1

CHAPTER 1

THE PROBLEM

Introduction

A practical test of achievement and success is the ability to survive

the impending events and phenomena. So with the knowledge learned, skills

possessed, and the behaviour developed reflective of the confidence to sustain

life threatening situation and preserve property and the environment. These

are some thoughts to reckon with in mainstreaming the implementation of

disaster risk reduction education worldwide and in the Philippines.

Perry for instance cited the United States of America the most severe

weather prone country on the planet and deadly weather events.1 In a related

development the Philippines ranked third out of 173 countries in susceptibility

to disasters and is significantly exposed to storms, flooding, earthquakes, and

volcanic activity but overall risk is exacerbated by vulnerability due to under

development.2

In a more conspicuous scenario was the statement uttered by Dufty.

And to paraphrase, he said -- “A critical success factor for the uptake of natural

hazard activities in schools is the ability to embed these activities in existing

school programs that are already linked to learning outcomes in curriculums

and syllabuses.”3 A challenging remark was posed by Director Briceño of the

UN/ISDRA secretariat during the 2006-07 World Disaster Reduction Campaign.

Making further the statement and expectation that the “Children will be one day

the mayors, the architects and the decision makers of the world of tomorrow.

2

If we teach them what they can do from the early age they will build a safer

world.”4 This is a challenging message to prepare them to deteriorating climate in

their respective environment.

In the Australian setting, there is the presence of the National Strategy

for Disaster Resilience citing four common characteristics of disaster resilient

communities, individuals and organizations. Characteristics means ‘functioning

well’ while under stress, successful adaptation, self-reliance, and social capacity.

Similarly manifested the expectation where the “resilient communities also share

the importance of social support systems such as neighbourhoods, family and

kinship networks, social cohesion, mutual interest groups, and mutual self-help

groups.”5 Consistent with this observation implies that a resilient community

requires resilient leadership. For Professor Klein -- “Resilient leadership means

handling adversity with greater skill, reducing stress across your organization

and uniting your team.”6

With a similar perspective was the observation of Baumwoll7 where

the risk posed by natural disasters is escalating and the amount of work in the

field of disaster management has been increasing particularly in disaster risk

reduction. Likewise, she highlighted pre-disaster activities including prevention,

mitigation and preparedness. Notwithstanding the shift to indigenous knowledge

where she defined as the approaches and practices of a culture develop from

an advanced understanding of its specific environment which has formed over

numerous generations of habitation.

The Philippines like the other countries of the world categorically support

the same agenda as shown by available documents and issuances of the

3

Department of Education (DepEd). DepEd Order No. 55 of 20078 for example

specifically directed the mainstreaming and implementation of disaster risk

reduction in all schools under its administration and supervision. This is the

government comprehensive response initiative and commitment to the ten-year

(2005-2015) Hyogo Framework for Action (HFA). HFA is a global blueprint for

disaster risk reduction efforts aim to reduce disaster losses in lives, properties,

social, economic and environmental assets of communities and countries by

year 2015.9 Consistently premised on building schools, nations and communities

resilient to disaster entails non-structural and structural components of the safe

school programs.

The coming up of the nationally prepared non-structured components

Disaster Risk Reduction Resource Manual (DRRRM) speaks of the government

compliance to its commitment. The manual is a source of information for the

school administrators, heads/principals, supervisors, and teachers as regards

the implementation and management of disaster risk reduction projects. The

officially released material for example identified six major concerns. These

are: (i) Mainstreaming Disaster Risk Reduction Concepts in the Elementary

and Secondary School Curricula; (ii) School Mapping Exercise; (iii) School

Water and Electrical Facilities Assessment Project; (iv) Preparation of Disaster

Preparedness Modules Through Multi-media; (v) Quarterly Conduct of Earth-

quake and Fire Drills; and (vi) Road Safety Education for Children.10

. Construction of Hazards Resilient School buildings is the single feature

under structural component consisting of three concerns. These are: (1) Learning

and Public Use Schoolbuilding, (2) Be Better, Build Better International Design

4

Competition, and (3) Assessment of Schoolbuildings Structural Integrity and

Stability (ASSIST).

Furthermore highlighted and re-iterated the instruction to intensify

Information Dissemination Campaign for Energy and Water Conservation.11

Flyers on the advocacies shall be distributed to all schools to create heightened

awareness among the school-children, teachers and the general public on

the impending dry spell and in preparation for the coming of the rainy season

are clearly spell out in the manual.

Part I of Enclosure 1 likewise identified the topics and chapters for

discussion in seven learning subjects. These are English, Filipino, Science,

Mathematics, HeKaSi, MAPEH, GMRC, and EPP. Under part III, the duties

and responsibilities of the school head/principals, head teachers and teachers

among others are defined.

Very briefly, the selected schools identified for this study are located in

barangays Cabañgan, Quirangay, and Tumpa (Plate 1).12 Records show that

Cabañgan has an enrolment of 1,019 while Quirangay and Tumpa Elementary

Schools with 478 and 343 or a total of 1,840 pupils for school year 2013-2014.

Of this number, the grade 5 pupils consisted of 151 in Cabañgan Elementary

School. Quirangay and Tumpa Elementary Schools have 57 and 66 pupils. The

total enrolment of the three schools is 284 with 50 teaching and non-teaching

personnel.13

The current population of the barangays per School Improvement Plan

(SIP) is 7,183 individuals distributed as follow: Cabañgan -- 2,799; Quirangay --

3,040; and Tumpa -- 1,343, respectively. Quirangay has a land area of 692.4752

5

Plate 1. Map of Camalig showing the locale of the study.

6

hectares while the other barangays (Sua and Salugan) have not indicated

the data in their SIP.

From the perspectives of the researcher, the Department of Education

should not only provide space and accommodation for temporary occupancy

of evacuees. It should rather be the knowledge to survive before, during and

post disasters resulting from the hazard and vulnerabilities. The personnel

implementers should demonstrate strongly familiarity and the leadership in

their respective schools and communities making use of the concepts, skills and

attitudes (behaviours) stated in the manual. Knowledge as regard the

implementation of DepEd Order No. 55 series of 2007 in the typical schools and

communities within the permanent danger zone14 in Camalig, Albay would be a

good test case to begin with. Hence, justifies the urgency of this research

undertaking.

Statement of the Problem

This study determined the implementation of DepEd Order No. 55 series

of 2007 among mayon unit schools in Camalig, Albay. More specifically

answered the following sub-problems:

1. What is the status of implementation of DepEd Order No. 55 series

of 2007 among the mayon unit schools along:

a. Use of Disaster Risk Reduction Resource Manual

b. Implementation of Safe Schools Program

c. IEC campaign for energy and water conservation

d. Monitoring of DDR projects and other activities

7

2. What are the experiences of pupils, teachers, and residents on natural

hazards in terms of:

a. frequency of occurrence

b. months when natural hazards are prevalent

3. What are the activities undertaken by respondents before, during, and

after occurrence of natural hazards?

4. What program of action may be proposed to enhance the imple-

mentation of DepEd Order No. 55 series of 2007?

Scope and Delimitation of the Study

This study focused on the implementation of DepEd Order No. 55 series

of 2007 in the mayon unit schools in Camalig, Albay. It specifically identified

the status of implementation along the use of disaster risk reduction resource

manual, implementation of safe schools program, information, education and

communication campaign for energy and water conservation, and monitoring

of disaster risk reduction projects and other activities. Likewise determined

the experiences of teachers, pupils, and residents in terms of frequency of

occurrence and months when natural hazards were prevalent. The activities

undertaken by the same respondents before, during, and after occurrence of

natural hazards formed part of the analysis. Thereby utilized in preparation of

the propose program of action to further enhance the implementation of DepEd

Order No. 55 series of 2007.

This was descriptive study that made use of survey and quantitative-

qualitative mix method analysis. Data and information requirements were

8

generated through questionnaire checklists, narratives, and document(ary)

analysis. It included all the 51 grade school personnel, selected 150 residents,

and 114 grade 5 pupils of barangays Cabañgan, Quirangay, Tumpa, Sua

and Salugan.

Excluded in the study were the schools and communities outside the

declared permanent danger zones of the municipality. All the pupils, teachers,

personnel, and other than the grade five in the identified schools were excluded.

Similarly, the school heads, teachers, pupils and residents of the barangays

outside the declared permanent danger zone by the local government. Finally,

the man-made disasters form part of the exclusion in this undertaking.

Significance of the Study

The experiences and insights coming from the pupils, teachers, and

residents on natural hazards referring to knowledge and preparedness will be

significant manifestations to further enhance the competence and confidence

in dealing emergency situations. These are lessons learned which would

validate and update the existing policies and practices in print and non-print

materials. Thereby the basis for prioritizing the resources and undertakings of

various sectors such as the:

Department of Education (DepEd). Knowledge on natural hazards and

preparedness of the pupils, teachers and residents generated by this study

would provide the department with baseline data and information for policy

setting. Likewise, strengthen the curricular reforms and priorities mainstreaming

the enclosure of disaster education.

9

Local government units (LGUs). The local government units shall be

provided with feedback describing the natural hazards level of knowledge and

preparedness status of their constituents. Likewise consider the significant

findings in the development of plans and programs to further enhance the

competence and confidence of people and the community. More important

is support the ‘zero casualty’ objective of the government in times of disasters.

This does not preclude the involvement of other institutions of government and

the private sectors of international, national and local in scope.

Pupils. They should know, develop and possess the ability and skills

to live with nature. This study would be learning opportunity for them to re-visit

and reflect on the before, during, and after the occurrence of natural hazards.

On the other hand learned and document from the experiences of others.

Teachers. In the course of their teaching-learning activities, they might

use some lessons learned in dealing with natural hazards. Also share and

learned from co-workers, pupils and other significant sectors their before,

during, and after occurrence of natural hazards (storms, flashfloods, landslides,

earthquakes, volcanic activities, and lightning) in real times with and without

external assistance.

Residents. They should know, develop and possess the ability and skills

to live with nature. They must have a better understanding of the basic terms

related to disasters and of how disasters take place. This study will help them

to know their new role in disaster preparedness since they are the once most

vulnerable and affected with or without prior notice given by local and national

authorities.

10

Legislators. The findings and perspectives drawn by the study might

encourage them to go over and introduce amendments to make the existing

laws more responsive and relevant to contain the effect of natural hazards,

vulnerability and disaster. This shall include the sharing arrangement using the

special education fund (RA 7160)15 to support trainings for disaster education.

Similarly encourage reasonable utilization of funds for training and instructional

materials to address natural hazards concerns. This holds true with Republic

Act No. 10121 otherwise known the Philippine Disaster Risk Reduction and

Management Act of 2010 particularly in the allocation of five percent of the

department budget.

Non-government organizations. Better understanding and support from

non-government organizations or institutions both foreign and local would be

realized by providing them “what” really the situation is all about. In this way,

they shall be in the best position that will deliberately provide assistance as

in the recent past. In fact, they are one of the regular sponsors for training

and relief operations.

Field of Education. The extent of natural hazards on knowledge and

level of preparedness of school teachers and pupils would definitely affect

the teaching-learning continuum. Some of the findings would be a good

case instructional material for academic and case analysis by professionals

and practitioners in the fields of educational administration, management and

supervision; similarly, in upgrading instructional materials for classroom as

well as training guide for the various sectors or institutions. So with the lessons

provided by the manual.

11

Researchers. Experiences and insights along natural hazards knowledge

and preparedness of some sectors may be re-visited by researchers to establish

validity and consistency of results. Future researchers may gain insights and

firm decision in the final selection of topics that would warrant further analysis

and study.

