drrm-workshopeducday-day-2-cluster-3.ppt

Editor's Notes

• #4: The DRRM office and focal persons serve as the focal point between the N/LDRRMC, other gov’t agencies, region/division offices, and schools, among others to achieve efficient and timely coordination.
• #5: Monitors hazards and emergencies experienced by schools, offices, etc depending on the office’s jurisdiction as a preparedness measure. (Define Emergencies)
• #6: Provides real-time data during disasters to appropriate offices to facilitate faster response
• #7: This organizational structure provides an overview of our coordination and reporting mechanism not only within DepEd but also with other partner agencies. The DepEd EXECOM as member of the NDRRMC and lead of the Education Cluster provides STRATEGIC directions for the DRRM in Education system Through the DRRMO and DRRM focal persons the strategic directions are being translated into operational directions.
• #8: The DRRMO as the policy making and coordinating body in DepEd oversees the overall implementation of DRRM in the Department. The Office has four overall function: a. Policy, Planning and Research b. Coordination c. Information Management d. Capacity Building
• #9: >> mention that the creation of policies and systems build capacities that make DepEd, as a government agency, more resilient to disasters
• #10: >> The DRRMO also recommends requests that are beyond the capacity of the Education Cluster for appeal for international assistance. Some requests may also be brought to the attention of other Education Cluster members for action.
• #11: >> The DRRMO leads the Education Cluster by giving guidance and direction to the members of said cluster. The office communicates the needs of its Schools, Division and Regional offices to the rest of the cluster members. >> mention how the Education Cluster is one of the, if not the only cluster who remains active in all DRRM phases: Mitigation and prevention = conduct of drills and trainings; K-12 program incorporating DRRM in the curriculum; Preparedness = Forwarding of advisories from PAGASA and NDRRMC; Response = Collection and consolidation of field reports and its coordination to appropriate offices; Recovery/rehabilitation = repair and rehabilitation of damaged properties and financial aid to DepEd personnel. As Protection Camp Coordination and Management Cluster member the DepEd is expected to coordinate with LGUs in ensuring that there would be safe, secure, and accessible evacuation centers and temporary/alternative learning spaces during the Pre-Disaster Phase. During Disasters the Education Cluster is trusted to provide safe emergency shelter and assist LGUs in getting the detailed profile of evacuees including the needs of vulnerable groups especially children; conduct psychosocial interventions for affected children and submit data from the field. At Post Disaster Phase = Inspect facilities and coordinate the rehabilitation of schools to LGUs. Repair and rehabilitate damaged properties under the supervision of School head.
• #12: We have mentioned earlier that our three core functions include: Serving as focal point for DRRM concerns Monitoring of hazards and emergencies Providing real-time data on hazards and emergencies As DRRM Focal Persons are expected to serve as the coordinators for the DRRM programs, projects and activities in our areas. Our role as DRRM focal persons is should not only be prominent during disasters as we could have more important contribution in the prevention, mitigation and preparedness phases. Focal persons could also be sent in inter-agency and inter-cluster coordination meetings as representatives of our respective local officials. Lastly, we should facilitate the dissemination of advisories and alerts and submission of data from schools. (There could be a discussion on what exactly should the roles of the DRRM Coordinators be)
• #13: Highlight that the ROs could decide on interventions and initiatives. (Column 1, Item 3) Note that the policy research should be done by a specific office and not the DRRM Coordinator necessarily. (Column 2, Item 4) Mention that there are units that can be engaged and the Regions must decide what these units will be.
• #15: Examples of capacity building for Regional Personnel: drills, trainings and workshops
• #16: Mention past practices on and the need for established zoning
• #24: (Column 1, Item 4) Mention that accdg to NDRP Protocol LGUs are responsible for the repair of damages incurred by evacuees in schools
• #27: DRRMO has put in place a strategy to tighten coordination with its field offices, even at the onset of a possible disaster (i.e. Typhoon, flooding, volcanic eruption) Upon issuance of an advisory by the NDRRMC, DRRMO alerts DRRM focal persons in affected areas, which would then advise schools of the weather forecast or any other environmental condition. With every advisory that the DRRMO issues it is expected that the DRRM focal person would acknowledge and/or respond to the advisory. >> Remind the focal person that calls should not be redirected and diverted to other numbers especially during emergencies and disasters DRRMO: Coordinate with relevant government agencies to know the intensity and magnitude of the disaster/emergency Map out affected areas (RO, DO, schools) Determine and provide Baseline information on affected areas Alert DepEd field offices (RDs and FRTs) Send advisory to affected areas Prepare Situation Reports (SitReps) Organize the EOC Activate INFOBoard and other hotline numbers Monitor Class suspensions
• #28: This will also cover monitoring of class suspensions depending on indicated environmental condition in the advisory from NDRRMC. DepEd shall follow the lead of LGUs in class suspension as provided in EO No 66 (2012)
• #29: For extreme weather events covering more than one region, DRRMO will closely monitor affected areas through the field offices coordinating both with DRRM focal person and DepEd local officials. Also, coordination with DepEd Support Services and Education Cluster members will be done to mobilize assistance for affected areas. DRRMO consolidates and processes monitoring reports for EXECOM members. Depending on the severity and impact of a disaster an Emergency Operations Center may be activated wherein the office heading the EOC shall coordinate all information to and from the different offices, institutions and organizations concerned. The EOC is a tool used to organize on-scene operations for disasters and emergencies, both natural and human-induced.
