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- 1. DISASTER RISK REDUCTION ANDMANAGEMENT (DRRM) AND CLIMATE CHANGE (CC) TERMINOLOGIES
- 2. RA 10121 The PHILIPPINEDISASTER RISK REDUCTION & MANAGEMENT ACT OF 2010 -passed by the Senate and the House of Representatives on February 1, 2010 and was approved by President Gloria Macapagal Arroyo on May 27, 2010. 1. Emphasizes the need to adopt a disaster risk reduction and management approach that is holistic, comprehensive, integrated and proactive in order to lessen the socio-economic and environmental impacts of disasters as well as climate change. 2. A shift of focus from disaster response and recovery towards prevention & mitigation and preparedness.
- 3. 3. Provides astrong and legal institutionalized basis in establishing DRRM related policies, plans, implementation of action and awareness including good governance, risk assessment, early warning system, knowledge-building and awareness raising, reducing underlying risk factor, and preparedness for effective response and early recovery.
- 4. HAZARD A dangerous phenomenon, substance , human activity or condition that may cause loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage. • There is a potential… • Slow onset, rapid onset • Natural or human- induced
- 5. NATURAL HAZARDS TROPICALCYCLONES FLOODS STORM SURGES EARTHQUAKES TSUNAMIS VOLCANIC ERUPTIONS LANDSLIDES DROUGHT
- 6. HUMAN-INDUCED HAZARDS FIRE MARITIME ACCIDENTS AIRCRAFT CRASH LAND ACCIDENTS INDUSTRIAL ACCIDENTS POLLUTION CIVIL DISTURBANCE TERRORISM ARMED CONFLICT
- 7. DISASTER The serious disruptionof the functioning of society, causing widespread human, material or environmental losses, which exceed the ability of the affected people to cope using their own resources.
- 8. DISASTER RISK The potentialdisaster losses, in lives, health status, livelihoods, assets and services, which could occur to a particular community or a society over some specified future time period.
- 9. VULNERABILITY The characteristics and circumstancesof a community, system or asset that make it susceptible to the damaging effects of a hazard.
- 10. CAPACITY The combination ofall the strengths, attributes and resources available within a community, society or organization that can be used to achieve agreed goals.
- 11. PREVENTION The outright avoidanceof adverse impacts of hazards and related disasters. Sendai Framework for DRR speaks of prevention as “prevention of new risks”
- 12. MITIGATION The lessening orlimitation of the adverse impacts of hazards and related disasters. • Adverse impacts of hazards often cannot be prevented fully – use interchangeably with prevention • Scale or severity can be substantially lessened by various strategies and actions • Both structural and non-structural measures
- 13. PREPAREDNESS The knowledge andcapacities developed by governments, professional response and recovery organizations, communities and individuals to effectively anticipate, respond to, and recover from, the impacts of likely, imminent or current hazard events or conditions. • Requires formal institutional, legal and budgetary support and capacities • Aims to build capacities needed to efficiently manage all types of emergencies
- 14. RESPONSE Provision of emergencyservices and public assistance during or immediately after a disaster in order to save lives, reduce health impacts, ensure public safety and meet the basic subsistence needs of the people affected. • Immediate and short-term needs • Division between response stage and subsequent recovery stage is not clear-cut • Response actions, such as the supply of temporary housing and water supplies, may extend well into the recovery stage
- 15. REHABILITATION Measures that ensurethe ability of affected communities/areas to restore their normal level of functioning by rebuilding livelihood and damaged infrastructures and increasing the communities' organizational capacity. • Actions taken in the aftermath of disaster to: • Assist victims to repair their dwellings • Re-establish essential services • Revive key economic and social activities
- 16. RECONSTRUCTION Permanent measures torepair or replace damaged dwellings and infrastructure and to set the economy back on course. “build back better”
- 17. RECOVERY The restoration andimprovement where appropriate, of facilities, livelihood and living conditions of disaster-affected communities, including efforts to reduce disaster risk factors. Applies “build back better” principle
- 18. DISASTER RISK REDUCTION Theconcept and practice of reducing disaster risks through systematic efforts to analyze and manage the causal factors of disasters, including through reduced exposure to hazards, lessened vulnerability of people and property, wise management of land and the environment, and improved preparedness for adverse events. Sendai Framework for DRR speaks of DRR as “reducing existing risks”
