The Integration of Disaster Risk Reduction in School Curricula in Selected Secondary Schools in Legazpi City Division

8/21/2019 The Integration of Disaster Risk Reduction in School Curricula in Selected Secondary Schools in Legazpi City Division

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THE INTEGRATION OF DISASTER RISK REDUCTION IN SCHOOL

CURRICULA IN SELECTED SECONDARY SCHOOLS

IN LEGAZPI CITY DIVISION

A DissertationPresented to

The Faculty of the Graduate SchoolBicol University

Legazpi City

n Partial Fulfill!entof the "e#uire!ents for the Degree

DOCTOR OF PHILOSOPHY IN PUBLIC ADMINISTRATION

$y

ROMMEL R. REGALA

%arch &'()


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Republic ! "#e P#ilippi$e%

Bicl U$i&e'%i"(

GRADUATE SCHOOL

Le)*+pi Ci"(

RECOMMENDATION FOR DISSERTATION ORAL E,AMINATION

This dissertation entitled* THE INTEGRATION OF DISASTER RISKREDUCTION IN SCHOOL CURRICULA IN SELECTED SECONDARY

SCHOOLS IN LEGAZPI CITY DIVISION- prepared and su$!itted $yROMMEL R. REGALA- M.A.P.A.- in partial fulfill!ent of the re#uire!ents for thedegree of Doctor of Philosophy in Pu$lic Ad!inistration is here$y su$!itted to theDissertation Co!!ittee for consideration and approval+

ATTY. ALE, B. NEPOMUCENO- P#. D.Adviser

Date

Dissertation Co!!ittee

This dissertation entitled* THE INTEGRATION OF DISASTER RISKREDUCTION IN SCHOOL CURRICULA IN SELECTED SECONDARY

SCHOOLS IN LEGAZPI CITY DIVISION- prepared and su$!itted $yROMMEL R. REGALA- M.A.P.A.- in partial fulfill!ent of the re#uire!ents for thedegree of Doctor of Philosophy in Pu$lic Ad!inistration is here$y reco!!ended for orale,a!ination+

MELINDA D. DE GUZMAN- E. D.Chair!an

RAMESIS M. LORINO- P#. D. /OSEPH L. BARTOLATA- P#. D.%e!$er %e!$er

CEDRIC D. DAEP- P#. D. RO0ENA L. ONDIZ- P#. D.

-,ternal %e!$er -,ternal %e!$er

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Bicl U$i&e'%i"(

GRADUATE SCHOOL

Le)*+pi Ci"(

RESULT OF THE ORAL E,AMINATION

"esult of the .ral -,a!ination for ROMMEL R. REGALA- M.A.P.A.-candidate for the degree* Doctor of Philosophy in Pu$lic Ad!inistration+

Dissertation / THE INTEGRATION OF DISASTER RISK REDUCTION INSCHOOL CURRICULA IN SELECTED SECONDARY

Date /

SCHOOLS IN LEGAZPI CITY DIVISION

0anuary (1* &'()

Place /

Ti!e /

Bicol University* CB-% .ffice

1/'' 2 ((/'' A+%+

This is to certify that ROMMEL R. REGALA- M.A.P.A. has passed the orale,a!ination 3ith a final rating of 4+

PANEL MEMBERS ACTION TAKEN

MELINDA D. DE GUZMAN- E. D.

RAMESIS M. LORINO- P#. D.

/OSEPH L. BARTOLATA- P#. D.

CEDRIC D. DAEP- P#. D.

RO0ENA L. ONDIZ- P#. D.

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Bicl U$i&e'%i"(

GRADUATE SCHOOL

Le)*+pi Ci"(

APPROVAL SHEET

Upon reco!!endation of the .ral -,a!ination Co!!ittee* this dissertationentitled* THE INTEGRATION OF DISASTER RISK REDUCTION IN SCHOOLCURRICULA IN SELECTED SECONDARY SCHOOLS IN LEGAZPI CITY

DIVISION- prepared and su$!itted $y ROMMEL R. REGALA- M.A.P.A.- ishere$y approved in partial fulfill!ent of the re#uire!ents for the degree of Doctor ofPhilosophy in Pu$lic Ad!inistration+

NORA L. LICUP- E. D.Dean

HELEN M. LLENARESAS- E. D.5ice President for Acade!ic Affairs

FAY LEA PATRIA M. LAURAYA- P#. D.

SUC President 5

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DEDICATION

This study is unconditionally and sincerely dedicated to !y parents* relatives*

friends* and a$ove all* God Al!ighty* our %aster Teacher* the Source of the true 3isdo!

and 6no3ledge and 3ith 3ho! nothing is i!possi$le+

R.R.R.

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ACKNO0LEDGEMENTS

The researcher 3ould li6e to e,press his sincere appreciation and gratitude to the

follo3ing individuals 3ho in one 3ay or another contri$uted in !a6ing this study

possi$le/

Atty+ Ale, B+ 7epo!uceno* Ph+D+* the researcher8s adviser* for his guidance* his

scholarly suggestions and ideas* 3hich led to the $etter!ent of this research9

Dr+ %elinda D+ De Guz!an* Dr+ "a!esis %+ Loreno* Dr+ 0oseph L+ Bartolata* Dr+

Cedric D+ Daep* and Dr+ "o3ena L+ .ndiz for sharing their educational inputs $ased on

e,perience9

Dr+ Agnes 0+ 7epo!uceno* for her 3illingness and generosity to help the

researcher in recording and editing his thesis9

%s+ 0osefa 5+ Losa:es for her !otherly care and unselfish support given to the

researcher9

%s+ Begonia "+ Arga!osa;Buella* %s+ Annie B+ Bal$in and %s+ -rlinda %+

%al!is and %r+ Alfredo %+ 7arito for $elieving that the researcher could !ove on 3ith

the study9

%s+ 5anessa D+ Banico* %s+ Shane B+ Lla$ore* %s+ Sally L+ Din and %r+ Asset B+

Balin for their !otivation and thought;nourishing suggestions* 3hich inspired the

researcher to pursue this study9

%r+ 0oseph F+ Lopez and %iel 0hoance T+ Lopez for the encourage!ent given to

the researcher9

The li$rarians of Bicol University for their 3illingness to help the researcher

particularly in searching for the appropriate references for the study9

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The Dep-d personnel* particularly Dr+ Cesar


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ABSTRACT

Re)*l*- R11el Ri% 2T#e I$"e)'*"i$ ! Di%*%"e' Ri%3 Reuc"i$ i$ Sc#l

Cu''icul* i$ Selec"e Sec$*'( Sc#l% i$ Le)*+pi Ci"(

Di&i%i$4

Su11*'(

This research deter!ined the integration of Disaster "is6 "eduction in the School

Curricula in selected secondary schools in Legazpi City Division+ Specifically* the study

sought ans3ers to the follo3ing su$;pro$le!s/ (+ @hat is the status of the integration of

Disaster "is6 "eduction in the schools8 curricula9 &+ @hat are the factors that influence

the integration of Disaster "is6 "eduction in school curricula along the follo3ing/

a+ Policies9 $+ Teachers8 Learning Progra!9 c+ nstructional %aterials9 and d+ Facilities9

+ @hat are the school policies and practices adopted for the integration of Disaster

"is6 "eduction in ter!s of/ a+ %anpo3er9 $+ Funding9 andc+ Technical9 and )+ @hat

reco!!endations !ay $e advanced to i!prove the Disaster "is6 "eduction integration in

the school curricula

The study highlighted concerns a$out the integration of Disaster "is6 "eduction

into school curricula recognizing the role of education in addressing disaster pro$le!s/

a to evaluate in a reflective 3ay* policies* !ethods and strategies for ensuring the

integration of disaster ris6 reduction focus 3ithin the conte,t of the Philippine la3s

concerning environ!ental issues9 $ to evaluate the opportunities for the i!ple!entation

of disaster ris6 reduction transfor!ation initiatives 3ithin Legazpi City and as 3ell to the

province of Al$ay9 and c to evaluate the opportunities for the i!ple!entation of disaster

ris6 reduction transfor!ation initiatives 3ithin the schools in the City Division of

Legazpi+ Three co!ple!entary theories in the literature e,plore disaster ris6 and

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vulnera$ility and are ta6en into account in this study such as the "is6;


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.fficials and Cadettes $eing incharge 3ith the .rganization of School Disater "is6

"eduction %anage!ent Group* 3as perceived very lo3 $y the teachers stating that in

their schools it 3as not integrated+

&+ .n the factors that influence the integration of Disaster "is6 "eduction in school

curricula+

a. Along Policies. The policies for the integration of Disaster "is6 "eduction in

the school curricula particularly the Dep-d .rder 7o+ * s+ &''H 3as institutionalized

and $een disse!inated in the three respective schools surveyed* ho3ever the sa!e policy

state!ents 3ere found to $e unclear+ ncidentally* it 3as found out that !ore than half of

the respondents 3ere not a3are of the "epu$lic Act 7o+ ('(&( stating that it 3as not

institutionalized and not $een disse!inated+ %ost of the respondents perceived that the

policy o$?ectives 3ere unclear to the!+


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d. Along Facilities. Dep-d standards for disaster resilience !ust $e considered in

designing and and constructing school $uildings+ Safety and ris6 reduction !easures

should al3ays $e considered+

+ .n the school policies and practices adopted for the integration of Disaster "is6