12

N O T E S

1Samantha Jo Perry, “Human Resources and Natural Disaster Preparedness: Is Your Workplace Prepared?” (Thesis, Iowa State University, Ames, Iowa, 2013). http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4506& context=etd. Retrieved July 21, 2014.

2“World Risk Report” cited by Ralph S. Brower, Francisco A. Magno, and Janet Dilling, “Evolving and Implementing a New Disaster Management Paradigm: The Case of the Philippines.” http://link.springer.com/chapter/10.1007 /978-3-319-04468-2_17.

3Neil Dufty, “Opportunities for Disaster Resilience Learning in the Australian Curriculum.” http://www.em.gov.au/Publications/Australianjournalof emergencymanagement/PastIssues/Pages/AJEM29ONE/Opportunitiesfordisaste rresiliencelearningintheAustraliancurriculum.aspx.

4Council of Australian Governments, “National Strategy for Disaster Resilience: Building our Nation’s Resilience to Disasters” (Australian Govern-ment, 2011), p. 4. Cited by Neil Dufty.

5Professor Jill Klein, http://mteliza.mbs.edu/our-programs/focused/resilie nt-leadership.

6Jennifer Baumwoll, “The Value of Indigenous Knowledge for Disaster Risk Reduction: A Unique Assessment Tool for Reducing Community Vulner-ability to Natural Disasters” (Thesis, Webster University, 2008). http://gradworks. umi.com/14/52/1452475.html.

7DepEd No. 55 series of 2007 entitled “Prioritizing the Mainstreaming of Disaster Risk Reduction Management in the School System Implementation of Programs and Projects Relatives Therefor” dated August 10, 2007.

8Item “1” of DepEd Order 55 series of 2007.

9Item “1” of DepEd Order 55 series of 2007.

10Item “c” of DepEd Order 55 series of 2007.

11DepEd Manual

12Municipal Development Profile of Camalig, Albay.

13Enrollment Profile of the DepEd School.

13

14Permanent Danger Zone (PDZ) refers to the physical distance of the barangay within the five kilometres radius from the volcano per issuance of the provincial local government authorities.

15RA 7160, “An Act Providing for the Local Government Code of the Philippines”.

14

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Presented in this chapter are the literature and studies utilized in the

preparation of the research manuscript. There is also the synthesis of the state-

of-the-art, gap bridged, theoretical framework, conceptual framework, and the

definition of terms used in this undertaking.

Related Literature

To begin with, Perry made mentioned of the United States of America

as the most severe weather prone country on the planet and deadly weather

events.1 In a related development the Philippines ranked third out of 173

countries in susceptibility to disasters and is significantly exposed to storms,

flooding, earthquakes, and volcanic activity but overall risk is exacerbated

by vulnerability due to under development.2 In a more conspicuous scenario

Dufty emphasized that “A critical success factor for the uptake of natural

hazard activities schools is the ability to embed these activities in existing

school programs that are already linked to learning outcomes in curriculums

and syllabuses.”3

Schools from the viewpoint of Kumar et al., are effective institutions for

disaster awareness and preparedness using the potential of children as

communicators.”4 Citing Iran as an example, the “education of children and

young people in disaster preparedness takes place at nursery, elementary,

secondary and high school levels on a national scale covering both urban and

rural areas” according to Petal and Izadkhah. Formal and informal means

15

included special materials in the textbooks, standalone texts, films, nationwide

‘safety drills’ for children of all ages are held. There are writing and drawing

competitions and exhibitions, paintings and posters in educational environments

resort to songs, games, and puzzles.5

In Turkey, there is a non-government organization that launched a “One

Million Children, One Million Families” disaster-awareness project. Volunteer

university students give lessons to primary-school students to teach them

what to do in the event of a quake whether they are at home or at school.

Lessons are reinforced by the distribution of books on disaster preparation

and disaster awareness; thereby, making it an integral component of the disaster

preparedness plan.6

In the Australian setting, there is the presence of the National Strategy

for Disaster Resilience citing four common characteristics of disaster resilient

communities, individuals and organizations. Characteristics is ‘functioning well’

while under stress, successful adaptation, self-reliance, and social capacity. A

similar manifestation is the expectation where the “resilient communities also

share the importance of social support systems such as neighbourhoods,

family and kinship networks, social cohesion, mutual interest groups, and mutual

self-help groups.”7 Consistent with this observation implies that a resilient

community requires resilient leadership. For Professor Klein -- “Resilient

leadership means handling adversity with greater skill, reducing stress across

your organization and uniting your team.”8

The aforementioned piecemeal scenarios are some concerns that may

illustrate the importance of the Hyogo Framework for Action (HFA). HFA is

16

a 10-year plan to make the world safer from natural hazards endorsed by the

UN General Assembly under Resolution A/RES/60/195 following the 2005 World

Disaster Reduction Conference. The framework document adopted in January

2005 by 168 states or countries highlighted the concerns how risks can be

reduced using five priorities for action (PA).9

PA1 -- “Ensure that disaster risk reduction is a national and a local

priority with a strong institutional basis for implementation.” This expected the

countries to develop policy, legislative and institutional frameworks for disaster

risk reduction. And, able to develop and track progress through specific and

measurable indicators have greater capacity to manage risks and to achieve

widespread consensus for engagement in and compliance with disaster risk

reduction measures across all sectors of society.

PA 2 -- “Identify, assess and monitor disaster risks and enhance early

warning.” Emphasis is that the starting point in reducing disaster risk and the

promoting a culture of disaster resilience lies in the knowledge of the hazards.

Also the physical, social, economic and environmental vulnerabilities to disasters

that most societies face, and of the ways in which hazards and vulnerabilities

are changing in the short and long term followed by action taken on the basis

of that knowledge.

PA 3 -- “Use knowledge, innovation and education to build a culture of

safety and resilience at all levels.” This upheld the proposition that disasters

can be substantially reduced if people are well informed and motivated

towards a culture of disaster prevention and resilience. But it requires the

collection, compilation and dissemination of relevant knowledge and information

17

on hazards, vulnerabilities and capacities.

PA 4 -- “Reduce the underlying risk factors.” Sector development plan-

ning, programmes, and post-disaster situations should address the changing

social, economic, environmental conditions and land use, and the impact of

hazards associated with geological events, weather, water, climate variability and

climate change.

PA 5 -- “Strengthen disaster preparedness for effective response at all

levels.” Impacts and losses can be substantially reduced at times of disaster

if the authorities, individuals and communities in hazard-prone areas are well

prepared, ready to act, and are equipped with the knowledge and capacities

for effective disaster management.

In other words, the five priority areas (PAs) are meant to make disaster

risk reduction a priority (PA1), know the risks and take action (PA 2), build

understanding and awareness (PA 3), reduce risk (PA4) and be prepared

and ready to act (PA 5). The Philippines like the other countries of the world

categorically support the same agenda based on available documents of the

Department of Education (DepEd). DepEd Order No. 55 series of 200710 for

example specifically directs the mainstreaming and implementation of disaster

risk reduction in all schools under its administration and supervision. This is

the government comprehensive response initiative and commitment to the

ten-year (2005-2015) Hyogo Framework for Action (HFA). HFA is a global

blueprint for disaster risk reduction efforts aim to reduce disaster losses in

lives, properties, social, economic and environmental assets of communities

and countries by year 2015.11 Consistently premised on building schools,

18

nations and communities resilient to disaster entails non-structural and structural

components of the safe school programs.

Coming up with the nationally prepared non-structured components

Disaster Risk Reduction Resource Manual (DRRRM) speaks of the government

compliance to world commitment. The manual is a source of information school

administrators, heads, supervisors, and teachers as regards the implementation

and management of disaster risk reduction projects. The officially released

material identified six major concerns. These are: (i) Mainstreaming Disaster

Risk Reduction Concepts in the Elementary and Secondary School Curricula;

(ii) School Mapping Exercise; (iii) School Water and Electrical Facilities

Assessment Project; (iv) Preparation of Disaster Preparedness Modules Through

Multi- Media; (v) Quarterly Conduct of Earthquake and Fire Drills; and (vi) Road

Safety Education for Children.12

. Construction of Hazards Resilient School buildings is the only feature of

structural component giving emphasis on three concerns. These are (1) Learning

and Public Use Schoolbuilding, (2) Be Better, Build Better International Design

Competition, and (3) Assessment of Schoolbuildings Structural Integrity and

Stability (ASSIST).

Notwithstanding the emphasis with the instruction to intensify Information

Dissemination Campaign for Energy and Water Conservation.13 Flyers on the

advocacies will be distributed to all schools to create heightened awareness

among the schoolchildren, teachers and the general public on the impending

dry spell and in preparation for the coming of the rainy season are clearly spell

out in the manual.

19

Nonetheless, Part I of Enclosure 1 identified the topics and chapters

for discussion in seven learning subjects. These are English, Filipino, Science,

Mathematics, HeKaSi, MAPEH, GMRC, and EPP. Under part III, the duties

and responsibilities of the school head/principals, head teachers, and teachers

among others are defined.

These are some of the readings that provided strong basis in coming

with this study. Real and deadly events are extremely challenging the ability

of the individual and institution to surpass the effects of disasters.

Related Studies

A study that explored, compared, and analyzed the process of learning

and the importance of adaptation and resilience in a continuously evolving

environment amidst natural disasters in two earthquake-prone communities in

southern Peru was conducted by Coronado.14 The complex adaptive systems

framework guided the study as it offers insight on understanding human

limitations to control an environment that is constantly far from equilibrium.

Similarly, the complexity science theory supports the study and the self-

organization of communities in coping with a disaster. Results of informal

interviews and participatory techniques explained the co-evolution process

particularly the collaboration and involvement of victims, local, state, and

national organizations. Likewise the co-evolution process may derive from

previous experiences, preparedness, education, the development of previous

relationships, and capacity of improvisation. So with solidarity, self-organization

and adaptation to further influence the ability to deal effectively with unexpected

20

adversity. It can be observed that both studies are pursuing a viable framework

to ascertain risk reduction efforts. Nevertheless, there is difference in some

identified variables using their own locale.

There is also the dissertation of Haase15 on administrative resilience in

evaluating adaptive capacity of administrative systems in dynamic and uncertain

conditions offers some important insights. The study argues in contrast to

conventional administrative systems citing the resilient administrative systems

capacity to successfully respond to disruptive events. This he attributed to

the organizational stability to maintain the effectiveness of the community

where it operates and the organizational flexibility needed to adapt to

uncertainties and rapidly changing conditions. Thereby advances a framework

for administrative resilience to evaluate the resilience of administrative

systems. Through the use of a nested case study that resorted to a mixed-

methods design, the framework was used to investigate the administrative

response system that operated in Indonesia after the December 26, 2004

Great Sumatran Earthquake and Tsunami. Based on the findings, a statement

was made that policy makers can promote the development of administrative

resilience through the development and implementation of sociotechnical

infrastructures that facilitate administrative action. Apparent similarity by both

studies is the administrative capability inherent in their own settings such as

the presence of committee or advisory council. Notwithstanding the resilience

it has demonstrated for the whole duration of disaster risk reduction events.

That includes handling of unexpected changes caused by natural events

especially the locale of the study belongs to a country that experience on

21

the average 20 typhoons/tropical storms in a year and regular volcanic activities

including occasion landslides.

