Disaster Risk Reduction
and Management Service
Contingency Planning for
Basic Education
At the end of this module, participants are expected to:
To discuss the different steps in
contingency planning for Basic Education
WHAT IS
CONTINGENCY
PLANNING?
DEFINITION OF CONTINGENCY PLANNING
Republic Act No. 10121:
“A management process that
analyzes specific potential
events in a state of uncertainty
and establishes response
arrangements in advance to
enable timely, effective and
appropriate responses to such
events and situations.”
4
DEFINITION OF CONTINGENCY PLANNING
IFRC Contingency Planning Guide 2012:
“Aims to prepare an organization to
respond well to an emergency and its
potential humanitarian impact. It involves
anticipating a specific hazard based on
specific events or known risks at local,
national, regional or even global levels
(e.g., earthquakes, floods or disease
outbreaks), and establishing
operational procedures for response,
based on expected resource requirements
and capacity”
CONTINGENCY PLAN Salient Features:
 Hazard-specific (explain);
 Flexible, revisited, and
updated annually
(explain);
 Preparedness plan turns
into response actions
which include alternative
course of actions to
address the gaps in the
preparedness plan
WHY
CONTINGENCY
PLANNING?
WHY CONTINGENCY PLANNING?
CONTINGENCY PLANNING is
our commitment to the Sendai
Framework for Disaster Risk
Reduction (SFDRR) 2015 - 2030
CP is required by RA 10121
Rule 6, Section 4 (3),
Implementing Rules and
Regulations (IRR) :
“The Provincial, City and
Municipal DRRMOs or
BDRRMCs, in coordination with
concerned national agencies
and instrumentalities, shall
facilitate and support risk
assessments and contingency
planning activities at the local
level.”
Other National Policies
• National DRRM Framework
• National Disaster Response Plan
• EO No. 82 , s 2012
• NDRRMC MC No 04, s. 2012
• DBM-NDRRMC-DILG JMC 2013-1
• NDRRMC-DILG-DBM-CSC JMC
2014-1
• DILG Seal of Good Governance
• DILG Project LISTO
Taken from OCD Presentation on Contingency Planning
The Philippines is at risk to disasters
World Risk Index Report 2015
9th in 2009
6th in 2010
3rd in 2011 - 2013
2nd in 2014
3rd in 2015
Taken from OCD Presentation on Contingency Planning
43,810
SCHOOLS
EXPERIENCED
NATURAL HAZARDS
21,949
EXPERIENCED
HUMAN-INDUCED
HAZARDS
8,940
EVACUATION
CENTERS
39,738
TROPICAL
CYCLONES
25,191
FLOODS
25,559
EARTHQUAKES
977
VOLCANIC
ERUPTIONS
479
TSUNAMIS
8,940
LANDSLIDES
15,662
FIRES
10,883
ARMED
CONFLICT
19,001
OTHER
HAZARDS
WHO ARE
INVOLVED IN
CONTINGENCY
PLANNING?
Many heads are better than one
Taken from OCD Presentation on Contingency Planning
ACTORS IN CP PROCESS
• DRRM Focal Persons
• Local P/C/M DRRMC member
agencies reps.
• National government agencies at the
local level
• Relevant technical experts
• Relevant CSOs and private sector
groups
• Private sector managers or
individuals willing to commit
resources, services or any other
form of assistance
Taken from OCD Presentation on Contingency Planning
WHEN DO WE DO
CONTINGENCY
PLANNING?
WHEN DO WE DO CONTINGENCY PLANNING?
1.
As early as
NOW?
2.
LATER, when we
have more
information ?
Taken from OCD Presentation on Contingency Planning
3.
JUST BEFORE
the event to maximize
information ?
4.
RIGHT AFTER the
exact damage is
known?
WHEN DO WE DO CONTINGENCY PLANNING?
“It is better to plan when it is
not needed, than not to have
planned when it was
necessary.”
Taken from OCD Presentation on Contingency Planning
WHERE TO APPLY CONTINGENCY PLANNING?