- 19. DISASTER RISK MANAGEMENT Thesystematic process of using administrative directives, organizations, and operational skills and capacities to implement strategies, policies and improved coping capacities in order to lessen the adverse impacts of hazards and the possibility of disaster. DRM is DRR in ACTION
- 20. RESILIENCE The ability ofa system, community or society exposed to hazards to resist, absorb, accommodate and recover from the effects of a hazard in a timely and efficient manner, including through the preservation and restoration of its essential basic structures and functions. No internationally agreed definition
- 21. DO 37, s.2015 “The Comprehensive Disaster Risk Reduction and Management (DRRM) in Education Framework” 12 August 2015
- 22. RA 10121 COMPREHENSIVE SCHOOLSAFETY FRAMEWORK THE DRRM IN EDUCATION FRAMEWORK (DepEd Order No. 37, s. 2015)
- 23. RA 10121 –PHILIPPINE DRRM ACT OF 2010 DRRM Framework
- 24. The NDRRM Framework 1. Thematic Area 1: Disaster Prevention and Mitigation - avoid hazards and mitigate their impacts by reducing vulnerabilities and exposure and enhancing capacities of community. 2. Thematic Area 2: Disaster Preparedness - establish and strengthen capacities of communities to anticipate, cope and recover from the negative impacts of emergency occurrences and disaster. 3. Thematic Area 3: Disaster Response - provide life preservation and meet the basic subsistence needs of affected population based on acceptable standards during or immediately after a disaster.
- 25. 4. ThematicArea 4: Disaster Rehabilitation and Recovery - restore and improve facilities, livelihood, living condition and organizational capacities of affected communities and reduce disaster risk in accordance with the “Build Back Better” principle. The state recognizes that the education sector is a key player in DRRM. Specific sections of RA 10121 containing key provisions for education includes: 1. Institutionalize DRRM and CCA mainstreaming into agencies’ policies, processes with continuing budget appropriation. 2. Dep Ed as a member of the national and local DRRM councils. 3. Integration of DRRM into the school curriculum.
- 26. Comprehensive School SafetyFramework Adapting DO 37, s.2015 THE THREE PILLARS 1. Safe Learning Facilities Includes infrastructure and non-infrastructure components. It also includes the establishment of TLS that can be used during displacement due to disasters and emergencies. 2. School Disaster Management Includes preparedness such as drills, first aid, basic survival skills, contingency planning and learning continuity strategies. 3. Risk Reduction and Resilience in Education The integration of DRRM in the formal and non-formal curricula and in extra-curricular activities. Also covers capacity building for learners and personnel.
- 27. Protect learners andeducation workers from death, injury, and harm in schools Plan for educational continuity in the face of all expected hazards and threats Safeguard education sector investments Strengthen risk reduction and resilience through education OBJECTIVES
- 28. DO 83, s.2011 DO 28, s. 2016 DO 43, s. 2012 DO 48, s. 2012 DO 58, s. 2015 DO 27, s. 2015 DO 50, s. 2011 DO 05, s. 2014 DO 21, s. 2015 DO 37, s. 2015 DO 10, s. 2016 PILLAR 1 DRRM POLICIES
- 29. PILLAR 1: SAFELEARNING FACILITIES Disaster Resilient Classroom Design Temporary Learning Space (TLS)
- 30. PILLAR 2: SCHOOLDISASTER MANAGEMENT The establishment of organizational support structures such as the DRRMS and DRRM Coordinators in all regional and division offices of DepEd. Includes preparedness, such as drills, first aid and basic survival skills, contingency planning, and learning continuity strategies. This also covers the setting up of systems, processes and standards to operationalize the four thematic areas in the context of basic education.
- 31. PILLAR 3: RISKREDUCTION AND RESILIENCE IN EDUCATION The integration of DRRM in the and school curricula and in extra- curricular activities. Also covers capacity building for learners and personnel.
- 32. DRRM Coordination andInformation Management Protocols A. Coordination Protocols Adapting Section 15: Coordination During Emergencies of RA 10121 The corresponding DepEd offices shall lead in the activation of the EOC in preparing for, responding to, and recovering from the effects of any disaster or emergencies: i. Two (2) or more schools are affected – SDO ii. Two (2) or more divisions are affected – RO iii. Two (2) or more regions are affected – CO direct intervention. However, the CO may and will intervene in cases where the impact is beyond the capacity of the corresponding office and/or as it sees fit, e.g. direct threat to life.
