drrm-workshop-day-2-cluster-3.ppt
- 1. DRRM ORIENTATION and PLANNINGWORKSHOP Disaster Risk Reduction and Management Office Tagaytay International Convention Center, Tagaytay City September 9-11, 2014
- 2. Disaster Risk Reductionand Management in DepEd
- 3. DEPARTMENT OF EDUCATION Wecontribute to school resilience by: DRRMO Regional Office Division Office Schools Serving as Focal Point 3
- 4. DEPARTMENT OF EDUCATION Wecontribute to school resilience by: Monitoring of hazards and emergencies 4
- 5. DEPARTMENT OF EDUCATION Wecontribute to school resilience by: Providing real-time data on the effects of hazards and emergencies 5
- 6. DEPARTMENT OF EDUCATION Howand why we do DRRM? DRRMO Concerned Offices in DepEd Schools Regional DRRM Focal Local Education Cluster DepEd Division DRRM Focal NDRRMC Education Cluster Local DRRMC 6
- 7. DEPARTMENT OF EDUCATION D.O.No. 50 s. 2011 defined the DRRMO functions Policy, Planning and Research Coordination Information Management Capacity Building 7
- 8. DEPARTMENT OF EDUCATION Thecreation of policies improves our capacity to implement DRRM in DepEd 8 Policy, Planning and Research Coordination Information Management Capacity Building • Serve as the clearinghouse for all DRRM-related transactions including production and issuance of EiE/DRRM modules, distribution of school kits, and offering of emergency aid or assistance; • Develop and recommend policy standards and actions to DepEd management on DRRM/EiE/CCA and policy actions to enhance the DepEd’s resilience to disasters;
- 9. DEPARTMENT OF EDUCATION DRRMOcoordinates information with and among Government & Non-government partners 9 Policy, Planning and Research Coordination Information Management Capacity Building • Act as the focal point for DepEd in planning, implementing, coordinating and monitoring of activities related to DRRM/EiE/CCA; • Initiate and coordinate cooperation and collaborative activities with NGAs, NGOs and CSOs, inter- agency and cluster groupings such as NDRRMC Education Cluster, among others, which are concerned with DRRM/EiE/CCA; • Create and operate an Emergency Operation Center (EOC) which will serve as the Department’s operating and responding facility during disasters;
- 10. DEPARTMENT OF EDUCATION DRRMOcoordinates information with and among Government & Non-government partners Capacity Building • Represent DepEd in NDRRMC meetings (Education Cluster lead & Protection Camp Coordination and Management (PCCM) Cluster member); and • Act as convenor and Secretariat of the Education Cluster • Education Cluster Members: Coordination Information Management 10
- 11. DEPARTMENT OF EDUCATION DRRMROLES AND RESPONSIBILITIES of REGIONAL OFFICES and FOCAL PERSONS 11
- 12. DEPARTMENT OF EDUCATION Preventionand Mitigation Regional Office Regional DRRM Focal Person Monitor the implementation of prevention and mitigation programs and policies Request reports from the division DRRM focal person regarding implementation of prevention and mitigation activities Issue policy on the conduct of prevention and mitigation measures Ensure that policies are communicated to all concerned divisions Conduct policy research in DRRM implementation Support the creation of DRRM policies Maintain close coordination with Regional DRRMC Serve as point person for the Regional Office Orient Regional Personnel on DRRM Spearhead DRRM training/s or workshop/s for Division 12
- 13. DEPARTMENT OF EDUCATION Preparedness RegionalOffice Regional DRRM Coordinator Regional Office Regional DRRM Focal Person Ensure conduct of drills in the Regional Office Request reports from Division DRRM focal person regarding implementation of preparedness activities Collaborate with partner organizations and RDRRMC Serve as the point person for collaborations Maintain relevant and updated emergency hotlines and directory of Division DRRM focal persons Ensure that the directory of Division DRRM focal persons is updated Disseminate disaster preparedness measures to divisions Ensure that the communication reaches all concerned Division Offices Organize DRRM team for EOC activation Initiate inter-cluster coordination under the supervision of RD 13
- 14. DEPARTMENT OF EDUCATION Preparedness RegionalOffice Regional DRRM Focal Person Capacity building for Regional Personnel Spearhead capacity building activities Integrate DRRM in the Regional Education Development Plan (REDP) 14
- 15. DEPARTMENT OF EDUCATION Response RegionalOffice • Monitor the effects of hazard; • Coordinate with RDRRMC on response needs and activities; • Prepare for possible deployment and provision of resources; • Consolidate and validate monitoring reports; • Activate EOC Regional DRRM Coordinator Regional Office Regional DRRM Focal Person Monitor the effects of hazard Request for and consolidate RADAR reports from Division Offices Coordinate with RDRRMC on response needs and activities Serve as the point person for the Regional Office Prepare for possible deployment and provision of resources Monitor needs of Regional and Division Offices Consolidate and validate monitoring reports Serve as the point person for consolidation and validation of reports to be submitted to DRRMO Activate and lead the EOC Coordinate EOC under the supervision of the RD 15
