Disaster Readiness and Risk Reduction Module 15 PDF

Senior High School Disaster Readiness and Risk Reduction Module 15: Community-Based Practices for Managing Disaster Risk to Specific Hazards AIRs - LM LU_Disaster Readiness and Risk Reduction_Module 15 DISASTER READINESS AND RISK RED...

Senior High School Disaster Readiness and Risk Reduction Module 15: Community-Based Practices for Managing Disaster Risk to Specific Hazards AIRs - LM LU_Disaster Readiness and Risk Reduction_Module 15 DISASTER READINESS AND RISK REDUCTION Module 15: Community-Based Practices for Managing Disaster Risk to Specific Hazards Second Edition, 2021 Copyright © 2021 La Union Schools Division Region I All rights reserved. No part of this module may be reproduced in any form without written permission from the copyright owners. Development Team of the Module Author: Aurie Amor T. Quiňones Editor: SDO La Union, Learning Resource Quality Assurance Team Content Evaluator: Jodel Maria L. Regpala Language Evaluator: Joan Guerrero Illustrator: Ernesto F. Ramos Jr. Design and Layout: Jasper N. Arciaga Management Team: Atty. Donato D. Balderas Jr. Schools Division Superintendent Vivian Luz S. Pagatpatan, Ph D Assistant Schools Division Superintendent German E. Flora, Ph D, CID Chief Virgilio C. Boado, Ph D, EPS in Charge of LRMS Rominel S. Sobremonte, Ed D, EPS in charge in Science Michael Jason D. Morales, PDO II Claire P. Toluyen, Librarian II Printed in the Philippines by: _________________________ Department of Education – SDO La Union Office Address: Flores St. Catbangen, San Fernando City, La Union Telefax: 072 – 205 – 0046 Email Address: [email protected] LU_Disaster Readiness and Risk Reduction_Module 15  Senior High School Disaster Readiness and Risk Reduction Module 15: Community-Based Practices for Managing Disaster Risk to Specific Hazards LU_Disaster Readiness and Risk Reduction_Module 15 Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you. LU_Disaster Readiness and Risk Reduction_Module 15  Target The Philippines is not new to community-based disaster management (CBDM). Its experience with recurring disasters and a long history of self-help efforts at the grassroots facilitated the adoption of CBDM. After many years of implementation, there is now general recognition that CBDM does work in the country and is an effective approach for reducing disaster frequency and loss. The practices associated with community involvement in disaster management now form part of a rich body of CBDM knowledge and practice here and abroad. (Victoria, 2003) This module will provide you with information and activities that will help you understand the different community-based practices for managing disaster risk. After going through this learning material, you are expected to: 1. discuss different community-based practices for managing disaster risk to specific hazards (DRR11/12-IIg-h-44); and 2. develop a community preparedness plan (DRR11/12-Iig-h-45) 1 LU_Disaster Readiness and Risk Reduction_Module15 PRE-TEST Choose the letter of the correct answer. Write your answer on a separate sheet of paper. 1. What is Community-based Disaster Risk Management? An approach and framework that evolved from experiences of __________. A. Local government unit in dealing with incoming disaster for them to respond quickly and reduce the impact B. National NGOs in helping high-risk communities in responding to the needs of the community during and after the disaster C. National government in helping all communities in preparing and responding disasters as well as reducing the negative effects to the community D. Local NGOs in helping vulnerable communities in preparing for hazards, responding to the needs during disasters, and helping reduce the negative impacts of disasters in their communities 2. What is disaster prevention? A. The outright avoidance of adverse impacts of hazards and related disasters B. The lessening or limitation of the adverse impacts of hazards and related disasters. C. Measures that ensure the ability of affected communities and/or areas to restore their normal level of function by rebuilding livelihood and damaged infrastructure and increasing the communities’ organizational capacity. D. The provision of emergency services and public assistance during or immediately after a disaster in order to save lives, reduce health impacts, ensure public safety and meet the basic subsistence needs of the people affected. 