Natural hazards
Human-induced hazards
Crises
Planned events
Sudden increase of displaced
population
Sudden shortage of funding
Epidemic
Taken from OCD Presentation on Contingency Planning
RECAP
Taken from OCD Presentation on Contingency Planning
 What is Contingency Planning?
 Why conduct Contingency
Planning?
 Who are involved in
Contingency Planning
Process?
 When to conduct Contingency
Planning?
 Where to apply Contingency
Planning?
HOW TO DO
CONTINGENCY
PLANNING?
CONTINGENCY PLANNING
Identification
A.2
Analysis of
Impacts
B. Response
Capacity
Mapping
B.1
Capacity
Mapping
A.3
Prioritization
C. Developing,
Strategies,
Timeframe and
Key Actors
B.2.
Identification
of
Vulnerabilities
/ Capacity Gaps
A. Risk
Assessment
A.1
of Hazards
24
EDUCATION CLUSTER
Prepare
Field
Offices and
Schools
Psychological
First Aid
TLS and
Learning
Impact
and
Needs
Assessment
Resources
ADMs /
FLOs
Mobilize
Resources
EDUCATION CLUSTER
EDUCATION
CLUSTER
W
A
R
N
I
N
G
BULLETINS
SCHOOLS
ALERTS /
WARNINGS
LOCAL
WARNINGS
FIELD
OFFICES
EDUCATION
CLUSTER
LEARNERS
IMPACT AND
NEEDS
ASSESSMENT
PERSONNEL
LEARNING
RESOURCES
EDUCATION
CLUSTER
TEMPORARY TEACHING /
LEARNING + LEARNING
RESOURCES
SPACES
CLASS
RESUMPTION
&
EDUCATION
SERVICE
DELIVERY
EDUCATION
CLUSTER
ALTERNATIVE
DELIVERY
MODES /
TEACHING
/ LEARNING
RESOURCES
FLEXIBLE
LEARNING
OPTIONS
AFFECTED
AREAS
DRRMS DURING DISASTER PHASE
Issue Initial and
Reinforce Alerts per
Warning Agency
Advisories
Enforce School Safety
& Preparedness
Protocols
Attend PDRA,
response coordination
and PreDeployment Meetings
Prepare baseline
reports and Project
possible impacts
Prepare for preemptive
evacuation and class
suspensions
Prepare for activation of
Emergency Operation
Centers / Activate EOC at
concerned levels
EDUCATION CLUSTER: OPERATIONS
DEPED
CHED
CSOs /
NGOs
TESDA
PRIVATE
PARTNERS
EDUCATION CLUSTER: OPERATIONS
Lead Agency: Department of Education (DepEd)
• Convenes Member Agencies
• Provides updates
• Discusses available resources
• Provides emergency education services
Member Agencies:
• Commission on Higher Education (CHED)
• Technical Education and Skills
Development Authority (TESDA)
• Local and International Non-Government
Organizations, Civil Society Organizations
• Individual and Private Corporate Partners
• Provides Technical Support and Services
DRRMS DURING DISASTER PHASE
Convene
Education Cluster
Coordinate with
relevant agencies
Track key officials
and personnel
Monitor Office and
School Operations
(suspensions and
Conduct rapid
assessment and
data gathering
Submit relevant
reports to
Management for
immediate action
EDUCATION CLUSTER
EDUCATION
CLUSTER
LEARNERS
PSYCHOLOGICAL
FIRST AID
PERSONNEL
EDUCATION CLUSTER
EDUCATION
CLUSTER
MOBILIZE OTHER
RESOURCES FOR
DELIVERY OF
ASSISTANCE
NONTEACHING
TEACHING
PRE-WORKSHOP ACTIVITIES:
BASELINE DATA
AND HISTORICAL DATA ON
DISASTERS
BASELINE DATA ON SCHOOL
 INFRASTRUCTURE
 NON-INFRASTRUCTURE
 PERSONNEL
 LEARNERS
BASELINE DATA OF REGION /
DIVISION
 INFRASTRUCTURE
 NON-INFRASTRUCTURE
 PERSONNEL
HISTORICAL DATA ON
DISASTER
 AFFECTED POPULATION
 EFFECTS ON INFRASTRUCTURE
AND NON-INFRASTRUCTURE
 COST OF DAMAGE
WORKSHOP 1
CAPACITIES &
VULNERABILITIES
CONTINGENCY PLANNING
Identification
A.2
Analysis of
Impacts
B.
