A POLICY FRAMEWORK FOR CLIMATE

CHANGE ADAPTATION (CCA) AND

DISASTER RISK REDUCTION AND
MANAGEMENT (DRRM) IN EDUCATION

PRESENTATION OBJECTIVES
Help improve our understanding and appreciation of the
need for an education sectors policy framework on CCA
and DRRM
Increasing frequency and magnitude of disasters (floods,
typhoons, conflicts)
Challenges in confronting impacts of disasters in education,
notwithstanding other problem and policy development
settings influencing education
Relevant global and national mandates and policies (Hyogo
Framework of Action, RA 10121)

Explain the elements and recommendations of the draft

policy framework
Facilitate a critical process of validation and
enhancement of the draft policy framework

.the CHILD and the education sector

National and Local
Govts

Policies and
programs

SCHOOLS

CURRICULA
(Cognitive,
Physical, social,
emotional devt)

THE CHILD
(Aged 3-5, 611, 12-15,
OSCY)

DepED,
DSWD, etc

education sectors goals

ACCESS

Availability of learning
facilities and education
services -- enrolment

PARTICIPATION

QUALITY

REGULAR ATTENDANCE
in schools

With QUALITY educational facilities

and services (good curriculum,
teaching efficiency/effectiveness,
learning materials and equipment),
learners performance ACHIEVEMENT
and ATTAINMENT of goals (e.g. devt
of full potential) is facilitated.

THOUSANDS OF FILIPINO SCHOOL CHILDREN,

BEING SITUATED IN DISASTER-PRONE
COMMUNITIES ARE VULNERABLE TO HUMANINDUCED AND NATURAL DISASTERS;
NEED TO PROTECT THEIR LIVES, THEIR
FUTURE; DAMAGE ON YOUNG CHILDREN, IN
PARTICULAR, CAN BE PERMANENT.
NEED TO DISASTER-PROOF GAINS IN
EDUCATION

Drawing by Nonoy, Age 9

Nonoy: This is my
brother. He is hiding in
Alabel. He is not happy.
Nonoy: He wants to
learn, go to school, but
he has nothing. Our
school was burned.

Objectives of CCA and DRRM Framework

- Harmonize all disaster-related programs, projects and

activities in DepEd to strategically and efficiently assist

disaster prone schools;
- Guide policy development towards integrative and
holistic programs, projects and activities for DRRM in
education;
- Guide the development of protocol for the
implementation of DRRM in education, especially at the
school level;
- Guide the identification of possible interventions to fill
up gaps in the area of DRRM in the basic education
system;
- Ensure the provision of basic education service delivery
during and after the occurrence of disasters;

Objectives of CCA and DRRM Framework

- Define minimum requirements for school managers

and administrators in the implementation of DRRM
in education;
- Provide avenues to increase the participation of
students on DRRM in education;
- Provide direction and guidance to education
partners and stakeholders in disaster-related
interventions and assistance; and
- Create impact in the community with the possible
multiplier effect of student participation in DRRM in
education.

Major Steps in Framework Development

Assessment of DepEds policy environment, DRRMrelated organizational capacity and performance

Desk review of materials
Interviews with DepEd DRRM Core Group members
Site visits to Albay, Eastern Samar, Maguindanao
and Cotabato
Drafting and validation of framework
Finalization of framework

Key Features
Covers DRRM in Education and Climate Change Adaptation
Emphasizes DepEds mandates per RA 9729 (Climate
Change Act) and RA 10121(DRRM Act of 2010), and the
countrys commitment to implement the Hyogo
Framework for Action
Aims to contribute to achievement of MDG 2 and EFA goals
Addresses specific challenges to access, attendance,
attainment and achievement in times of disaster
Addresses local-level ECD EiE concerns

Key Performance Areas (KPA) and Enablers

ENABLERS
KPA 1:
promote
childrens
ACCESS at all
times
KPA 3:
Enable
children to
complete
and ATTAIN a
full cycle of
education

KPA 2:
support
childrens
ATTENDANCE
even in
emergencies

KPA 4:
promote
better
ACHIEVEMENT
in learning
outcomes

- Enhance basic education

curriculum with CCA and
DRRM education
- Promote convergence
between DepEd and
education partners
- Strengthen DepEDs
institutional capacity for
CCA and DRRM