3. The following are activities during response/relief phase EXCEPT _________? A. Food security assistance B. Search and rescue evacuation C. WASH and psychosocial services D. Stockpiling of equipment and supplies 4. Community-based Disaster Risk Management is practiced around the world. A. True B. False C. Cannot be determined D. Undecided 5. Disaster rehabilitation and recovery is in accordance with ________ principle. A. Build back better B. Build better best B. Build back build D. Build build build 6. The government agency that is responsible for disaster rehabilitation and recovery A. Department of Science and Technology B. Department of Interior and Local Government C. Department of Social Welfare and Development D. National Economic and Development Authority 2 LU_Disaster Readiness and Risk Reduction_Module15 7. Community-based Disaster Risk Management developed overnight of work in vulnerable communities A. True B. False C. Cannot be determined D. Undecided 8. What is the main goal of disaster prevention and mitigation? A. Reduce vulnerabilities and exposure, and enhancing capacities of communities B. Restore and improve facilities, livelihood and living conditions and organization capacities of affected communities C. Establish and strengthen capacities of communities to anticipate, cope and recover from the negative impacts of emergency occurrences and disaster D. Provide life preservation and meet the basic subsistence needs of affected population based on acceptable standards during or immediately after a disaster 9. The concept of the thematic areas in disaster risk reduction management framework are not mutually exclusive, their concepts and activities involved overlapped, with no clear distinction over time A. True B. False C. Cannot be determined D. Undecided 10. The goal of this government agency is to provide life preservation and meet the basic subsistence needs of affected population based on acceptable standards during or immediately after a disaster A. Department of Science and Technology B. Department of Interior and Local Government C. Department of Social Welfare and Development D. National Economic and Development Authority 3 LU_Disaster Readiness and Risk Reduction_Module15  Jumpstart ACTIVITY 1: WHAT TO DO! Every now and then our locality is visited by a typhoon. Some were destructive while others were not. But the question is, “Is your family ready for this impending typhoon?” How does your family prepare for it? In two to three paragraphs, narrate how you and your family prepare for typhoon Maring. Also, what you do during the typhoon and how you and your family overcome the aftermath of the typhoon. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Discover COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT Community-based Disaster Risk Management (CBDRM) is an approach and framework that evolved from experiences of local NGOs in helping vulnerable communities in preparing for hazards, responding to the needs during disasters, and helping reduce the negative impacts of disasters in their communities. This was developed through years of work in vulnerable communities and after witnessing that any development achieved in these areas were only “lost” to disasters. In this self-learning module, four initiatives done in different parts of the world are presented. These are considered good practices; they provide an indication of the successes achieved so far and an idea of what could be achieved in the future. There are two projects about raising awareness, namely: School Children as Disaster Reduction Catalysts and Initiators (Thailand) and Teaching Guide and Quiz Competitions Help Enhance Preparedness (Grenada). Another two in promoting 4 LU_Disaster Readiness and Risk Reduction_Module15 prevention, namely: Children Assess their Own Vulnerabilities, Plan Risk Reduction (Philippines) and Annual “Earthquake and Safety” Drills in all Schools across the Country (Iran). SCHOOL CHIDREN AS DISASTER RISK REDUCTION CATALYSTS AND INITIATORS (THAILAND) Only after the December 2004 Asian Tsunami disaster that disaster risk reduction has been a focus of interest in Thailand. In 2006, a project called “Child-Led Disaster Risk Reduction (CLDRR) in Thailand Project” was initiated. The basic principle of the project was “children and youth can play an active role in community affairs that are relevant to them, especially if they are appropriately trained and supported by adults.” This is done by: (1) building children’s knowledge of disaster risk reduction (DRR) and community risk; (2) building the capacity of children for DRR actions within their communities through educational campaigns; and (3) sensitizing adults (schools and communities) on the importance of involving children in DRR and other issues relevant to them. The role of the project is to: 1. Promote the idea of “child-led DRR among tsunami-affected communities” among its local