- 16. DEPARTMENT OF EDUCATION Recoveryand Rehabilitation Regional Office • Assist in the conduct of detailed Damage Assessment; • Monitor implementation of recovery and rehabilitation plans; • Consolidate and validate recovery and rehabilitation reports. Regional DRRM Coordinator Regional Office Regional DRRM Focal Person Assist in the conduct of detailed Post-Disaster Needs Assessment Participate in the conduct of Post- Disaster Needs Assessments in critical areas and coordinate results to DRRMO Monitor implementation of recovery and rehabilitation plans Monitor and report to DRRMO the status of Divisions in recovery and rehabilitation phase Consolidate and validate recovery and rehabilitation reports Serve as the point person for consolidation 16
- 17. DEPARTMENT OF EDUCATION DRRMROLES AND RESPONSIBILITIES of DIVISION OFFICES and FOCAL PERSONS 17
- 18. DEPARTMENT OF EDUCATION Preventionand Mitigation Division Office Division DRRM Focal Person Ensure that all schools have established Early Warning Systems Forward advisories from the DRRMO and Regional Office to School Heads, school focal person, Spearhead the conduct of risk assessment in all schools Monitor the conduct of hazard mapping and risk assessment in schools Communicate risk assessment results to DepEd offices Maintain close coordination with Local DRRMC Serve as the point person for collaborations with Local DRRMC Close monitoring of safe site selection and construction of new school buildings Orient Division Personnel on DRRM 18
- 19. DEPARTMENT OF EDUCATION Preparedness DivisionOffice Division DRRM Focal Person Ensure the regular conduct of drills in all schools and Division Office Monitor the conduct of drills in schools Identify Temporary Learning Spaces and alternative delivery modes of education Maintain a list of possible TLS and coordinate the need for ADM to concerned offices in the DO Disseminate and maintain relevant and updated emergency hotlines Ensure emergency hotlines are maintained and updated Collaborate with partner organizations and P/M/CDRRMC on the conduct of Preparedness activities Serve as the point person for collaborations Disseminate and implement disaster preparedness measures to schools Ensure that the communication reaches all schools in the division 19
- 20. DEPARTMENT OF EDUCATION Preparedness DivisionOffice Division DRRM Focal Person Organize DRRM team for EOC activation Initiate inter-cluster coordination under the supervision of SDS Ensure availability of updated baseline data of all schools Ensure the availability of baseline data of all schools Capacity building for Division Personnel, School Heads and Teachers Spearhead capacity building activities Integrate DRRM in the Division Education Development Plan (DEDP) 20
- 21. DEPARTMENT OF EDUCATION Response DivisionOffice Division DRRM Focal Person Monitor the effects of hazard Monitor class suspensions and report such to Regional Office Collate and submit RaDAR to Regional Office Recommend possible class suspensions to the local DRRMC chair Ensure implementation of EO 66 (s.2012) Coordinate with Local DRRMC on response needs and activities Serve as the point person for collaborations 21
- 22. DEPARTMENT OF EDUCATION Response DivisionOffice Division DRRM Focal Person Prepare for possible deployment and provision of resources Monitor needs of the Division Office and schools Prepare monitoring reports Provide real-time updates to Regional Office and DRRMO during incidents and disasters Activate EOC Coordinate EOC under the supervision of the SDS Monitor and assess possible escalation of situation that may aggravate impact on learners, personnel and DepEd properties Provide updates to Regional Office and DRRMO Establish Temporary Learning Spaces in affected schools Coordinate TLS needs and other related assistance 22
- 23. DEPARTMENT OF EDUCATION Recoveryand Rehabilitation Division Office Division DRRM Focal Person Prepare, implement, and monitor recovery and rehabilitation Participate in the recovery & rehabilitation planning initiatives Track and report the progress of recovery & rehabilitation initiatives to Regional Office Spearhead the conduct of detailed Post-Disaster Needs Assessment Report/coordinate Post-Disaster Needs Assessment to Regional Office Facilitate the provision of assistance to affected Division Personnel and schools Monitor schools used as Evacuation Centers Report and update Regional Office on demobilization of ECs Recommend class resumption Monitor and report class resumption to Regional Office 23
- 24. DRRM ORIENTATION and PLANNINGWORKSHOP Disaster Risk Reduction and Management Office Tagaytay International Convention Center, Tagaytay City September 9-11, 2014
- 25.