Response
Capacity
Mapping
B.1
Capacity
Mapping
A.3
Prioritization
C. Developing,
Strategies,
Timeframe and
Key Actors
B.2.
Identification
of
Vulnerabilities
/ Capacity Gaps
A. Risk
Assessment
A.1
of Hazards
42
CAPACITIES & VULNERABILITIES
provides a summary of your school’s different
capacities and vulnerabilities or gaps in terms
of different key areas of preparedness to
response
measures that your school will undertake to
further strengthen your capacities and address
your vulnerabilities/gaps
WORKSHOP 2
CAPACITIES &
VULNERABILITIES
HAZARD PRIORITIZATION
Hazard
Probability
Rate
Remarks
Impact
Rate
Remarks
Average
Rank
(P+I)/2
Instructions
1. List all the possible hazards that may affect
your schools and divisions.
2. Rate the probability column based on an
agreed scale as shown below.
3. Indicate the important details on hazard
occurrence in the Remarks Column
4. Rate the Impact column based on the possible
scale below.
5. Indicate important details of the impact in the Remarks
column.
6. Under the column Average, calculate by adding
probability and impact and divide by two.
= (P+I)/2
7. Under the column Rank, rank the hazards with the
highest average as 1, the second highest average as 2, and
so on. The highest average will be the priority for
Contingency Planning.
WORKSHOP 3
ANATOMY OF THE
HAZARD AND CONFLICT
ANALYSIS
Anatomy of the Hazard
Indicate the specific hazard to plan for
Describe the root causes of the hazard
Describe the hazard’s early warning signs. These are
indicators to initiate action
Describe the Triggering factors that turn the hazard into a
disaster or crisis
Describe the existing mitigating measures of the
division/school/LGUs to address the hazard.
UNDERSTANDING THE CONFLICT CONTEXT
ACTORS
Conflict
Profile
EDUCATION:
FOR WHOM?
BY WHOM?
WHAT?
WHEN?
HOW?
Conflict
Causes
Source: International Network on Education in EmergenciesDEPARTMENT OF EDUCATION
Conflict
Dynamics
UNDERSTANDING THE CONFLICT CONTEXT
ACTORS
1.WHAT GROUPS ARE INVOLVED IN THE
CONFLICT?
2.WHAT ARE THE RELATIONSHIPS BETWEEN THE
GROUPS?
3.WHAT IS THE RELATIONSHIP BETWEEN THESE
GROUPS AND YOUR ORGANIZATION?
4.WHAT ARE THEIR POSITIONS, INTERESTS, AND
NEEDS?
UNDERSTANDING THE CONFLICT CONTEXT
PROFILE
1.WHAT IS THE HISTORY OF THE CONFLICT?
2.WHAT ROLE, IF ANY, DID EDUCATION PLAY?
3.WHAT ARE THE POLITICAL, ECONOMIC, SOCIOCULTURAL, ENVIRONMENTAL, AND POLITICAL
CHARACTERISTICS OF THE CONFLICT?
4.WHAT ARE THE CHARACTERISTICS OF THE
GEOGRAPHIC AREA MOST AFFECTED BY THE
CONFLICT?
UNDERSTANDING THE CONFLICT CONTEXT
CAUSES
1.WHAT IS THE CONFLICT ABOUT?
2.WHAT ARE THE ROOT/STRUCTURAL CAUSES OF THE
CONFLICT?
3.WHAT ARE THE ESCALATING FACTORS OF CONFLICT?
4.WHAT ARE THE TRIGGERS THAT SPARK VIOLENT
CONFLICT?
UNDERSTANDING THE CONFLICT CONTEXT
DYNAMICS
1.DOES CONFLICT GET WORSE AT A CERTAIN TIME
(E.G. ELECTIONS, CELEBRATIONS)?