partners by means of material, presentations and visits; 2. Build the CLDRR capacity of local partners’ staff and volunteers through training workshops on key DRR concepts, how to develop community risk and resource maps, how to conduct an educational campaign for DRR in a community setting, and other refresher training as needed by local partners; and 3. Provide technical and other support for the Project design and implementation process, including developing a training toolkit/manual on CLDRR, on-the-job training for partners, and regular monitoring visits to Project locations. IMPACTS LESSONS LEARNED Children and teachers have received Support from adults, especially information and instruction on how to from teachers, community cope better with disasters. members and project staff, is a key Teachers have been exposed to new success factor alternative approaches to child-centered Children can and are willing to learning, new issues on disaster risk participate reduction and a starting point for Children participatory projects including DRR into their school curricula. must involve both children and Targeted communities have benefited adults from learning from the children and are making use of the children’s outputs such as risk and resource maps and educational campaigns. 5 LU_Disaster Readiness and Risk Reduction_Module15  TEACHING GUIDE AND QUIZ COMPETITIONS HELP ENHANCE PREPAREDNESS (GRENADA) Grenada is a Caribbean state that gets affected by tropical cyclones. Poor preparedness and response during Hurricane Ivan in 2004 indicated that the awareness and understanding of risk were insufficient in all sectors of their society. A teaching guide intended for Grade 3 to 5 learners on disaster preparedness was developed under the joint coordination of the Ministry of Education and UNICEF in Grenada. Training sessions were also conducted to train teachers on how to prevent disasters. The teaching guide helped the teachers organize the annual “National Disaster Awareness Week Primary School Quiz” competition and prepare their learners for the event. IMPACTS LESSONS LEARNED An increase in the participation A single teaching guide can make and level of knowledge of Grade 6 a difference in increasing awareness learners in the “National Disaster and knowledge of disaster reduction Awareness Week Primary School among school learners, teachers and Quiz.” the public at large. As a result of the training, disaster Organizers had to be sensitive related discussions began in school, about the competing schools’ where teachers and school workload at that time of year, which administrators shared their includes school activities and experiences of Hurricane Ivan and commitments stressed the importance pf School quiz requires coordinator psychological first aid resources. with excellent organization skills to Subsequently, disaster managers manage the scope of preparations learned to incorporate psychosocial necessary for a national-level activity. first aid into their presentations to Also, the support from the body which schools and school groups. has control over primary schools (i.e. DepEd) CHILDREN ASSESS THEIR OWN VULNERABILITIES, PLAN RISK REDUCTION (PHILIPPINES) More than half of the population at risk in the Philippines is children, yet their specific vulnerabilities, needs and capacities have not been addressed, nor has their potential role in disaster risk reduction (DRR) been recognized. To address this, a project called “Child-Oriented Participatory Risk Assessment and Planning” (COPRAP) was implemented. The project promoted disaster planning for children through development of tools that help children identify their own needs, vulnerabilities and capacities. Subsequently, the community adopted DRR measures that benefited both the children and the rest of the community. More importantly, the Project paved the way for local-level initiatives towards an integrated and sustainable approach to development. 6 LU_Disaster Readiness and Risk Reduction_Module15  IMPACTS LESSONS LEARNED The project was sustainable, and it Children can play specified roles paved the way for local level before, during and after a disaster initiatives toward an integrated and such as preparation of supplies or sustainable approach to other basic needs. development. It debunked the notion that disaster In addition to food and clothing, management is solely the children have a primary need for responsibility of adults. educational material such as books, bags, pencils and notebooks. Questionnaires and activities help understand the needs of a community before, during and after a disaster. ANNUAL “EARTHQUAKE AND SAFETY” DRILLS IN ALL SCHOOLS ACROSS THE