- 26. DEPARTMENT OF EDUCATION Thecoordination of early warnings allows recipients to get ready for the hazard NDRRMC Advisory DepEd DRRMO Schools Pre-school Elementary Secondary DepEd field offices (Region/Division DRRM Focal Persons) LDRRMC Advisory 26
- 27. DEPARTMENT OF EDUCATION Uponreceipt of advisory the field offices should monitor the suspension of classes as per EO 66 s.2012 Signal No 1 Signal No 2 Signal No 3 Class Suspension LGU EO 66 (2012) Schools Pre-school Elementary Secondary Schools Pre-school Schools Pre-school Elementary Secondary 27
- 28. DEPARTMENT OF EDUCATION Coordinateneeds and damages to appropriate agencies to facilitate rapid response NDRRMC Advisory SitReps DepEd DRRMO DepEd field offices (Region/Division DRRM Focal Persons) Schools Pre-school Elementary Secondary DepEd Support Services PFSED HNC AAS Personnel IMCS Comm Unit Education Cluster E O C LDRRMC Advisory SitReps 28
- 29. DEPARTMENT OF EDUCATION Activationof EOC at the appropriate level depends on affected areas • 2 or more schools DIVISION • 2 or more divisions REGION • 2 or more regions CENTRAL 29
- 30. DEPARTMENT OF EDUCATION DepEdEOC Activation facilitates rapid coordination and response during disasters Coordinates and monitors over-all effects of disasters/ emergencies to DepEd Coordinates response needs to members of education cluster and NDRRMC Generates consolidated report for DepEd management and external partners 30
- 31. DEPARTMENT OF EDUCATION Rolesand responsibilities of DepEd Units/Offices in the EOC DRRMO - DISASTER 31
- 32. DEPARTMENT OF EDUCATION Rolesand responsibilities of DepEd Units/Offices in the EOC AAS DRRMO DISASTERS Admin PFSED COMM 32
- 33. DEPARTMENT OF EDUCATION Rolesand responsibilities of DepEd Units/Offices in the EOC DRRMO DISASTERS AAS Admin PFSED COMM Personnel Finance HNC IMCS ICT 33
- 34. DEPARTMENT OF EDUCATION Rolesand responsibilities of DepEd Units/Offices in the EOC DRRMO DISASTERS Personnel Finance HNC IMCS ICT AAS Admin PFSED COMM OPS 34
- 35.
- 36. DEPARTMENT OF EDUCATION Whatdo we monitor and report? Hazard Advisories and Occurences Nature of Incident Class suspension (EO66, 2012) Class resumption Status of personnel Damages to school property NDRRMC OpCen PAGASA PHILVOCS MGB LGU DepEd field offices DepEd field offices 36
- 37. DEPARTMENT OF EDUCATION Whatdo we monitor and report? Pre-Disaster • Advisories and incidents • Baseline data • Preparedness measures undertaken, number of advised schools • Pre-emptive evacuation centers During disaster • Status of offices and personnel tracking • Class suspensions • Schools used as evacuation centers • Related events Post-disaster • Status of offices and personnel tracking • Class resumption • Evacuation centers • Damages and needs (Rapid and validated assessment of damages and needs) • Interventions • Rehabilitation and recovery plan 37
- 38. DEPARTMENT OF EDUCATION Howcan we communicate? 38
- 39. DEPARTMENT OF EDUCATION39 How can we communicate?
- 40. DEPARTMENT OF EDUCATION40 How can we communicate?
