International Standards_Frameworks and National Standards

DRR

1. h https://www.reddit.com/r/redneckengineering/comments/ikymeu/no_foundation_no_problemalso_wtf/ 1 https://www.pna.gov.ph/articles/1180321 ( Photo courtesy of PIA-Abra) 2

2. DRR FRAMEWORKS & CCAM LEGAL BASES ROLES and RESPONSIBILITIES OF SCHOOL DRRM TEAM

3. Recognize the different international and national frameworks, conventions and standards that serve as foundations of DRRM in the education sector Display consciousness on the importance of knowing the international and national foundations of DRRM in the Education sector SESSION OBJECTIVES

4. SESSION OBJECTIVES Recognize the different international and national frameworks, conventions and standards that serve as foundations of DRRM in the education sector Organize the School DRRM Team in adherence to DO No. 21 s. 2015, and Do No. 33, s. 2021. Display consciousness on the importance of knowing the international and national foundations of DRRM in the Education sector, by doing the Pledge of Commitment.

5. The participants will be grouped into 4 Each group, will be provided meta strips, manila paper and marker In manila paper put 4 category displayed in screen were meta strips will be posted. In meta strips write selected International standards, National frameworks, DepEd DRRM works and roles and responsibilities of DRRM Team. INSTRUCTION

6. National Frameworks Foundation of DepEd DRRM Work Roles and Responsibilities of School DRRM Team International Standards and Frameworks CATEGORIES

7. Special Protection of Children in Situations of Armed Conflict (RA 11188) Philippine DRRM Act (RA 10121) Climate Change Act of (2009) Children Emergency Relief and Protection Act (RA 10821) INEE, Minimum Standards in Education: Preparedness Response and Recovery Comprehensive School Safety Framework (CSSF) United Nation Convention On The Right of the Child (UNCRC) Core Humanitarian Standards in Quality & Accountability The Sustainable Development Goals Sendai Framework for DRR Paris Climate Agreement Basic Education Development Plan (BEDP) 2030 (Four (4) Strategic Objectives) The Comprehensive DRRM In Education Framework Guidelines on the Cancellation or Suspension of Classes and Work in Schools in The Event of Disasters and Other Natural Calamities Guidelines on the Conduct of Post Disaster Needs Assessment in the Education Sector The Comprehensive Disaster Risk Reduction and Management (DRRM) in Education Framework Disaster Risk Reduction and Management Coordination and Information Management Protocol Creation of Disaster Risk Reduction and Management Office Child Protection Policy Policy on the Protection of Children in Armed Conflict Ensure the availability of updated baseline education data of School Regularly clean and clear all drainage system Integrate DRRM in regular programs and activities in the School Improvement Plan Pre-Identify possible location for TLS and ADM of Education Establish and Early Warning System Activate Early Warning Systems to disseminate advisories to learners and personnel Conduct quarterly multi-hazard drills applicable to school’s identified hazards Maintain, disseminate, and post relevant and updated emergency hotlines

8. ACTIVITY

9. What can you say about the activity? How did you come up with the arrangements of those meta strips? Was there any point of relevance to having this activity? Why? How does it apply to our respective school/station? ANALYSIS

10. INTERNATIONAL & NATIONAL CONVENTIONS, STANDARDS and LEGAL FRAMEWORKS, Sendai Framework for DRR Core Humanitarian Standards in Quality & Accountability INEE, Minimum Standards in Education: Preparedness Response and Recovery Comprehensive School Safety Framework (CSSF) Philippine Disaster Risk Reduction & Management Act (RA 10121) Climate Change Act of (2009) Children Emergency Relief and Protection Act (RA 10821) Special Protection of Children in Situations of Armed Conflict ( RA 11188) DRRM in Education Paris Climate Agreement The Sustainable Development Goals United Nation Convention On The Right of the Child (UNCRC)

11. INTERNATIONAL CONVENTIONS, STANDARDS

12. PARIS CLIMATE AGREEMENT https://econusa.id/en/ecodefender/perjanjian-paris/ The Paris Agreement is a  legally binding international treaty on climate change . It was adopted by 196 Parties at the UN Climate Change Conference (COP21) in Paris France, on 12 December 2015. It entered into force on 4 November 2016.