"eduction+

a. In Terms of Manpower. For the school level* to ensure the !ainstrea!ing of

D"" Concepts provided in the "esource %anual* the duties and responsi$ilities as are

specified provided in Dep-d .rder 7o+ * s+ &''H for particular authorities such as

school head or principal* head teachers* CAT facilitators* teachers and other school

personnel in order to protect the lives of the !e!$ers of the school co!!unity and

property+

b. In Terms of Funding. The funds 3ere used for various activities* through

coordination 3ith the Technical @or6ing Group T@G and the -ducation @or6ing

Group -@G* to effectively i!ple!ent the !ainstrea!ing of Disaster "is6 "eduction in

the -ducation Sector %D"D;-DU+

c. In Terms of Technical. The Technical @or6ing Group T@G underta6es

various techni#ues for Priority !ple!entation Partnerships PPs in the !ainstrea!ing

of Disaster "is6 "eduction into school curricula+

)+ .n the reco!!endations that !ay $e advanced to i!prove the Disaster "is6

"eduction integration in the school curricula+

The teachers 3ho are at the forefront of the i!ple!entation of D"" in various

su$?ects reco!!ended that D"" integration in the school curricula should $e fully

institutionalized and $e disse!inated in all schools nation3ide+ According to the

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teachers* the D"" "esource %anual should $e !ade accessi$le to all teachers* students*

vis;I;vis to effectively integrate D""* the Technical @or6ing Group and Dep-d need to

institutionalize training and progra! on the D"" %anual+

C$clu%i$%

Based on the foregoing findings* the follo3ing conclusions are dra3n/

(+ .n the status of integration of Disaster "is6 "eduction in the school curricula*

$ecause of lac6 of political 3ill in the enforce!ent and institutionalization of D"" $y

Dep-d personnel* 3ho are supposed to !onitor and evaluate the integration* it resulted to

very 3ea6 integration of D"" foci $y teachers in their lesson+ The results pose a $ig

threat not only to the students $ut also to the entire co!!unity that lac6 the a3areness

and preparedness a$out disasters and its ris6s to the co!!unity $eing vulnera$le to the

hazards of disasters+

&+ .n the factors influencing the integration of D"" in school curricula along

policies* since Dep-d .rder 7o+ * s* &''H and "epu$lic Act 7o+ ('(&( 3ere found not

to $e fully institutionalized in the selected secondary schools in Legazpi City Division9

therefore the policy o$?ectives* !easures and state!ents 3ere not clear to the !a?ority of

the respondents+

Along teachers8 learning progra!* the teachers are all re#uired to !a6e daily

lesson plans+ Supposedly* it 3as i!posed that D"" foci 3ere integrated in the teachers8

lesson plans on the respective learning areas they are assigned for !ainstrea!ing* $ut

since the integration 3as very 3ea6 it can $e construed that there is no integration of

D"" foci on teachers learning progra!+ Unluc6ily* !ost of the teachers fail to put into

application the 6no3ledge they have gained fro! the training concerning the integration

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of D""* or 3orst there is no training at all concerning D"" integration+

Along instructional !aterials* the uses of D"" !anual had $een identified and

enu!erated+ @ith the D"" !anual availa$le online in the official 3e$site of Dep-d+ But

the sa!e docu!ent* the D"" !anual 3as not availa$le and not accessi$le for use $y the

teachers and students in their respective schools+ Aside fro! Sciences* %AP-< and

Social Sudies9 D"" topics in other su$?ects 3ere not discussed $ecause of the a$sence of

integration of D""+

Along facilities* there is a need for Dep-d to confor! to the disaster standards for

resilience in designing and constructing school $uildings in giving due considerations to

the ergono!ics* anthropo!etrics* ther!al co!fort* illu!ination* acoustics and colors and

!ost i!portantly the safety and ris6 reduction !easures+

+ .n school policies and practices adopted for the integration of D"" in ter!s of

!anpo3er* in order to ensure !ainstrea!ing of D"" Concepts* Dep-d .rder 7o+ * s+

&''H provides the duties and responsi$ilities to $e assu!ed $y particular persons in the

school level such as the school head or principal* the head teachers* the CAT facilitators*

and the teachers+

n ter!s of funding* the D"" $udget 3as spent on various activieties to

effectively i!ple!ent the %ainstrea!ing of Disaster "is6 "eduction in the -ducation

Sector %D"D;-DU underta6en $y Technical @or6ing Group T@G together 3ith the

-ducation @or6ing Group -@G in order to i!prove the integration of D"" foci in the

school curricula+

n ter!s of technical* the individual !e!$er of Technical @or6ing Group assu!e

definite roles to perfor! in thintegration of D"" in school curricula+ -vidently $ased

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fro! data it 3as Depd-d together 3ith 7D""%C that occupies !ost of the functions

throughout the process of integration+

)+ The teachers reco!!ended that in order i!prove the integration of D"" in the

school curricula* the Technical @or6ing Group especially Dep-d should fully

institutionalize and disse!inate the e,isting policies a$out D"" integration in the school

curricul* ensure the availa$ility and accessi$ility of the D"" "esource %anual for the

teachers* students and other school personnel* and training of teachers and other persons

concerned is a !ust+

Rec11e$*"i$%

n the light of the foregoing findings and conclusions* the follo3ing

reco!!endations are here$y for3arded* to 3it/

(+ The i!ple!entation of Dep-d .der* "epu$lic Act and other e,isting la3s

should $e intensified and enforced e,tensively for the integration of D"" in the school

curricula throughout the country+ %onitoring $y Dep-d officials should $e done

religiously in all schools through evaluation chec6list to confor! if they enforced the

!ainstrea!ing of Disater "is6 "eduction+

&+ The policies concerning D"" integration in the school curricula should $e

thoroughly institutionalized and disse!inated+ Learning progra! should $e done $y

teachers everyday concerning D"" foci+ The 6no3ledge gained fro! trainings* se!inars

and 3or6shops attended* if there is* should $e put into application $y teachers+ The

availa$ility and accessi$ility of the D"" %anual in Dep-d Division .ffices* in all

schools and in the $oo6stores nation3ide should $e ensured+ The pu$lic should $e

infor!ed a$out the availa$ility of the D"" %anual to $e do3nloaded in the official

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3e$site of the Depart!ent of -ducation+ Designing and constructing school $uildings

should $e done in accordance to the safety and ris6 reduction !easures+

+ The duties and responsi$ilities to $e assu!ed $y the head of schoolJprincipal* head

teachers* teachers* CAT facilitators and other school personnel as provided in the !ple!enting

"ules and "egulations of the Dep-d .rder and other la3s concerning D"" integration in the

school curricula should $e clearly identified and defined* and $e delegated to concerned

personnel+ The funds should $e allocated through lin6ages in order to underta6e all

activities concerning the integration of D"" in the school curricula+ The techni#ues

for underta6ing Priority !ple!entation Partnerships PPs for !ainstrea!ing D""

should $e fa!iliarized $y every school personnel* teachers and students+

)+ The reco!!endations $y teachers in the respective schools surveyed for this

study particularly intensifying the institutionalization and disse!ination of Dep-d .drer

and other e,isting la3s concerning the integration of D"" in school curricula should $e

considered+ According to the teachers* the availa$ility and acessi$ility of the D""

"esource %anual should $e ensured+ Also* teachers and other personnel concern should

$e trained regarding the !ainstrea!ing of Disaster "is6 "eduction+

+ There should $e a need to put up an office for Disaster "is6 "eduction in every

school to ensure that integration is i!ple!ented* !onitored* and evaluated+

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TABLE OF CONTENTS

PAGE

Title PageKKKKKKKKKKK+KKKKKKKKKKKKKKKKKKKK+i

"eco!!endation for the .ral -,a!inationK++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ii

"esult of the .ral -,a!ination++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++iii

Approval SheetKKK+KKKKKKKKK+++KKKKKKKK+KKKKKKK++iv

DedicationKKKKKKKKKKKKKK+KKKKKKKKKKKKKK+KK++v

Ac6no3ledge!entKKKKKKKKKKKKKKKKKKKKKKKKKKK++vi

A$stractKKKKKKK+KKKKKK+KKKKKKKKKKKKKKKK+++++++viii

Ta$le of ContentsKKKKKKKKKKKKKKKKKKKKKKKKKK+K+,vi

List of Ta$lesKKKKKKKKKKKKKKKKKKKKK+KKKKKK+K++,i,

List of FiguresKKKKKKKKKKKKKKKKKKKKKK+++KKK+K++++K,,

CHAPTER

5. THE PROBLEM

ntroductionKKKKKKKK+++KKKKKKKKKK+KKKKKK++KK(

State!ent of the Pro$le!KKKKKK+++KKKKKKK+KKKKKKK+++((

Scope and Deli!itationKKKKKKKKKKKKK+KKKKKKKKK+(&

Significance of the StudyKKKKKKKKKKK+KKKKKKK++K+K+++(&

7otesKKKKKKKKKKKK++KKKKKK+++KKKKKKKKKK+(

6. REVIE0 OF RELATED LITERATURE AND STUDIES

"elated LiteratureKKKKK+KKKKK+KKKKKKKKKKKKKK(H

"elated StudiesKKKKKK+KKKKKKKKK+KKKKKKKKKK

Synthesis of the State;of;the;ArtKKKK+KKK+KKK++++KKKK+KKK&

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PAGE

Gap Bridged $y the StudyKKKKKKK+K++KKKKK++KKKKKKK

Theoretical Fra!e3or6KKKK++K+KKKKKKKKKKKKKKKK+++

Conceptual Fra!e3or6KKKK++K+KKKKKKKKKKKKKKKK+++H&

Definition of Ter!sKKKKKKKKKK+KKKKKKK++KKKKKKH)

7otesKKKK+++KKKKKKKKK++KKKKKKKKKKK+K++KK++H

7. RESEARCH DESIGN AND METHODOLOGY

"esearch %ethodsKKK+KKKK+++KK+K++KKKKKKKKKKKK++1

Sources of DataKKKK++K++K+KK+K++KKKKKKKKKK+++KKK++1

"espondentsKKKKKKKKK++KKKKKKKKKKKKKKKKK1H

nstru!ents UsedKK++KKK++KK+K++KKK++KKKKK+K+KKKKK11

Data Collection ProcedureKKKKKK++K++KKKKKKK+KKKKKK'