- 41. DEPARTMENT OF EDUCATION RapidDamage Assessment Report School ID _____________ Incurred Damages because of (type of hazard) (Yes/No) Number of Totally Damaged Classrooms (Needs to be Replaced) Number of Classrooms with Major Damage (Needs major repair) Number of Classrooms with Minor Damage (Needs minor repair that can be repaired by school) Number of Makeshift Classrooms Needed (For class resumption) Number of Classrooms Used as Evacuation Center for (type of hazard) (From Day 1) Are there still evacueess 3 days after the hazard? (Yes/No) Submitted by: Signature _____________ Full Name _____________ Position _____________ Date _____________ Contact Number _____________ 41
- 42. DEPARTMENT OF EDUCATION SampleConsolidated RADAR Region Total number of schools Number of schools with report Schools with reported damages Totally damaged CLs Partially damaged (Major) Partially damaged (Minor) Number of makeshift CLs needed IV-A 3,392 3,392 832 930 2,336 0 0 IV-B 2,103 2,103 16 5 30 0 0 V 3,798 3,798 1,255 1,274 4,578 0 0 NCR 768 768 43 26 223 0 0 42
- 43.
- 44. DEPARTMENT OF EDUCATION GlendaTimeline • Glenda landfall Total affected schools based on track: 25,858 (117 divisions) July 15 • First round of Glenda RADaR Submissions July 25 • Final round of Glenda RADaR Submissions Total schools with damages: 2,473 (53 divisions) Aug 11 • Revised assessment template (Repair Protocol) approved Aug 27 • PFSED workshop on revised assessment template, and Engineer assignments and timelines Sept 3 • Start of assessment of Glenda damages Total schools assessed: 165 Sept 4 • Total schools assessed: 440 Sept 8 44
- 45. DRRM ORIENTATION and PLANNINGWORKSHOP Disaster Risk Reduction and Management Office Tagaytay International Convention Center, Tagaytay City September 9-11, 2014
- 46. DRRM ORIENTATION and PLANNINGWORKSHOP Disaster Risk Reduction and Management Office Tagaytay International Convention Center, Tagaytay City September 9-11, 2014
- 47. DEPARTMENT OF EDUCATION RISKASSESSMENT 52
- 48. DEPARTMENT OF EDUCATION “Whatwould happen if a hazard event occurred? What would be the consequences of the event in terms of lives, health, infrastructure, and/or the ongoing school operations?” (INEE, 2009) Risk Assessment 53
- 49. DEPARTMENT OF EDUCATION RiskHazard Vulnerability Capacity Risk contributors DISASTER 54
- 50. DEPARTMENT OF EDUCATION Stepsin Risk Assessment List down the potential hazards that the school faces Assess the hazard’s frequency of occurrence and severity of impact Identify the vulnerabilities that contribute to the risk Enumerate the capacities that help reduce the risk 55
- 51. DEPARTMENT OF EDUCATION Whatare the hazards in your area? Natural Human-induced Typhoon Armed conflict Flood Fire Storm surge Structural collapse Tsunami Crimes Landslide Security threat Earthquake Volcanic eruption 56
- 52. DEPARTMENT OF EDUCATION Whatare the hazards experienced by schools? 57
- 53. DEPARTMENT OF EDUCATION Whatare the hazards experienced by schools? 58
- 54. DEPARTMENT OF EDUCATION Whatare the hazards experienced by schools? 59
- 55. DEPARTMENT OF EDUCATION VulnerabilitiesNCR Region IVA Region IVB Region V Grand Total Absence of Security Personnel 35 315 128 321 799 Accident prone area (vehicular accidents) 41 113 51 74 279 Armed Conflict / Civil Disorder 4 40 48 165 257 Big trees surrounding the buildings 31 167 129 106 433 Cultural / Individual Differences 9 10 2 10 31 Faulty Electrical Wirings 59 209 36 176 480 Improper waste management and sanitation 15 80 45 77 217 Incomplete / destroyed perimeter fence 40 438 221 356 1,055 Incomplete / unavailable drainage system 17 112 35 51 215 Insufficient knowledge on DRR (drills, implementation, policies, etc.) 3 3 6 Issues regarding personal safety of students and school personnel (presence of by-standers, perpetrators, etc.) 19 54 15 65 153 Ongoing human activities near the school (mining, fishing, road construction, etc.) 7 79 59 66 211 School is situated far from the city / neighborhood (inaccessible / far flung area) 8 100 74 112 294 School is situated in a thickly populated neighborhood or a depressed area 68 238 110 146 562 School is situated near / on a land mass or is a catch basin 35 230 234 306 805 School is situated near a body of water / dam 39 240 283 328 890 School is situated near the national highway 18 75 34 33 160 Unavailable entrance / exit points; Narrow and / or slippery pathways 20 30 8 3 61 Unstable building structure / damaged or lacking facilities 70 321 173 351 915 Unstable peace and order 1 5 4 10 Violence / crime against school property and personnel 46 188 120 308 662 Grand Total 582 3,044 1,808 3,061 8,495 What are the vulnerabilities reported by schools?