• #30: Adapting section 15: Coordination During Emergencies of RA10121 The corresponding office shall lead the Emergency Operations Center (EOC) in preparing for, responding to, and recovering from the effects of any disaster based on the following criteria: 2 or more schools are affected – Division Office 2 or more divisions are affected – Regional Office 2 or more regions are affected – Central Office direct intervention. However, the CO may and will intervene in cases where the impact is beyond the capacity of the corresponding office and/or as it sees fit, e.g. Direct threat to life. All reports must still be submitted and coordinated to the DRRMO in Central Office regardless of DRRM Phase and affected bodies.
• #31: During disasters the DepEd Emergency Operations Center (EOC) is activated at the appropriate level (as discussed above). The respective DRRM focal persons/coordinators, division superintendents, and regional directors ensure that all needs related to emergency education services are addressed. DepEd and DRRM focal persons continuously collect information on the needs of the different schools under their respective areas, and indicate the interventions being provided. DepEd and DRRM focal persons also facilitate the request for assistance based on assessment results
• #32: DRRMO coordinates information and reports as shown and discussed in the organizational structure presented before disasters occur. Here is a working draft of the indicative roles of the DepEd Units upon activation of EOC and in responding to Disasters: In the early response phase these four offices are tapped to address the needs in the field and the dissemination of information. Administration: Provide administrative and logistical support to the EOC staff. Ensure availability of supplies Arrange for necessary workspace, materials, telephones, and assistance. Physical Facilities School Eng’g Div’n: Evaluate and validate damage assessments from the field In charge of programs and activities concerning educational facilities Gather data and submit reports regarding impact, needs and interventions concerning educational facilities Prepare reports on the impact of disaster These two Offices are only available in the Central Office, hence the needs and info from the field are coordinated by DRRMO to these offices. >> stress how DRRMO should be included in the coordination even if the EOC is activated in the field offices Communication Unit: Receive and release information for dissemenation to the public Coordinates all media related activities and concerns Release/upload available information of the scenario, possible hazards, and impact on websites, social networking sites and other ICT mediums Adopt-A-School: Handles donor management (donor reports, directories, donor mapping) Coordinates foreign donations Generates listing of donors
• #33: Here is a working draft of the indicative roles of the DepEd Units upon activation of EOC and in responding to Disasters: In the early response phase these four offices are tapped to address the needs in the field and the dissemination of information. Administration: Provide administrative and logistical support to the EOC staff. Ensure availability of supplies Arrange for necessary workspace, materials, telephones, and assistance. Physical Facilities School Eng’g Div’n: Evaluate and validate damage assessments from the field In charge of programs and activities concerning educational facilities Gather data and submit reports regarding impact, needs and interventions concerning educational facilities Prepare reports on the impact of disaster These two Offices are only available in the Central Office, hence the needs and info from the field are coordinated by DRRMO to these offices. >> stress how DRRMO should be included in the coordination even if the EOC is activated in the field offices Communication Unit: Receive and release information for dissemenation to the public Coordinates all media related activities and concerns Release/upload available information of the scenario, possible hazards, and impact on websites, social networking sites and other ICT mediums Adopt-A-School: Handles donor management (donor reports, directories, donor mapping) Coordinates foreign donations Generates listing of donors
• #34: These offices are also part of the Response Phase to better address the needs that may arise. The HNC and IMCS do not have counterparts in the field offices, hence the needs from the field will be coordinated by DRRMO. Personnel (Employees’ Welfare and Benefits Div’n (EWBD)): Implement personnel tracking Disseminate information and centralize coordiantion re employee benefits during disasters Facilitate processing of benefits Mobilize OSH/DepEd volunteers to augment EOC personnel requirements Coordinate relief for personnel Info & Commmucation Technology: Provide ICT needs of EOC Instructional Mat’ls Council Secretariat (IMCS): Provide replacement of Alternative Delivery Modes (ADMs), Teacher’s Manuals and Textbooks Prepare inventory of available learning resources Finance: Process fund requirements for the activation of EOC; Compile and maintain documentation of purchases, acquisition and utilization of emergency supplies, equipment and other services; Perform financial and cost analysis to arise conclusions on efficient methods of addressing disaster.