Statistical Treat!ent of DataKKK+KKKKKKKKKKKKKKKKK(

7otesKKKKKKKKKKKKKKKK+KKKKKKKKKK+KKK

8. THE INTEGRATION OF DISASTER RISK REDUCTION IN SCHOOL

CURRICULA IN SELECTED SECONDARY SCHOOLS IN LEGAZPI

CITY DIVISION

Status of the integration of Disaster "is6 "eduction in the Schools8 curriculaK+

Factors nfluencing the ntegration of D"" in School Curricula

PoliciesKKKKKKKKKKKKKKKKKKKKKKKK+K('H

Teachers8 Learning Progra!KKKKKKKKKKKKKKKKK((

nstructional %aterialsKKKKKKKKKKKKKKKKK+++K++(()

FacilitiesKKKKK+++KKKKKKKKKKKKKKKKKKK(&)

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PAGE

School Policies and Practices Adopted for the ntegration of D""

%anpo3erKKKKK+++KK+KKKKKKKKKKKKKKKK(&

FundingKKKKK+++KKKKKKKKKKKKKKKKKKK(

TechnicalKKKKKK+++KKKKKKKKKKKKKKKK+K+(

"eco!!endation that !ay $e Advanced to !prove the ntegration of D""in the School CurriculaKKKKKKKKKKKKKKKKKKKKKK()

9. SUMMARY- FINDINGS- CONCLUSIONS AND RECOMMENDATIONS

Su!!aryKKKKKKKKKKKKKKKKKKKKKKKKKKK++()

FindingsKKKKKKKKKKKKKKKKKKKK+++++++++++++KKKK++()H

ConclusionsKKKKKKKKKKKKKKKKKKKKKK++KKKK()

"eco!!endationsKKKKKKKKKKKKKKKKKKKK++KKK++(

BIBLIOGRAPHYKKKKKKKKKKKKKKKKKKKKKKK++KK++++(

APPENDICES

A EuestionnaireKKKKKKKKKKKKK+KKKKK++KKKK(

B Letters to the Schools Division Superintendent and Principals toConduct the studyKKKKKKKK++KKKKKKKKKKKK+(H1

C Certification fro! the -ditorKK+KKK++KKKKKK++KKK+K+(1&

D Dep-d .rder 7o+ * s+ &''HKKKKK++KKKKKK++KKK+K+(1

E %onitoring and -valuation ToolsKKKKKKKKKKKKK+++K+(1

F Curriculu! 5itaeKKKKKKKKKKKKKKKKKKKKK+&'H

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LIST OF TABLES

T*ble P*)e

5 Countries 3ith hazards teaching in pri!ary or secondary schoolsKKK'

6 School Policies and Practices Adopted for the ntegration of D""in Ter!s of FundingKKKKKKKKKKKKKKKKKKKK()

55 School Policies and Practices Adopted for the ntegration of D""in Ter!s of TechnicalKKKKKKKKKKKKKKKKKKK+(H

56 "eco!!endation to !prove the D"" ntegration in the SchoolCurriculaKKKKKKKKKKKKKKKKKKKKKKK+K())

,i,


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LIST OF FIGURES

Fi)u'e P*)e

5 The 7u!$er of 7atural Disaster "ecorded @orld3ide in ('';&'('K++(1

6 -cono!ic Da!age Caused $y 7atural Disaster in ('';&'('KKK++++++(

7 %ortality "is6 for Tropical Cyclones in T3o Countries3ith Si!ilar -,posure/ 0apan and PhilippinesKKKKKKKKKK+++&(

8 "is6;


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C#*p"e' 5

THE PROBLEM

I$"'uc"i$

Disaster* natural or !an;!ade* has al3ays $een the conse#uence of interactions

$et3een hu!an and nature* technology and other living entities+ -ty!ologically* disaster

is derived fro! the %iddle French 3ord dsastre and fro! .ld talian disastro, 3hich in

turn co!es fro! the Gree6 pe?orative prefi, dus N$ad*O aster Nstar*O 3hich !eans

N$ad starO in Gree6+ The root 3ord of disaster co!es fro! an astrological the!e in 3hich

the ancient people used to refer to the destruction or deconstruction of a star as a disaster+

A disaster is a hazard resulting in an event of considera$le degree that triggers significant

physical da!age or destruction* loss of life* or drastic change to the environ!ent+

Disasters $eing inevita$le and recurring very fre#uently continuously affecting the 3ay

!an live his daily life+(

A sudden cala!itous event* a disaster seriously unsettles the 3ay of life of the

society and causes* hu!an* !aterial* and econo!ic or environ!ental losses that is

$eyond the a$ility of the society to cope using their o3n resources+ Disaster is oftenti!es

caused $y nature* so!eti!es $y hu!an origin+ A disaster occurs 3hen a hazard i!pacts

on vulnera$le people+ The co!$ination of hazards* vulnera$ility and ina$ility to reduce

the potential negative conse#uences of ris6 results in disaster that can $e $est illustrated

through this for!ula/ 5ulnera$ility


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&

people are isolated* insecure and defenseless in the face of ris6* shoc6 or stress+ "is6

-,posure differs on various group of society as a result of their ethnicity* gender* age*

and other factors+ 5ulnera$ility also varies on its for!s/ poverty* for an instance* !ay

i!ply that housing is una$le to endure an earth#ua6e or a hurricane* or lac6 of

preparedness !ay result in a slo3er response to a disaster* leading to greater loss of life

or prolonged suffering+ .n the other hand is capacity* 3hich can $e descri$ed as the

resources availa$le to individuals* households and co!!unities in order to cope 3ith the

danger that they !ay encounter and or to resist the i!pacts of a hazard+ "esources can $e

physical or !aterial in for!* $ut they can also $e found in a 3ay the co!!unity is

organized or through the s6ills or attri$utes of individuals and organizations in the

co!!unity+

n order to deter!ine the people8s vulnera$ility* there are t3o #uestion need to $e

as6ed/ a To 3hat threat or hazard are they vulnera$le $ @hat !a6es the!

vulnera$le to that threat or hazard Counteracting vulnera$ility re#uires/ a "educing the

i!pact of the hazard itself 3here possi$le through !itigation* prediction* 3arning and

preparedness9 $ Building capacities to 3ithstand and cope 3ith hazards9 c Tac6ling

the root causes of vulnera$ility* such as poverty* poor governance* discri!ination*

ine#uality and inade#uate access to resources and livelihood+ People8s level of

vulnera$ility and the e,tent of their capacity to resist* cope 3ith and recover fro! hazards

are deter!ined $y physical* econo!ic* social and political factors+ -vidently* poverty

contri$utes !uch to vulnera$ility+ Poor people are !ore li6ely to live and 3or6 in an

areas e,posed to potential hazards* 3hile they are less li6ely to have the resources to cope

3ith disaster 3hen it stri6es+


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.ftenti!es caused $y nature* disasters are so!eti!es instigated $y hu!an origins+

Triggered either $y rapid or slo3 onset events* natural hazards are naturally occurring

physical pheno!ena 3hich can $e geophysical* hydrological* cli!atological* and

$iological+ Geophysical disasters are earth#ua6es* landslides* tsuna!is and volcanic

activities+ Avalanches and floods are hydrological disasters+ Cli!atological disasters are

the follo3ing/ e,tre!e te!peratures* drought* 3ildfires* and cyclones* stor!s* 3ave

surges 3hich are characterized !eteorologically+ Disease epide!ics and insect or ani!al

plagues are e,a!ples of $iological disasters+ These pheno!ena causes da!age to life*

property and destroy the econo!ic* social and cultural life of people+ Technological or

!an;!ade hazards are the events caused $y hu!ans and occur in or close to hu!an

settle!ents+ This includes environ!ental degradation* pollution* conflicts or co!ple,

e!ergencies* fa!ine* displaced populations* industrial and transport accidents+ There are

a range of challenges that 3ill shape hu!anitarian assistance in the future+ These

aggravating factors include cli!ate change* unplanned ur$anization* under;develop!ent

or poverty as 3ell as the threat of pande!ics that 3ill result in increased fre#uency*

co!ple,ity and severity of disasters+)

n a !odern acade!ic 3orld* disasters are seen as conse#uences of inappropriate

ris6 !anage!ent+ Disaster "is6 %anage!ent* @hat is it any3ay @hat is Disaster "is6

"eduction Ai!ed to reduce the socio;econo!ic vulnera$ilities to disaster as 3ell as

dealing 3ith the environ!ental and other hazard that triggers the!* Disaster "is6

"eduction is a syste!atic approach to identify* assess and reduce the ris6 of a disaster+

Disaster "is6 "eduction ai!s to reduce the da!aged caused $y natural hazards li6e

earth#ua6es* floods* droughts and cyclones through an ethic of prevention+ Fre#uently


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)

follo3ing natural hazards* disaster8s severity depends on ho3 !uch i!pact a hazard has

on society and the environ!ent+ n turn* the scale of i!pact of disaster depends on the

choices 3e !ade for our lives and for our environ!ent+ @herein * these choices relates

on ho3 3e gro3 our food* 3here and ho3 3e $uild houses* 3hat 6ind of govern!ent 3e

have* ho3 our financial syste!s 3or6 and even 3hat 3e teach in schools+

The decision and action that 3e !a6e lead us to $e !ore vulnera$le to disasters or

!ore resilient to the!+ So therefore* disaster ris6 reduction is a$out choices* the choices

that 3e !ade+ The concept and practice of reducing disaster ris6 is disaster ris6