- 56. DEPARTMENT OF EDUCATION Topfive vulnerabilities in NCR
- 57. DEPARTMENT OF EDUCATION Topfive vulnerabilities in Region 4-A
- 58. DEPARTMENT OF EDUCATION Topfive vulnerabilities in Region 4-B
- 59. DEPARTMENT OF EDUCATION Topfive vulnerabilities in Region 5
- 60. DEPARTMENT OF EDUCATION Whatare the vulnerabilities of your schools? Pillar 1: Safe School Facilities Clogged canals in the surrounding environment. The school has no functional drainage system Several infrastructures are already old Pupils from far flung places who walk along the highway. Narrow pathways can only accommodate pedestrian and motorcycle Destroyed/malfunctioning electrical facilities/wirings. School exposure to chemicals from surrounding farms/industries Termite infestations of school buildings Limited open space 65
- 61. DEPARTMENT OF EDUCATION Whatare the vulnerabilities of your schools? Pillar 2: School Disaster Management School is located in a busy street/near the highway. Limited access to transportation. The school is in a remote area where police/firetrucks could not immediately respond to emergencies No contingency plan or if there is any, people are not aware or they are not properly informed There are no trainings and/or knowledge on safety and precautionary measures. Pillar 3: Risk Reduction and Resilience Education Lack of DRRM learning materials 66
- 62. DEPARTMENT OF EDUCATION Whatare your interventions? • Are there available interventions for children in difficult circumstances? • Is there sufficient knowledge on hazards, vulnerabilities and risks? • Is there any form of early warning mechanism for schools? • Is there a focal person assigned from region to school? Is this focal person actively engaged in all DRRM phases? 67
- 63. DEPARTMENT OF EDUCATION Whatare your interventions? Is there sufficient access to media facilities for weather advisories and updates? Are there available interventions for children in difficult circumstance? Is there sufficient knowledge on hazards, vulnerabilities and risks? Is there any form of early warning mechanism for schools? Is there focal persons assigned from region to school? Are these focal persons actively engaged in all DRRM phases? 68
- 64. DEPARTMENT OF EDUCATION RISKASSESSMENT WORKSHOP 69
- 65. DEPARTMENT OF EDUCATION RiskAssessment Template What are the hazards experienced by the schools? (1) On the average, how many schools experienced the reported hazard? (2) What are the factors that could increase the negative effects of hazards? (3) What are the existing interventions to address the possible effects of hazards? (4) 70
- 66.
Editor's Notes
- #4 The DRRM office and focal persons serve as the focal point between the N/LDRRMC, other gov’t agencies, region/division offices, and schools, among others to achieve efficient and timely coordination.
- #5 Monitors hazards and emergencies experienced by schools, offices, etc depending on the office’s jurisdiction as a preparedness measure. (Define Emergencies)
- #6 Provides real-time data during disasters to appropriate offices to facilitate faster response
- #7 This organizational structure provides an overview of our coordination and reporting mechanism not only within DepEd but also with other partner agencies. The DepEd EXECOM as member of the NDRRMC and lead of the Education Cluster provides STRATEGIC directions for the DRRM in Education system Through the DRRMO and DRRM focal persons the strategic directions are being translated into operational directions.
- #8 The DRRMO as the policy making and coordinating body in DepEd oversees the overall implementation of DRRM in the Department. The Office has four overall function: a. Policy, Planning and Research b. Coordination c. Information Management d. Capacity Building
- #9 >> mention that the creation of policies and systems build capacities that make DepEd, as a government agency, more resilient to disasters
- #10 >> The DRRMO also recommends requests that are beyond the capacity of the Education Cluster for appeal for international assistance. Some requests may also be brought to the attention of other Education Cluster members for action.