• #37: >> These are the relevant information needed in the submitted reports To Regional and Division offices DRRM gathers data on the Damage to facilities Personnel affected Learners affected Class suspension and resumption Temporary learning spaces Whereas: - Division office acts as the focal point for incoming information from schools and the primary responder for DepEd - Regional office consolidates the data from divisions
• #38: Pre-Disaster (Day 0). This should be submitted by region and division offices 12-24 hours before the disaster/landfall. Advisories and incidents – such as Incident Reports and Advisories (NDRRMC), PAGASA (General Flood Advisory, Weather Update, Weather and Severe Weather Bulletin), PhiVolcs (Earthquake Bulletin, Volcano Bulletin), etc. The DRRMO also get incident reports directly from schools and field offices. Baseline data – regions, provinces, or municipalities affected based on track of typhoon, intensities felt during earthquake, scope of incident, etc. Preparedness measures undertaken – such as pruning of trees before disaster, ensuring records and other equipment are stored in secured and safe place, and number of schools advised Pre-emptive evacuation centers – list of schools (number of classrooms used, number of families and individuals) identified for pre-evacuation by DRRMC/LGU. During Disaster (Day 0+x, where x is the number of days disaster occured) Status of offices and personnel tracking – DRRMO needs to ensure that offices are functional and that key officials are safe during the disaster LGU announcements and automatic class suspensions – based on various sources (typhoon signals based on PAGASA, LGU announcements, news reports, and field reports) Schools used as evacuation centers - list of schools, number of classrooms used, number of families/ individuals, and evacuation plan (number of days school is to be used as an evacuation center) Related events – events that are directly/indirectly related to the disaster (aftershocks, rock fall, landslides, floods, fires) Post-Disaster (Day 0+x+n, where n is the number of days before the final RRP) Status of offices and personnel tracking – DRRMO needs to ensure that offices are functional and that key officials are safe during the disaster Class resumption – dates classes resumed. In some cases, the DRRMO also monitors attendance, transferees, school days lost, and catch up plans. Tracking of students and personnel (back-to-school) may be relevant for bigger disasters such as Yolanda. Evacuation centers – list of school sstill used as evacuation centers after the disaster (number of classrooms, as well as number of families and individuals) Damages and needs – The RADaR is used to get quick information on damages and needs. This is used for identification of priority areas for immediate intervention. Following the RADaR is the detailed assessment and validation of damages and needs in affected areas. Damages include but are not limited to the following: (1) Affected personnel and students; (2) Facilities damaged (buildings, classrooms, offices); (3) Damaged property and equipment; and (4) Damaged records Needs include but are not limited to the following: (1) Personnel assistance; (2) Psychosocial aid for personnel and students; (3) Relief packs, school feeding; (4) Learning materials and need for alternative delivery modes; (5) Temporary learning spaces, makeshift classrooms; (6) Others such as generator sets, vehicles, phone/internet connectivity, water and sanitation Interventions – the DRRMO also needs to track DepEd and non-DepEd interventions to ensure no duplication of efforts in affected areas. This is so that the DRRMO can also compute for remaining needs. Rehabilitation and Recovery – Rehabilitation and Recovery Plan includes but are not limited to the following: DepEd’s plan on infrastructure, social services, resettlement Whereas: - Division office acts as the focal point for incoming information from schools and the primary responder for DepEd - Regional office consolidates the data from divisions
• #42: Information during disasters/emergencies are crucial aspect in DRRM operations. The Rapid Damage Assessment Report is our means to collect information on the effects of hazards/emergencies in our respective areas. The revised RaDAR was made simpler to facilitate faster reporting in its initial stages. The RaDAR can be submitted in different ways: Text Email Fax Hand carry
• #49: The next twenty minutes will be given to the groups to plan their disaster response List down the first five things that should be done given the scenario Describe the required coordination mechanism Enumerate the information that should be prepared and/or collected between the first 12-24 hours
• #58: Hazards encountered by the school are recorded at the DRR section in the End of School Year (EOSY) for the EBEIS by the school head. School heads identify the calamities or disasters encountered by the school in the EOSY school profile.
• #59: Hazards encountered by the school are recorded at the DRR section in the End of School Year (EOSY) for the EBEIS by the school head. School heads identify the calamities or disasters encountered by the school in the EOSY school profile.
• #60: Hazards encountered by the school are recorded at the DRR section in the End of School Year (EOSY) for the EBEIS by the school head. School heads identify the calamities or disasters encountered by the school in the EOSY school profile.