1 Pinukpuk Central School
2 Pinukpuk Central School
Table of Content
I. ACKNOWLEDGEMENT 5 II. VULNERABILITY CAPACITY ASSESSMENT (VCA) AREA 5 - 8 A. Place and Time of the VCA B. Name of School C. Date of VCA Activities D. Background Information (Geography and Topography) E. History and Legend of the School F. Vision & Mission of the School G. School Structure H. School Census I. Infrastructure, Basic Services and Utilities III. VCA OBJECTIVES AND METHODOLOGIES 8-10 A. Primary Objectives B. Specific Objectives C. Methodology i. Preparation ii. Initial Preparation and Coordination iii. Collect and Review of Secondary Data iv. Coordination / Stakeholders Meeting v. Capacity building & VCA Team vi. Planning for the field work vii. Participatory Data Gathering viii. Hazard-Risk Orientation D. Team Composition IV. PROCEEDINGS 11 - 17 A. Participatory Data Gathering Phase i. Direct Observation and Transect Walk ii. Historical Timeline iii. Seasonal Calendar iv. Venn Diagram v. Risk and Resource Mapping B. Participatory Data Analysis i. HRVC Matrix ii. Risk Matrix iii. Pair-wise Ranking iv. Problem Tree Analysis v. Objective Tree Analysis
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V. VULNERABILITY AND CAPACITY ASSESSMENT RESULTS 18 A. People and Well-Being B. Self-Protection C. Social-Protection D. Governance VI. GENERAL RECOMMENDATION (BASED ON FINDINGS) 19 VII. CHALENGES AND LESSON LEARNED AND BEST PRACTICES 20 VIII. ANNEXES 20 - 38 Annex 1. Participatory Data Gathering Phase 1.1 Historical Timeline 1.2 Venn Diagram 1.3 Seasonal Calendar 1.4 Mapping 1.4.1 Spot Map 1.4.2 Capacity Overlay 1.4.3 Hazard Overlay 1.4.4 Student Led Mapping Annex 2. VCA Action Plan Annex 3. School Disaster Risk Reduction Management Plan Annex 4. SDRRM Committee and Job Description Annex 5. Action Photos Annex 6. List of Focal Teachers and Students
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I. ACKNOWLEDGEMENT The preparation and success of the 2-day activity “Vulnerability and Capacity Assessment (VCA)”, S.Y. 2018-2019 would not have been successfully completed if not for the assistance of the following:
The Almighty Father, for his guidance and abundant blessings bestowed upon us for the whole duration of the activities.
The German Red Cross Team, for their trusts, skills, wisdom, time and efforts in sharing their expertise in the management of Disaster Risk activities and for the financial assistance utilized for the purchase of needed materials, food, and snacks for the 2-day training duration.
The Barangay officials, GPTA officials, parents, teachers and selected pupils for their collaborative effort and active participation.
To Ma’am Jovelyn B. Dugayon, the school principal for her unending support.
Lastly, to the teachers of Pinukpuk Central School for their hard work in embracing and implementing the DRRM program that supports safe and conducive learning environment for an improved learning outcome.
II. VULNERABILITY AND CAPACITY ASSESSMENT (VCA) AREA
A. Place and Time of the VCA
Region: CAR Municipality: Pinukpuk Barangay: Taga School: Pinukpuk Central School District: Southern Pinukpuk District
B. Name of School:
Pinukpuk Central School
C. Date of VCA Activities
The actual Vulnerability and Capacity Assessment in the school was conducted on March14-15, 2019
D. Background Information (Geography & Topography) The Pinukpuk Central School is located at Barangay Taga, Pinukpuk, Kalinga.
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E. History and Legend of the School
Pinukpuk Central School occupies an area 0f 101, 531 square meters on the basis of Presidential Proclamation No. 731 dated 24, 1941. It was originally called the “Farm School of Taga”, with just one room made of bamboo and cogon in the middle of bushes and guava trees. The first teachers came from the lowland of the Northern Luzon who spoke Ilocano and Itawes and who are completely strange to the native tongue of the community people. These committed teachers have painstakingly taught community children most of whom have also become teachers who in turn have taken the responsibility of educating their very own people. Education then was deemed importantly among the people. In a community where most families belong to the lowest level of economic status, they consider education or getting a degree as their only means of upgrading their way of living. Year after year, the number of enrollees and so with the classrooms gradually increased.
Some of these Ilocano teachers have learned to love and embrace the wonderful hospitality of the community and have permanently resided in the place. Their children have intermarried with natives of the place which brought acculturation, enriching the inherited local culture. Today, Barangay Taga is a mixture of several ethnic groups. The marginalized population is composed of the “Baliwon” (Itawes and Ibanags), the Igorots and the Ilocanos which majority is still composed of the Kalingas. Kalinga (Linimos) then is prevailing dialect spoken but Ilocano is the lingua-franca, it is the dialect understood by most of the population.