!anage!ent* 3hich is through the syste!atic efforts to analyze and reduce the factors

causing disasters+ -,a!ples of disaster ris6 reduction are the follo3ing/ a reducing

e,posure to hazards9 $ lessening vulnera$ility of people and property9 c 3ise

!anage!ent of land and the environ!ent9 and d i!proving preparedness for adverse

events+ Since Disaster has al3ays $een the conse#uences of interactions $et3een hu!an

and nature* technology and other living entities* therefore* disaster ris6 reduction is

everyone8s $usiness+ Although part of sustaina$le develop!ent* Disaster "is6 "eduction

includes disciplines li6e disaster !anage!ent* disaster !itigation and disaster

preparedness+ n order for develop!ent activities to $e sustaina$le they !ust also reduce

disaster ris6+ Conversely* unsound develop!ent policies 3ill increase disaster ris6 and

disaster losses+ Thus* disaster ris6 reduction involves every part of society* every part of

govern!ent* and every part of the professional and private sector+

The "epu$lic of the Philippines is a !e!$er country of the "egional Consultative

Co!!ittee on Disaster %anage!ent "CC under its progra! on %ainstrea!ing

Disaster "is6 "eduction into Develop!ent %D"D* 3ith other & !e!$er Asian


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countries+ %ainstrea!ing Disaster "is6 "eduction in the -ducation Sector 3as in support

to the i!ple!entation of the


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already taught thin6ing it 3ould $e !ore effective than creating a ne3 su$?ect+ t 3as felt

that this approach 3ould !a6e it easier for the children to understand the su$?ect+H

.n %ay &H* &'(' after President Gloria %acapagal;Arroyo had signed "epu$lic

Act 7o+ ('(&(* the integration of Disaster "is6 "eduction -ducation into the School

Curricula 3as strengthened+ Provisions under Section () of the said la3 indicated that the

Depart!ent of -ducation Dep-d* the Co!!ission on


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H

-ach unit sho3s the chapter into 3hich the lesson is to $e integrated+ This tells the

teacher the topics that have to $e covered 3hile teaching the lesson and chapter+ The

lesson includes group activities that are to $e coordinated $y the teacher in the class

roo!+ t also includes #uestions to $e as6ed to the students* the topics that the teacher

should cover in the lecture* an application of the 6no3ledge that the teacher 3ill conduct

3ith the students learning activity and !ethodology for evaluation of learning $y the

students+ -ach lesson has si!ilar co!ponents+

Al$ay* the place 3e call ho!e* is a!ong the provinces in the Philippines 3hich

are often $eat $y typhoons+ Al$ay is prone to cala!ities li6e volcanic eruptions*

typhoons* floods* landslides* stor! surges* droughts and earth#ua6es 3here !illions of

pesos 3orth of da!ages to $oth econo!ic and social infrastructures have !ost often

reported during such cala!ities+ 7aturally* 3hen the place 3e call ho!e is prone to

disaster* 3e are co!pelled to underta6e precautionary !easures to $e prepared 3hen the

ne,t disaster stri6es+ Such is the situation of Al$ay ta6ing !easures to reduce the i!pact

of natural disasters on its co!!unity+ n (* the Province of Al$ay institutionalized the

Al$ay Pu$lic Safety and -!ergency !anage!ent .ffice APS-%. 3hich 3as tas6ed

to design and i!ple!ents a disaster ris6 !anage!ent and reduction progra!+ APS-%.8s

!ain o$?ective 3as to developed !ore pro;active and disaster resilient co!!unities+ The

institution 3as a$le to attain its o$?ective $y pursuing a co!!unity $ased disaster ris6

!anage!ent approach+ The progra! involves the local co!!unities in for!ulating early

3arning !ar6ers and $y disse!inating alar! infor!ation and advisories in order to avoid

or reduced the i!pact of disaster+ Also* they are involved in planning activities 3hich are

essential in disaster !anage!ent $efore* during and after an e!ergency+ The institution


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1

also underta6es fa!ily disaster preparedness activities so that people 3ill $e !ore a3are

of 3hat to do $efore* during and after a disaster+ To !a6e evacuation !ore organized*

there are assigned roles for everyone and designated pic6 up points have $een identified+

There is e!po3er!ent upon the people to decide 3hen to underta6e pre;e!ptive

evacuation $ecause they are properly e#uipped 3ith early 3arning devices and tools+ The

Barangay Disaster Coordinating Councils 3ith the help of the evacuees assu!es the

!anage!ent of evacuation centers during the initial onset of a disaster+ Drills and

e,ercises are conducted #uarterly $y the co!!unities+ The progra! ena$led the province

to chal6;up al!ost zero casualties fro! typhoons and volcanic eruptions+

('

Al$ay Pu$lic Safety and -!ergency !anage!ent .ffice ac6no3ledged that

evacuating and re$uilding affected co!!unities is costly and that they re!ain at ris6+ n

order to solve the issue APS-%. devices a $etter solution 3hich it refers to as

geostrategic intervention GUCADAL-* 3herein it identified co!!unities and areas

that are prone to disasters through ris6 !apping and identified safe areas and dre3 up

co!prehensive land use plans+ Through relocation of the disaster prone co!!unities and

co!!ercial centers to safe areas* Al$ay Province hopes to reduce the i!pact of natural

disasters on its people+ Since there is co!!unity involve!ent in the planning and

i!ple!entation of the progra!* the fa!ilies 3illingly rendered their la$or as their

counterpart in the construction of their relocation ho!es+ @ith this progra!* Al$ay

!anaged to integrate disaster preparedness 3ith econo!ic develop!ent and had $een

enticed !ore entrepreneurs to invest around the area+ The Depart!ent of the nterior and

Local Govern!ent recognizes the success of the Province of Al$ay in institutionalizing

the APS-%. for the! to $e included in the DLG8s Good Practices in Local


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Governance+ Today* the Province ensured the Al$ayanos to $e 3ell ahead in guaranteeing

cli!ate;proofed and disaster prepared co!!unities+((

The province of Al$ay* in partnership 3ith the Depart!ent of -ducation had set

the integration of D"" lessons in the curricula of pu$lic education institutions 3here

over *''' pu$lic school teachers undergo Disaster "is6 "eduction D"" training+

According to Governor 0oey Salceda* the inclusion of D"" in the curricula is i!portant

as the province is al3ays under recurrent threats fro! %ount %ayon* lahar and flash

floods and inundations $rought $y torrential rains due to the adverse i!pact of cli!ate

change and 3eather distur$ances+ The Al$ay Provincial Govern!ent and the Depart!ent

of -ducation 2 "egion 5 initiated cli!ate change adaptation as part of the !a?or su$?ects+

ts o$?ective is for the students to $e fully a3are of D"" and cli!ate change adaptation

strategies+ Cli!ate change 3as finally added into !a?or su$?ects through the partnership

of Al$ay and Dep-d fro! Grade ) pupils in the ele!entary to secondary levels under the

M to (& Curriculu!+ The Governor 3ants to !a6e sure that school children grasp their

Disaster "is6 "eduction and Cli!ate Change Adaptation strategies out of their lessons

fro! -nglish* Science* Social Studies* Arts and even %athe!atics so that they $eco!e

fully a3are of our zero casualty goals every ti!e there is a disaster+ Cedric Daep* Al$ay

Pu$lic Safety and -!ergency %anage!ent .ffice APS-%. chief and concurrent head

of Center for nitiatives and "esearch on Cli!ate Adaptation C"CA said the training

of !ore than *''' pu$lic school teachers across the province 3as done at Cli!ate

Change Acade!y+ The cli!ate change adaptation strategies 3ill $e integrated to pu$lic

school sylla$us in -nglish* Science* Social Studies* Arts and even %athe!atics+ This ne3

sche!e and strategy in all pu$lic school levels are in consonance 3ith SalcedaRs zero


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('

casualty goal every ti!e a disaster happens+ The governor also e,pressed hope that the

ne3 curriculu! e,e!plars for pu$lic schools in Al$ay on D"" could $e integrated

throughout the region and in the country as a 3hole as the adverse i!pact of cli!ate

change is getting e,tre!e+ Bicol "egion specifically Al$ay province* is considered as the

one;stop;shop of disasters due to its geographical location that !a6es it prone not only

to volcanic eruption* $ut also to flash floods* typhoons* landslide* earth#ua6es and

tsuna!i threats+(&

This study assessed the integration of Disaster "is6 "eduction into school

curricula recognizing the role of education in addressing disaster pro$le!s+ Specifically*

the research is guided $y the o$?ective of evaluating in a reflective 3ay* policies* !ethods

and strategies for ensuring the infusion of disaster ris6 reduction focus 3ithin the conte,t

of the Philippine la3s concerning environ!ental issues9 the opportunities for the

i!ple!entation of disaster ris6 reduction transfor!ation initiatives 3ithin Legazpi City

and as 3ell to the province of Al$ay9 and evaluating the opportunities for the

i!ple!entation of disaster ris6 reduction transfor!ation initiatives 3ithin the schools in

the City Division of Legazpi+

Disaster ris6 reduction $egins at school 3herein all places of learning* especially

on the $asic education* !ust integrate disaster !anage!ent into their curriculu! across

all su$?ect !atters and ensure that they have educators 3ith relevant training to discuss

disaster !anage!ent topics+ The researcher $elieves that educating the pu$lic concerning

disaster ris6 reduction 3ould contri$ute helping $uild a future 3here Filipinos live in

har!ony 3ith nature+


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((

S"*"e1e$" ! "#e P'ble1

This study deter!ined the integration of Disaster "is6 "eduction in the School

Curricula in selected secondary schools in Legazpi City Division addressing the local

co!!unity8s disaster issues+

Specifically* the study sought ans3ers to the follo3ing su$;pro$le!s/

(+ @hat is the status of the integration of Disaster "is6 "eduction in the schools8

curricula

&+ @hat are the factors that influence the integration of Disaster "is6 "eduction in

schools8 curricula along the follo3ing/

a+ Policies9

$+ Teachers8 Learning Progra!9

c+ nstructional %aterials9 and

d+ Facilities

+ @hat are the school policies and practices adopted for the integration of Disaster "is6

"eduction in ter!s of/

e+ %anpo3er9

f+ Funding9 and

g+ Technical

)+ @hat reco!!endations !ay $e advanced to i!prove the Disaster "is6 "eduction

integration in the school curricula


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(&

Scpe *$ Deli1i"*"i$

The ti!e and financial constraints prevented the researcher fro! conducting an

e,tensive study+


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(

and insights regarding the i!portance of education a!ong the pu$lic concerning disaster

ris6 reduction !anage!ent $y revie3ing the current policies and progra!s of the

govern!ent and the pro!ulgation of the a!end!ents on disaster !anage!ent policies+