2.DOES CONFLICT GET WORSE AT A CERTAIN PERIOD
(E.G. DROUGHT, FLOODS)?
3.ARE THERE ANY WINDOWS OF OPPORTUNITY WHEN ACTORS
PUT ASIDE THEIR DISAGREEMENTS AND WORK TOGETHER (E.G.
RESPONSE TO A NATURAL DISASTER)?
4.WHAT CONFLICT SCENARIOS ARE LIKELY TO OCCUR IN THE
FUTURE?
Conflict Analysis: Stakeholder
Analysis
Actors
Positions Interests
Needs
Means of
Willingness to
Influence/Power
Negotiate
WORKSHOP 4
SCENARIO BUILDING
SCENARIO BUILDING
SITUATION
DESCRIPTION OF EVENT
CASUALTY
AFFECTED POPULATION
EFFECTS
BAD
WORSE
WORST
WORKSHOP 4
RESOURCE INVENTORY
AND NEEDS PROJECTION
CONTINGENCY PLANNING
Identification
A.2
Analysis of
Impacts
B.
Response
Capacity
Mapping
B.1
Capacity
Mapping
A.3
Prioritization
C. Developing,
Strategies,
Timeframe and
Key Actors
B.2.
Identification
of
Vulnerabilities
/ Capacity Gaps
A. Risk
Assessment
A.1
of Hazards
60
WORKSHOP OBJECTIVE
Map-out the following to address the
needs for learning continuity:
 existing available resources of
needs
 Resources needed and possible
sources
PRIORITY RESOURCES
• Human Resources
• Equipment/ Supplies
• Learning Resources
WORKSHOP 5
RESPONSE ACTIONS
WORKSHOP OBJECTIVES
• Define the communication and
coordination protocol for rapid onset
& slow onset hazards
• Identify key response and
intervention mechanisms set on a
defined timeline
ACTIVATION & DEACTIVATION
• Activation – include the triggers or
situations when to use the CP
Examples:
 Occurrence of Magnitude 7.2 Earthquake
 Armed conflict encounter 50 meters near the
school premises
ACTIVATION & DEACTIVATION
• Deactivation – include the situations
when the CP will be inactive or
remove the effectiveness
Examples:
 Normalcy of the situation
 Transition to early recovery
 Demobilization of response activities
Example
After you identify the activation and
deactivation of the CP, specific actions are
necessary to enumerate for the following:
Template for Schools
Template for Region or Division
Timeline
Before
During
After
0-24 hours
24-48 hours
72 hours
96 hours
5-10 days
Response Actions
Region
Division
School
Annex 1:
School DRRM Team
Formulation
OBJECTIVES
•Identify the composition of School
DRRM Team
•Define the objectives and clear
roles & responsibilities of each
committee
SDRRM TEAM
Committee/Cluster
Objectives
Overall Responsibilities
Composition
Lead
Members
SAMPLE OF SDRRM TEAM
CHAIRPERSON OF SDRRM TEAM
VICE - CHAIRPERSON OF SDRRM TEAM
PREVENTION &
MITIGATION
Lead:
Members:
PREPAREDNESS
Lead:
Members:
RESPONSE
Lead:
Members:
RECOVERY &
REHABILITATION
Lead:
Members:
Annex 2:
INVENTORY OF
IMPLEMENTING
PARTNERS
WORKSHOP OBJECTIVE
Map-out the existing and
possible partners for
prevention/mitigation,
preparedness, response, and
rehabilitation and recovery.
PARTNERS
SPECIFIC ROLE/SUPPORT OF
PARTNER
LOCATION
It includes the following:
• Private Organization/s
• Non-Government Organization/s
• Educational institutions
• Civil Society Organization/s
• Local Government Units (LGUs)
• Others (private groups, riders, etc.)
CONTACT
PERSON/NUMBER
REMARKS
CONGRATULATIONS!
WE JUST FINISHED OUR
CONTINGENCY PLAN!
79
:Jethrone.mamalias@deped.gov.ph
Thank you!
drrmo@deped.ph
(02) 637-7933