13. PARIS CLIMATE AGREEMENT substantially reduce global greenhouse gas emissions to hold global temperature increase to well below 2°C above pre-industrial levels and pursue efforts to limit it to 1.5°C https://econusa.id/en/ecodefender/perjanjian-paris/ GOAL

14. PARIS CLIMATE AGREEMENT https://econusa.id/en/ecodefender/perjanjian-paris/ periodically assess the collective progress towards achieving the purpose of this agreement and its long-term goals provide financing to developing countries to mitigate climate change, strengthen resilience and enhance abilities to adapt to climate impacts. GOAL https://econusa.id/en/ecodefender/perjanjian-paris/

15. PARIS CLIMATE AGREEMENT Key elements https://www.un.org/en/climatechange/paris-agreement

16. SENDAI FRAMEWORK FOR DRR (2015-2030) Adopted at the 3 rd UN World Conference on DRR, held from 14-18 March 2015 Successor of Hyogo Framework for Action: address the gaps identified and future challenges Action focused across sectors by states at local, national regional and global levels following the (4) four priority areas https://www.undrr.org/publication/sendai-framework-disaster-risk-reduction-2015-2030

17. SENDAI FRAMEWORK FOR DRR (2015-2030) Priority 1: Understanding disaster risk 4 Priority Areas Priority 2: Strengthening disaster risk governance to manage disaster risk Priority 3: Investing in disaster risk reduction for resilience Priority 4: Enhancing disaster preparedness for effective response, and to « Build Back Better » in recovery, rehabilitation and reconstruction

18. SENDAI FRAMEWORK FOR DRR (2015-2030) Prevent new and reduce existing disaster risk through the implementation of integrated and inclusive economic, structural, legal, social, health, cultural, educational, environmental, technological, political and institutional measures that prevent and reduce hazard exposure and vulnerability to disaster, increase preparedness for response and recovery , and thus strengthen resilience GOAL

19. THE SUSTAINABLE DEVELOPMENT GOALS https://sdgs.un.org/goals The 2030 Agenda for Sustainable Development,   adopted by all United Nations Member States in 2015, Provides a shared blueprint for peace and prosperity for people and the planet 17 Sustainable Development Goals (SDGs) , which are an urgent call for action by all countries

20. 17 SUSTAINABLE DEVELOPMENT GOALS https://sdgs.un.org/goals

21. THE SUSTAINABLE DEVELOPMENT GOALS https://sdgs.un.org/goals Recognized that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education , reduce inequality, and spur economic growth while tackling climate change and working to preserve our oceans and forests.

22. Sets out nine commitments to ensure that organisations support people and communities affected by crisis and vulnerability in ways that respect their rights and dignity and promote their primary role in finding solutions to the crises they face. CORE HUMANITARIAN STANDARDS IN QUALITY & ACCOUNTABILITY https://www.corehumanitarianstandard.org/_files/ugd/e57c40_f8ca250a7bd04282b4f2e4e810daf5fc.pdf

23. CORE HUMANITARIAN STANDARDS IN QUALITY & ACCOUNTABILITY Enable people and communities to hold those who support them to account. Improve the quality and accountability of organisations and their work. Assess and verify organisations’ performance and demonstrate their learning journey towards meeting the CHS commitments. Promote collective efforts to ensure quality and accountability. https://www.corehumanitarianstandard.org/_files/ugd/e57c40_f8ca250a7bd04282b4f2e4e810daf5fc.pdf

24. THE NINE COMMITMENTS https://www.corehumanitarianstandard.org/_files/ugd/e57c40_f8ca250a7bd04282b4f2e4e810daf5fc.pd are better prepared and more resilient to potential crises. access support that does not cause harm to people or the environment. can exercise their rights and participate in actions and decisions that affect them. access timely and effective support in accordance with their specific needs and priorities.

25. THE NINE COMMITMENTS https://www.corehumanitarianstandard.org/_files/ugd/e57c40_f8ca250a7bd04282b4f2e4e810daf5fc.pd access support that is continually adapted and improved based on feedback and learning. interact with staff and volunteers that are respectful, competent and well-managed. can safely report concerns and complaints and get them addressed. access coordinated and complementary support. can expect that resources are managed ethically and responsibly.