A research on the effectiveness of Safe Routes to School (SRTS) infra-

structure investments in improving the safety of school-age children as they

walk to school caught the attention of Fernandez.16 The quasi-experimental

research design was utilized in observing and recording the pedestrian behaviors

during school dismissal periods. Safe pedestrian behaviors referring to the

pedestrians crossing on green, crossing while light turns red, and looking

both ways before entering a crosswalk. Unsafe pedestrian behaviors included

pedestrians jaywalking against a red light, entering a crosswalk without looking,

running or hurrying to avoid cars, and entering a crosswalk on a flashing

hand. Results indicated "jaywalking against the red light" and "running or

hurrying to avoid cars” the two unsafe pedestrian behaviors. Movement of

people include the use of roads. Both studies considered the behaviour of the

respondents. Thereby the previous and this study have an environment and

culture of their own to contain with.

Still on behaviour was the assessment of Liu17 on household pick-up

in no-notice evacuations incidence. Proof of a no-notice incident occurs with

no advance notice of time and place is set where family members may be

separated as it strikes during daytime. A remark was made that women are more

responsible for picking up children from school than men. But both women and

men are more likely to pick up children under emergency conditions compared to

a normal situation. Significant finding indicated that the safe evacuation time

threshold was quite important for the relocation strategy. When it is adequate,

22

relocating dependents benefits both those picking up dependents and the other

vehicles in the network. It is safe to claim that both study considered the

behaviour and/or experience of the respondents resulting from the unannounced

pick-up activity in times of movement. Nevertheless, this study provided the

knowledge from the perspective of the grade five pupils, teachers and residents.

Another inquiry on evacuation behaviour was conducted by Horney.18

In a nutshell, there was the manifestation that existing research of evacuation

behavior during hurricanes and flooding has focused primarily on individual

demographic characteristics. Likewise understanding why some households

evacuate at higher rates than others. But seem to set aside social factors

(access to social capital, levels of social control, and the extent of social

cohesion) which also play a role in evacuation behavior. Manifesting further

that awareness of the role of social factors and other variable in predicting

evacuation failure is a major step. Social vulnerability to natural hazards

and the ability to respond should also address factors the characteristics of

social groups. While it is possible that improved planning, forecasting models,

and educational messages can ease evacuations for many, these changes

may not be robust enough to counteract the strength of social factors, it

stressed. As shown in the presentation, both undertaking focused on evacuation

scenarios specifically the factors and resulting behaviour. However, a major

concern of this study dealt with the before, during and after experiences of

the pupils, teachers and residents based on the manual of the department.

So with previous knowledge and policies of the government.

23

In the opening statement in the paper of Maferetlhane,19 emphasized

on the importance and role of indigenous knowledge systems has been

recognized by international organizations (UN and WB) in disaster risk

reduction. Little is known it said about how South Africa‘s indigenous

communities use indigenous. Hence the conduct of the study revealed that

indigenous knowledge was mainly possessed by older people in the community

and this has implications for it possibly becoming extinct when they pass on.

Regrettably it said the people possess indigenous knowledge and use it every

day but they are not aware that it is indigenous knowledge. They are using it for

the purposes of disaster risk reduction, a very important and has vital role to play

to avoid, prevent and deal with disasters. Admittedly both studies share a

common intention of incorporating indigenous knowledge tried and practiced by

the local residents long before the manual on disaster risk reduction

management.

Dado20 analyzed the status of mainstreaming disaster risk reduction in

the secondary schools in Camarines Norte Division. Based on her analysis,

she noted that majority of the schools vision and mission does not adhere to

the vision and mission set by the Disaster Risk Reduction Management Office

of Department of Education. There was the very limited relevant training on

disaster risk reduction. So with the integration of knowledge, skills and attitudes

related to disaster risk reduction in the school curriculum. Instructional materials,

and library resources and facilities were not sufficiently available. Community

involvement and extra/co-curricular activities registered a negative and poor

participation of some stakeholders.

24

Moreover, the students’ views and sources of knowledge about disaster

in terms of integration, preparedness and mitigation, response and rehabilitation

were very low. They have inadequate scientific knowledge and skills in dealing

with disaster risk reduction measures in terms of integration, preparedness and

mitigation, response and rehabilitation. Such scenario in mainstreaming disaster

risk reduction in the secondary schools needs to be improved and the student’s

scientific literacy of the students be enhanced. The previous and this inquiry

made use of the DepEd manual but differed in terms of coverage. So much

that the undertaking was conducted using the elementary rather secondary

schools represented by the personnel and selected grade 5 pupils including

residents of barangays within the permanent danger zones of an active volcano;

Mayon Volcano in the province of Albay.

A similar inquiry on the value of indigenous knowledge for disaster risk

as tool to reduce community vulnerability to natural disasters was conducted by

Baumwoll.21 The undertaking noted the risk posed by natural disasters is

escalating and the amount of work in the field of disaster management has

been increasing particularly in disaster risk reduction. Likewise the giving of

much emphasis on pre-disaster activities included prevention, mitigation and

preparedness. Noting further the shift to indigenous knowledge was defined

as the approaches and practices of a culture develop from an advanced

understanding of its specific environment which has formed over numerous

generations of habitation.

Arela22 analyzed the community-based health emergency preparedness

of selected barangays in La Union province. Results showed that there was

25

no planning or emergency plan before Typhoon Pepeng. Barangay officials

reacted to whatever happens, did the necessary, and appropriate actions during

the situation. They relied on the available equipment like internet, generator

and landline telephone but did not have a rubber boat. Some officials and

health workers have trainings on first aid, disaster management, basic life

support and drills. Networking and partnership building among agencies of

the government, social organization, institutions and business associations

was evidently noted in the three barangays of the province. Public awareness

was carried on through Information Dissemination and Early Warning Systems

implemented during barangay assembly and home visits. Thus the barangays

are faced with the challenge of implementing the provisions of RA 10121.

Notably, both study deals with community-based assessment. But worth to

underscore the inclusion of getting to know the academic reflected on actual

experiences of the pupils, teachers, and residents as this might validate the

efforts of the previous research.

Rabacal23 identified the awareness on climate change of high school

students. Admittedly, the analysis showed the high level of awareness at

home and in school. However, the extent of integration of climate change

in the curriculum was very low. The test results in social studies and science

subjects showed positive findings but not much encouraging in the English,

Mathematics, Information and Communication Technology (ICT), Filipino, and

MAPEH (Music, Arts, Physical Education and Health) subjects. This and the

previous work involved the teaching and analysis of climate change integration

in the academic subjects. What makes this study different appears to be

26

based on the manual issued by the department which reflected the shared

experience of different respondent groups.

Locaba24 on the other hand, analyzed the family-based and community

managed disaster risk reduction for resiliency in barangay Lamba, Legazpi

City. Important findings of the assessment made by the residents, Heifer

colleagues, and barangay council members yielded several information.

For instance, there was very effective to effective family-based undertaking

along capacity building (2.55), organization (2.48) and resource provision

(2.33). MSDRM learning was highly effective (2.52.) while the level of resiliency

of the people in the community was moderate (2.33). Hence, the statement

that the DRR strategies (organization, capacity building and resource provision)

are very effective to capacitate the people though the level of resiliency to

typhoon was moderate.

A study on awareness and resiliency on climate change in the vulnerable

areas in Camarines Sur was completed by Menes.25 A salient finding showed

the greenhouse gases emission and forest degradation yielded the weighted

mean of 2.34 or highest level of awareness. Nitrous oxide (1.32) and chloro-

fluorocarbon (1.12) were found the least level of awareness. On awareness

along global warming, droughts got the highest mean (2.20) while least aware

on meltdown of ice caps (1.37). Along awareness on environmental laws and

policies, RA 10121 otherwise known as the Disaster Risk Reduction Manage-

ment” obtained the highest (2.22) while RA 9003 or Solid Waste Management

Act the least (1.55) awareness to almost no awareness at all. Moreover,

along people’s behavior on natural calamities, response to typhoon ranked

27

first (2.70) while landslide (2.20) the least. Mass media obtained the highest

rating (2.48) while the public assembly, flyers, and streamers tied (2.00) or the

lowest awareness along information, education and campaign component.

It can be gleaned from the discussion that Locaba, Menes and this

study touched on the issue of resiliency and climate changes with reference

to the disaster risk reduction efforts. However, this work was more inclined

on status of implementation of disaster risk reduction per DepEd Order No. 55

series of 2007.

An inquiry on the status of disaster preparedness involving the selected

thirty-seven public schools in Luzon (Philippines) was by Guevara et al.26

The analysis revealed that almost all (95%) the schools have successfully

organized their disaster committee and conducted drills especially fire and

earthquake once a year. Less than one-third (30%) have disaster preparedness

plan. Fifty-one percent (51%) of the schools served as evacuation centers

in times of disasters in the past five years. And majority (95%) of the key

personnel are aware of the national local disaster management programs

and all of them the disaster-related DepEd policies. Incidentally both studies

were intended to provide the status of disaster preparedness using a school

setting but made used of different instructional guide. This study was more

on the status of implementation of DepEd Order No. 55 issued in 2007 affecting

elementary school.

Another inquiry on the disaster management program in selected

higher education institutions in Legazpi City, province of Albay was initiated

by Colasito.27 Utmost the program objectives obtained a weighted mean rating

28

of 4.06 while the activities and special projects were rated 4.13 and 4.15.

The level of implementation as regards planning yielded a rating of 4.13

followed by leading (4.09), organizing (4.05), directing (3.99) and controlling

(3.97). It also identified the internal (3.98) and external (3.80) factors affected

program implementation. The status and implementation registered a very

high positive extent of association (r of 0.822). Thereby the initial outcomes

of the programs were manifested on the school constituent’s awareness on

the disaster preparedness, conduct of safety measures on anticipated disaster

or calamity, and concerted actions of policy makers to lessen the effects of

disasters and calamities. It appeared that both work dealt with status of

implementation particularly the management of risk reduction program viewed

in different perspectives. For example, the previous research made used of

college students but the present study considered the pupils and teachers of

grade five classes coming from the mayon unit schools in the selected barangays

of the municipality of Camalig, province of Albay. Though there were similarities

and differences, the barangays in his study are exposed to disasters being

within the permanent danger zone declared by government authorities (Philippine

Institute of Volcanology and Seismology, Philippine Atmospheric, Geophysical

and Astronomical Services Administration, Department of the Interior and

Local Government and others).

Still on implementation along hazard and vulnerability analysis was

the study of Luna28 in the municipality of Bula in Camarines Sur being a

flood-prone area. It specifically looked into the endogenous systems of response

of people, communities, and local institutions to flooding as well as the local

29

development planning processes for integrating disaster management. Notable

result showed that despite the magnitude of flooding to a height of 20 feet

in the field and could last for two and half months, the people developed a

system of response that enabled them to prepare and cope with disaster

events. Another finding was on the inadequacies of endogenous responses

by people and the local institutions for innovations and practices that would

help cushion the impact of flooding. Hence, the conceptualization of the planning

framework known as Appropriate and Integrated Development and Disaster

Management Planning (AIDMAP) taking into consideration experience and

the lessons gained in flood(ing). The previous and this research dealt with

flooding experience and lesson learned in their respective settings. Site of

the previous undertaking was the low-lying/flood-prone area while this study

involved high ground at the foot of an active volcano as their physical location.

Experiences in the proposed work described before, during, and after the

occurrence of flood and other natural hazards/disasters.