- 33. 1. EarlyWarnings CO sends early warnings, alerts, tracking reminders and other requests for reports to all identified affected regions and divisions. Upon issuance of an advisory by the NDRRMC and other warning agencies such as PAGASA, PHIVOLCS, the DepED CO DRRMO will send advisories, alerts, and warning messages to all Region and Division local DepEd key officials as well as the DRRM Coordinators. The DRRM Coordinators should forward these issuances to their respective areas of responsibility. 2. Tracking of Local DepEd Key Officials During disasters and/or emergencies, all local DepEd key officials are required to report their status to ensure that their safety and local leadership are maintained.
- 34. 3. Reportingof Local Disasters and/or Emergencies and its Effects The DRRM Coordinators shall submit their vetted reports to the higher office (i.e. DO, RO and CO, whichever is applicable). In cases wherein the reports should be submitted directly to CO, the immediate higher office should be copy furnished with the same report.
- 35. STEPS IN IMPLEMENTINGSCHOOL DRRM STEP 1: ASSESS – KNOW YOUR RISKS This step guides the knowing and understanding of risks which may affect learners and teachers. STEP 2: PLAN Reduce your risks, prepare to respond, and ensure educational continuity. STEP 3: IMPLEMENT PLAN… … and be flexible! STEP 4: MONITOR, EVALUATE, AND REPORT
- 36. STEPS IN IMPLEMENTINGSCHOOL DRRM STEP 1: ASSESS – KNOW YOUR RISKS This step guides the knowing and understanding of risks which may affect learners and teachers.
- 37. STEPS IN IMPLEMENTINGSCHOOL DRRM STEP 2: PLAN Reduce your risks, prepare to respond, and ensure educational continuity.
- 38. STEPS IN IMPLEMENTINGSCHOOL DRRM STEP 3: IMPLEMENT PLAN… … and be flexible!
- 39. STEPS IN IMPLEMENTINGSCHOOL DRRM STEP 4: MONITOR, EVALUATE, AND REPORT
- 40. 40 THE RADARAND ITS PROTOCOLS WHAT: The Rapid Assessment of Damages Report (RADaR) is DepEd’s official damage assessment tool for large-scale natural hazards. WHEN: It is accomplished and completed WITHIN 72 HOURS after the hazard. WHO: It is accomplished and sent by the School DRRM Coordinators to the DepEd DRRMS, with copy for the Division Office. Source: DepEd Order No. 21 s. 2015
- 41. RADaR APP Registration https://drrmis.deped.gov.ph
- 42. WHAT TO REPORT? RADAR1 RADAR 2 Infrastructural Damages* School Furniture Personnel Learning Materials Evacuation Centers Computer Sets
- 43. WHAT NOT TOREPORT? RADAR 1 RADAR 2 Damages outside classrooms Damaged Appliances School Name Computer damages (non- DepEd) Remember: 1 hazard per SMS Costing*
- 44. 45 WHAT HAPPENS AFTERSENDING? RADaR Clearing Consolida- ting Feedback- giving Validating and Vetting of damages Provision of Support for Response, Early Recovery and Rehabili- tation 1 2 3 4 5
- 45. VALIDATION AND VETTINGPROCESS Division Coordinators should follow-up completion from schools Likewise, Regional Coordinators should support Division Coordinators to get 100% completion Division Coordinators should mobilize the validation of damages as soon as possible, to be vetted by the SDS Damaged Learning Materials should also be incorporated into inventory per title, grade level and quantity
- 46. POSSIBLE SUPPORT FROM DEPEDFROM PARTNERS School Clean-up Funds Learning Kits Temporary Learning Spaces WASH Kits Textbooks Temporary Learning Spaces (Tents and Tarpaulins) Computer Sets and Classroom Furniture Teachers’ Kits Psychosocial First Aid/Support Classroom furniture Classroom Repair and Reconstruction
- 47. B. InformationManagement Protocols In the event of any hazard, the DepEd CO DRRMO shall collect from and disseminate consolidated reports to all affected regions, divisions and schools the following information: i. Before •Hazards advisories and occurrences; •Baseline data; •Prevention and mitigation measures undertaken; •Preparedness measures undertaken. ii. During and after •Personnel affected; •Personnel tracking; •Learners affected; •Schools used as evacuation centers; •Classroom damages; •Temporary Learning Spaces; •Other interventions.