26. UNITED NATION CONVENTION ON THE RIGHT OF THE CHILD (UNCRC) CORE Rights Related to Disaster Risk Reduction Management (DRRM) in the Education Sector The right to special protection for a child’s physical, mental, and social development. The right to recreational activities and free education. The right to be among the first to receive relief in all circumstances. The right to protection against all forms of neglect, cruelty, and exploitation. The right to access a safe, clean, healthy, and sustainable environment. https://www.slideshare.net/slideshow/presentationintl-and-natl-foundations-of-drrm-in-educationpptx/ 254245691 (DepEd 23 DRRM Modules

27. COMPREHENSIVE SCHOOL SAFETY FRAMEWORK (CSSF) https://inee.org/sites/default/files/resources/The-Comprehensive-School-Safety-Framework-2022-2030-for-Child-Rights-and-Resilience-in-the-Education-Sector.pdf 2022-2030 for Child Rights and Resilience in the Education Sector

28. COMPREHENSIVE SCHOOL SAFETY FRAMEWORK (CSSF) Protect learners, educators and staff from death, injury, violence and harm in schools and other learning spaces Plan for education and protection continuity, and limit disruptions to learning in the face of shocks, stresses, hazards and threats of all kinds. Promote knowledge and skills of learners and duty-bearers, to contribute to risk reduction, resilience building, and sustainable development. GOAL https://inee.org/sites/default/files/resources/The-Comprehensive-School-Safety-Framework-2022-2030-for-Child-Rights-and-Resilience-in-the-Education-Sector.pdf

29. CSSF STRUCTURE COMPREHENSIVE SCHOOL SAFETY FRAMEWORK (CSSF) https://inee.org/sites/default/files/resources/The-Comprehensive-School-Safety-Framework-2022-2030-for-Child-Rights-and-Resilience-in-the-Education-Sector.pdf PILLAR 1: Safer Learning Facilities PILLAR 2 School Safety & Educational Continuity Management PILLAR 3 Risk Reduction and Resilience Education FOUNDATION: Enabling Systems and Policies

30. https://inee.org/minimum-standards-2024-edition INEE, MINIMUM STANDARDS IN EDUCATION: PREPAREDNESS RESPONSE AND RECOVERY t o improve the quality of education preparedness, response, and recovery;      t o increase access to safe and relevant learning opportunities; t o ensure that the actors who provide these services are held accountable

31. INEE, MINIMUM STANDARDS IN EDUCATION: PREPAREDNESS RESPONSE AND RECOVERY Domain 2: Access and Learning Environment Standard 8: Equal and Equitable Access Standard 9: Protection and Wellbeing Standard 10: Facilities and Services Domain 3: Teaching and Learning Standard 11: Curricula Standard 12: Teaching and Learning Process Standard 13: Assessment of Holistic Learning Outcomes Standard 14: Training, Professional Development and Support Domain 1: Foundational Standards for a Quality Response Community Participation Standard 1: Participation Standard 2: Resources Coordination Standard 3: Coordination Analysis Standard 4: Participation Standard 5: Assessment Standard 6: Response Strategy Standard 7: Monitoring Domain 4: Teachers and Other Education Personnel Standard 15: Recruitment and selection Standard 16: Condition of work Standard 17: Support and Supervision Domain 5: Education Policy Standard 18: Law and Policy Formulation Standard 19: Planning and Implementation https://www.youtube.com/watch?v=ol28XG2Cl7Y&t=88s

32. RA 10821 Children’s Emergency Relief and Protection Act establishes a comprehensive program to protect the rights of children during disasters and emergencies RA 10121 Philippine DRRM Act of 2010 An act strengthening the Philippine Disaster R isk Reduction and Management S ystem RA 9729 Climate Change Act of 2009 An act mainstreaming climate change into government policy formulations, establishing the framework strategy and program on climate change Basic Education Development Plan (BEDP) 2030 Four (4) Strategic Objectives K-12 Curriculum development for improved delivery and instruction, and assessment Improving the Learning Environment to develop learner’s full potential Teachers’ and School Leaders upskilling and reskilling to improve competencies Engagement of stakeholders for support and collaboration NATIONAL FRAMEWORKS, FOUNDATIONS AND DEPED’S DRRM WORK

33. NATIONAL FRAMEWORKS, FOUNDATIONS AND DEPED’S DRRM WORK RA 10121 RA 10821 RA 9729 Philippine DRRM Act of 2010 Children’s Emergency Relief and Protection Act Climate Change Act of 2009 Basic Education Development Plan (BEDP) 2030 Four (4) Strategic Objectives SENDAI FRAMEWORK UNITED NATION CONVENTION OF THE RIGHT OF THE CHILD Paris Climate Agreement SUS TAINABLE DEVELOPMENT GOALS https://www.deped.gov.ph/wp-content/uploads/2022/05/DO_s2022_024.pdf

