1. What is the extent of the partnership of your school and the local government unit on disaster preparedness and risk reduction in terms of: 1.1 Allocation of Resources 1.2 Local Disaster Risk Information 1.2.1 Simple information on hazards, vulnerabilities, risks, and how to reduce disaster impacts disseminated to vulnerable people, communities and decision-makers. 1.2.2 Community educated on how warnings will be disseminated and which sources are reliable and how to respond to different types of hazards after an early warning message is received. 1.2.3 Community trained to recognize simple hydro-meteorological and geophysical hazard signals to allow immediate response. 1.2.4 On-going public awareness and education built in to school curricula from primary schools to university. 1.2.5 Mass media and folk or alternative media utilized to improve public awareness. 1.2.6 Public awareness and education campaigns tailored to the specific need of each audience (e.g. children, vulnerable people, emergency managers, and media). 1.2.7 Public awareness strategies and programs evaluated at least once per year and updated where required. 1.3 Multi-hazard Early Warning System 1.3.1 Key government agencies involved in hazard and vulnerability assessments identified and roles clarified (e.g. agencies responsible for economic data, demographic data, land-use planning, and social data). 1.3.2 Responsibility for coordinating hazard identification, vulnerability and risk assessment assigned to one organization. 1.3.3 Legislation or government policy mandating the preparation of hazard and vulnerability maps for all communities in place. 1.3.4 National standards for the systematic collection, sharing and assessment of hazard and vulnerability data developed, and standardized with neighboring or regional countries, where appropriate. 1.3.5 Process for scientific and technical experts to assess and review the accuracy of risk data and information developed. 1.3.6 Strategy to actively engage communities in local hazard and vulnerability analyses developed. 1.3.7 Process to review and update risk data each year, and include information on any new or emerging vulnerabilities and hazards established.
1.3.8 Characteristics of key natural hazards (e.g. intensity, frequency and probability) analyzed and historical data evaluated. 1.3.9 Hazard maps developed to identify the geographical areas and communities that could be affected by natural hazards. 1.3.10 An integrated hazard map developed (where possible) to assess the interaction of multiple natural hazards 1.3.11 Community vulnerability assessments conducted for all relevant natural hazards. 1.3.12 Historical data sources and potential future hazard events considered in vulnerability assessments. 1.3.13 Factors such as gender, disability, access to infrastructure, economic diversity and environmental sensitivities considered. 1.3.14 Vulnerabilities documented and mapped (e.g. people or communities along coastlines identified and mapped). 1.3.15 Interaction of hazards and vulnerabilities assessed to determine the risks faced by each region or community. 1.3.16 Community and industry consultation conducted to ensure risk information is comprehensive and includes historical and indigenous knowledge, and local information and national level data. Activities that increase risks identified and evaluated. 1.3.17 Results of risks assessment integrated into local risk management plans and warning messages 1.3.18 Central ‘library’ or GIS database established to store all disaster and natural hazard risk information. 1.3.19 Hazard and vulnerability data available to government, the public and the international community (where appropriate). 1.3.20 Maintenance plan developed to keep data current and updated. 1.4 Educational Continuity Plan in the Face of Expected Hazards 1.4.1 Developing guidelines to limit the use of schools as temporary shelters. 1.4.2 Identifying alternate locations for temporary schools and alternate modes of instruction. 1.4.3 Establishing national and sub-national contingency plans to support educational continuity, including plans and criteria to limit the use of schools as temporary shelters. 1.4.4 Preparing for full local engagement in rapid needs assessment to determine impact on the education system. 1.4.5 Being ready to develop an agile response plan to include establishment of temporary learning facilities, and provision of psychosocial support services. 1.4.6 Having systems for back-up of student educational records.