- 48. Immediately after theoccurrence of any hazard, all affected schools are required to submit the effects in their respective AOR using the RADaR template via SMS. All RADaR should be submitted within 72 hours after any hazard or emergency to facilitate the immediate determination of needs and necessary provision of assistance. Upon the completion of RADaR submissions from affected areas, the CO DRRMO will endorse reported classroom and school furniture damages to Physical Facilities and Schools Engineering Division for detailed assessment, preparation of program of work and fund allocation for repair and reconstruction. Textbook damages will be forwarded to Instructional Materials Council Secretariat (IMCS) to give them a rough estimate of the number of damaged textbook.
- 49. All schools shallprepare detailed listing of damaged textbooks in the divisions affected. Lastly, details on the damaged computers will also be prepared by schools after submitting the RADaR to facilitate validation that will be conducted by the DepEd technical Service.
- 50. 51 Department Order/ Memorandum Title DO 50, s.2011 Creation of Disaster Risk Reduction and Management Office DO 83, s. 2011 Disaster Preparedness Measures for Schools DO 43, s. 2012 Guidelines on the implementation of E.O. No. 66 DO 48, s. 2012 Quarterly Conducts of the Nationwide School-based Earthquake and Fire Drills DO 5, s. 2014 Implementing Guidelines on the Integration of Gulayan sa Paaralan, Solid Waste Management and Tree Planting Under the National Greening Program (NGP)
- 51. 52 Department Order/ Memorandum Title DM 58,s. 2015 Dissemination of DepEd-DSWD-DILG-DOH Joint Memorandum Circular No. 1, s. 2013 DO 21, s. 2015 Disaster Risk Reduction and Management Coordination and Information Management Protocol DO 23, s. 2015 Student-Led School watching and Hazard Mapping DO 27, s. 2015 Promoting Family Earthquake Preparedness DO 37, s. 2015 The Comprehensive Disaster Risk Reduction and Management (DRRM) in Education Framework
- 52. 53 Department Order/ Memorandum Title DO 10, s.2016 Policy and Guidelines for the Comprehensive Water, Sanitation and Hygiene in Schools (WINS) Program DO 28, s. 2016 Strengthening the Fire Safety and Awareness Program
- 54.
Editor's Notes
- #13 The adverse impacts of hazards, in particular natural hazards, often cannot be prevented fully, but their scale or severity can be substantially lessened by various strategies and actions. Mitigation measures include engineering techniques and hazard-resistant construction as well as improved environmental and social policies and public awareness.
- #22 Say: RA 10121 gave birth to the creation of the Disaster Risk Reduction and Management Office (DRRMO) on August 12, 2011 through the issuance of DO 50, s. 2011 which has already been discussed. To guide the office in carrying out its mandate, DO 37, s. 2015 or the Comprehensive Disaster Risk Reduction and Management (DRRM) in (Basic) Education Framework was issued. The DO is aligned with or adapted the Comprehensive School Safety Framework developed by the Global Alliance on Disaster Risk Reduction and Resilience in the Education Sector (GADRRRES) and the four key thematic areas of RA 10121. The CSSF is being championed by the Worldwide Initiative on Safe Schools (WISS). DO 37 adopts the objectives of the Global Comprehensive School Safety Framework shown in the previous slide.
- #30 Say: Examples for Pillar 1 is resilient classroom building design and the provision of Temporary Learning Spaces or TLS. Do: Go to the next slide
- #31 Say: Examples: DO 21, s. 2015; conduct of student-let school watching and hazard mapping and the Gulayan sa Paaralan as part of CCA.
- #32 Say: This pillar gives emphasis on the integration of DRRM in the school curriculum and in extra-curricular activities and providing capacity building on DRRM for learners and personnel. Examples: DRRM-CCAM integration in the K-12 curriculum; DRRM camping; training for teachers. Do: Go to next slide.
- #36 Step 1 guides the knowing and understanding of risks which may affect learners and teachers. Step 2 involves the formulation of strategy, addressing identified risks and establishment of protocols which will be implemented before and during disasters including ensuring education continuity. Step 3 provides a list of things to consider in response to and early recovery in basic education. Step 4 puts importance in assessing the execution of plans and protocols and sharing of experiences and practices.
- #37 Step 1 guides the knowing and understanding of risks which may affect learners and teachers. Step 2 involves the formulation of strategy, addressing identified risks and establishment of protocols which will be implemented before and during disasters including ensuring education continuity. Step 3 provides a list of things to consider in response to and early recovery in basic education. Step 4 puts importance in assessing the execution of plans and protocols and sharing of experiences and practices.