- #11 >> The DRRMO leads the Education Cluster by giving guidance and direction to the members of said cluster. The office communicates the needs of its Schools, Division and Regional offices to the rest of the cluster members. >> mention how the Education Cluster is one of the, if not the only cluster who remains active in all DRRM phases: Mitigation and prevention = conduct of drills and trainings; K-12 program incorporating DRRM in the curriculum; Preparedness = Forwarding of advisories from PAGASA and NDRRMC; Response = Collection and consolidation of field reports and its coordination to appropriate offices; Recovery/rehabilitation = repair and rehabilitation of damaged properties and financial aid to DepEd personnel. As Protection Camp Coordination and Management Cluster member the DepEd is expected to coordinate with LGUs in ensuring that there would be safe, secure, and accessible evacuation centers and temporary/alternative learning spaces during the Pre-Disaster Phase. During Disasters the Education Cluster is trusted to provide safe emergency shelter and assist LGUs in getting the detailed profile of evacuees including the needs of vulnerable groups especially children; conduct psychosocial interventions for affected children and submit data from the field. At Post Disaster Phase = Inspect facilities and coordinate the rehabilitation of schools to LGUs. Repair and rehabilitate damaged properties under the supervision of School head.
- #12 We have mentioned earlier that our three core functions include: Serving as focal point for DRRM concerns Monitoring of hazards and emergencies Providing real-time data on hazards and emergencies As DRRM Focal Persons are expected to serve as the coordinators for the DRRM programs, projects and activities in our areas. Our role as DRRM focal persons is should not only be prominent during disasters as we could have more important contribution in the prevention, mitigation and preparedness phases. Focal persons could also be sent in inter-agency and inter-cluster coordination meetings as representatives of our respective local officials. Lastly, we should facilitate the dissemination of advisories and alerts and submission of data from schools. (There could be a discussion on what exactly should the roles of the DRRM Coordinators be)
- #13 Highlight that the ROs could decide on interventions and initiatives. (Column 1, Item 3) Note that the policy research should be done by a specific office and not the DRRM Coordinator necessarily. (Column 2, Item 4) Mention that there are units that can be engaged and the Regions must decide what these units will be.
- #15 Examples of capacity building for Regional Personnel: drills, trainings and workshops
- #16 Mention past practices on and the need for established zoning
- #24 (Column 1, Item 4) Mention that accdg to NDRP Protocol LGUs are responsible for the repair of damages incurred by evacuees in schools
- #27 DRRMO has put in place a strategy to tighten coordination with its field offices, even at the onset of a possible disaster (i.e. Typhoon, flooding, volcanic eruption) Upon issuance of an advisory by the NDRRMC, DRRMO alerts DRRM focal persons in affected areas, which would then advise schools of the weather forecast or any other environmental condition. With every advisory that the DRRMO issues it is expected that the DRRM focal person would acknowledge and/or respond to the advisory. >> Remind the focal person that calls should not be redirected and diverted to other numbers especially during emergencies and disasters DRRMO: Coordinate with relevant government agencies to know the intensity and magnitude of the disaster/emergency Map out affected areas (RO, DO, schools) Determine and provide Baseline information on affected areas Alert DepEd field offices (RDs and FRTs) Send advisory to affected areas Prepare Situation Reports (SitReps) Organize the EOC Activate INFOBoard and other hotline numbers Monitor Class suspensions
- #28 This will also cover monitoring of class suspensions depending on indicated environmental condition in the advisory from NDRRMC. DepEd shall follow the lead of LGUs in class suspension as provided in EO No 66 (2012)
- #29 For extreme weather events covering more than one region, DRRMO will closely monitor affected areas through the field offices coordinating both with DRRM focal person and DepEd local officials. Also, coordination with DepEd Support Services and Education Cluster members will be done to mobilize assistance for affected areas. DRRMO consolidates and processes monitoring reports for EXECOM members. Depending on the severity and impact of a disaster an Emergency Operations Center may be activated wherein the office heading the EOC shall coordinate all information to and from the different offices, institutions and organizations concerned. The EOC is a tool used to organize on-scene operations for disasters and emergencies, both natural and human-induced.
