Education in Emergencies Continuity Plan

Education in Emergencies Continuity Plan

1. ASHLEY NICOLE C. TABUAN | BSED ENGLI SH – TEP2B | MR. CHRISTIAN K. BAGONGON, LPT, MAED | OCTOBER 10, 2025 EDUCATION IN EMERGENCIES CONTINUITY PLAN INTRODUCTION AN EDUCATION IN EMERGENCIES CONTINUITY PLAN IS A STRUCTURED FRAMEWORK DESIGNED TO ENSURE THAT LEARNING CONTINUES EVEN IN TIMES OF CRISIS OR DISRUPTION. IT IS ESSENTIAL TO MAINTAIN EDUCATION DURING EMERGENCIE S BECAUSE IT PROVIDES STABILITY, HOPE, AND NORMALCY FOR LEARNERS, HELPING THEM RECOVER EMOTIONALLY AND ACADEMICALLY. CHOSEN EMERGENCY SCENARIO: A STRONG EARTHQUAKE AFFECTING CAGAYAN DE ORO CITY, CAUSING SCHOOL DAMAGE AND DISPLACEMENT OF STUDENTS AND TEACHERS.

2. INTRODUCTION AN EDUCATION IN EMERGENCIES CONTINUITY PLAN IS A STRUCTURED FRAMEWORK DESIGNED TO ENSURE THAT LEARNING CONTINUES EVEN IN TIMES OF CRISIS OR DISRUPTION. IT IS ESSENTIAL TO MAINTAIN EDUCATION DURING EMERGENCIE S BECAUSE IT PROVIDES STABILITY, HOPE, AND NORMALCY FOR LEARNERS, HELPING THEM RECOVER EMOTIONALLY AND ACADEMICALLY. CHOSEN EMERGENCY SCENARIO: A STRONG EARTHQUAKE AFFECTING CAGAYAN DE ORO CITY, CAUSING SCHOOL DAMAGE AND DISPLACEMENT OF STUDENTS AND TEACHERS. ASHLEY NICOLE C. TABUAN | BSED ENGLI SH – TEP2B | MR. CHRISTIAN K. BAGONGON, LPT, MAED | OCTOBER 10, 2025 EDUCATION IN EMERGENCIES CONTINUITY PLAN Emergency Type: Earthquake (Natural Disaster) Location: Cagayan de Oro City, Northern Mindanao, Philippines Affected Population: Students, teachers, and families whose homes and schools were damaged or destroyed. Disruptions: Schools collapsed or declared unsafe for use. Learning materials and devices lost or destroyed. Communication lines and electricity cut off. Classes suspended due to safety hazards and aftershocks.

3. Emergency Scenario and Context Emergency Type: Earthquake (Natural Disaster) Location: Cagayan de Oro City, Northern Mindanao, Philippines Affected Population: Students, teachers, and families whose homes and schools were damaged or destroyed. Disruptions: Schools collapsed or declared unsafe for use. Learning materials and devices lost or destroyed. Communication lines and electricity cut off. Classes suspended due to safety hazards and aftershocks. INTRODUCTION AN EDUCATION IN EMERGENCIES CONTINUITY PLAN IS A STRUCTURED FRAMEWORK DESIGNED TO ENSURE THAT LEARNING CONTINUES EVEN IN TIMES OF CRISIS OR DISRUPTION. IT IS ESSENTIAL TO MAINTAIN EDUCATION DURING EMERGENCIE S BECAUSE IT PROVIDES STABILITY, HOPE, AND NORMALCY FOR LEARNERS, HELPING THEM RECOVER EMOTIONALLY AND ACADEMICALLY. CHOSEN EMERGENCY SCENARIO: A STRONG EARTHQUAKE AFFECTING CAGAYAN DE ORO CITY, CAUSING SCHOOL DAMAGE AND DISPLACEMENT OF STUDENTS AND TEACHERS. Challenges Analysis Curriculum: Interrupted lessons and loss of learning momentum. Instruction: Teachers unable to meet students physically; limited access to online tools. Teachers: Unprepared for emergency-based teaching and emotionally affected by the disaster. Assessment: Difficulty in tracking learners’ progress and collecting outputs. Learners: Experiencing trauma, loss, and relocation; lack of study materials and safe spaces.

4. Challenges Analysis Curriculum: Interrupted lessons and loss of learning momentum. Instruction: Teachers unable to meet students physically; limited access to online tools. Teachers: Unprepared for emergency-based teaching and emotionally affected by the disaster. Assessment: Difficulty in tracking learners’ progress and collecting outputs. Learners: Experiencing trauma, loss, and relocation; lack of study materials and safe spaces. General Objective: Ensure continuous, inclusive, and quality education during and after an earthquake emergency. Specific Objectives: Adapt the curriculum for flexible learning delivery. Equip teachers with skills for emergency instruction. Implement flexible and fair assessment strategies. Support the well-being and resilience of learners. Goals and Objectives

5. General Objective: Ensure continuous, inclusive, and quality education during and after an earthquake emergency. Specific Objectives: Adapt the curriculum for flexible learning delivery. Equip teachers with skills for emergency instruction. Implement flexible and fair assessment strategies. Support the well-being and resilience of learners. Goals and Objectives Challenges Analysis Focus on Most Essential Learning Competencies (MELCs). Shift to modular, blended, or radio-based learning depending on accessibility. Integrate disaster awareness, safety drills, and emotional support activities into lessons. Encourage family-based learning through parent involvement. Strategies and Interventions (Curriculum & I nstruction)

6. Focus on Most Essential Learning Competencies (MELCs). Shift to modular, blended, or radio-based learning depending on accessibility. Integrate disaster awareness, safety drills, and emotional support activities into lessons. Encourage family-based learning through parent involvement. Strategies and Interventions (Curriculum & I nstruction) General Objective: Ensure continuous, inclusive, and quality education during and after an earthquake emergency. Specific Objectives: Adapt the curriculum for flexible learning delivery. Equip teachers with skills for emergency instruction. Implement flexible and fair assessment strategies. Support the well-being and resilience of learners. Goals and Objectives

7. Strategies and Interventions (Teacher Support & Assessment) Conduct teacher training on disaster response, trauma-informed teaching, and remote instruction. Provide mental health support and peer mentoring for teachers. Use al ternative assessments like reflective journals, performance tasks, and learning portfolios. All ow flexible schedules and deadlines for learners affected by the earthquake.

8. Implementation Plan (Roadmap)

9. Monitoring and Evaluation Tracking Progress: Regular monitoring by school heads and DepEd supervisors. Student feedback and teacher reports every month. Indicators: Percentage of learners reached through modular or radio-based learning. Teacher at tendance and training completion. Rate of student participation and submission. Tools: Progress reports, surveys, interviews, and observation checklists. Schedule: Weekly monitoring, monthly evaluation, and end-of-term review.

10. Conclusion This plan ensures that learning continues safely and inclusively even during an earthquake. Education becomes a source of comfort, hope, and recovery for both learners and teachers. Through preparedness, flexibility, and compassion, schools can rise stronger from disasters. “Even in the darkest times, education lights the way forward.” — Inspired by UNESCO

11. References: Department of Education (DepEd) Order No. 12, s. 2020. Basic Education Learning Continuity Plan. UNICEF. (2021). Education in Emergencies: Guidelines for Resilient Learning Systems. INEE. (2010). Minimum Standards for Education: Preparedness, Response, Recovery. UNESCO. (2019). Safe Learning Environments in Emergencies. Save the Children Philippines. (2022). Post-Disaster Education Response in Mindanao.