeschoolsinitiative.org/school-safety-in-the-philippines/
Other roles included initiating and coordinating activities with government agencies and civil society organisations, and
serving as the clearinghouse for all school safety resources including production and issuance of teaching and learning
materials, and distribution of school kits. With the creation of DRRMO, a Disaster Risk Reduction and Management
(DRRM) Focal Point for each region and division was assigned.
 In 2010, the Philippine Disaster Risk Reduction and Management Act was passed, and DepEd created the Disaster Risk Reduction
and Management Office (DRRMO) as the focal point in planning, implementing, coordinating and monitoring activities related to disaster
risk reduction, education in emergencies and climate change adaptation.
 In October 2015, the DRRMO has been elevated to a DRRM Service, which is granted equal authority with other offices in DepEd, i.e.
hire full-time regular staff to carry out its roles and functions. With the elevation of the DRRMO to a Service, the post of a designated
Focal Point in the regions and divisions has been replaced with a regular-hired DRRM Coordinator. The process of hiring regular staff (17
Coordinators for the regions and 221 for the divisions) has been ongoing at all levels.

5. The Key Policies
related to school safety that
have been issued:

6. The following are the Key Policies related to school safety that have been issued:
*Disaster Preparedness Measures for Schools
(DO 83, s. 2011)
*Guidelines on the Use of the Quick Response Fund (DM 104, s. 2011) – that
can be used by disaster-affected schools
*Enforcement of support to implement grant calamity loans to teaching and non-
teaching staff in areas affected by calamities (DO 10, s. 2011)
*Quarterly conduct of the National School-based
Earthquake and Fire Drills (DO 48, s. 2012)
*Continuing Fire Safety and Awareness Program (FSAP) in Schools (DO 72, s.
2012)
*Promoting Family Earthquake Preparedness to all elementary and secondary
schools with instruction
and guidance (DO 27, s. 2015)

7. *Comprehensive Disaster Risk Reduction and Management in Basic
Education Framework (DO 37, s. 2015)
Key Policies related to school safety continued:

8. •The inclusion of DRRM in the school, division and regional
education development plans.
•The implementation of DRRM for education practitioners’ and
partners’ planning and programming at all levels.
•Defining the agency’s preparedness, response, recovery and
rehabilitation initiatives with respect to hazards affecting school
operations.
•Serving as mechanism for engaging partners and aligning their
thrust to DepEd priorities.
•Guiding collaboration with the private schools.
The Comprehensive Disaster Risk Reduction and Management
in Basic Education Framework adopts the Global Framework for
Comprehensive School Safety. It provides guidance in:

9. ROLES AND RESPONSIBILITIES OF SCHOOLS, DIVISIONS AND REGIONS:
SCHOOLS
SCHOOL DRRM TEAM
Designated Coordinator
Expected to:
 ensure the establishment of an early warning
system for the school
 conduct an annual student-led risk
identification and mapping within and around
the school premises
 plan and implement disaster preparedness
measures, maintain the safekeeping of vital
school records and learning materials, track all
school personnel during disasters
 conduct damage assessments, facilitate
immediate resumption of classes, and
 monitor recovery and rehabilitation
interventions being implemented in the school,
among other roles and responsibilities.

10. The School Division Office (SDO)  provides support to and leads schools in the implementation of DRRM initiatives,
and integrates DRRM in the Division Education Development Plan
 monitors safe site selection and construction of new school buildings, and
recommends possible class suspension to the local DRRM Council.
 During emergencies, the SDO prepares for and facilitates possible deployment
and provision of resources to affected SDO personnel and schools.
ROLES AND RESPONSIBILITIES OF SCHOOLS, DIVISIONS AND REGIONS:
The Regional Office
 supports the SDOs in implementing DRRM initiatives, issues policies and monitors DRRM
activities, conducts policy research on DRRM, and integrates DRRM in the Regional Education
Development Plan.
 maintains close coordination and collaboration with the Regional
DRRM Council

11. Immediately after the occurrence of any hazard, all affected schools are required to report the
effects using the Rapid Assessment of Damages Report (RADAR) templates via SMS. All RADAR
should be submitted within 72 hours after any hazard occurrence to facilitate the immediate
determination of needs and necessary provision of assistance.
Immediate, as well as, recovery and rehabilitation assistance, including school clean-up and repair,
construction of temporary learning space, provision of learning materials, and reconstruction of classrooms
are based on the RADAR submission of schools.
At the same time, the general public is involved in the reporting of damaged schools through posting of
photos and information on DepEd’s social media sites –Twitter and Facebook.
Clear structure and mechanisms are in place for early warning and emergency response from national to
school levels