An investigation focused on the establishment of procedure for post-

disaster needs assessment as a vital component of disaster preparedness

was conducted by Rodil.29 Also the possibility to disaster preparedness by

developing a method for client needs assessment along land and housing,

livelihood, and access to services. Results acknowledged the need to improve

the government capability in the adaptation and implementation of the client

needs assessment procedure. Emphasis should include allotting resources,

prior preparation, gaining support from key decision makers and stakeholders,

training and updating of data management capability, and involvement of the

30

planning office. The previous work and this undertaking both utilized needs

assessment in identifying the experiences on disaster preparedness. However

this research determined the implementation of DepEd Order No. 55 series of

2007 specifically the identified lessons in mainstreaming disaster risk reduction.

The studies conducted by different individuals support the importance

of (mainstreaming) disaster risk reduction. The DepEd manual would be good

curriculum source but need to have knowledge how it is implemented in the

field at school-community level.

Synthesis of the State-of-the-Art

To summarize the literature, there was the information given by Perry

where the United States of America the most severe weather prone country

on the planet and deadly weather events. An article cited the Philippines third

out of 173 countries in susceptibility to disasters. Dufty and Kumar et al., upheld

the importance of school/curriculums and syllabuses in disaster risk reduction

efforts. Petal and Izadkhah reported the practices in Iran and in Turkey there

is the non-government organization initiative. Likewise the National Strategy

for Disaster Resilience in Australia and the remark of Professor Klein on

resilient leadership. More importantly is the Hyogo Framework for Action (HFA).

This framework drew the support of many countries like the Philippines. More

specifically the subject of this inquiry which is the implementation of DepEd

Order No. 55 series of 2007.

Studies were similar conducted on learning, importance of adaptation

and resilience in earthquake-prone communities by Coronado and Haase on

31

administrative resilience. Fernandez identified the effectiveness of Safe Routes

to school infrastructure and behavior of school-age children while Liu on

household pick-up in no-notice evacuations incidence. Nonetheless, there

was evacuation behaviour by Horney while importance and role of indigenous

knowledge systems by Maferetlhane and Baumwoll. Dado on mainstreaming

disaster risk reduction and Rabacal on awareness of climate change of

high school students. Arela worked on community-based health emergency

preparedness. Locaba analyzed the family-based and community managed

disaster risk reduction for resiliency and Menes on awareness and resiliency

on climate change in the vulnerable areas. Nonetheless, Guevara et al., made

an inquiry on the status of disaster preparedness in public schools in Luzon

whereas Colasito on the disaster management program in selected higher

education institutions. Implementation along hazard and vulnerability analysis

was successfully completed by Luna and procedure for post-disaster needs’

assessment by Rodil.

Gaps Bridged by the Study

The mere issuance of an order was a display of commitment such as

the mainstreaming of disaster risk reduction management in elementary schools.

There should rather be the continuing and sustain monitoring of the status,

lessons, and experiences including the utilization of resources. Consequently

identified what other program of action was necessarily to further enhance

the attainment of desired goals and objectives. These were the gaps this

research undertaking aimed to bridge.

32

Theoretical Framework

This study was anchored on the Theory of Implementation of Mary Ann

Scheirer.30 It is primarily interested with the what and why of program delivery

such as the implementation of DepEd Order No. 55 series of 2007 or the

mainstreaming disaster risk reduction program in this public undertaking.

Implementation in this case of this research of the lessons in teaching the

concepts before, during and after the occurrence of hazards/disasters in the

manual issued to schools.

The study was guided by the Social Judgment Theory (SJT) of Carolyn

Sherif, Muzafer Sherif, and Carl Hovland.31 SJT, they said is a persuasion

theory defined by Sherif and Sherif as the “perception and evaluation of an

idea by comparing it with current attitudes.” This theory allows “an individual

weighs every new idea, comparing it with the individual's present point of view

to determine where it should be placed on the attitude scale in an individual's

mind according to Griffin.32 SJT is the subconscious sorting out of ideas that

occurs at the instant of perception.33 Figure 1 which is the theoretical paradigm

illustrates the working of the said theories.

A fundamental objective of persuasive communication is attitude change

is forwarded by Mallard. And this theory seeks to specify the conditions under

which this change takes place. Similarly, predicts the direction and extent of

the attitude change while attempting “to explain how likely a person might

be to change his or her opinion, the probable direction of that change, their

tolerance toward the opinion of others, and their level of commitment to their

position.”34

33

A practical test of DepEd Order 55 series of 2007

is the ability to survive impending events and phenomena.

Research Theory

Perception and evaluation of an

The primary interest idea by comparing it is the what and why with current attitudes. of program delivery.

The subconscious Theory of Implementation sorting out of ideas. Scheirer

Persuasive communication is attitude change.

Social Judgment/ Persuasion Theory

Sherif et al.

Figure 1. Theoretical Paradigm

34

From the perspective of the proponent, a practical test of achievement

and successful implementation of DepEd Order No. 55 series of 2007 is the

ability to survive impending events and phenomena. So with the knowledge

learned, skills possessed, and the resilient behaviour developed reflected in the

confidence and capacity to sustain life threatening situation, preserve property

and the environment.

Conceptual Framework

Figure 2 which was the conceptual paradigm of the study. It illustrates

the research flow as regards the implementation of DepEd Order No. 55 series of

2007 among the mayon unit schools in the selected barangays (Cabañgan,

Quirangay, Tumpa, Sua and Salugan) in the municipality of Camalig in the

province of Albay. The assessment included the status of implementation along

the use of Disaster Risk Reduction Resource Manual, Safe Schools Program,

IEC campaign for energy and water conservation, and monitoring of disaster risk

reduction projects and other activities.

The second component of the inquiry was to generate the experiences

of the pupils, teachers, and residents preferably the parents on natural

hazards in terms of frequency of occurrence and months when natural

hazards were prevalent. These were guided by the lessons in the manual issued

by the department.

Moreover, determine the activities undertaken by respondents before,

during, and after the occurrence of natural hazards. The participant respondents

as earlier described pertains to the selected pupils, teachers and residents

35

Enhanced Implementation Status of Implementation of` DepEd Order 55 of 2007 among the Mayon Unit Schools along:

a. Use of Disaster Risk Reduction Resource Manual

Propose b. Safe Schools Program Program of Action c. IEC campaign for energy and water conservation to Enhance the

d. Monitoring of DRR projects Implementation of and other activities

DepEd Order 55 of 2007.

Experiences of Pupils,

Teachers and Residents on natural hazards in terms of: Activities Undertaken

a. frequency of occurrence by the Respondents

Before, During, b. months when natural

hazards are prevalent and After Occurrence of Natural Hazards.

Figure 2. Conceptual Paradigm

36

preferably the parents of the grade five children.

Based on the analysis and knowledge of the researcher, a program

of action further enhance the implementation of DepEd Order No. 55 series of

2007 shall be propose for consideration by the department. Precisely, to provide

and succeed in disaster risk reduction education campaign initiatives.

Definition of Terms

The following terms are conceptually and/or operationally defined to

better understand the manuscript.

Status (Latin plural: statūs) is a state, condition, or situation.35 In this

study, this refers to the status of implementation of selected provisions of

DepEd Order 55 series of 2007 in the elementary level.

Hazard is an event or occurrence that has the potential to cause harm

to life and damage property and the environment.

Natural hazard is an unpredictable naturally occurring event, arising

within the physical, climatic or biotic environment that will have a negative

effect on people or the environment.36 In this study, this shall refers to storms,

flooding, earthquakes, lightning, and volcanic activity.

Disaster risk reduction is the concept 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.27 This shall

be adopted in the study.

37

Disaster risk management is the systematic process of using

administrative decisions, organization, operational skills and capacities to

implement policies, strategies and coping capacities of the society and

communities to lessen the impacts of natural hazards and related environmental

and technological disasters. It comprises all forms of activities including

structural and non-structural measures to avoid (prevention) or to limit (mitigation

and preparedness) adverse effects of hazards.

Curriculum mapping is a technique for exploring the primary elements

of curriculum: what is taught; how instruction occurs; and, when instruction is

delivered.38 This shall be adopted in the study.

Hazard mapping is the process of establishing geographically where

and to what extent particular hazards are likely to pose a threat to people,

property, infrastructure, and economic activities. Hazard mapping is one of

the steps to identify risk.39 This shall be adopted in the study.

Resilience is the capacity of a system, community or society potentially

expose to hazards to adapt, by resisting or changing in order to reach and

maintain an acceptable level of functioning and structure. This is determined

by the degree to which the social system is capable of organizing itself to

increase this capacity for learning from past disasters for better future protection

and to improve risk reduction measures."40 This shall be adopted in the study.

38

N O T E S

1Samantha Jo Perry, “Human Resources and Natural Disaster Preparedness: Is Your Workplace Prepared?” (Thesis, Iowa State University, Ames, Iowa, 2013). http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4506& context=etd. Retrieved July 21, 2014.

2“World Risk Report” cited by Ralph S. Brower, Francisco A. Magno, and Janet Dilling, “Evolving and Implementing a New Disaster Management Paradigm: The Case of the Philippines.” http://link.springer.com/chapter/10.1007 /978-3-319-04468-2_17.

3Neil Dufty, “Opportunities for Disaster Resilience Learning in the Australian Curriculum.” http://www.em.gov.au/Publications/Australianjournalof emergencymanagement/PastIssues/Pages/AJEM29ONE/Opportunitiesfordisaste rresiliencelearningintheAustraliancurriculum.aspx.

4Avanish Kumar, Meena Raghunathan and Yoigit Nandawar, http://www. proventionconsortium.org/themes/default/pdfs/know_risk/Avanish115.pdf. August 15, 2011.

5Marla A. Petal and Yasamin O. Izadkhah, “Formal and Informal Education for Disaster Risk Reduction.” http://www.riskred.org/activities/ddredislamabad. pdf. Retrieved August 15, 2011.

6“Turkish Children Taught Disaster Awareness Through NGO Project, Istanbul-Hürriyet Daily News (Tuesday, August 17, 2010). http://www.hurriyet dailynews.com/n.php?n=children-are-trained-on-catastrophe-consciousness-t he-project-says-2010-08-17. Retrieved August 13, 2011.

23Mary Ann Scheirer, Program Theory and Implementation Theory, Implications for Evaluation (Wiley Periodicals, Inc., 1987).

14Aurea Gabriela Zegarra-Coronado, “Adaptive Capacity and Resilience to Natural Disasters in Latin America: A Case Study on the 2007 Ica, Peru Earthquake.” http://ph.search.yahoo.com/search;_ylt=A2oKmKrRlOtR5AEAV7Kz Rwx.?p=theses+and+dissertations+abstracts+on+natural+disasters+readiness&rd=r1&fr=yfp-t-711&fr2=sb-top&xargs=0&pstart=1&b=71. Retrieved July 21, 2014.

15Thomas William Haase, “Administrative Resilience: Evaluating the Adaptive Capacity of Administrative Systems that Operate in Dynamic and Uncertain Conditions” (Unpublished Doctoral Dissertation, University of Pittsburgh, 2010). http://d-scholarship.pitt.edu/6314/. Retrieved July 21, 2014.

16Gabriela Fernandez, “Examining Pedestrian Safety Effects of Safe Routes to School Investments in Chula Vista and National City” (Dissertation, 2012). http://sdsu-dspace.calstate.edu/handle/10211.10/2598. Retrieved July 21, 2014.

39

16Sirui Liu, “Analysis and Evaluation of Household Pick-up and Gathering Behavior in No-Notice Evacuations” (Dissertation, Virginia Polytechnic Institute and State University, 2011). http://scholar.lib.vt.edu/theses/available/etd-0601 2011-164838/ unrestricted/Liu_S_D_2011.pdf. Retrieved July 21, 2014.