KPA 1: Promote childrens access to education at all times

5 sets of policy actions and strategies:
Child participation: empower children and young childrens
caregivers to participate in CCA and DRRM;
School-based management of CCA/DRRM: Strengthen the
day care center or schools performance of their role in
reducing risk and enhancing response and recovery for
young children, pupils and school administrators;
Emergency preparedness and response behaviors: promote
the practice of preparedness, response and recovery
behaviors among learners, school and center administrators,
and parents;
Access to EiE: Ensure affected childrens access to
immediate education and emergencies
Return to normalcy: Facilitate the return of affected
children to day care centers and formal schooling

KPA 1: Promote childrens access to education at all times

Child participation in school and community efforts
Enable school children to organize themselves
into a CCA/DRRM team
Authorize implementation of capacity building
plan for increased child participation
Institutionalize process for children to participate
With DSWD, institutionalize parallel process for 06 caregivers to participate
Enable school to support childrens advocacy with
LGUs

KPA 1: Promote childrens access to education at all times

School-based management of CCA and DRRM efforts
Delegate to school head full accountability for CCA and
DRRM efforts
School head takes responsibility for ensuring that all SIP
activities are planned and implemented in consideration of
risks and vulnerabilities to climate change and that DRRM is
part of the continuous school improvement process.
Employ process for risk assessment, school indicative risk
profile preparation and updating, DRRM and CCA plan
preparation and implementation as part of SIP
Enable daycare workers and volunteers to participate in LGU
DRRM plan preparation and implementation

KPA 1: Promote childrens access to education at all times

Emergency preparedness and response behaviors
among learners, school and day care center
administrators, and parents
Implement a context-based behavior-centered
communication campaign
Work closely with LGUs to ensure consistency
between behavioral messages and LGU DRRM
measures
Ensure that schools and daycare centers have
basic safety equipment, first aid kits, and trained
to use these

KPA 1: Promote childrens access to education at all times

Immediate access to school-based EiE
Strengthen student tracking system in schools and day care
centers, and enable its use to facilitate identification of and
contact with affected children
Establish process for response and recovery that school/day care
center can immediately carry out in support of and consistent with
wider emergency response and recovery efforts
Organize an EiE package - temporary learning space, school kits,
feeding, etc. - to guarantee continuity of education for affected
children
Establish processes to enable affected childrens inclusion in EiE
interventions
Schools used as evacuation centers to prepare an SOP to ensure
balance between responding to needs of evacuated families and
maintaining continuity of education

KPA 1: Promote childrens access to education at all times

Facilitate return to normalcy
Ensure that appropriate tools are available and
school personnel are trained in using them
e.g., tools to assess affected childrens
readiness to return to formal schooling
tools to gauge correct grade level at entry/reentry
Ensure immediate repair and replacement of
damaged school buildings, facilities, teaching
materials, and support resource mobilization for
such

KPA 2: Support childrens attendance in school even in

times of disaster
When school is closed, devise strategy to ensure continued
learning for learners (e.g., through ADMs, arrangements with
contiguous schools to temporarily accept affected pupils)
Build capacity of parents of children 0-6 y.o. to continue early
childhood education at home
Establish TLS (for young and school children) in communities
where evacuated families are temporarily evacuated
child-centered interactive teaching methodologies
simple profiling system to facilitate return to formal
school/day care center
process for formally concluding TLS when situation
normalizes

KPA 3: Enable children to complete and attain a full cycle

of education

Devise a way for affected schools to complete

and achieve all competencies prescribed for
entire school calendar
Ensure consistency between TLS curriculum
and formal school curriculum
nature and volume of competencies
learned within specific periods
assessment tools, grading systems

KPA 3: Enable children to complete and attain a full cycle

of education
Continue to provide EiE and ECD/formal school instruction to
young and school children who have been evacuated:
Expand school tracking system to enable tracking
whereabouts of temporarily evacuated children
Within district or clusters of schools, create or maintain
workable arrangements to enable evacuated children to
attend school nearest the evacuation center
When entire communities are relocated to new sites
without basic services, division office to coordinate with and
support nearby schools to absorb affected school children

KPA 3: Enable children to complete and attain a full cycle

of education
For children whose families decide to stay in host communities,
facilitate transfer to new (host) school/daycare center:
Strengthen coordination between childrens old and new
schools/day care centers
Allow host schools/day care centers to relax regular
enrollment requirements
Enable host school to administer assessment tools to
determine appropriate grade level at entry
Improve DepEds Alternative Learning System to make it a more
viable and attractive alternative to formal schooling