- #38 Step 1 guides the knowing and understanding of risks which may affect learners and teachers. Step 2 involves the formulation of strategy, addressing identified risks and establishment of protocols which will be implemented before and during disasters including ensuring education continuity. Step 3 provides a list of things to consider in response to and early recovery in basic education. Step 4 puts importance in assessing the execution of plans and protocols and sharing of experiences and practices.
- #39 Step 1 guides the knowing and understanding of risks which may affect learners and teachers. Step 2 involves the formulation of strategy, addressing identified risks and establishment of protocols which will be implemented before and during disasters including ensuring education continuity. Step 3 provides a list of things to consider in response to and early recovery in basic education. Step 4 puts importance in assessing the execution of plans and protocols and sharing of experiences and practices.
- #40 Step 1 guides the knowing and understanding of risks which may affect learners and teachers. Step 2 involves the formulation of strategy, addressing identified risks and establishment of protocols which will be implemented before and during disasters including ensuring education continuity. Step 3 provides a list of things to consider in response to and early recovery in basic education. Step 4 puts importance in assessing the execution of plans and protocols and sharing of experiences and practices.
- #41 The RADaR was institutionalized in 2015 thru DO 21 S 2015 and has been used during many emergencies experienced in the country since its issuance. It is currently being updated based on the previous experiences of its stakeholders.
- #43 Whether classrooms are totally or partially damaged/ Partially damaged could be minor or major damage. General assessment of damages is discussed in the TLS module. Affected personnel are classified as one of the following: missing, displaced, injured or deceased School Furniture only includes teachers’ chairs and tables and learners desks Computer sets are counted per complete DCP package, not per part
- #44 This will be determined during the detailed assessment which will be conducted by the EFD engineers and which will be the basis of programming for classroom repair and new construction.
- #45 By practice, the DRRMS uses the term EXPOSED in situation reports to determine the overall number of areas which were forecast to have the possibility of being hit by the hazard. This usually pertains to a large area which may be in the track of a tropical cyclone or those which may experience secondary effects like landslides, flooding, etc. The term AFFECTED, however, is used to determine the total areas which actually have been given PSWS or have reported to have class suspensions or schools used as evacuation centers. Also, only the affected schools are required to submit RADaR as, generally, these are the ones which had disruption in class days. PSWS has been [un]officially changed to TCWS = Tropical Cyclone Warning Signal This is issued by PAGASA as to inform the public of possible intensity of the tropical cyclone. The purpose of the signal is to warn the impending occurrence of the given meteorological conditions. It must be noted also that the approximate lead time to expect the range of the wind speeds given for each signal number is valid only when the signal number is put in effect for the first time. Thus, the associated meteorological conditions are still expected in at least 36 hours when PSWS #1 is put in effect initially; in at least 24 hours with PSWS #2; in at least 18 hours with PSWS #3, in at least 12 hours with PSWS #4; and in at least 12 hours with PSWS #5. The lead time shortens correspondingly in the subsequent issues of the warning bulletin when the signal number remains in effect as the tropical cyclone comes closer. (http://www.pagasa.dost.gov.ph/index.php/learning-tools/705-learning-tools#philippine-public-storm-warning-signal)
- #46 RADaR is sent through SMS and must be formatted for them to be readily usable. Consolidation of RADaR is based on the affected areas during the previous hazard / disaster. The consolidated RADaR is then sent to these affected divisions’ DRRM coordinator for them to get an idea on which schools have sent their RADaR. They are then tasked to validate these damages (infra and non-infra) from their schools and submit a vetted report (signed by the SDS), which will be the basis for the computation of funds for the provision of support. The consolidated RADaR is also endorsed to several DepEd Offices (EFD, BLR, DCP) for their immediate action.