17Jennifer A Horney, “Hurricane Evacuation Failure: The Role of Social Cohesion, Social Capital, and Social Control” (Dissertation, The University of North Carolina at Chapel Hill, 2009), 200 pages; 3352720. http://gradworks.umi. com/33/52/3352720.html. Retrieved July 21, 2014.

18Oageng Ivan Maferetlhane, “The Role of Indigenous Knowledge in Disaster Risk Reduction: A Critical Analysis” (Thesis, North-West University Potchefstroom Campus, 2013). Retrieved November 19, 2013). http://dspace. nwu.ac.za/handle/10394/8767?show=full

21Cherrie Ann P. Arela, “Community-Based Emergency Preparedness of Selected Barangays in La Union Province” Unpublished Master’ Thesis, Graduate School Program, Professional School, Bicol University of Legazpi).

22Rene N. Rabacal, “Awareness of High School Students on Climate Change” (Unpublished Master’s Thesis, Central Bicol State University on Agriculture, March 2012).

23Rico V. Locaba, “Family-Based and Community Managed Disaster Risk Reduction for Resiliency: Field Application of Master of Science in Disaster Management” (Unpublished Master’s Thesis, Central Bicol State University of Agriculture, 2012).

24William P. Menes, “Awareness and Resiliency on Climate Change in Vulnerable Areas in Camarines Sur” (Unpublished Doctoral Dissertation, University of Nueva Caceres, Naga City, 2013).

25Jonathan P. Guevara et al., “Assessment of Disaster Preparedness in Selected Public Schools in Luzon, Philippines” (Dissertation, University of the Philippines, Manila).

26Richard B. Colasito, “Disaster Management Program of Selected HEI’s in Legazpi City: Status, Implementation and Outcome” (Unpublished Master Thesis, University of Nueva Caceres, City of Naga).

26Rochelle Joseph, “Disaster Preparedness, Precautions for Natural Disasters.” http://www.suite101.com/content/disaster-preparedness-a195580. Retrieved August 12, 2011.

28Emmanuel M. Luna, “A Case Study on the Endogenous Systems of Response to River Flooding in Bula, Camarines Sur: Towards An Appropriate and Integrated Development and Disaster Management Planning (AIDMAP)” (Thesis/Dissertation, UP School of Urban and Regional Planning, April 2000).

40

http://www.upd.edu.ph/~surp/about_surp/2000-luna.pdf. Retrieved August 12, 2011.

29Amillah S. Rodil, “Client Needs Assessment in Post-Disaster Settlement Policy and Planning: The Case of Daraga, Albay” (Thesis/Dissertation, U.P. School of Urban and Regional Planning, March 2009). http://www.upd.edu.ph/ ~surp/about_surp/2009-Rodil.pdf. Retrieved August 12, 2011.

HMCarl I. Hovland and Muzafer Sherif, Social Judgment: Assimilation and Contrast Effects in Communication and Attitude Change (Westport: Greenwood, 1980). http://en.wikipedia.org/wiki/Social_judgment_theory. Retrieved July 30, 2014.

EFEm Griffin, A First Look at Communication Theory (New York, NY: McGraw-Hill, 2012), p. 195. http://en.wikipedia.org/wiki/Social_judgment_theory. Retrieved July 30, 2014.

JMJessica Mallard, "Engaging students in Social Judgment Theory", Communication Teacher, 24; 4 (October 2010), 197-202. http://en.wikipedia. org/wiki/Social_judgment_theory. Retrieved July 30, 2014.

ISInternational Strategy for Disaster Reduction 2005, p. 4. as cited by Haase.TH

SPSamantha Jo Perry, “Human Resources and Natural Disaster Preparedness: Is Your Workplace Prepared?” (Thesis, Iowa State University, Ames, Iowa, 2013). http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4506& context=etd. Retrieved July 21, 2014.

DRDisaster Risk Reduction Resource Manual (Safer Schools Resource Manual)

hthttp://en.wikipedia.org/wiki/Status.

6http://www.unisdr.org/we/coordinate/hfa.

6http://www.unisdr.org/we/coordinate/hfa.

raRubicon Atlas 2013. www.rubicon.com/[28 August 2013].

UN(UN ISDR) may have fallen into this trap (though to be fair its definitions of most other disaster terms are neater):

SBSalvano Briceño, Director, UN/ISDR secretariat. http://www.unisdr.org/ 2007/campaign/iddr/2007-iddr.htm. Retrieved November 19, 2014.

ISDR International Strategy for Disaster Reduction (ISDR), a United Nations framework.

41

The status of implemention of mainstreaming disaster risk reduction insecondary schools in the division of camarines norte

CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

42

The research method, sources of data and respondents of the study

in the implementation of DepEd Order No. 55 series of 2007 among mayon unit

schools in Camalig, Albay are presented in this chapter. A discussion on the

research instrument, procedure and statistical treatment of data and information

is also shown in this chapter.

Research Method

As earlier explained, this study aimed to determine the implementation

of the department order and generate knowledge on status, experiences and

activities to come up with program of action to further enhance mainstreaming

disaster risk reduction management in school. With this premise was the decision

for to consider the descriptive methods through survey and document(ary)

analysis. Thereby afforded the researcher described what was ‘going on’ and

‘should be’ based on the Disaster Risk Reduction Resource Manual issued

by the department. Necessarily upheld the appropriateness and strengthen

quantitative-qualitative techniques of the assessment.

Descriptive research method is one of the specific types of quantitative

research design involving the description of phenomena. Oftentimes provides

basic information, actions, behaviours and changes of phenomena through the

perspective of the researcher or the participants in the research.1 It usually

makes use of the natural setting and capability of describing the past, present

and future occurrence of the event.2 In this undertaking pertains to assessment

by the pupils, teachers and residents regarding natural hazards.

Sources of Data

43

The main source of data and information were the school personnel

and grade 5 pupils of Cabañgan, Quirangay and Tumpa Elementary Schools for

school year 2014 to 2015. Likewise, the selected residents of the barangays

Cabañgan, Quirangay, Tumpa, Salugan and Sua in the municipality of Camalig,

province of Albay. Other sources or references were taken from the records of

schools, records of the barangay, books theses and dissertations, issuances of

the DepEd, magazines and other print and non-print materials.

Respondents

The respondents in this research undertaking consisted of 51 personnel

and 114 grade five pupils from Cabañgan, Quirangay and Tumpa Elementary

Schools. There were also the 150 residents of barangays Cabañgan, Quirangay,

Tumpa, Salugan and Sua in the municipality of Camalig, province of Albay. This

brings the total of 315.

The Research Instrument

The main instrument of this study on natural hazards knowledge and

preparedness of teachers, pupils and residents is the questionnaire checklist

school personnel and residents (Appendix B1) and pupils (Appendix B2). The

questionnaire checklist for the school personnel and residents consisted of

five parts. Part I is on profile of the respondents to include age, sex, civil status,

and educational attainment. Part II is the on status of implementation of DepEd

Order No. 55 series of 2007 based on (a) use of the disaster risk reduction

management, (b) implementation of safe school program, (c) campaign for

energy and water consumption, and (d) monitoring of disaster risk reduction

44

project and activities. Each item has specific activities that would be rated by

the respondents. Part III concentrated with the experiences of school personnel

and residents on natural hazards in terms of frequency of occurrence and

month when hazards are prevalent. Part IV includes the activities undertaken

by the respondents before, during and after occurrence of natural hazards.

And the last part on the proposed program of action to further enhanced the

implementation of DepEd Order No. 55 series of 2007.

The questionnaire checklist for the pupils (Appendix B2) consisted of

four parts. Part I was on profile of the pupils (age and sex). Part II was about

the status of implementation of DepEd Order No. 55 series of 2007 focused

on campaign for energy and water conservation. Part III dealt with experiences

on natural hazards. It specifically identified the frequency of occurrence and

month when hazards are prevalent. Part IV described the activities undertaken

by the pupils before, during and after occurrence of natural hazards.

After the preliminary administration of the questionnaire-checklist and

test on level of knowledge and preparedness in responding natural hazards,

interview guide was prepared to further ascertain the availability of data and

information requirement in crafting of the intervention activities/ material. The

research instrument was dry-run in a nearby barangays.

Other data and information requirements of the study were generated

through document(ary) analysis and narratives of respondents.

Procedure

45

Prior to the actual conduct of the study, the proposal was submitted to

the Dissertation Committee and Bicol University Graduate School for approval

and acceptance. The researcher then requested the authority to conduct the

study from the Department of Education officials using the letter-request shown

in Appendix A. With the written approval and permission granted by the Schools

Division Superintendent, a schedule of visit with the heads of schools was made.

Appointment with the barangay chairmen for the purpose of conducting the

said study in their communities was requested and finalized.

Schedule for the administration of questionnaire-checklist and interview

was set to allow the availability of the respondents. Worth to mention in this

regard was the regular consultation with the adviser during the actual conduct

and writing of the manuscript.

Statistical Treatment of Data

The numerical responses of the respondents were consolidated and

presented using the frequency count, range, mean/weighted mean, percentage,

ratio, and rank statistics.3 Computation was done using MS Excel program.

Nonetheless, the status of implementation was described using 4-point scale

with the following ratings and the corresponding quantitative and qualitative

equivalent.4 These are: 4 (3.50-4.00) for Very Much Implemented (VMI);

3 (2.51-3.50) for Much Implemented (MIP); 2 (1.51-2.50) for Implemented

(IMP); and 1 (1.00-1.50) for Not Implemented (NIP), respectively.

46

Assessment of the activities similarly made used of the 4-point rating

scale. These are: 4 (3.51-4.00) for Always; 3 (2.51-3.50) for Sometimes; 2 (1.51-

2.50) for Seldom; and 1 (1.00-1.50) for Never, respectively.

Overall assessment5 was discussed utilizing tables and/or graphs to

strengthen the presentation, analysis, and interpretation of the findings. In a

way, allow better and meaningful understanding of the research manuscript

among potential users.

47

N O T E S

1Fred C. Lunenburg and Beverly J. Irby, Writing a Successful Thesis or Dissertation (Corwin Press Inc., 2008), pp. 30.

2Victoria A. Bautista, Research and Public Management (Diliman, Quezon City: University of the Philippines Open University, 2002), pp. 198-116.

3Cristina P. Parel et al., Social Survey Research Design (Quezon City: Philippine Social Science Council, Inc., 1992), p. 2.

4Consuelo G. Sevilla et al., Research Methods (Manila: National Book-store, 2001), p. 60

5Jack F. Fraenkel, et al., How to Design and Evaluate Research in Education, 5th Ed. (New York; McGraw Hill, 2003), p. 15.

BIBLIOGRAPHY

48

A. BOOKS

Bautista, Victoria A. Research and Public Management. Diliman, Quezon City: University of the Philippines Open University, 2002.

DepEd. Seeds of Safety: Integrating DIsaster Risk Reduction into the Public Elementary Curriculum. 2010.

DepEd. Nurturing Safe Schools: A Teachers Guide to Child-centered Disaster Risk Reduction. n.d.

DepEd. Disaster Risk Reduction Resource Manual. 2008.

Fraenkel, Jack F., et al. How to Design and Evaluate Research in Education, 5th Ed. New York; McGraw Hill, 2003.

Griffin, Em. A First Look at Communication Theory. New York, NY: McGraw-Hill, 2012, p. 195. http://en.wikipedia.org/wiki/Social_judgment_theory. Retrieved July 30, 2014.