COUNTRY (IRAN) Iran has sought to educate children and youngsters on disaster preparedness at all school levels on a national scale, in both urban and rural areas. “Earthquake and Safety” programs have been carried out in the country since 1991 by the Iran- based International Institute of Earthquake Engineering and Seismology (IIEES), and school safety programs have been under way since 1996. The initiative, called “Earthquake and Safety Drills in Schools,” is part of a series of activities aimed at protecting people, especially children, from the impacts of future earthquakes. The initiative also involves developing and implementing a comprehensive program that addresses all groups in society. IMPACTS LESSONS LEARNED The drills have helped expand a Education plays a key role in seismic safety culture, spread the promoting safety measures against “drill” experience to non-school areas, earthquakes and spreading them in and make “Earthquake and Safety” a the society. national activity. A major challenge initially was to Promotes a culture of safety at all secure the cooperation of many levels of society. institutions and organizations such as Increase children’s knowledge, and mass media. This was overcome share this knowledge with their through persistent advocacy and families, friends and community. continuous follow-up to secure cooperation of many institutions. 7 LU_Disaster Readiness and Risk Reduction_Module15 COMMUNITY PREPAREDNESS PLAN Good Practices for DRR The National Disaster Risk Reduction and Management Plan aims to provide policies, plans and programs to deal with disasters in the Philippines. It also serves as “the principal guide to disaster risk reduction and management (DRRM) efforts to the country…” The Framework envisions a country of “safer, adaptive and disaster resilient Filipino communities toward sustainable development.” Four themes in disaster risk reduction management framework A. Disaster prevention and mitigation B. Disaster preparedness C. Disaster response D. Disaster rehabilitation and recovery Definition of Terms Disaster prevention – the outright avoidance of adverse impacts of hazards and related disasters. It expresses the concept and intention to completely avoid potential adverse impacts through action taken in advance such as construction of infrastructure to eliminate certain risks, land use regulation that do not permit any settlement in high-risk zones and seismic engineering designs that ensure the integrity of building in an earthquake. Disaster mitigation – the lessening or limitation of the adverse impacts of hazards and related disasters. Mitigation measures encompass engineering techniques and hazard-resilient construction as well as improved environment policies and public awareness. Disaster preparedness – the knowledge and capacities developed by governments, professional response and recovery organizations, communities and individuals to effectively anticipate respond to, and recover from the impacts of likely, imminent or current hazard, events or conditions. Disaster response – the provision of emergency services and public assistance during or immediately after a disaster in order to save lives, reduce health impacts, ensure public safety and meet the basic subsistence needs of the people affected. Disaster rehabilitation and recovery – the restoration and improvement where appropriate, of facilities, livelihoods and living conditions of disaster-affected communities, including efforts to reduce disaster risk factors, in accordance with the principle of “build back better.” Rehabilitation – measures that ensure the ability of affected communities and/or areas to restore their normal level of function by rebuilding livelihood and damaged infrastructure and increasing the communities’ organizational capacity. 8 LU_Disaster Readiness and Risk Reduction_Module15  The concepts of the thematic areas discussed above are not mutually exclusive, their concepts and activities involved overlap, with no clear distinction over time. (1) They mutually reinforce each other – Activities under each of the areas may affect each other. For instance, appropriate prevention and mitigation can complement the level of preparedness in a community. (2) They do not, should not and cannot stand alone – Equal attention should be given to all areas. (3) They have no clear starting or ending points – Activities can be under several priority areas. Note: Reduce people’s vulnerabilities and increase their capacities. The outcomes of the activities could be focused on a specific area but should be considered as a part of the whole plan. The table below lists the activities involved and illustrates the overlap between the different thematic areas. EVALUATION PREVENTION PREVENTION REHABILITATION AND PREPAREDNESS RESPONSE AND AND RECOVERY MITIGATION MITIGATION Disaster risk reduction in national and local plans and programs. Hazard and risk mapping. Activities related to ensuring the (a) people are prepared and (b) response will be carried out efficiently and effectively. Restoration of lines and basic infrastructure. Early recovery. Long term recovery and prevention and mitigation – “building back better.” 