STATUS AND IMPLEMENTATION OF DISASTER RISK REDUCTION AND MANAGEMENT IN FLOOD-PRONE SCHOOLS

Marc Sylvester Paynaganan Garcia, Elena Muya Manaig

Abstract


A study on DRRM program was conducted covering 18 flood-prone Schools in the Division of Laguna, from September 2018 to January 2019. This study was conducted using descriptive research and survey method.

Results showed that the involved schools are exposed to flooding due to location which is along the shoreline of Laguna Lake and nearness to river tributaries and dams.

For implementation of DRRM Program, most of the activities under the three areas were reported as “implemented” by principals and DRRM coordinators.

The status of performance of principal-respondents’ functions and responsibilities as reported by them was at a level of “always” done. The same status was found for DRRM coordinators. Teachers and student respondents agreed that they have a capacity building for teachers and students and DRRM annual teacher/student-led risk assessment.

The practices of principals were equally distributed to measures applicable “before” the disaster (preparedness) and those applicable “during and after” the disaster (response). The practices of DRRM coordinator were more on preparedness or “before” disaster condition especially on planning and capacity building, and only a few on “response.” The practices of teachers were more on “response” and less on preparedness and mitigation. Student practices are more on preparedness and mitigation.

The problems encountered by respondents were on damage to properties; lack of personnel, funds supplies, and equipment; spread of garbage, clogged drainage and others. The measures applied to solve the problems were to keep calm, be prepared and ready at all times, seek assistance from LGU’s, coordinate with NGO, have a cleaning operation, rehabilitation, seek donations/relief, procure DRRM equipment, shift classes and class schedule in available area, plant new plants/trees, buy animals for replacement and wearing of protective gears.

In general, the flood-prone schools have overall DRRM programs, resources for preparedness up to rehabilitation, partners that extend services in different forms and DRRM point persons with defined functions. Preparedness drills and other forms of capacity building were done but the awareness of three groups of respondents; namely, principals, teachers and students were more on “response” than “prevention, mitigation, and preparedness”. It was only the DRM coordinators who are more concerned about the “before” conditions than the “during” and after situations.

From the result of the study, it is therefore recommended that The DepEd determine and cope the needs of each school and anticipated calamities (flood) that could help in ensuring that each school and member of the communities will be able to cope and survive. The SDRRM specifically for flood should be specific to the school depending on their exposure, proneness, and resources including human resources, partners and other factors that differ from school to school.

The areas that are relevant to be further studied are the other variables in the status and implementation of SDRRMC and preparedness of the teacher and students in a natural disaster and calamities are recommended.


Keywords


DRRM, Flood-prone, schools. disaster

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References


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