Hovland, Carl I. and Muzafer Sherif. Social Judgment: Assimilation and Contrast Effects in Communication and Attitude Change. Westport: Greenwood, 1980). http://en.wikipedia.org/wiki/Social_judgment_theory. Retrieved July 30, 2014.

Lunenburg, Fred C. and Beverly J. Irby. Writing a Successful Thesis or Dissertation. Corwin Press Inc., 2008.

Parel, Cristina P., et al. Social Survey Research Design. Quezon City: Philippine Social Science Council, Inc., 1992.

Sevilla, Consuelo G., et al. Research Methods. Manila: National Bookstore, 2001.

B. THESES / DISSERTATIONS

Arela, Cherrie Ann P. “Community-Based Emergency Preparedness of Selected Barangays in La Union Province.” Unpublished Master’ Thesis, Graduate School Program, Professional School, Bicol University of Legazpi.

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Baumwoll, Jennifer. “The Value of Indigenous Knowledge for Disaster Risk Reduction: A Unique Assessment Tool for Reducing Community Vulnerability to Natural Disasters.” Thesis, Webster University, 2008. http://gradworks. umi.com/14/52/1452475.html.

Colasito, Richard B. “Disaster Management Program of Selected HEI’s in Legazpi City: Status, Implementation and Outcome.” Unpublished Master Thesis, University of Nueva Caceres, City of Naga.

Coronado, Aurea Gabriela Zegarra. “Adaptive Capacity and Resilience to Natural Disasters in Latin America: A Case Study on the 2007 Ica, Peru Earth-quake.” http://ph.search.yahoo.com/search;_ylt=A2oKmKrRlOtR5AEAV7 KzRwx.?p=theses+and+dissertations+abstracts+on+natural+disasters+ readiness&rd=r1&fr=yfp-t-711&fr2=sb-top&xargs=0&pstart=1&b=71. Retrieved July 21, 2014.

Fernandez, Gabriela. “Examining Pedestrian Safety Effects of Safe Routes to School Investments in Chula Vista and National City.” Dissertation, 2012. http://sdsu-dspace.calstate.edu/handle/10211.10/2598. Retrieved July 21, 2014.

Guevara, Jonathan P., et al. “Assessment of Disaster Preparedness in Selected Public Schools in Luzon, Philippines.” Dissertation, University of the Philippines, Manila.

Haase, Thomas William. “Administrative Resilience: Evaluating the Adaptive Capacity of Administrative Systems that Operate in Dynamic and Un-certain Conditions.” Unpublished Dissertation, University of Pittsburgh, 2010. http://d-scholarship.pitt.edu/6314/. Retrieved July 21, 2014.

Horney, Jennifer A. “Hurricane Evacuation Failure: The Role of Social Cohesion, Social Capital, and Social Control.” Dissertation, The University of North Carolina at Chapel Hill, 2009), 200 pages; 3352720. http:// gradworks.umi. com/33/52/3352720.html. Retrieved July 21, 2014.

Joseph, Rochelle. “Disaster Preparedness, Precautions for Natural Disasters.” http://www.suite101.com/content/disaster-preparedness-a195580. Retri-eved August 12, 2011.

Liu, Sirui. “Analysis and Evaluation of Household Pick-up and Gathering Behavior in No-Notice Evacuations.” Dissertation, Virginia Polytechnic Institute and State University, 2011. http://scholar.lib.vt.edu/theses/avail able/etd-0601 2011-164838/unrestricted/Liu_S_D_2011.pdf. Retrieved July 21, 2014.

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Locaba, Rico V. “Family-Based and Community Managed Disaster Risk Reduction for Resiliency: Field Application of Master of Science in Disaster Management.” Unpublished Master’s Thesis, Central Bicol State University of Agriculture, 2012.

Luna, Emmanuel M. “A Case Study on the Endogenous Systems of Response to River Flooding in Bula, Camarines Sur: Towards An Appropriate and Integrated Development and Disaster Management Planning (AIDMAP). Thesis/Dissertation, UP School of Urban and Regional Planning, April 2000. http://www.upd.edu.ph/~surp/about_surp/2000-luna.pdf. Retrieved August 12, 2011.

Maferetlhane, Oageng Ivan. “The Role of Indigenous Knowledge in Disaster Risk Reduction: A Critical Analysis.” Thesis, North-West University Potchefstroom Campus, 2013. Retrieved November 19, 2013). http:// dspace. nwu.ac.za/handle/10394/8767?show=full.

Menes, William P. “Awareness and Resiliency on Climate Change in Vulnerable Areas in Camarines Sur.” Unpublished Doctoral Dissertation, University of Nueva Caceres, Naga City, 2013.

Rabacal, Rene N. “Awareness of High School Students on Climate Change.” Unpublished Master’s Thesis, Central Bicol State University on gri-culture, March 2012.

Rodil, Amillah S. “Client Needs Assessment in Post-Disaster Settlement Policy and Planning: The Case of Daraga, Albay.” Thesis/Dissertation, U.P. School of Urban and Regional Planning, March 2009. http://www.upd. edu.ph/~surp/about_surp/2009-Rodil.pdf. Retrieved 12, 2011.

C. JOURNALS AND OTHERS

Briceño, Salvano Director, UN/ISDR secretariat. http://www.unisdr.org/ 2007/ campaign/iddr/2007-iddr.htm. Retrieved November 19, 2014.

Council of Australian Governments, “National Strategy for Disaster Resilience: Building our Nation’s Resilience to Disasters.” Australian Government, 2011.

DepEd No. 55 series of 2007 entitled “Prioritizing the Mainstreaming of Disaster Risk Reduction Management in the School System Implementation of Programs and Projects Relatives Therefor” dated August 10, 2007.

Dufty, Neil. “Opportunities for Disaster Resilience Learning in the Australian Curriculum.” http://www.em.gov.au/Publications/Australianjournalofemer

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gencymanagement/PastIssues/Pages/AJEM29ONE/OpportunitiesfordisasterresiliencelearningintheAustraliancurriculum.aspx.

http://en.wikipedia.org/wiki/Status.

http://www.unisdr.org/we/coordinate/hfa.

International Strategy for Disaster Reduction (ISDR), a United Nations rame-work.

Kumar, Avanish; Meena Raghunathan and Yoigit Nandawar. http://www. proventionconsortium.org/themes/default/pdfs/know_risk/Avanish115.pdf. August 15, 2011.

Mallard, Jessica. "Engaging Students in Social Judgment Theory", Communica-tion Teacher, 24; 4 (October 2010), 197-202. http://en.wikipedia. org/wiki/ Social_judgment_theory. Retrieved July 30, 2014.

Perry, Samantha Jo. “Human Resources and Natural Disaster Preparedness: Is Your Workplace Prepared?” Thesis, Iowa State University, Ames, Iowa, 2013).http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4506&context= etd. Retrieved July 21, 2014.

Petal, Marla A. and Yasamin O. Izadkhah. “Formal and Informal Education for Disaster Risk Reduction.” http://www.riskred.org/activities/ddredislama bad. pdf. Retrieved August 15, 2011.

Professor Jill Klein. http://mteliza.mbs.edu/our-programs/focused/resilient-leader-ship.

Rubicon Atlas 2013. www.rubicon.com/[28 August 2013].“Turkish Children Taught Disaster Awareness Through NGO Project, Istanbul-

Hürriyet Daily News (Tuesday, August 17, 2010). http://www.hurriyet dailynews.com/n.php?n=children-are-trained-on-catastrophe-consciousne ss-the-project-says-2010-08-17. Retrieved August 13, 2011.

World Risk Report” cited by Ralph S. Brower, Francisco A. Magno, and Janet Dilling, “Evolving and Implementing a New Disaster Management Paradigm: The Case of the Philippines.” http://link.springer.com/chapter/ 10.1007 /978-3-319-04468-2_17.

APPENDIX A

LETTER OF REQUEST TO CONDUCT THE STUDY

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APPENDIX B

QUESTIONNAIRE CHECKLIST

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Part I. Background Information

1. Name of Respondent : __________________________________

2. Group : [ ] Teacher[ ] Pupil[ ] Resident

3. Sex : [ ] Male[ ] Female

Part II. Level of Hazard Preparedness of the Respondents .

Direction: This is a self-assessment activity describing the level of disaster preparedness. Please check [√] or provide the information requested using the scale of Very High (3), High (2) and Not (1) prepared.

1. Kindly indicate the usual time you are aware and prepared for the impeding calamities? a. Storms -__________________________________________________ b. Flashfloods - ________________________________________________

c. Landslides - _________________________________________________d. Earthquakes - _______________________________________________

e. Volcanic activities - ___________________________________________f. Lightning - __________________________________________________

2. What are the lessons learned resulting from the natural hazards? a. Storms -__________________________________________________ b. Flashfloods - ________________________________________________

c. Landslides - _________________________________________________d. Earthquakes - _______________________________________________

e. Volcanic activities - ___________________________________________f. Lightning - __________________________________________________

3. Which of the following concepts are you aware?

To be derived by preliminary interview/documentary analysis.

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55

APPENDIX D

Evaluate Learning of Disaster Risk Reduction Concepts and Principles in terms ofCognitive, Affective and Psychomotor

56

ENGLISH EVALUATION / TESTName:_______________________________ Date:___________a. Save from a dangerous place (5 items)

Instruction: Read the paragraph below and answer the questions that follow. Draw a circle around the most appropriate answer.

Two boys were missing. The whole village was searching every corner, including the hill beyond the swamps. No one found any sign of the boys. Finally, an old man came forward and said he had seen the boys going up the river. People never went to the area because it was dangerous. A slip on the banks made of loose rocks could mean death in the stony riverbed. The searchers had to cut the thick bush to be able to pass through them. Then suddenly, they saw a small waterfall and pool. There, the boys were swimming merrily, unmindful of the world and the worries of the whole village.

1. Why were people searching every corner of the village?a. An old man was killed.b. Two boys were missing.c. A baby drowned in the river.

2. What happened after the old man revealed where the boys were?a. They found the missing boys.b. They didn’t find the two boys.c. They went to another place to look for the boys.

3. Why don’t people go up the river?a. It is far from the village.b. It is private property.c. It is a dangerous place.

4. Why were the two boys happy?a. They were alone.b. They had found a place where they could swim.c. They were away from their parents.

5. What did the boys feel upon finding the waterfall?a. They felt happy.b. They became afraid.c. They felt uneasy.

b. Dangerous and deadly eruption (5 items)Instruction: Re-read the sentences in (a) Identify the cause and effect in each.

Underline once the part of the sentences below that describe the cause. Underline twice the part that describes the effect.

1. Take your family to a safer place before a volcano nearby erupts.

2. We are thankful because the typhoon didn’t hit our place.

3. The plants died due to lack of water.

4. Many cases of accidental poisoning occur because people are careless with

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insecticides.

5. People should keep their surroundings clean to prevent the breeding of flies and pests.

c. Disaster Mitigation (Rain) (7 items)

Disaster MitigationInstruction: Fill in the blank with the correct answer

Bringing an ______ before it ______s is an example of a measure of disaster mitigation. An ______ reduces the impact of the ______ on people.

Being wet from ______ can make us sick. If we bring ______s, we help mitigate the impact of ______ wetness and coldness on our heads and bodies, which can cause colds, coughing and fevers.

d. How typhoons develop (7 items)Instruction: Read the sentences below from the reading selection. Underline the descriptive words in the sentences. (For example, in 1, what word describes a storm?