34. RA 10121 https://www.deped.gov.ph/wp-content/uploads/2015/08/DO_s2015_37.pdf FOUNDATIONS AND DEPED’S DRRM WORK , THE COMPREHENSIVE DRRM IN EDUCATION FRAMEWORK (DepEd Order No. 37, s. 2015)

35. Protect learners and education workers from death, injury, and harm in schools Plan for educational continuity in the face of all expected hazards and threats Safeguard education sector investments Strengthen risk reduction and resilience through education OBJECTIVES OF THE FRAMEWORK

36. DepEd DRRMS Results-Based Planning Framework

37. GOAL All Filipinos are able to realize their full potential and contribute meaningfully to a cohesive nation SECTOR OUTCOME Basic education Filipino learners have the physical, cognitive socio-emotional, and moral preparation for civic participation and engagement in post-secondary opportunities in the local, national and global communities OUTCOME Learners are resilient, and enjoy and exercise their rights to be safe and protected

38. Strategy # 1 Protect learners and personnel from death, injury, and harm brought by natural and human-induced hazards Strategy # 2 Ensure learning continuity in the aftermath of a disaster Strategy # 3 Protect education investments from the impacts of natural and human induced hazards

39. DepEd DRRM, CCAM, Peacebuilding Policies

40. Disaster Risk Reduction and Management (DRRM) Policies DO 33, s. 2008 Responding to the Threats of Climate Change and Global Warming Through Massive, Intensive, and Sustained Tree-planting, Tree-growing, and Tree-caring Program DO 82 s. 2010 Reiteration of Related Implementing Guidelines on CCA-DRR DO 50, s. 2011 Creation of Disaster Risk Reduction and Management Office

41. Disaster Risk Reduction and Management (DRRM) Policies DO 83, s. 2011 Disaster Preparedness Measures for Schools DO 93, S. 2011 Mandated Programs, Projects and Activities, Various Forms, And Targets Pertinent to The Youth for Environment in Schools (YES) Program DO 48, s. 2012 Quarterly Conducts of the National School-based Earthquake and Fire Drills

42. Disaster Risk Reduction and Management (DRRM) Policies DO 21, s. 2015 Disaster Risk Reduction and Management Coordination and Information Management Protocol DO 23, s. 2015 Student-Led School watching and Hazard Mapping DO 27, s. 2015 Promoting Family Earthquake Preparedness

43. Disaster Risk Reduction and Management (DRRM) Policies DO 37, s. 2015 The Comprehensive Disaster Risk Reduction and Management (DRRM) in Education Framework DM 58, s. 2015 Dissemination of DepEd-DSWD-DILG-DOH Joint Memorandum Circular No. 1, s. 2013 (Camp Coordination and Camp Management) DO 10, s. 2016 Policy and Guidelines for the Comprehensive Water, Sanitation and Hygiene in Schools (WINS) Program

44. Disaster Risk Reduction and Management (DRRM) Policies DO 28, s. 2016 Strengthening the Fire Safety and Awareness Program DO 65 s. 2017 Guidelines on the Conduct of Post Disaster Needs Assessment (PDNA) in the Education Sector DO 44, s 2018 Formation of the Department of Education Disaster Risk Reduction and Management Team in the Central Office

45. Disaster Risk Reduction and Management (DRRM) Policies DO 84, s. 2018 Partnership with Philippine Red Cross for the Promotion of First Aid, Youth Development, Volunteerism, Health and Safety, Community Resilience, and the International Humanitarian Law DO 33, s 2021 School Based Disaster Preparedness and Response Measures for Typhoons, Flooding, and Other Weather-Related Disturbances and Calamities DO 37, s. 2022 Guidelines On the Cancellation or Suspension of Classes and Work in Schools in the Event of Disasters and Other Natural Calamities DO 53, s. 2022 Mandatory Unannounced Earthquake and Fire Drills in School

46. Peacebuilding Policies DO 44, s. 2005 Declaration if Schools as Zones of Peace DO 40, s. 2012 Child Protection Policy DO 57, s. 2017 Policy on the Protection of Children in Armed Conflict DO 16, s. 2022 Balangkas ng Nagkakaisang Sambayanan (BANSA) Department of Education Peace Framework

47. PREPARE FOR AND BUILD CAPACITIES FOR DISASTER RESPONSE Ensure the availability of updated baseline education data of the school When possible, use the second or higher floors of multi-story school building for laboratory, computer, and TechVoc rooms and equipment Remove structures or items (e.g. garden or landscape decoration, school ground furniture) that may obstruct the movement of learners and personnel from the classrooms towards the open ground, pre-identified evacuation areas, and entrance/exits Prune/trim trees that may cause harm to people or damage structures or properties in the event of any weather disturbances Regularly clean and clear all drainage systems