9 LU_Disaster Readiness and Risk Reduction_Module15 To better understand how this applies to disaster planning, the following are the roles and overall goals of some government agencies in the context of the four thematic areas. DISASTER PREVENTION AND MITIGATION GOAL: Avoid hazards and mitigate their potential impacts by reducing vulnerabilities and exposure and enhancing capacities of communities. DEPARTMENT OF SCIENCE AND Reduce vulnerabilities and exposure of TECHNOLOGY communities to health hazards Enhance capacities of communities to reduce their own risks and cope with the impacts of all hazards DISASTER PREPAREDNESS GOAL: Establish and strengthen capacities of communities to anticipate, cope and recover from the negative impacts of emergency occurrences and disasters Increase level of awareness of the community to DEPARTMENT OF threats and impacts of all hazards INTERIOR AND LOCAL Equip the community with necessary skills to GOVERNMENT cope with the negative impacts of a disaster Increase the capacity of a community Develop and implement disaster preparedness policies and plans Strengthen partnership among all key stakeholders DISASTER RESPONSE GOAL: Provide life preservation and meet the basic subsistence needs of affected population based on acceptable standards during or immediately after a disaster DEPARTMENT OF SOCIAL WELFARE Decrease the number of preventable deaths and AND DEVELOPMENT injuries Provide basic subsistence needs of affected population Immediately restore basic social services 10 LU_Disaster Readiness and Risk Reduction_Module15  DISASTER REHABILITATION AND RECOVERY GOAL: Restore and improve facilities, livelihood and living conditions and organization capacities of affected communities, and reduce disaster risks in accordance with the “build back better” principle NATIONAL ECONOMIC Restore people’s means of livelihood and AND DEVELOPMENT continuity of economic activities AUTHORITY Restore shelter and other installations Reconstruct infrastructure and other public utilities Assist in the physical and psychological rehabilitation of persons who suffered from the effects of disaster Explore Choose a hazard, give at least three practices in Disaster Risk Reduction Management you can introduce in your (a) school and (b) community to manage disaster risk. Areas of 4 3 2 1 Assessment Ideas Present ideas Present ideas Ideas are too Ideas are in an original in a consistent general vague or manner manner unclear Organization Strong and Organized Some No organized organization organization attempt Understanding Writing shows Writing shows Writing shows Writing shows strong a clear adequate little understanding understanding understanding understanding Sentence Sentence Sentence Sentence No sense of Structure structure structure is structure is sentence enhances evident; limited; structure or meaning; flows sentences sentences need flow throughout mostly flow to flow the work 11 LU_Disaster Readiness and Risk Reduction_Module15  Deepen With the thematic areas in mind, formulate a disaster plan in your community by thinking of at least two activities in each area that you can locally done for a common hazard. Areas of 4 3 2 1 Assessment Ideas Present ideas Present ideas Ideas are too Ideas are in an original in a consistent general vague or manner manner unclear Organization Strong and Organized Some No organized organization organization attempt Understanding Writing shows Writing shows Writing shows Writing shows strong a clear adequate little understanding understanding understanding understanding Sentence Sentence Sentence Sentence No sense of Structure structure structure is structure is sentence enhances evident; limited; structure or meaning; flows sentences sentences need flow throughout mostly flow to flow the work 12 LU_Disaster Readiness and Risk Reduction_Module15  Gauge B. Read the statements carefully. Choose the letter of the correct answer. Use a separate sheet of paper for your answer. 