1. A typhoon is a very strong storm.

2. The sky turns dark because of the formation of thick dark rain clouds.

3. Cold air brings with it heavy rains.

4. The effects of typhoons can be disastrous.

5. Typhoons are natural phenomena.

6. The presence of warm air in a certain place creates a low pressure area.

7. A typhoon affects the coastline, land and the atmosphere severely.

e. Earthquake (8 items)

Instruction: For each pair of sentences below, identify which is the cause and which is the effect.

1. ________ We must learn how to observe preventive measure.________ The Philippines is an earthquake-prone country.

2. ________ The people acted properly before, during and after the earthquake.

________ Loss of property and lives was lessened.

3. ________ People were aware of the disastrous effects of earthquakes.________ A disaster coordinating brigade was organized.

4. ________ People were properly informed on what to do before, during and after an earthquake.

________ There were less devastating effects due to earthquakes.

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5. ________ Dirt and loose materials on the mountainside can easily be washed away into lower areas.

________ It rained heavily last night.

6. ________ Rain water mixes with loose materials.________ Rain water form mud that moves along the valley floors.

7. ________ The family living near the Payatas dumpsite was advised to evacuate.

________ There was a heavy rain.

8. ________ There was a flash flood.________ Many houses were destroyed.

f. Fire/Tsunami (8 items)Instruction: Identify the mood expressed in the following lines and situations. Circle the best answer.

1. “Now,” Lito said to himself, “I do not have to prove whether I am brave or not. I know I can help them.”

a. Lito feels uneasy.b. Lito feels confident.c. Lito feels relieved.

2. “Fire! Fire! Please help me put out the fire!” Dindo shouted.a. Dindo is frightened.b. Dindo is happy.c. Dindo is excited.

3. The man rose to his feet and looked out at the sea. The sea was very dark and strange to see. It seemed to be running away from the land.

a. Curiousityb. Anxietyc. Excitement

4. “Help! Please help me! I’m stuck beneath this rubble! I’m dying!”a. Boredomb. Hopelessnessc. Sympathy

5. He saw no man. No one heard him. The air was mild The woods were dark. No sunshine came.

a. A feeling of surprise.b. A feeling of loneliness.c. A feeling of hatred.

6. “The sea is gone!”, the boy said.a. Happinessb. Fear c. Sadness

7. “Don’t worry, Mario. We can make it to the evacuation center. We are brave boys.”

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a. Angerb. Sorrowc. Determination

8. “Look! Not a house was left below the hillside along the shore!”, cried the people.a. Contentmentb. Angerc. Despair

Summary of Scorea. _____b. _____c. _____d. _____e. _____f. _____

Total : _________

Reference

Seeds of Safety: Integrating Disaster Risk-Reduction into the Public Elementary School Curriculum, ©Save the Children in the Philippines, May 2010.

Table of Specification

Topic Numbers of Item

a. Save from a dangerous place 5

b. Dangerous and deadly eruption 5

c. Disaster Mitigation (Rain) 7

d. How typhoons develop 7

e. Earthquake 8

f. Fire/Tsunami 8

Total 40

Key to Correction

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a. Save from a dangerous place

1. b 4. b2. a 5. a3. c

b. Dangerous and deadly eruption

1. Take your family to a safer place before a volcano nearby erupts.

2. We are thankful because the typhoon didn’t hit our place.

3. The plants died due to lack of water.

4. Many cases of accidental poisoning occure because people are careless with insecticides.

5. People should keep their surroundings clean to prevent the breeding of flies and pests.

c. Disaster Mitigation (Rain)Bringing an umbrella before it rains is an example of a measure of

disaster mitigation. An umbrella reduces the impact of the rain on people.Being wet from rain can make us sick. If we bring umbrellas, we

help mitigate the impact of rain wetness and coldness on our heads and bodies, which can cause colds, coughing and fevers.

d. How typhoons develop1. very strong 5. natural phenomena2. dark & thick dark 6. warm air & low3. cold & heavy 7. severely4. disastrous

e. Earthquake

1. effect 5. effectcause cause

2. cause 6. causeeffect effect

3. effect 7. effectcause cause

4. cause 8. causeeffect effect

f. Fire/Tsunami

1. b 5. b2. a 6. b3. b 7. c4. b 8. c

APPENDIX E

61

Republic of the PhilippinesDepartment of Education

Tanggapan ng Kalihim August 10, 2007Office of the Secretary

DepEd ORDERNo. 55, s. 2007

PRIORITIZING THE MAINSTREAMING OF DISASTER RISK REDUCTIONMANAGEMENT IN THE SCHOOL SYSTEM IMPLEMENTATION OF

PROGRAMS AND PROJECTS RELATIVES THEREFORTo: Undersecretaries

Assistant SecretariesBureau DirectorsDirectors of Services/ Centers and Heads of UnitsRegional DirectorsSchools City/ Division Superintendents Heads, Public and Private Schools

1. Building schools, nations and communities resilient to disaster is one of the objectives of the Hyogo Framework for Action 2005-2015 which is now considered as a priority policy for implementation by the Department. The Hyogo Framework for Action is a global blue print for disaster risk reduction efforts which aims to reduce disaster losses in lives, properties, social, economic and environmental assets of communities and countries by year 2015.

2. Under the Non-Structural component of the Safe Schools Program, one of the activities undertaken by the Department is the preparation of the Disaster Risk Reduction Resource Manual (DRRRM) which will serve as source of information to be used by school administrators, School heads/ principals, supervisors, and teachers relative to the implementation of disaster risk reduction management projects.

3. In view hereof, all concerned are enjoined to prioritize the following:a. Utilization of the Disaster Risk Reduction Resource Manual (DRRRM)

which was prepared by the Technical Working Group created through DepED Memorandum No. 175, s. 2007. Guidelines for its utilization are enclosed as Enclosure No. 1 of this Memorandum which also contain suggested activities and duties and responsibilities of each stakeholder. An orientation on the utilization of the DRRRM will be conducted by the Technical Working Group to all regions starting August 14 to September 5, 2007 as contained in DepED Memorandum No. 291, s. 2007 which was disseminated earlier to the field.

b. Implementation of Safe Schools Programs relative to disaster risk reduction efforts such as:(1) Non-Structural Components

(i) Mainstreaming Disaster Risk Reduction Concepts in the Elementary and Secondary School Curricula;

(ii) School Mapping Exercise;(iii) School Water and Electrical Facilities Assessment Project;

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(iv) Preparation of Disaster Preparedness Modules Through Multi-Media;

(v) Quarterly Conduct of Earthquake and Fire Drills; and(vi) Road Safety Education for Children.

(2) Structural Components(i) Construction of Hazards Resilient Schoolbuildings

- Learning and Public Use Schoolbuilding (Lapus Building)- Be Better, Build Better International Design Competition- Assessment of Schoolbuildings Structural Integrity and

Stability (ASSIST)

c. Information Dissemination Campaign for Energy and Water Conservation Flyers (Enclosure Nos. 2 and 3) on water and energy conservation will be distribution to the schools and all concerned are enjoined to use these flyers as advocacy and information dissemination campaign materials. A Communication Plan was also developed by the National Disaster Coordinating Council (NDCC) with the DepED as one of its Member Agencies, with the “Sampung Hakbang” on water and energy conservation using an acronym TUBIG POWER (Enclosure No.4) as tips and ways to conserve these important resources. Objectives of this are to create heightened awareness among the schoolchildren, teachers and the general public on the impending dry spell and in preparation for the coming of the rainy season.

d. Monitoring of the implementation of the disaster risk reduction projects and other activities under this Order shall be done by the Central Office particularly the Calamity/Disaster and Fire Control Group (CDFCG) care of the Office of the Director for Administrative Service

4. Immediate dissemination of and compliance with this Order is directed.

(SGD) VILMA L. LABRADORUndersecretary

Officer-In-ChargeEncLs.:

As statedReferences: DepED Memorandum: (Nos. 175 and 291, s. 2007)Allotment: 1- -(D.O. 50-97)To be indicated in the Perpetual Index

under the following subjects:CALAMITYPROGRAMSPROJECTSSCHOOLS

Maricar/DO-Mainstreaming of DRRM08-10-07

Excerpts of Enclosure No. 1 to DepED Order No. 55, s. 2007

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ORIENTATION GUIDELINES AND MECHANICS

To ensure a uniform way of orienting the user of the Disaster Risk Reduction Resource Manual (DRRRM), the following are guidelines and mechanics to be used during the orientation workshops scheduled for the purpose.

I. Mainstreaming AssignmentDuring the classroom simultaneous discussion/integration/mainstreaming

of Disaster Risk Reduction Concepts provided in the resource manual, teachers of the following learning areas shall be assigned to take up the following in all year levels. This is to avoid monotony and repetition on concepts.B. Elementary:

1. English - The Philippines Risk Profile (Chapter I)2. Filipino - The Philippine Risk Reduction Management System(Chapter II)3. Science (Grades III-VI) Natural Hazards (Geological Hazards) (Chapter II)4. Mathematics - Natural Hazards (Hydrometeorological Hazards (-do-)5. HEKASI - Human Made/Induced (Technological Hazards) (Chapter IV)6. MAPEH - Human Made/Induced (Environmental Hazards) (-do-)7. GMRC - Ensuring Continuity in Instruction (Chapter V)8. EPP - Ensuring Safety of DepED Properties (Chapter VI)

II. Recommended Strategies1. The School City/Division Superintendent shall allow a one-week schedule

so that contents of the DRRRM will be taken up simultaneously in all subject areas and in all grade and year level mentioned above. With due respect to the Time on Task Policy, schedule of make up classes shall also be done to ensure that schedule lessons which were postponed giving way to the contents of the DRRRM shall be taken up. Awareness on disaster risk reduction can not wait for the point of entries in the LCs. A calamity may come without warning. Therefore awareness, preparedness and action is a MUST. The following are suggested activities:

a. Monday - Wednesday – Delivery of the DRRRM Content in the classroom (Assignment per item I - Mainstreaming Assignment of Teachers in all Areas)

b. Thursday – Organization of the Disaster Risk Reduction Management Group, Hazards Assessment, Contingency Planning.

c. Friday – Actual Conduct of Basic Life Support/First Aid in the morning and Earthquake or Fire Drill in the afternoon.

d. Other suggested activities to be spearheaded by school head.

III. Duties and Responsibilities1. School Level

a. School Head/Principal shall:(i) suspend (per SDS instruction) the regular delivery of LC’s to give

way to the simultaneous mainstreaming of Disaster Risk Reduction concepts and plan for make up classes;

(ii) initiate the organization of schools Disaster Risk Reduction Management Group;

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(iii) invite DPWH, BFP, and Local Government Office (Municipal Engineering Office) representative to conduct site, building inspection to include water and electrical facilities, structural integrity and stability of school buildings, and act on their recommendations and suggestions;

(iv) conduct school level seminar symposium, program and involve resource speaker from DOH, Red Cross on First Aid and Basic Life Support System;

(v) involve the Student Government Organization, Boy and Girl Scout in the orientation of Disaster Risk Reduction concepts in the school and community;

(vi) call a GPTA meeting as part of Info-dissemination campaign; and(vii) other activities she/he may conduct relative to the DRR.

b. Head Teachers shall:(i) monitor the topic integration by the classroom teachers;

(ii) suggest effective teaching strategies to carry out the topic(iii) evaluate the mainstreaming/integration process; and(iv) report the progress to the principal

d. Teachers shall:(i) read, study carefully the contents of the DRRRM and mainstream

disaster risk reduction concepts in the subject areas assigned in Item No. 1. Continuously integrate the concepts if these point of entries are met in the Learning Competencies (LCs). Ex. In Science, the topic is Environment, integrate the environmental hazards in a form of review, reminder or commitment.