The govern!ent should learn to !anage and !aintain a true response to disasters caused

$y natural hazards and !a6e !ost effective use of its resources+ The !ore the

govern!ent and people understand ris6 and vulnera$ility* the $etter e#uipped they 3ill $e

to !itigate disasters 3hen they stri6e* and thus* saving !ore lives+ The idea

T#e Dep*'"1e$" ! Euc*"i$. The study 3ill supple!ent the Depart!ent $y

strengthening the disaster ris6 reduction in the school curriculu! to develop future adults

3ho are responsi$le and a$le to identify hazardous situations 3ithin their o3n

co!!unity and 3ays of reducing disaster ris6 through proper application of sustaina$le

develop!ent practices+

T#e C11u$i"(. For the local co!!unity and as 3ell the 3hole nation* this

study 3ill help the! realize and address the ris6 and vulnera$ility they confront $eing

e,posed to unsafe conditions under the circu!stances of cala!ities+ This study asserts the

develop!ent of a 3orld population that is a3are of* and concerned a$out disasters and

their associated pro$le!s* and 3hich has the 6no3ledge* s6ills* attitudes* !otivations and

co!!it!ent to 3or6 individually and collectively to3ard solutions of current disaster

pro$le!s and prevention of ne3 ones+ The study opens opportunities to i!prove the

living standards of the co!!unities $y granting social groups and individuals an

opportunity to $e actively involved at all levels in 3or6ing to3ards the resolution of any

localized pro$le!s li6e disaster ris6 !anage!ent+


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()

T#e Ac*e1e. "ecognizing the role of education in protecting and conserving

nature and as 3ell !anaging the disaster ris6 reduction* this study 3ill $e contri$utory for

the schools* $eing the $etter place of institution* to address environ!ental concerns

through the develop!ent of education that can !aintain and i!prove the #uality of life

and prevent future disaster pro$le!s* a type of education striving to3ards sustaining

future generations+

T#e Re%e*'c#e'% *$ Re*e'%. To the researcher hi!self* $eing a pu$lic

ad!inistration student as 3ell other social researchers* this study 3ill give the! insights

a$out the nature of disaster ris6;related pro$le!s as 3ell as to give !eaning to the

co!ple,ities and dyna!ics around disaster issues $rought a$out $y the interaction of

socio;econo!ic and political factors to 3hich peoples8 vulnera$ilities are attri$uted+

Further!ore* this 3ill also indicate 6ey opportunities and options provided $y $oth

education and disaster !anage!ent policies respectively* 3ith particular e!phasis on

inclusion of a disaster ris6 reduction focus and disaster ris6 !anage!ent into teachers8

lesson planning+ The researcher 3ill enlighten the !ind of the readers and inculcate the

3isdo! that he had learned along the 3ay 3hile doing this research+

T#e Fiel ! Public A1i$i%"'*"i$. This study provides for pu$lic

ad!inistration researchers and practitioners* the data on the efforts of the govern!ent

regarding disaster ris6 !anage!ent and the education refor! through the pro!ulgation

of disaster !anage!ent legislation and its related policies+


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(

NOTES

(@M-P-DA The Free -ncyclopedia+ !isaster+ "etrieved fro!/

http/JJ e n+3i6ip e di a +orgJ3i6iJDis a st e raccessed &'(* %ay &H+

&nternational Federation of "ed Cross and "ed Crescent Societies+ "hat is a

disaster# "etrieved fro!/ http /JJ333+ifr c +org J e nJ3h a t; 3 e; doJdis a st e r ;! a n a g e ! e ntJ a $ou t ; dis a s t e rsJ3h a t ; is ; a ; dis a s te rJ accessed &'(* 0une &+

nternational Federation of "ed Cross and "ed Crescent Societies+ "hat is

$ulnerabilit%# "etrieved fro!/ http/JJ333+ifr c +orgJ e nJ3 h a t; 3 e; doJdis a st e r ;! a n a g e ! e ntJ a $ou t ; dis a s t e rsJ3h a t ; is ; a ; dis a st e rJ3 h a t ; is ; vuln e r a $ili t y J accessed &'(*0une &+

)nternational Federation of "ed Cross and "ed Crescent Societies+ T%pes of

disasters& !efinition of ha'ard. "etrieved fro!/ http/JJ333+ifr c +orgJ e nJ3h a t ; 3 e ;doJdis a st e r ; ! a n a g e ! e ntJ a $ou t ; dis a st e rsJd e finitio n ; of ; h a z a rdJ accessed &'(* 0une &+

U7SD";The United 7ations .ffice for Disaster "is6 "eduction+ "hat is

!isaster ris( reduction# "etrieved fro!/ http/J J333+unisdr+orgJ3h o; 3 e ;a r e J3 h a t ; is ; drraccessed &'(* 0une )+

"egional Consultative Co!!ittee on Disaster %anage!ent "CC+ Fe$ruary

&'(' Brochure+ "etrieved fro!/http/JJ333+a dp c +n e tJv&''HJDo3nlo a dsJ&'('J F e $J "CCB ro c hur e +pdf accessed &'(* 0uly&+

HDep-d .rder 7o+ * s+ &''H+ Prioriti'ing the Mainstreaming of !isaster )is(

)eduction Management in the *chool *%stem and Implementation of Programs and

Pro+ects )elati$e Thereof. "epu$lic of the Philippines* Depart!ent of -ducation* August('* &''H+

1"epu$lic Act 7o+ ('(&(+ An Act *trengthening the Philippine !isaster )is(

)eduction and Management *%stem, Pro$iding for the ational !isaster )is( )eductionand Management Framewor( and Institutionali'ing the ational !isaster ris( )eduction

and management Plan, Appropriating funds Thereof and for other Purposes, "epu$lic ofthe Philippines* Congress of the Philippines* %ay &H* &'('+

Luna* -!!anuel %+ et al+* April &''1+ Mainstreaming disaster ris( reduction in

the education sector in the Philippines. "etrieved fro!/http/JJ333+a dp c +n e tJv&''HJprogr a ! sJd ! sJ P" .G " A% S J% a instr ea ! ing&'D "" JDo3nlo a dsJ P hilippin e s+pdf accessed &'(* Septe!$er +
http://en.wikipedia.org/wiki/Disasterhttp://www.ifrc.org/en/what-we-do/disaster-http://www.ifrc.org/en/what-we-do/disaster-http://www.ifrc.org/en/what-we-http://www.unisdr.org/who-we-are/what-is-drrhttp://www.adpc.net/v2007/Downloads/2010/Feb/RCCBrochure.pdfhttp://www.adpc.net/v2007/Downloads/2010/Feb/RCCBrochure.pdfhttp://www.adpc.net/v2007/programs/dms/PROGRAMS/Mainstreaming%20DRR/Downlhttp://www.adpc.net/v2007/programs/dms/PROGRAMS/Mainstreaming%20DRR/Downlhttp://www.ifrc.org/en/what-we-do/disaster-http://www.ifrc.org/en/what-we-do/disaster-http://www.ifrc.org/en/what-we-http://www.unisdr.org/who-we-are/what-is-drrhttp://www.adpc.net/v2007/Downloads/2010/Feb/RCCBrochure.pdfhttp://www.adpc.net/v2007/programs/dms/PROGRAMS/Mainstreaming%20DRR/Downlhttp://en.wikipedia.org/wiki/Disaster


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(

('Galing Poo6+ Alba% !isaster )is( )eduction+ "etrieved fro!/

http/JJ333+g a lingpoo6+orgJ ! a inJ c o ! pon e ntJ c ont e ntJ a rti c le J( & ;a l$ a y accessed &'(*0une )+

((Ibid.

(&Science+ph+ -, public school teachers in Alba% set to undergo disaster ris(

reduction training "etrieved fro!/http/JJ3 3 3+s c ie n ce +phJf u ll4sto r y +php t y p e Q7 e 3 s 6 e y Q '/'' ' ; pu$lic ; s c hoo l ;teac h e r s ; in ;a l$ a y ; s e t ; to ; und e rg o ; dis a st e r ; ris6 ; r e d u c tio n ; tr a ining accessed &'(*Septe!$er +
http://www.galingpook.org/main/component/content/article/132-albayhttp://www.science.ph/full_story.phphttp://www.galingpook.org/main/component/content/article/132-albayhttp://www.science.ph/full_story.php


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C#*p"e' 6

REVIE0 OF RELATED LITERATURE AND STUDIES

This chapter presents the revie3 of related literature and studies+ The researcher

gathered pertinent docu!ents pu$lished on print and online* locally and a$road* in order

to provide a theoretical $ac6ground and co!prehensive revie3 on the e,tent of disasters

glo$ally and on ho3 the 3orld addresses disaster ris6 reduction through education+

Rel*"e Li"e'*"u'e

0#( "e*c# Di%*%"e' Ri%3 Reuc"i$ i$ Sc#l? Co!pared to adults* children

are !ore vulnera$le to disasters* yet these children can $e influential and effective

co!!unicators of disaster pro$le!s and disaster ris6 reduction+ n this instance*

3hatever the students have learned at school are later trans!itted to their parents and

si$lings at ho!e+ There are !any instances that had $een docu!ented 3hen the safety of

a fa!ily* or the protection of an i!portant ele!ent of the household* had $een traced

$ac6 to a Nsafety lessonO learned at school+ n Thailand* young Tilly S!ith* 3here$y

seeing the receding 3ater $efore the tsuna!i 3as a$le to save the lives of ('' tourists

fro! a $each in Dece!$er &'')* $y !ere re!e!$ering her lessons on geography

concerning tsuna!i+ Another e,a!ple is in ndonesia* highlighting the value of children*

teaching their parents a$out 3hat to do in case of an earth#ua6e+ To foster $etter

understanding a!ong the children and the teachers a$out the i!!ediate environ!ent