KPA 4: Promote better achievement of learning outcomes

Especially for schools in disaster prone areas, devise system for
monitoring school performance and ensuring sustained access
to technical support from district and division offices
When district/division-level monitoring is difficult, establish
alternative mechanisms and processes by which parents and
other community members can monitor school performance
Establish mechanisms & processes by which parents, LGU
officials, other community members can monitor quality of
early childhood education in day care centers
Enable schools to closely monitor poor achievers: low literacy
and numeracy skills usually come with poor mastery of life skills
hold supplementary lessons to build stronger psycho-social
and interpersonal skills

Enablers:

Enabler 1: integrate CCA and DRRM

education into the basic education
curriculum.
Enabler 2: promote better convergence
between DepEds CCA and DRRM initiatives
and those of education partners for more
productive collaborations in CCA and DRRM
Enabler 3: strengthen DepEds institutional
capacity

Enabler 1: Enhance basic education curriculum with CCA

and DRRM education
Mandate BEE, BSE, BALS to implement and complete the process of
curriculum integration
Provide appropriate teachers guides and manuals and other
instructional materials
Adopt National Competency-Based Teaching Standard framework in
developing set of standards for CCA and DRRM instruction
include CCA, DRRM standards in assessment of new and
incumbent teachers, in assessment of teachers priority capacity
development needs
incorporate CCA, DRRM standards in teachers pre-service
education, other professional development activities and inservice training
include CCA, DRRM in Licensure Examination for Teachers

Enabler 2: Promote convergence between DepEd and

partners
Ensure that all CCA/DRRM-related initiatives of education
partners fall within the framework for CCA/DRRM in education
Institutionalize mechanisms for tracking and reviewing all
proposed initiatives with schools, district and division
offices
Facilitate development and submission of proposals to fill
gaps or needs according to requirements specified in the
framework
Facilitate unification and complementation of EiE
approaches, instruments, scales and program contents
Establish regular forum for DepEd and education partners to
review implementation of, track and evaluate achievement of
common CCA, DRRM activities

Enabler 2: Promote convergence between DepEd and

partners
Enable DepEd to lead National and local Education
Clusters
Allocate adequate resources for effective performance
of functions as Lead
Ensure strategic development of Education Clusters
Ensure harmonization, standardization, actual use of
EiE-related tools and kits that meet minimum
standards of EiE
Facilitate/Organize venues for strengthening capacity
Develop mechanisms for identifying and disseminating
good/best practice in CCA, DRRM in education

Enabler 3: Strengthen DepEds institutional capacity for

CCA and DRRM
Set CCA and DRRM as a DepEd priority policy area
Ensure that CCA/DRRM is embedded into education development
planning processes, regular DepEd functions and processes
Ensure that CCA/DRRM education and EiE programs are
appropriate to context and cultural background of learners,
teachers, communities
Establish assessment procedures and formal schooling entry
requirements and procedures --> recognition and validation of
learning attainment in temporary learning spaces by the formal
education system
Establish procedures and mechanisms for implementing and
coordinating preparedness and immediate integrated response
and recovery measures at CO, RO, DO and school levels
Incorporate climate change adaptation and risk reduction in
education policy development, project planning and
implementation

Enabler 3: Strengthen DepEds institutional capacity for

CCA and DRRM
Set CCA and DRRM as a DepEd priority policy area
Institutionalize CCA and DRRM as a regular item in the
General Appropriations Act
Within DepEd, ensure that risk transfer and loss sharing
mechanisms are in place
Institutionalize the DRRMO and counterpart structures at RO,
DO, and school levels
Foster appreciation and ownership of CCA and DRRM policy and
strategy among DepEd key decision makers, management and
staff
Institutionalize a CCA and DRRM knowledge management
system that focuses on person-to-person knowledge sharing

Enabler 3: Strengthen DepEds institutional capacity for

CCA and DRRM
Provide for the systematic dissemination and
utilization of relevant research within the
Department and among education partners
Strengthen communication links to enable the
transmission, receipt and dissemination of essential
and emergency information between national,
regional, division and school DRMM offices/teams
Establish institutional support for advocacy with
higher education institutions to offer courses in
DRRM and/or integrate DRRM into their current
course offerings