(ii) use appropriate/effective teaching strategies;(iii) evaluate learning (cognitive, affecting and psychomotor);(iv) include in the bulletin board concepts on disaster risk reduction;

and(v) let students prepare a collage, poster, jingle, poem, rap or slogan on

disaster risk reduction as part of the evaluation measures.

2. Division Levela. City Schools Division Superintendents/Assistant City Schools Division

Superintendent shall:(i) issue a Memorandum allowing School Heads to allocate one-week

activity to simultaneously mainstream disaster risk reduction concepts in all subject areas and in all grade and year level;

(ii) conduct monitoring and evaluation of the disaster reduction program;

(iii) prepare summary of reports and submit to the Office of the Regional Directors (Attn: Administrative Service, ES (In Charge of DRR Mgt)

(iv) monitor the mainstreaming of DRR concepts in the schools;(v) suggest effective/appropriate mainstreaming strategies;(vi) evaluate the effectiveness of the mainstreaming activities; and

(vii) consolidate and submit report to the City Schools Division Superintendent/Assistant City Schools Division Superintendent.

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Enclosure No. 2 to DepED Order No. 55, s. 2007

Bata, bata, Tubig ay mahalaga,Wag mong hayaang ito ay mawala,Upang Tagtuyo ay Maiwasan ng Madla

Mga Paghahanda:

A. Sa Loob ng PaaralanAng silid aralan ay nagsisilbing pangalawang tahanan ng mga mag-aaral kaya dapat

lamang na magkaroon ito ng mga pangunahing pangangailangan ng mga bata tulad ng tubig at mga pasilidad na kailangan upang patuloy na makapagbigay ng tubig. Ang tubig ay kailangan sa paghuhugas ng mga gamit, pangdilig ng mga halaman, at higit sa lahat ay upang inumin.

Sa ngayon, nagkukulang tayo sa ulan ng nagbibigay ng tubig sa atin. Ang kinakailangang ulan ay hindi dumarating kung kaya’t marami na sa ibang bahagi ng bansa kaya’t dapat natin itong gamitin nang maayos at matipid. Ang mga sumusunod ay mga pamamaraan upang makatipid sa paggamit ng tubig sa loob ng paaralan:

1. Gumamit ng maliit na palanggana sa paghuhugas ng anumang gamit sa paaralan;2. Kapag nag sisipilyo, gumamit ng baso at huwag hayaang nakabukas ang gripo

at tumutulo ang tubig habang nagsisipilyo3. Ipunin ang tubig na pinaghugasan o pinagbanlawan at gamitin ito sa pagdidilig ng

mga halaman. Diligan ang mga halaman sa umaga bago sumikat and araw upang masipsip nang mabuti ng halaman ang tubig at maiwasan ang ebaporason ng tubig sanhi ng matinding sikat ng araw.

4. Ipagbigay alam sa Punong Guro o sinuman sa mga guro at tauhan sa paaralan ang tungkol sa gripo na hindi maisara nang mabuti, mga gripo na may butas o sira, at tumatagas ang tubig.

5. Gamitin ang naipong tubig na pinaghugasan o pinagbanlawan sa pagbubuhos ng kubeta;

6. Kapag may ulan, sikaping makaipon ng tubig-ulan upang magamit na pandilig ng halaman o panghugas ng mga gamit sa paaralan.

B. Sa Loob ng Tahanan1. Alisin muna ang mga tirang pagkain bago hugasan ang mga pinggan, baso, tasa.

Gumamit ng palanggana sa pagbabanlaw ng pinagkainan at ipunin ang mga pinagbanlawan upang magamit na pagdilig sa halaman o pambuhos sa kubeta.

2. Huwag hayaang umapaw ang tubig sa palanggana habang naghuhugas ng mga pinagkainan;

3. Gumamit ng timba at tabu sa paliligo at iwasang gumamit ng dutsa o “bath tub”. Isara ang gripo kapag magsasabon ng katawan at buksan lang ito kung magbabanlaw na.

4. Gumamit din ng palanggana sa pag lalaba at sikaping maipon ang tubig na pinagbanlawan. Ipunin lahat ng maruming damit at sabay-sabay

5. Ugaliing maglinis lagi ng bahay upang hindi mahirap ang paglinis nito Gumamit ng basang basahan at isarang mabuti ang gripo pagkatapos gumamit ng tubig.

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Enclosure No. 3 to DepED Order No. 55, s. 2007

ENERTIPID-GAWIN MO KID

Mga Gabay sa Pagtitipid ng KuryenteA. Sa Loob ng Paaralan

1. Linisin palagi ang betilador, ilaw at mga kagamitang gumagamit ng kuryente.2. Gumamit ng Fluorescent bulbs sa halip na incandescent bulbs;3. Taggalin ang plugs ng mga kompyuter sa outlets bago umalis ng paaralan;4. Kapag nasa Laboratoryong Pang-Agham, gumamit ng salamin sa mata, at

kasuotang panglaboratoryo lamang;5. Ugaliin ang pagsasagawa ng ligtas na paggamit ng laboratoryo gaya ng mga

sumusunod:a. isa-alang-alang ang sariling kaligtasan kapag gumagawa ng eksperimento;b. huwag pumasok o gumawa ng eksperimento sa laboratoryo nang nag-iisa;c. alamin ang mga panganib na maaaring mangyari kapag gumagawa sa

laboratoryo, at kung ano ang tamang gawin upang maiwasan ang mga ito;d. ipagbigay-alam ang anumang aksidente o pangyayari sa loob ng laboratoryo.e. huwag na huwag kumain, uminom at manigarilyo sa loob ng laboratoryof. laging sumangguni sa guro bago gumawa ng anuman sa loob ng laboratoryo

g. lagyan ng tamang pangalan ang mga chemicals sa loob ng laboratoryoB. Kapag Nasa Loob ng Tahanan

a. regular na linisin ang mga kagamitan at kumpunihin ang sira ng mga ito;b. huwag mamalantsa ng paisa-isa at gawin ito nang sabay-sabay c. palaging linisin ang fluorescent tube. Ang dumi o alikabok ay nakababawas

ng liwanag hanggang 50 porsiyento.d. gamitin ang telepono o telebisyon kung kinakailangan lamang;e. siguruhing may fire extinguishers, first aid kits, fire blankets at fume hoods sa

loob ng laboratoryof. suriin palagi ang mga kagamitan at siguruhing lahat ay may grounded plugs

at maglagay ng gound fault interrupters (GFIs) kung saan kailangang. maglagay ng pamatay sunog, alisin ang mga sagabal at maglagay ng label sa

mga labasan

SAMPUNG HAKBANG SA TAGTUYOTT - ipirin ang tubig, pati na kuryenteU - galiing isara ang gripo, gumamit ng tabo at baldeB - awa’t patak ng tubig, sahuring palagiI - wasang maglaba ng paisa-isa, sabay-sabay lagi

G - amitin sa pagbuhos ng kubeta at pagdilig ng halaman, inipong tubig ulan o pinagbanlawan

P - lantsang grounded, itabi o itapon naO - ven at refrigerator, linisin sa tuwinaW - ag nang gamitin, heater at blower na lumaE -ear to ear na tawag, o kaya’y telebabadR - egular na iwasan, gamitin ito kung kailangan lamang

67

CURRICULUM VITAE

68

69

THE IMPLEMENTATION OF DEPARTMENT OF EDUCATION

ORDER 55 SERIES OF 2007 AMONG MAYON UNIT

SCHOOLS IN CAMALIG, ALBAY

A Dissertation Presented to

the Faculty of the Graduate SchoolBicol University

Legazpi City

In Partial Fulfilmentof the Requirements for the Degree

Doctor of Education in Educational Leadershipand Management

by

70

Republic of the PhilippinesBicol University

GRADUATE SCHOOLLegazpi City

RECOMMENDATION FOR PRE-ORAL DEFENSE

This dissertation entitled, THE IMPLEMENTATION OF DEPARTMENT OF EDUCATION ORDER NO. 55 SERIES OF 2007 AMONG MAYON UNIT SCHOOLS IN CAMALIG, ALBAY, prepared and submitted by___________________________, in partial fulfilment of the requirements for the degree, Doctor of Education in Educational Leadership and Management is hereby submitted to the committee for consideration.

_____________________

AdviserFebruary , 2015 Date

DISSERTATION COMMITTEE

This dissertation entitled, THE IMPLEMENTATION OF DEPARTMENT OF EDUCATION ORDER NO. 55 SERIES OF 2007 AMONG MAYON UNIT SCHOOLS IN CAMALIG, ALBAY, prepared and submitted by_________________________, in partial fulfilment of the requirements for the degree, Doctor of Education in Educational Leadership and Management is hereby recommended for Pre-Oral Defense.

Chairman

Member Member

Member Member

ii

71

Republic of the PhilippinesBicol University

GRADUATE SCHOOLLegazpi City

RESULTS OF THE ORAL EXAMINATION

Results of the Oral Examination for_____________________, candidate for the degree Doctor of Education in Educational Leadership and Management.

Dissertation : THE IMPLEMENTATION OF DEPARTMENT OF EDUCATION ORDER NO. 55 SERIES OF 2007 AMONG MAYON UNIT SCHOOLS IN CAMALIG, ALBAY

Date : February __, 2015

Place : Bicol University Graduate School This is to certify that_______________________, has passed the Oral Examination with a final rating of ____%.

PANEL MEMBERS ACTION

Chairman_____________

Member_____________

Member_____________

Member_____________

Member_____________

iii

72

Republic of the PhilippinesBicol University

GRADUATE SCHOOLLegazpi City

APPROVAL SHEET

Upon recommendation of the Oral Examination Committee, this dissertation entitled, THE IMPLEMENTATION OF DEPARTMENT OF EDUCATION ORDER NO. 55 SERIES OF 2007 AMONG MAYON UNIT SCHOOLS IN CAMALIG, ALBAY, prepared and submitted by___________________________, is hereby approved in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership and Management.

LORNA M. MIÑA, PhD OIC-Dean

HELEN M. LLENARESAS, EdDVice-President for Academic Affairs

FAY LEA PATRIA M. LAURAYA, PhD President IV

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73

TABLE OF CONTENTS

PAGE

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

RECOMMENDATION FOR PRE-ORAL DEFENSE . . . . . . . . . . . . . . . ii

RESULTS OF THE ORAL EXAMINATION . . . . . . . . . . . . . . . . . . . . . . iii

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

A B S T R A C T . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x

LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv

LIST OF PLATES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv

CHAPTER

1. THE PROBLEM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Scope and Delimitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

N O T E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

2. REVIEW OF RELATED LITERATURE AND STUDIES . . . . . . . 14

Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Related Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Synthesis of the State-of-the-Art . . . . . . . . . . . . . . . . . . . . . . 30

Gap Bridged by the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

74

CHAPTER PAGE

Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

N O T E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

3. RESEARCH DESIGN AND METHODOLOGY . . . . . . . . . . . . . . 42

Research Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Sources of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Statistical Treatment of Data . . . . . . . . . . . . . . . . . . . . . . . . . 45

N O T E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

75

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

APPENDICES

A. Letter of Request to Conduct the Study . . . . . . . . . . . . . . . . . . .

B. Questionnaire Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

C. Interview Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D. Evaluation / Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

E. DepEd Order No. 55 series of 2007 . . . . . . . . . . . . . . . . . . . . . .

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

76

LIST OF FIGURES

FIGURE PAGE

1. Theoretical Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

2. Conceptual Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

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