48. Conduct and annual risk assessment through the Student-led Watching and Hazard Mapping prior to the development of the School Improvement Plan (SIP), guided by the Department Order No. 23, s. 2015, and address identified hazards in coordination with concern DepEd Offices, the LGU, and community stakeholders. Create and/or update the school DRRM Contingency Plan. The Contingency plan should include a Student-Family Reunification Plan. The Contingency Plan can be a section of a school DRRM Plan which contains a Prevention and Mitigation Plan Coordinate with the local DRRM Council to harmonize and align DRRM measures Integrate DRRM in regular school programs and activities and in School Improvement Plan (SIP) PREPARE FOR AND BUILD CAPACITIES FOR DISASTER RESPONSE

49. Pre-identify possible locations for Temporary Learning Spaces (TLS), and alternative delivery modes of education. Create and/or update the school DRRM Contingency Plan. The Contingency plan should include a Student-Family Reunification Plan. The Contingency Plan can be a section of a school DRRM Plan which contains a Prevention and Mitigation Plan Establish and operate and Early Warning Systems (e.g. bulletin board for weather advisories, bel/siren emergency signal, mobile or web-based warning systems) Maintain, disseminate, and post relevant and update emergency hotlines, and disaster measures and plans in strategic location throughout and supplies PREPARE FOR AND BUILD CAPACITIES FOR DISASTER RESPONSE

50. In coordination with concerned DepEd offices and community stakeholders, make available emergency response equipment and supplies Conduct capacity-building activities, including but not limited to basic life support and use of emergency and response equipment and coordination mechanisms, involving learners, personnel and community stakeholders. Conduct quarterly multi-hazard drills applicable to the school’s identified hazards. Involve the LGU, parents/guardians, partners, and other stakeholders in the conduct of drills. PREPARE FOR AND BUILD CAPACITIES FOR DISASTER RESPONSE

51. Activate warning systems to disseminate advisories to learners and personnel. Take necessary steps to secure weak parts of school building against heavy rains and strong winds. Single-level schools built at ground level may be anchored by guy wires to strengthen the stability of the structure. Coordinate with the LGU, using existing guidelines, on the cancelation or suspension of classes and work. PREPAREDNESS FOR RESPONSE MEASURES Prune/trim trees that may cause harm to people or damage structures to properties in the event of any weather disturbances

52. Clean and clear drainage systems Safeguard (e.g. place inside containers to protect against water) and transfer education resources and vital records in pre-identified storage area Switch off electrical lines PREPAREDNESS FOR RESPONSE MEASURES

53. Guided by the section 4 and 5 of RA. 10821 entitled “Children’s Emergency Relief and Protection Act” USE OF SCHOOL AS EVACUATION CENTERS LGUs “shall establish and identify safe location as evacuation centers for children and families”, and that “only in case where there is no other available place or structure which can be used as a general evacuation center may a school or child development center be used as an evacuation center https://tabunka.tokyo-tsunagari.or.jp/english/disaster/howto/shelter.html

54. School Heads are reminded of the following terms specified in RA 10821: USE OF SCHOOL AS EVACUATION CENTERS LGUs “shall coordinate with the School Heads and representative Schools Division Superintendents before schools may be use as temporary evacuation centers. A Memorandum of Agreement shall be executed between the LGU and the school to be used as temporary evacuation center Should the school be used, the LGU shall coordinate with the School Head and ensure that gymnasiums, learning and activity center, auditoriums, and other open spaced shall be utilized first; classrooms shall be only used as a last resort

55. School Heads are reminded of the following terms specified in RA 10821: USE OF SCHOOL AS EVACUATION CENTERS The use of school premises shall be as brief as possible. Its shall only be up to three (3) days for short term displacement, fifteen (15) days for medium and long-term displacement, or until such time that respective LGU are able to establish alternative transitional site. If use is predicted to exceed fifteen (15) days, the affected LGU shall provide written documentation to the DepEd and the DLIG. Request for the use of school as evacuation centers.

56. “ We cannot stop natural disasters, but we can arm ourselves with knowledge: so many lives wouldn’t have to be lost if there was enough disaster preparedness.” Petra Nemcova https://www.un.org/en/messengers-peace/petra-nemcova

57. THANK YOU!