3herein they and their fa!ilies live* disaster a3areness and ris6 reduction education

should $e introduced in the school curriculu! that 3ould help reduce the ris6 faced $y

the co!!unity+(


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(1

.n the conte!porary ti!e* natural disasters8 ris6 is reaching an increasingly

glo$al nature as sho3n in Figure (+ The ris6 in one region 3hich is the for!ation and

occurrence of such !ay easily i!pact another region and vice;versa+ The 3orld8s future

econo!y* population and sustaina$le progress of developing countries !ay endangered

$y unplanned ur$anization* environ!ental degradation* glo$al cli!atic changes and a

deficit of resources+&

Figure 1

The Number of Natural Disaster Recorded Worldwide in 1900-2010

(Source: National Curriculum andAssessment Centre. Teaching

Disaster Risk Reduction withInteractive Methods!ook "or #eado" Class Teachers$ %rade &I'$)**+

During the last decade* statistically* a$out &)' !illion people had suffered fro!

natural disasters annually as sho3n on Figure &+ The econo!ic losses caused $y these

natural disasters have tripled over the last ' years 3here the econo!ic da!ages that

resulted fro! these disasters have reached US V ' $illion+


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(

Figure 2

Economic Damage caused b Natural Disasters in 1900-2010 !in billion "#D$

(Source: National Curriculum andAssessment Centre. TeachingDisaster Risk Reduction withInteractive Methods!ook "or #eado" Class Teachers$ %rade &I'$

)**+

7atural disaster ris6s occur 3hen the follo3ing factors such as physical* social*

econo!ic* and environ!ental vulnera$ility are affected $y hydro;!eteorological*

geological and other dangers+ A$out nine;tenths of the 3orld8s natural disasters that arise

$elongs to four categories 2 floods )'* tropical cyclones &'* earth#ua6es (*

and droughts (+ Based on t3o !ain features* the classifications of disasters are the

follo3ing/ causes* and scale of propagation and da!ages+ Disasters are caused $y natural

pheno!ena such as/ cli!ate conditions* geological processes* soil* and relief or $y

anthropogenic factors such as hu!an activities+ 7egatively* the !ain conse#uences of

disaster of any type are the loss of hu!an lives* !ass resettle!ent of populations*

collapse of !ountain slopes* $loc6;up of canyons* reduction of useful land area*

epide!ics* death of cattle* destruction of crops* increase of underground 3ater level*

destruction of co!!unications* destruction of residential houses and other $uildings* and

conta!ination of soil* 3ater and air+ The !ain factors that caused natural disasters are the


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&'

degradation of the environ!ent* uneven distri$ution of the infrastructure* glo$al cli!ate

changes* densely populated territories and territories prone to natural disasters* irrational

distri$ution of the econo!y* violation of land use rules* lac6 of infor!ation and

6no3ledge* construction of cities and $ig engineering structures* develop!ent of ne3

territories* selection of inappropriate areas for residence* unsustaina$le e,traction of

!ineral resources* and econo!ic develop!ent+ n parallel to scientific and technical

achieve!ents* population gro3th and co!plicated social structure* !an6ind $eco!es

!ore and !ore vulnera$le to natural disasters 3ith e,tre!e;su$se#uent da!ages of

3hich depend not only on their propagation area $ut also the une,pectedness+


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&(

earth#ua6e* de!onstrates une#ual distri$ution of the ris6s and correlation $et3een a

country8s develop!ent level and its disaster conse#uences+

Figure %&ortalit Ris' for Tro(ical )clones in Two )ountries with #imilar E*(osure+ ,a(an and hili((ines

(Source: NationalCurriculum and

AssessmentCentre. TeachingDisaster RiskReduction withInteractiveMethods!ook"or #ead o" ClassTeachers$ %rade&I'$ )**+

Unfortunately* 3e cannot fully prevent natural disasters to happen* ho3ever* 3e

can reduce the effects of the! $y underta6ing relevant !itigation !easures+ This is 3hy

it is i!portant to carryout relevant !itigation !easures 3hich significantly reduce natural

hazards and their associated da!ages+ -veryone is vulnera$le to disasters+ 7evertheless*

da!ages and significant econo!ic losses can $e avoided 3ith the develop!ent and

i!ple!entation of proper ris6 reduction !easures+ For this reason* !any states initiated

the !anage!ent of the disaster ris6 reduction and have adopted the /%ogo Framewor(

for Action+ .$?ectively* the progra! ai!s to achieve $y the year &'(* a significant

reduction of da!ages caused $y natural disasters 2 na!ely to reduce considera$ly the

ris6 of deaths and the destruction of social* econo!ic and environ!ental resources+ .ut

of five priority actions 3ithin the


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&&

i!portant is the 01se of (nowledge, inno$ation and education to build a culture of safet%

and resilience at all le$els2 progra!+ N-ducation provides the $est instru!ent for

disse!inating the infor!ation necessary to reduce disaster ris6s and to facilitate the

develop!ent of strong social valuesO+

.ne of the !ost urgent challenges of !odern society is the develop!ent of

Disaster "is6 "eduction a!ong children and adult+ Children* $eing the !ost vulnera$le

!e!$ers of the population* especially during the occurrence of disasters* are often do not

have an access to infor!ation and lac6 6no3ledge and s6ills that 3ould ena$le the! to

protect the!selves and !a6e correct decisions during these difficult situations+

Significantly* $eing a center of co!!unity life* schools can play a very i!portant role in

Disaster "is6 "eduction+ The school environ!ent can deter!ine the student8s future*

since the !a?ority of the children8s ti!e is spent in school+

Therefore* schools have a direct i!pact not only to the lives of teachers* students*

parents and their relatives* $ut also to the co!!unity as a 3hole+ Being the !ost

effective Disaster "is6 reduction tool* changing hu!an $ehavior through disse!ination

of 6no3ledge and o$tain!ent of necessary s6ills for personal and collective safety is the

$est 3ay to avoid disaster ris6+ n order to achieve this goal* so!e very i!portant

pointers !ust $e considered such as/ a to disse!inate Disaster "is6 "eduction

infor!ation at all levels* especially a!ong populations living in the high ris6 zones9 $

to develop educational progra!s in Disaster "is6 "eduction9 and c to develop a safe

$ehavior !odel and s6ills a!ong students+ Society* as 3ell as schools* has a great !oral

responsi$ility to create a safe environ!ent for their students and teachers+ The greater the

level of self;organization that e,ists 3ithin society* the greater its potential $eco!es to


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avoid or !itigate the negative conse#uences of disasters+ The school ad!inistrators*

teachers and student in close cooperation 3ith the e!ergency !anage!ent authorities

i!ple!ented all initiatives targeted to increase the level of safety and disaster

preparedness+ t is necessary to understand the responsi$ility the school has for the

students8 lives+ t is !andatory to ta6e initiative to reduce the ris6 posed to the students+

Due to psychological and age;specific features* it is true that students are usually passive

in see6ing out infor!ation a$out disaster ris6 reduction and do not fully grasp the gravity

of the pro$le! entirely+


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&)

identified 3ays of* $uilding the resilience of nations and co!!unities to disasters+ The

@orld Conference identified challenges posed $y disasters+ Disaster loss is on the rise

3ith grave conse#uences for the survival* dignity and livelihood of individuals*

particularly the poor and hard;3on develop!ent gains+

ncreasingly of glo$al concern* disaster ris6 and its i!pact in one region can have

an i!pact on ris6s in another* and vice versa+ Disaster ris6 is co!pounded $y increasing

vulnera$ilities related to changing de!ographic* technological and socio;econo!ic

conditions* unplanned ur$anization* develop!ent 3ithin high;ris6 zones* under;

develop!ent* environ!ental degradation* cli!ate varia$ility* cli!ate change* geological

hazards* co!petition for scarce resources* and the i!pact of epide!ics such as


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&

o$?ectives* and in order to !eet the challenges ahead* accelerated efforts !ust $e !ade to

$uild the necessary capacities at the co!!unity and national levels to !anage and reduce

ris6+ Such an approach is to $e recognized as an i!portant ele!ent for the achieve!ent of

internationally agreed develop!ent goals* including those contained in the %illenniu!

Declaration+ n the past fe3 years* the i!portance of pro!oting disaster ris6 reduction

efforts on the international and regional levels as 3ell as the national and local levels has

$een recognized in a nu!$er of 6ey !ultilateral fra!e3or6s and declarations+1

The "egional Consultative Co!!ittee on Disaster %anage!ent "CC* an

institution affiliated to the "epu$lic of the Philippines* 3or6s 3ith persons in 6ey

Govern!ent positions in the national disaster !anage!ent syste!s of countries of the

Asia and the Pacific region and 3as esta$lished at the initiative of the Asian Disaster

Preparedness Center ADPC in &'''+ ts role as a consultative !echanis! for regional

cooperation is recognized and affir!ed $y the Charter of ADPC+ The roles of the "CC

3ere the follo3ing/ a identification of disaster;related needs and priorities of Asia and

the Pacific countries* $ pro!otion of regional and su$;regional cooperative progra!s*

and c develop!ent of regional action strategies for disaster reduction+ The "CC8s

!eetings are convened annually $y the Govern!ent of a host !e!$er country in

colla$oration 3ith ADPC* 3herein* the !eetings are attended $y !ore than ' "CC

delegates co!prising of heads of national disaster !anage!ent offices fro! & countries

in Asia and Pacific region and o$servers fro! U7 Agencies* donors and ADPC partners+

At present* all "CC !eetings have $een supported $y the Govern!ent of Australia+

ADPC serves as the secretariat to the "CC+ -ach !eeting of the "CC has a special the!e

as selected $y the host country+ n this the!e session* presentations are !ade $y selected