1.5 Local Contingency Planning Activities 1.5.1 Disaster preparedness and response plans empowered by law.
1.5.2 Disaster preparedness and response plans targeted to the individual needs of vulnerable communities (Increasingly it is possible to target vulnerable individuals). 1.5.3 Hazard and vulnerability maps utilized to develop emergency preparedness and response plans. 1.5.4 Up-to-date emergency preparedness and response plans developed, disseminated to the community, and practiced. 1.5.5 Previous disaster events and responses analyzed, and lessons learnt incorporated into disaster management plans. 1.5.6 Strategies implemented to maintain preparedness for recurrent hazard events. 1.5.7 Regular tests and drills undertaken to test the effectiveness of the early warning dissemination processes and responses. 1.6 Local Preparedness, Response, and Recovery Policies 1.6.1 Warning dissemination chain enforced through government policy or legislation (e.g. message passed from government to emergency managers and communities, etc.). 1.6.2 Recognized authorities empowered to disseminate warning messages (e.g. meteorological authorities to provide weather messages, health authorities to provide health warnings). 1.6.3 Functions, roles and responsibilities of each actor in the warning dissemination process specified in legislation or government policy (e.g. national meteorological and hydrological services, media, NGOs). 1.6.4 Roles and responsibilities of regional or cross border early warning centers defined, including the dissemination of warnings to neighboring countries. 1.6.5 Volunteer network trained and empowered to receive and widely disseminate hazard warnings to remote households and communities. 1.6.6 Standardized process, and roles and responsibilities of all organizations generating and issuing warnings established and mandated by law. 1.6.7 Agreements and interagency protocols established to ensure consistency of warning language and communication channels where different hazards are handled by different agencies. 1.6.8 An all-hazard plan to obtain mutual efficiencies and effectiveness among different warning systems established. 1.6.9 Warning system partners, including local authorities, aware of which organizations are responsible for warnings. 1.6.10 Protocols in place to define communication responsibilities and channels for technical warning services. 1.6.11 Communication arrangements with international and regional organizations agreed and operational.
1.6.12 Regional agreements, coordination mechanisms and specialized centers in place for regional concerns such as tropical cyclones, floods in shared basins, data exchange, and technical capacity building. 1.6.13 Warning system subjected to system-wide tests and exercises at least once each year. 1.6.14 A national all-hazards committee on technical warning systems in place and linked to national disaster management and reduction authorities, including the national platform for disaster risk reduction. 1.6.15 System established to verify that warnings have reached the intended recipients. 1.6.16 Warning centers staffed at all times (24 hours per day, seven days per week). 1.7 Organization and Training of Local Response Teams
1.8 Integration of Disaster Risk Education into the School Curricula 1.8.1 Disaster risk reduction content are appropriately infused into all the natural science courses, geography, social studies, physical health and safety education, literature and language arts, civics, and even mathematics. 1.8.2 The content are carefully linked in order to be complementary and to make sense. 1.8.3 Lessons cover natural phenomena (event knowledge), identification of the human actions that convert hazards to risks and the necessity for avoidance, reduction and mitigation, self-protection, and responsepreparedness. 1.8.4 Lessons are embedded with real-world connections, teaching schoolchildren what to do before, during, and after an emergency. 1.8.5 Lessons foster critical skills such as problem solving, teamwork, creativity, leadership, and communication, especially in the light of emergencies and disasters. 1.8.6 Teachers are trained in the curriculum and in implementation of school disaster risk reduction and management plans. 1.8.7 A communication campaign aimed at school children uses posters, risk calendars, stories, and games to support teachers in their work on the topic. 1.8.8 Activities designed to engage schoolchildren are in place. 1.9 Mobilization and Protection of Disaster Volunteers
The Civil Society Organizations (CSOs), private sector and LGUs may mobilize individuals or organized volunteers to augment their respective personnel complement and logistical requirements in the delivery of disaster risk reduction programs and activities. The agencies,
Civil Society Organizations (CSOs), private sector, and LGUs concerned shall take full responsibility for the enhancement, welfare and protection of volunteers, and shall submit the list of volunteers to the Office of Civil Defense (OCD), through the GSCRRMO, for accreditation and inclusion in the database of community disaster volunteers. A national roster of Accredited Community Disaster Volunteers (ACDVs), National Service Reserve Corps, Civil Society Organizations (CSOs) and the private sector shall be maintained by the Office of Civil Defense (OCD) through the General Santos City Disaster Risk Reduction and Management Office (GSCDRRMO). Accreditation shall be done at the city level.
2. What are the issues and concerns on the school and local government unit partnership on disaster preparedness and risk reduction program practices?