13.  The Philippine government, from its pre-Commonwealth days up to the present, has evolved a scheme to counteract the
effects of disasters, both natural and human-induced. Our disaster management system traces back its origin to 1941
when President Manuel L. Quezon created Executive Order (EO) No. 335 establishing the National Emergency
Commission and implementing measures to control and coordinate civilian participation to meet serious crises.
 Provincial Emergency Committee was created, in charge of the supervision and control over the Municipal Emergency
Committees and City Emergency Committees.
History of DRRM in the Philippines
 1954 - the National Civil Defense Administration (NCDA) was established through Republic Act (RA) 1190, which also
created national and local civil defense councils.
 1968 - the NCDA was designated as the national coordinator to oversee and implement EO 159 that required the
establishment of a disaster control organization by all government offices including departments, bureaus, offices,
agencies, instrumentalities and political subdivisions of government, including all corporations owned and/or controlled by
government. The NCDA is tasked to report on the degree of preparedness of all government offices to the Office of the
President
 1970 - President Ferdinand Marcos saw the need to establish a Disaster and Calamities Plan prepared by an Inter-
Departmental Planning Group on Disasters and Calamities.
 1972 - the Office of Civil Defense (OCD) was established by Letter of Instruction 19. OCD was mandated to coordinate
national level activities and functions of the national government, private institutions and civic organizations.

14.  2009 - the Congress enacted the Climate Change Act of 2009
 2010 - RA 10121 or the Philippine Disaster Risk Reduction and Management (PDRRM) Act.
The law acknowledges that there is a NEED to “adopt a DRRM approach that is holistic,
comprehensive, integrated, and proactive in lessening the socioeconomic and environmental impacts
of disasters including climate change, and promote the involvement and participation of all sectors
and all stakeholders concerned, at all levels
These TWIN LAWS on DRRM have common goals and objectives:
1) to increase the resilience of vulnerable communities and the country against natural
disasters and 2) to reduce damage and loss of lives and properties due to disasters.
In particular, RA 10121 provides for the development of policies and plans and the implementation of actions
and measures pertaining to all aspects of DRRM, including good governance, risk assessment and early warning,
knowledge building and awareness raising, reducing underlying risk factors, and preparedness for effective response
and early recovery.

15. https://www.adrc.asia/country
report/PHL/2018/Philippines_
CR2018B.pdf

16. https://ndrrmc.gov.ph/attachments/article/41/NDRRM_Plan_2011-2028.pdf
Resilient –able to withstand or recover quickly from difficult
conditions

17. 39 MEMBERS

21. May 5, 2020 — For months now, our united efforts against the COVID-19 pandemic are producing promising
results in defeating the unseen threat. Still, our country and the world at large are facing new challenges brought
about by this unforeseen public health crisis.
As we continue to confront the issues brought about by the pandemic, we in the Department of Education (DepEd)
are addressing challenges in the basic education through the Learning Continuity Plan (LCP), which will be in
effect by the time School Year 2020-2021 opens on August 24, 2020.
The LCP is our major response and our commitment in ensuring the health, safety, and well-being of our learners,
teachers, and personnel in the time of COVID-19 while finding ways for education to continue amidst the crisis for the
upcoming school year.
Putting it into perspective, we have delayed the opening of classes to ensure that our learners and teachers are
given time and be properly equipped to adjust to this new learning environment. Our policies will also be
continuously guided by science and by the advice of our health experts. Education can and must continue but only
under the conditions and health protocols set by the DOH and the World Health Organization (WHO).

22. We have repeatedly consulted and collaborated with our partner institutions and organizations in crafting the LCP,
which includes key features on K-12 curriculum adjustments; alignment of learning materials; various modalities of
delivery; and corresponding teacher and parent/guardian training for homeschooling. These modifications on certain
policies and practices were necessary steps in adapting to the “new normal” while still remaining true to the
framework of Sulong EduKalidad and Education Futures.
On school opening, we would like to emphasize that it will not necessarily mean that teachers and learners will
undergo the traditional in-classroom set-up by August this year. In the LCP, the choice and contextualization of the
learning delivery modality of schools will depend on the local COVID-19 situation as well as access to certain
learning platforms. Even as we set policies in the central office, we will primarily consider local public health
conditions in adjusting our LCP. Preventive measures will be put in place to secure the health and well-being of our
personnel and our learners under this new normal.
Access, as we are all aware, is another issue of utmost concern and we have devised various modalities to
ensure that online learning is only one of the options among all others in this new learning environment. Our field
units will determine the most appropriate combinations or strategies for every locality as we look into addressing
equity concerns of our constituents in this new arrangement.
It is our ultimate goal to facilitate the safe return of our teachers and learners to schools without the worry for COVID-
19 but until such time is already possible, we will do everything in our capacity to carry on so that basic education will
still be available despite the crisis.
We expect a grueling transition and we will need the help and support of all our stakeholders. There will be birth
pains in this path but we look forward in having our teachers, our parents, our learners, and our communities as
allies who will work with us to provide valuable insights and contributions.
We reiterate the importance of education to bring normalcy to the lives of our learners but their health and safety,
ultimately, is most important.

26. • https://whatis.techtarget.com/definition/crisis-management
• https://www.adrc.asia/countryreport/PHL/2018/Philippines_CR2018B.pdf
• https://aseansafeschoolsinitiative.org/school-safety-in-the-philippines/
• https://www.teacherph.com/deped-school-drrm-coordinator-duties-and-responsibilities
• https://ndrrmc.gov.ph/attachments/article/41/NDRRM_Plan_2011-2028.pdf
• https://www.deped.gov.ph/2020/05/06/official-statement-2/
• https://www.coa.gov.ph/disaster_audit/doc/National.pdf