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&

!e!$er countries* on achieve!ents* challenges* good practices in the countries on the

said the!e+ The !eeting also has a separate session sho3casing the achieve!ents*

practices on disaster ris6 reduction D"" of the host country+ n ter!s of providing

response as 3ell as planning for recovery and reconstruction* lessons learned $y the

!e!$er countries fro! the recent disasters in the region are presented at the !eeting+ n

the conte,t of strengthening regional cooperation* "CC also has $een organizing a

special session on progress on the i!ple!entation of the


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&H

of active for!s of learning+ This is happening in so!e cases+


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&1

Does the school have a co!puter s there an internet connection s there a relia$le

electricity supply Are there enough des6s for the students A$ove all* is the school itself

a safe place to $e For e,a!ple* one e,pert intervie3ed for this revie3 re!ar6ed/ K in

some Latin American countries the conse3uences of marginali'ation, po$ert% and

ine3uit% are reflected at the school le$el. In man% cases, schools 4a single classroom

school with a single teacher ha$e to pro$ide the training curriculum to students that are

between first to si5 grades. All of them recei$ing education at the same time b% one

teacher... 6An7 other common condition is o$ercrowding of the classrooms. In some

cases, public schools host more than 8students per classroom. In some other cases,

mostl% pri$ate sector, schools are functioning in houses that were transformed into

schools. Additionally* the syste!s of ad!inistration* supervision* evaluation and

pro!otion !ust $e consistent 3ith the goal of using education for ris6 reduction+ n

educational syste!s 3ith standardized e,a!inations* for instance* it !ay $e difficult for

teachers to innovate and ta6e class ti!e for valua$le* hazard;related e,periential learning

e,ercises+ This revie3 3ill not e,plore !ost of these prere#uisites in depth+


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&

6no3ledge of the natural hazards the!selves* $ut also 3ould involve students in

inspecting the school $uildings* going outside to !ap the surroundings* and even

intervie3ing elders a$out e,tre!e natural events in the past+ Such learning could $e done

in 3ays that reinforce $asic s6ills in listening* 3riting* reporting and !apping+ t could $e

integrated into the study of history* geography and natural science+ Age;appropriate !ath*

fro! si!ple arith!etic to statistics* geo!etry and trigono!etry* could $e used+ The real;

life teaching and curricula revie3ed here vary greatly+ Fe3 appro,i!ate this ideal+ So!e

e,a!ples provide e,cellent training in earth and cli!ate science* $ut do not focus on

locally e,perienced hazards+ n other cases* li6e generals 3ho tend to re;fight the last

3ar* education planners have focused e,clusively on one recent disaster+ Tur6ey* for

e,a!ple* 3ithin its all hazards school curriculu!* has an i!pressive progra! of

earth#ua6e;ris6 a3areness that has reached perhaps five !illion students+ .n the tsuna!i

affected coast of Thailand* there are ne3 curricula that focus e,clusively on tsuna!i 2

even though the !ost co!!on hazards in the region are coastal stor!s* floods and forest

fire+(&

Currently* children and youth in pri!ary and secondary schools around the glo$e

$enefited fro! a 3ide variety of treat!ents of natural hazards* disaster preparedness and

prevention+ Curricula and teaching practices vary greatly in approach* intensity and

#uality+ Ta6en as a 3hole* these diverse efforts raise the possi$ility of a rapid spread of

good practice+ To realize this possi$ility* ho3ever* relevant actors !ust devote focused

attention and resources to sharing e,perience* translating and adapting curricula* and

net3or6ing the !ost effective pedagogical practices+ .ne can get an i!pression of the

range of e,isting activities $y e,a!ining the nu!$ers $rought to light at the @orld


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'

Conference on Disaster "eduction @CD"+ Slightly !ore than half of the countries

reporting on disaster reduction in advance of the @CD" confir!ed that their education

syste!s included so!e for! of disaster related teaching+ The type of effort varies+

.verall* (( countries sent infor!ation for the @CD"+ So!e countries reporting )'

per cent clai!ed to have national efforts to teach disaster;related su$?ects in pri!ary

andJor secondary school+ The distri$ution of these countries $rea6s do3n as sho3n ta$le

( $elo3/(

Table 1

)ountries with ha.ards teaching in (rimar or secondar schools

/sia and theacific

atin /mericaand the

)arribean

/frica E)D )entral andE/#TERN

Euro(e and)3#

ther "N&embers

4angladesh Bolivia Algeria France Czech Rep. Monaco

3ran Br. VirginIslands

Kenya Greece Hungary

3ndia Colomia Madagascar !apan "i#huana

&ongolia Cos#a Rica $l%alvador

Mauri#ius &e' (ealand Macedonia

hili((ines $l %alvador %enegal )or#ugal Romania

Tonga Mon#serra# *ganda %'eden Russian Fed.+

Tonga *%A

Arevia#ions, Br. Virgin Isl.+ Bri#ish Virgin Islands- CI%+ Common'eal#h o Independen# %#a#es- Czech Rep.+ #he Czech Repulic-/$C0+ /rganiza#ion or$conomic Co1opera#ion and 0evelopmen#- Russian Fed.+ #he Russian Federa#ion

(ISDR S,stem Thematic Cluster-lat"orm on /nowledge and 0ducation$ 1ul, ))2+

.ther countries* such as Brazil and 5enezuela* reported significant pri!ary and

secondary teaching at !unicipal or state level+ .thers* in advance of the @CD"*

!entioned plans under3ay to $egin teaching in schools specifically i!$a$3e and srael+ Still other nations reported either teaching 3ithout support of a

curriculu! Papua 7e3 Guinea* Canada and Austria9 teaching integrated into other

su$?ects Cote d8voire9 or narro3ly;focused teaching e+g+* fire safety in Ger!any*


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(

practical preparedness e,ercises in -cuador+ n addition* %e,ico* "o!ania and 7e3

>ealand !andate $y la3 the teaching of disaster;related su$?ects in their schools+ n the

year and a half since these reports 3ere collected $y the SD" secretariat* South Africa

and %e,ico have $egun so!e pilot teaching progra!s* and have put considera$le energy

into the develop!ent of teaching !aterials+ .ne hundred and si,ty eight nations 3ere

represented at the @CD"+ nfor!ation fro! those 3hose reports 3ere not su!!arized in

the preconference study revie3 sho3s pri!ary and secondary schools teaching on a large

scale in Cu$a* the UM and China* a!ong others+ %uch effective disaster;related teaching

is ta6ing place in !any parts of the 3orld+ t is esti!ated that half the 3orld8s nations

provide so!e for! of teaching a$out natural hazards and safety in at least so!e of their

schools+ A good deal of additional practice e,ists $eyond 3hat is revealed in ta$le (9 this

revie3 e,plores so!e* $ut has uncovered only the tip of the ice$erg+ Additionally* a great

deal of i!portant activity happens $elo3 the national level+ n !any places* educational

policy and the co!!ission and supply of teaching !aterials is decentralized to the su$;

national stage+ n addition* 7G.s* international organizations and agencies of the U7

syste! provide teaching !aterial that is accessi$le electronically* 3hich !ay 3ell $e

used in individual schools at the initiative of a 6een teacher+ n other cases* parents co!e

into class to supple!ent and enrich teaching 3ith their o3n e,periences and !aterial+

The challenge is to $uild on all these lauda$le practices* to pro!ote the! in neigh$oring

schools* and to encourage such teaching in nations 3here it is rare or a$sent+ These

practices provide a starting place fro! 3hich to $uild+()

Children are a!ong the !ost vulnera$le population group 3hen a natural hazard

stri6es* especially those attending school in ti!es of disaster+ Disasters such as the


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&

.cto$er &'' earth#ua6e in Pa6istan* 3here over (*''' children died in schools that

collapsed* or the recent !udslide on Leyte sland in the Philippines* 3here !ore than &''

school children 3ere $uried alive* are ?ust a fe3 tragic e,a!ples of 3hy !ore needs to $e

done to protect our children $efore disasters stri6es+ n all societies* children represent

hope for the future+ By e,tension* schools* $ecause of their direct lin6 to youths* are

universally regarded as institutions of learning* for instilling cultural values and passing

on $oth traditional and conventional 6no3ledge to younger generations+ Protecting our

children during natural hazards* therefore* re#uires t3o distinct yet insepara$le priorities

for action/ disaster ris6 education and school safety+ %a6ing disaster ris6 education part

of national pri!ary and secondary school curricula fosters a3areness and $etter

understanding of the i!!ediate environ!ent in 3hich children and their fa!ilies live and

3or6+ @e 6no3 fro! past e,perience that children 3ho are taught a$out natural hazard

ris6s play an i!portant role in saving lives and protecting !e!$ers of the co!!unity in

ti!es of crisis+ .n a $each in Thailand* 3hen the Dece!$er &'') Tsuna!i struc6* British

schoolgirl Tilly S!ith saved !any lives $y urging people to flee the shore/ her geography

class in Britain had ena$led her to recognize the first signs of a tsuna!i+ At the sa!e

ti!e* Anto* a young $oy on the ndonesian island of Si!eulue had learned fro! his

grandfather 3hat to do 3hen an earth#ua6e stri6es+


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and developing 3orld attend schools in $uildings that are una$le to 3ithstand the forces

of nature+ To infor! and insure the future of our co!!unities* the U7JSD" secretariat

and its partners have !ade disaster ris6 education and safer school facilities the t3o 6ey

the!es of the &'';&''H @orld Disaster "eduction Ca!paign+ The ca!paign* entitled

NDisaster ris6 reduction $egins at schoolO* ai!s to infor! and !o$ilize Govern!ents*

co!!unities and individuals to ensure that disaster ris6 reduction is fully integrated into

school curricula in high ris6 countries and that school $uildings are $uilt or retrofitted to

3ithstand natural hazards+ As disaster ris6 reduction is every$ody8s $usiness and in

every$ody8s interest+ Together* 3e can help children $uild ; 3ith us and for all of us ; a

safer 3orld+ Schools !a6e the difference $et3een despair and hope+ They can also !a6e

the difference $et3een life and death+(

n 7epal* as cli!ate changes effects are !ore and !ore fre#uent and visi$le* the

need to educate young people a$out the ris6s of natural disasters increases+ n order to

!ainstrea! Disaster "is6 "eduction D"" into 7epal8s school curricula* the U7-SC.