- #47 Exactly what was written
- #52 Say: “In accordance to its functions, the department issued policies to further strengthen DRRM at all levels. You may refer to your handouts for information on these the Department Orders (DOs) and/or Department Memorandum (DM) or you may go to deped.gov.ph to access the complete documents” Do: Distribute Handout no. 2 (DRRMS policies issued by DepEd) and show the DOs and/or DMs one at a time. Say: “DRRMO was created to institutionalize the culture of safety at all levels, to systematize protection of education investments and to ensure continued delivery of quality education activities.” “On the same year that the DRRMO was formed, another policy was issued, the DO 83, s. 2011 or the Disaster Preparedness Measures for Schools. This policy gives directive to schools to implement mitigation measures for natural disasters and encourage students to involve their families and communities in preparing for disasters. On 2012, two policies were issued, DO 43 which is the Guidelines on the Implementation of E.O. 66. and DO 48 which is the Quarterly Conduct of the National School-Based Earthquake and Fire Drill. DO 43 is the basis of suspension of classes and work in times of disasters. The automatic suspension of classes when there is Tropical Storm Warning Signal (TCWS) is also in that DO.” “Are all schools in your divisions conduct earthquake and fire drills every quarter?“ Do: Ask for a volunteer to share his/her thoughts. Say: “Yes, we should do this every quarter to ensure our preparedness when earthquake or fire comes. Every quarter, DRRMS sends memorandum on the conduct of these drills because this is in line with the campaign of NDRRMC. Aside from that, the office also asks you for narrative reports on the implementation of the said activity; which is also submitted to NDRRMC.” “DO 5, s. 2014, or the Implementing Guidelines on the Integration of Gulayan sa Paaralan, Solid Waste Management and Tree Planting Under the National Greening Program (NGP) was issued as an activity for CCA.” Do: Go to next slide.
- #53 Say: “On 2015, there were four DOs and one DM issued related to DRRM. First is DM 58 or the Dissemination of DepEd-DSWD-DILG-DOH Joint Memorandum Circular (JMC) No.1, s. 2013. It is stipulated in the JMC that school is not the primary option for evacuation center. Or, if it will be used as an evacuation center, evacuees can only stay there temporarily. DO 21, s. 2015 institutionalizes the role/ functions of DRRM Coordinators, schools, divisions, regions and central office. It also provided the information management protocol and the submission of RADaR within 72 hours after the onslaught of disaster. DO 23, s. 2015 or the Student-Led School Watching and Hazard Mapping. This issuance urges the schools to conduct school watching and hazard mapping with the students every first month of the school year. DO 27, s. 2015 on the other hand promotes the family earthquake preparedness. Learners from Kinder to Grade 10 were given homework on earthquake preparedness that they have to accomplish with their family. And DO 37, s. 2015 or The Comprehensive Disaster Risk Reduction and Management (DRRM) in Education Framework.” Do: Distribute Hand out no. 3 (DO 37, s. 2015), then go to next slide to further discuss DO 37, s. 2015.
- #54 Say: “On 2016, two Department Order and two memoranda were issued. DO 10 is about the policy and guidelines for the Comprehensive Water, Sanitation and Hygiene in Schools (WINS) Program. It includes the basic requirement and standards for water, sanitation, hygiene, health education and deworming and the roles and responsibilities of the schools, Schools Division Offices and Central Offices. WINS program is handled by Schools Health and Nutrition and supported by DRRMS. Another DO that was issued was DO 28. It was released to strengthen the Fire Safety and Awareness in Schools. This order aims to establish specific roles, responsibilities, and monitoring and evaluation mechanisms for the fire safety and awareness program of schools. With the opening of School Year 2016-2017, DRRMS drafted DM 101, s. 2016 to remind schools to conduct DO 23, s. 2015 or the student-led school watching and hazard mapping. And, in time for the onset of southwest monsoon or habagat, which we all know can bring catastrophe to our schools, DM 108 was released to increase the preparedness and safety of all personnel and learners and safety of school properties, learning materials and vital records from any possible occurrence of hazards to enable learners’ continued access to education. The agency recognizes the concern of the teachers on the delayed release of the PSF Financial Assistance for TY Yolanda and Bohol 7.2 Magnitude Earthquake, thus DM 206, s. 2016 was drafted and released.” Say: “How are we going to connect all of the things that we discussed today?’ Do: Make use of the towers that the participants made to illustrate the framework. Say: “The towers that you made represents the three pillars of the CSS Framework and the books on top of them are the three education outcomes. The three towers can stand, but how can we make sure that they stand together?” Do: Hold/ tape the three towers horizontally with the use of masking tape, preferably in four different colors. Say: “The tape holds the three towers together, it made them stand stronger and steadier. These four strips of masking tape represents the four thematic areas of RA 10121: prevention and mitiigation, preparedness, reponse and rehabilitation and recovery. Our activities should not target just the Education Outcomes or any of the four thematic areas or any of the three pillars of CSS framework. It should be a combination of those three to ensure that the activities meet the objectives of the framework.”