1. What is Community-based Disaster Risk Management? An approach and framework that evolved from experiences of _________. A. Local government unit in dealing with incoming disaster for them to respond quickly and reduce the impact B. National NGOs in helping high-risk communities in responding to the needs of the community during and after the disaster C. National government in helping all communities in preparing and responding disasters as well as reducing the negative effects to the community D. Local NGOs in helping vulnerable communities in preparing for hazards, responding to the needs during disasters, and helping reduce the negative impacts of disasters in their communities 2. Community-based Disaster Risk Management developed overnight of work in vulnerable communities. A. True B. False C. Cannot be determined D. Undecided 3. Community-based Disaster Risk Management is practiced around the world. A. True B. False C. Cannot be determined D. Undecided 4. What disaster prevention? A. The lessening or limitation of the adverse impacts of hazards and related disasters. B. The outright avoidance of adverse impacts of hazards and related disasters. C. Measures that ensure the ability of affected communities and/or areas to restore their normal level of function by rebuilding livelihood and damaged infrastructure and increasing the communities’ organizational capacity. D. The provision of emergency services and public assistance during or immediately after a disaster in order to save lives, reduce health impacts, ensure public safety and meet the basic subsistence needs of the people affected. 13 LU_Disaster Readiness and Risk Reduction_Module15 5. The following are activities during a response/relief phase EXCEPT _____. A. Food security assistance B. Search and rescue evacuation C. WASH and psychosocial services D. Stockpiling of equipment and supplies 6. Disaster rehabilitation and recovery is in accordance with _____ principle. A. Build back better B. Build better best C. Build back build D. Build build build 7. What is the main goal of disaster prevention and mitigation? A. Establish and strengthen capacities of communities to anticipate, cope and recover from the negative impacts of emergency occurrences and disasters B. Provide life preservation and meet the basic subsistence needs of affected population based on acceptable standards during or immediately after a disaster C. Reduce vulnerabilities and exposure, and enhancing capacities of communities D. Restore and improve facilities, livelihood and living conditions and organization capacities of affected communities 8. The concept of the thematic areas in disaster risk reduction management framework are not mutually exclusive, their concepts and activities involved overlapped, with no clear distinction over time. A. True B. False C. Cannot be determined D. Undecided 9. The government agency that is responsible for disaster rehabilitation and recovery. A. Department of Science and Technology B. Department of Interior and Local Government C. Department of Social Welfare and Development D. National Economic and Development Authority 10. Identify which thematic area an activity falls under. A. Risk and hazard maps B. Strengthen rescue operations C. Disaster Risk Reduction in school curricula D. Design and construction of resilient school buildings E. More efficient insurance system F. Increase community capacities 14 LU_Disaster Readiness and Risk Reduction_Module15 15 LU_Disaster Readiness and Risk Reduction_Module15 PRE TEST 1. D 2. A 3. B 4. A 5. A 6. D 7. B 8. A 9. A 10. C JUMPSTART Answers may vary EXPLORE Answers may vary DEEPEN Answers may vary GAUGE 1. D 2. B 3. A 4. C 5. D 6. A 7. C 8. A 9. D 10. Prevention and mitigation/Preparedness 11. Response 12. Preparedness 13. Preparedness/ Rehabilitation and recovery 14. Mitigation/ Preparedness/ Recovery/ Response 15. Mitigation/ Preparedness Answer Key References Books: Celso B. Dulce, Jr., Sindhy B. Obias, Ansherina Grace Talavera, Jennifer N. Furigay, Xyla A. Ortinero, Remina P. Plomos, et al.. (2012). Training on Disaster Preparedness and Contingency Planning. Quezon City: Assistance and Cooperation for Community Resilience and Development Inc. Disaster Reduction and Risk Management-Core Teacher's Guide. (2017). Pasig City: Department of Education. Quebral, V. S. (2016). Disaster Readiness and Risk Reduction. Quezon City: Lorimar Publishing, Inc. Victoria, L. P. (2003). Retrieved from www.jstor.org. 16 LU_Disaster Readiness and Risk Reduction_Module15  For inquiries or feedback, please write or call: Department of Education – SDO La Union Curriculum Implementation Division Learning Resource Management Section Flores St. Catbangen, San Fernando City La Union 2500 Telephone: (072) 607 - 8127 Telefax: (072) 205 - 0046 Email Address: [email protected] [email protected] 17 LU_Disaster Readiness and Risk Reduction_Module15