.ffice in Math!andu ?ointly 3ith the 7epal 7ational Co!!ission for U7-SC. and the

Curriculu! Develop!ent Centre of the %inistry of -ducation* are organizing a national

3or6shop on Wntegrating Disaster "is6 "eduction into the School Curriculu!8 in

Math!andu on Sunday* & %ay &'(+ The 3or6shop is $ased on U7-SC. guidelines

entitled NTo3ards the Learning culture of safety and resilience* a Technical Guidance for

ntegrating D"" in the School Curriculu!O* 3hich has $een piloted in several countries

including 7epal+ The event ai!s at presenting the guidelines and providing suggestions

for their adaptation to the specific 7epali conte,t+ Participants of the 3or6shop 3ill also

present a draft revie3 report of school and teacher training curriculu! $y using


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)

NTechnical Guidance for ntegrating D"" in the School Curriculu!O for its further

i!prove!ent+ The 3or6shop 3ill $ring all together around ) participants* including

curriculu! developers* teacher trainers and teachers* education policy !a6ers and

progra!!e i!ple!enters including representatives fro! U7 agencies and 7G.s+ n

addition to presenting the technical guidelines* the participants 3ill also discuss the

activities of the -ducation Cluster* a group of representatives of national institutions and

develop!ent partners addressing the role of education in hu!anitarian crises* and the

national fra!e3or6 for -ducation for Sustaina$le Develop!ent+ The reco!!endations of

the 3or6shop 3ill $e used for the further i!prove!ent of the technical guidelines and

draft revie3 report+(

n Lesotho* as part of !ainstrea!ing D"" into -ducation Sector* ntegrating

Disaster "is6 "eduction into School Curriculu! in Lesotho @or6shop D""

@or6shop 3as held on Septe!$er ';'* &'(( in %aseru* Lesotho+ Disaster ris6

reduction $egins at ho!e* in schools* and at co!!unities+ -ducation is a vital in

nurturing a culture of disaster resilience a!ong students and in societies+ Thus* the

central the!e of the 3or6shop 3as providing shared understanding a!ong curriculu!

developers* in Lesotho* on the concept of D"" and facilitating the integration of D""

into school curriculu!* particularly in the pri!ary and secondary levels+ A co!!on and

shared understanding of the su$?ect* 3ith structured approach* could $e e,tre!ely helpful

in guiding integrating disaster ris6 reduction efforts into national curriculu! at different

levels in the schools* 3herein such understanding 3ould provide sound $asis for the

tea!s representing different learning areas and learning aspects+ The 3or6shop ai!ed to

provide conceptual clarity on D"" and child centered learning !ethodologies in


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!ainstrea!ing process of education sector as 3ell as identify 6ey D"" topic* learning

outco!es* s6ills and a$ilities that are needed to $uild the disaster resilient culture at an

early schooling age children in order to translating vulnera$ilities into capacities+ The

content* proposed here* is !ore !eaningful and ai!ed at providing s6ills of resolution

oriented for the students and teachers to prepare and !itigate the potential i!pact of

disasters and to $uild their confidence and a$ility in dealing 3ith life threatening

situation+(H

The Philippines has $een co!!itted to !ainstrea!ing disaster ris6 reduction

D"" into the education sector+ n &''H* the Secretary of the Depart!ent of -ducation

Dep-d issued an order !e!o Dep-d .rder 7o+ * s+ &''H to the undersecretaries*

assistant secretaries* $ureau directors* directors of servicesJcenters and heads of units*

regional directors* schools cityJdivision superintendents* and heads of pu$lic and private

schools to prioritize the !ainstrea!ing of disaster ris6 reduction !anage!ent in the

school syste! and ensure i!ple!entation of progra!s and pro?ects related to D""* and

so the progra! 3or6ed fro! this strong foundation and co!!it!ent+ There are total of

H*1 secondary schools in the Philippines $ut unfortunately there has $een no syste!atic

docu!entation on ho3 disasters have affected schools in the past and so there is no data

on the nu!$er of schools in the Philippines 3hich are at ris6 fro! natural hazards+


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LAPUS The Learning and Pu$lic Use School Building and U7C-F8s Building Safe

Learning -nviron!ent BSL- for Children 3hich are $oth pro?ect oriented+ The

Principalled School Building Progra! PL;SBP introduced $y the Dep-d decentralizes

construction !anage!ent 3ith active participation of the co!!unity+ There are t3o

types of plans for designs and specifications of pu$lic schools under the PL;SBP9

Standard Building Plan* and Special Building Plan+ The Special Building Plans are

designed specifically for a particular school that poses danger for the occupants in cases

of cala!ities and hazards+ Soil sta$ility* 3ind forces* and floods are considered in these

designs+


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H

sta6eholders9 !inistries* U7 agencies and 7G.s 3ere consulted during the develop!ent

of the drafts and their feed$ac6 incorporated into the final output+(1

The Bureau of Secondary -ducation BS- has a Curriculu! Develop!ent

Division that is responsi$le in enhancing and revising the secondary curriculu!+ -very

five years* they are conducting revie3 for curriculu! revision every five years* after a

$atch of students graduate fro! an e,isting curriculu!+


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1

effective 3ay of integrating the concept is $y having a D"" su$?ect in the teachers8

training at the tertiary level+ This !eans that D"" su$?ect 3ill $eco!e a re#uire!ent in

the BS -le!entary and


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Rel*"e S"uie%

The study in South Africa* entitled NTeachers Perceptions a$out Lesson Planning

to include a Disaster "is6 "eduction Focus*O is a !ultiple case study li!ited to the three

pri!ary schools in the Central "egion of the City of Tsh3ane %etropolitan %unicipality+

The City of Tsh3ane %etropolitan %unicipality plays a significant role in the econo!y

of the Gauteng Province in ter!s of the ntegrated Develop!ent Plan of the City of

Tsh3ane+ The %etropolitan needs to $e priority points in areas of #uality education*

access to 3or6 and econo!ic opportunities and social infrastructure* ho3ever* these areas

3as characterized $y high density of disadvantaged zones* 3hich include a nu!$er of

infor!al settle!ents 3ith high levels of poverty and poor access to opportunities+ .f

3hich so!e are located on environ!entally sensitive locations* there are ur$an* se!i;

ur$an and rural areas that conse#uently need attention and a strategic develop!ent

approach in areas of rural develop!ent* food security and land refor! as 3ell as in areas

of environ!ental develop!ent and spatial planning+ The City of Tsh3ane Central

"egion 2 the inner city and areas of Atteridgeville To3nship* Sunnyside* -landspoort*

Fort @est and Danville 2 are areas characterized $y the !assive flo3 of i!!igrants 3ho

!ostly live in infor!al d3ellings 3ithout for!al supply of $asic services such as road

infrastructure* transport* 3ater and electricity+ n ter!s of N.pti!ize service delivery to

all co!!unities in the "egion and strive to capacitate the co!!unities to its full e,tent

as allo3ed $y the resources of the City of Tsh3ane* the Central "egion* li6e the other

four "egions 3ithin the City of Tsh3ane %etropolitan %unicipality is also e,pected to

discharge its roles and responsi$ilities+


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)'

Pending the outco!e of the geotechnical study currently going on* a decision has still to

$e ta6en on 3here to relocate the infor!al settle!ents+ @ithin the fra!e3or6 of

sustaina$le develop!ent* the City of Tsh3ane has its Disaster %anage!ent Division that

is focused on Ncreating safer and resilient City of Tsh3ane co!!unities through

coordination of all;hazard prevention* preparedness and !itigation* response and

recovery activitiesO+ To provide fire and rescue services to the city* there is the Fire

Brigade Division* in 3hich also deals 3ith issues of incidents involving hazardous

su$stances+ Specifically* the Central region has four Fire Stations providing the region

3ith !ost of the !edical e!ergency services+

&(

This study has the sa!e ai! 3ith the

current study in ter!s of integrating ris6 reduction in lesson planning so as to educate

students and edify the co!!unity as a 3hole+

Le6ala6ala* e!phasizes the need for the realization that education processes

fostering the i!ple!entation of progra!s to $etter the lives of co!!unities can $est $e

applied in for!al schooling through a !ore focused policy approach and an interactive

process of !utual learning at school levels+


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)(

level of s6ills and 6no3ledge through an integration and lin6age of learning areas* as 3ell

as ensuring that educators are a$le to fulfil the various roles such as $eco!ing !ediators

of learning* interpreters and designers of Learning Progra!s and !aterials+ n order to

deter!ine 3hat and ho3 to teach* there is a roo! for creativity and innovation 3herein

teachers are on their o3n+ @ith specific reference to the inclusion of disaster ris6

reduction focus into the school curricula* the 7on;Govern!ental .rganisations 7G.s

!ay visit schools and tal6 to the ad!inistrators* teachers and their students a$out their

preparedness initiatives+ Teachers !ay choose to introduce in their lessons* particular

aspects that are relevant to the co!!unities+ Children are $elieved to $e !ore a!ena$le

to ne3 ideas than adults* and it is also $elieved that they !ay influence their peers and

their parents+ Due to lac6 of resources* s6ills and capacities* there !ight $e so!e

li!itations for the developing countries to incorporate disaster ris6 reduction activities

into for!al education+ t is recapitulated that due to the li!ited fle,i$ility 3ithin the

school curricula* !ost educational progra!s are una$le to adapt to acco!!odate the

incorporation and integration of all the aspects of disaster ris6 reduction* $ut !ay focus

only on single issues such hazards* li!iting children fro! dealing 3ith the entire aspect

of disaster preparedness ac

Documents

The Integration of Disaster Risk Reduction in School Curricula in Selected Secondary Schools in Legazpi City Division