- #30 Adapting section 15: Coordination During Emergencies of RA10121 The corresponding office shall lead the Emergency Operations Center (EOC) in preparing for, responding to, and recovering from the effects of any disaster based on the following criteria: 2 or more schools are affected – Division Office 2 or more divisions are affected – Regional Office 2 or more regions are affected – Central Office 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. All reports must still be submitted and coordinated to the DRRMO in Central Office regardless of DRRM Phase and affected bodies.
- #31 During disasters the DepEd Emergency Operations Center (EOC) is activated at the appropriate level (as discussed above). The respective DRRM focal persons/coordinators, division superintendents, and regional directors ensure that all needs related to emergency education services are addressed. DepEd and DRRM focal persons continuously collect information on the needs of the different schools under their respective areas, and indicate the interventions being provided. DepEd and DRRM focal persons also facilitate the request for assistance based on assessment results
- #32 DRRMO coordinates information and reports as shown and discussed in the organizational structure presented before disasters occur. Here is a working draft of the indicative roles of the DepEd Units upon activation of EOC and in responding to Disasters: In the early response phase these four offices are tapped to address the needs in the field and the dissemination of information. Administration: Provide administrative and logistical support to the EOC staff. Ensure availability of supplies Arrange for necessary workspace, materials, telephones, and assistance. Physical Facilities School Eng’g Div’n: Evaluate and validate damage assessments from the field In charge of programs and activities concerning educational facilities Gather data and submit reports regarding impact, needs and interventions concerning educational facilities Prepare reports on the impact of disaster These two Offices are only available in the Central Office, hence the needs and info from the field are coordinated by DRRMO to these offices. >> stress how DRRMO should be included in the coordination even if the EOC is activated in the field offices Communication Unit: Receive and release information for dissemenation to the public Coordinates all media related activities and concerns Release/upload available information of the scenario, possible hazards, and impact on websites, social networking sites and other ICT mediums Adopt-A-School: Handles donor management (donor reports, directories, donor mapping) Coordinates foreign donations Generates listing of donors
- #33 Here is a working draft of the indicative roles of the DepEd Units upon activation of EOC and in responding to Disasters: In the early response phase these four offices are tapped to address the needs in the field and the dissemination of information. Administration: Provide administrative and logistical support to the EOC staff. Ensure availability of supplies Arrange for necessary workspace, materials, telephones, and assistance. Physical Facilities School Eng’g Div’n: Evaluate and validate damage assessments from the field In charge of programs and activities concerning educational facilities Gather data and submit reports regarding impact, needs and interventions concerning educational facilities Prepare reports on the impact of disaster These two Offices are only available in the Central Office, hence the needs and info from the field are coordinated by DRRMO to these offices. >> stress how DRRMO should be included in the coordination even if the EOC is activated in the field offices Communication Unit: Receive and release information for dissemenation to the public Coordinates all media related activities and concerns Release/upload available information of the scenario, possible hazards, and impact on websites, social networking sites and other ICT mediums Adopt-A-School: Handles donor management (donor reports, directories, donor mapping) Coordinates foreign donations Generates listing of donors
- #34 These offices are also part of the Response Phase to better address the needs that may arise. The HNC and IMCS do not have counterparts in the field offices, hence the needs from the field will be coordinated by DRRMO. Personnel (Employees’ Welfare and Benefits Div’n (EWBD)): Implement personnel tracking Disseminate information and centralize coordiantion re employee benefits during disasters Facilitate processing of benefits Mobilize OSH/DepEd volunteers to augment EOC personnel requirements Coordinate relief for personnel Info & Commmucation Technology: Provide ICT needs of EOC Instructional Mat’ls Council Secretariat (IMCS): Provide replacement of Alternative Delivery Modes (ADMs), Teacher’s Manuals and Textbooks Prepare inventory of available learning resources Finance: Process fund requirements for the activation of EOC; Compile and maintain documentation of purchases, acquisition and utilization of emergency supplies, equipment and other services; Perform financial and cost analysis to arise conclusions on efficient methods of addressing disaster.
- #37 >> These are the relevant information needed in the submitted reports To Regional and Division offices DRRM gathers data on the Damage to facilities Personnel affected Learners affected Class suspension and resumption Temporary learning spaces Whereas: - Division office acts as the focal point for incoming information from schools and the primary responder for DepEd - Regional office consolidates the data from divisions
- #38 Pre-Disaster (Day 0). This should be submitted by region and division offices 12-24 hours before the disaster/landfall. Advisories and incidents – such as Incident Reports and Advisories (NDRRMC), PAGASA (General Flood Advisory, Weather Update, Weather and Severe Weather Bulletin), PhiVolcs (Earthquake Bulletin, Volcano Bulletin), etc. The DRRMO also get incident reports directly from schools and field offices. Baseline data – regions, provinces, or municipalities affected based on track of typhoon, intensities felt during earthquake, scope of incident, etc. Preparedness measures undertaken – such as pruning of trees before disaster, ensuring records and other equipment are stored in secured and safe place, and number of schools advised Pre-emptive evacuation centers – list of schools (number of classrooms used, number of families and individuals) identified for pre-evacuation by DRRMC/LGU. During Disaster (Day 0+x, where x is the number of days disaster occured) Status of offices and personnel tracking – DRRMO needs to ensure that offices are functional and that key officials are safe during the disaster LGU announcements and automatic class suspensions – based on various sources (typhoon signals based on PAGASA, LGU announcements, news reports, and field reports) Schools used as evacuation centers - list of schools, number of classrooms used, number of families/ individuals, and evacuation plan (number of days school is to be used as an evacuation center) Related events – events that are directly/indirectly related to the disaster (aftershocks, rock fall, landslides, floods, fires) Post-Disaster (Day 0+x+n, where n is the number of days before the final RRP) Status of offices and personnel tracking – DRRMO needs to ensure that offices are functional and that key officials are safe during the disaster Class resumption – dates classes resumed. In some cases, the DRRMO also monitors attendance, transferees, school days lost, and catch up plans. Tracking of students and personnel (back-to-school) may be relevant for bigger disasters such as Yolanda. Evacuation centers – list of school sstill used as evacuation centers after the disaster (number of classrooms, as well as number of families and individuals) Damages and needs – The RADaR is used to get quick information on damages and needs. This is used for identification of priority areas for immediate intervention. Following the RADaR is the detailed assessment and validation of damages and needs in affected areas. Damages include but are not limited to the following: (1) Affected personnel and students; (2) Facilities damaged (buildings, classrooms, offices); (3) Damaged property and equipment; and (4) Damaged records Needs include but are not limited to the following: (1) Personnel assistance; (2) Psychosocial aid for personnel and students; (3) Relief packs, school feeding; (4) Learning materials and need for alternative delivery modes; (5) Temporary learning spaces, makeshift classrooms; (6) Others such as generator sets, vehicles, phone/internet connectivity, water and sanitation Interventions – the DRRMO also needs to track DepEd and non-DepEd interventions to ensure no duplication of efforts in affected areas. This is so that the DRRMO can also compute for remaining needs. Rehabilitation and Recovery – Rehabilitation and Recovery Plan includes but are not limited to the following: DepEd’s plan on infrastructure, social services, resettlement Whereas: - Division office acts as the focal point for incoming information from schools and the primary responder for DepEd - Regional office consolidates the data from divisions
- #42 Information during disasters/emergencies are crucial aspect in DRRM operations. The Rapid Damage Assessment Report is our means to collect information on the effects of hazards/emergencies in our respective areas. The revised RaDAR was made simpler to facilitate faster reporting in its initial stages. The RaDAR can be submitted in different ways: Text Email Fax Hand carry
- #49 The next twenty minutes will be given to the groups to plan their disaster response List down the first five things that should be done given the scenario Describe the required coordination mechanism Enumerate the information that should be prepared and/or collected between the first 12-24 hours
- #58 Hazards encountered by the school are recorded at the DRR section in the End of School Year (EOSY) for the EBEIS by the school head. School heads identify the calamities or disasters encountered by the school in the EOSY school profile.
- #59 Hazards encountered by the school are recorded at the DRR section in the End of School Year (EOSY) for the EBEIS by the school head. School heads identify the calamities or disasters encountered by the school in the EOSY school profile.
- #60 Hazards encountered by the school are recorded at the DRR section in the End of School Year (EOSY) for the EBEIS by the school head. School heads identify the calamities or disasters encountered by the school in the EOSY school profile.