Because the school is situated within the seat of the municipality, leaders have decided to formally name it “Pinukpuk Central School”. Today the school stands as the largest school in Southern Pinukpuk District in terms of population and physical facilities. Its current enrolment of _____ pupils are accommodated in its five buildings with ten classrooms. It has two kindergarten classes and twelve grade 1-6 classes manned by sixteen classroom teachers, a utility worker and a principal.
F. Vision, Mission and Core Values of the School
Vision: We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.
Mission: To protect and promote the right of every Filipino to quality, equitable culture-based and complete basic education where: ▪ Students learn in a child-friendly, gender-sensitive, safe, and motivating environment. ▪ Teachers facilitate learning and constantly nurture every earner. ▪ Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen. ▪ Family and community, and other stakeholders are actively engaged and share responsibility for developing life-long learners.
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Core Values:
Maka-Diyos, Maka-tao, Makakalikasan at Makabansa
G. School Structure The Table below shows the list of the Pinukpuk Central School teaching personnel: SCHOOL OFFICIALS Name of Officials Position Jovelyn B. Dugayon Principal I Zynalyne H. Lingayo Master teacher II Tetchie G. Obal Master teacher I Joan B. Mondejar Teacher III Juliet M. Calimag Teacher III Florentina D. Gatan Teacher III Marisa D. Hortelano Teacher III Rosemarie S. Gumsingan Teacher III Marie Sheryl C. Lanas Teacher III Lovi B. Catbagan Teacher II Jennifer A. Dugayon Teacher II Jeff D. Gatan Teacher I Rocky E. Dalingay Teacher I Loribel C. Cadao Teacher I Mika Sheila T. Balawag Teacher I Raquel T. Dugayon Teacher I Ivy Joan L. Corpuz Teacher I Jeremias C. Bacyadan Utility Worker
H. School Census PWD Grade Level Male Female Total Male Female Total Kinder 31 39 70 0 1 1 Grade I 16 30 46 0 0 0 Grade II 22 24 46 1 0 1 Grade III 17 24 41 0 0 0 Grade IV 16 24 40 0 1 1 Grade V 29 24 53 0 0 0 Grade VI 28 28 56 1 1 2 Grand Total 161 192 353 2 3 5
Male Female Total Teachers 2 14 16 Non-Teaching 1 1 2 Pupil-teacher ratio 10 12 22
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I. Infrastructure: School structures that serve as the focal point of services, assemblies, and other support and development found.
No. Name of Building Location Date/Year constructed 1 BagongLipunan SB 2/3 Room Left side 1982 2 BagongLipunan SB ½ Room Front side 1995 3 BagongLipunan SB 2/2 Room Left side 1991 4 BagongLipunan SB 2/3 Room Left side 1981 5 DepEd Building Back side 2018
III. VCA OBJECTIVES AND METHODOLOGIES
A. Primary Objectives The main purpose of Vulnerability Capacity Assessment (VCA) is to increase community/school members’ awareness of risk and help them to plan activities for reducing vulnerability and increasing capacity before a disaster or to cope with or recover from disaster.
B. Specific Objectives The specific objectives of this activity are that at the end of the VCA activity: 1. The capacity of the Pinukpuk Central School is identification of existing vulnerabilities and capacities were improved. 2. The disaster risk awareness of the teachers was increased. 3. The capacity of the teachers and students to prepare and respond to disasters was improved. 4. The partnership between the German Red Cross and the Department of Education, PTA/Stakeholders, LGU/BLGU’s, was strengthened.
C. Methodology i. Preparation This was the longest part of VCA wherein team meeting was done and discussed how the process would go and all the possible issues that may arise during the process. After the team meeting review of the entire steps of VCA was done and clarification on the tools was discussed furthered. Distribution of task and responsibilities was also done by the team.
ii. Initial Preparation and Coordination The focal teacher prepared the work plan for the VCA with planned timeline followed by coordination. The project staffs coordinate for the support of the activity by the DepEd Kalinga Division, and MDRRMO, while the focal teacher coordinate with the BLGU’s and PTA, resulting to the firm commitment for the activity.
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iii. Collect and Review of Secondary Data After coordination with the School Level, Faculty staff, Pupils PTA/Stakeholders, MDRRMO, LGU/BLGU’s, was conducted, gathering and review of school secondary data was done. Secondary data was used to have an initial assessment and to have an idea in connection with the school status.
iv. Capacity Building of VCA Team The main goal is to prepare the focal teachers of Pinukpuk Central School on how to use the different VCA tools. They were given training on School Based Disaster Risk Reduction and Management that equip them to implement the VCA process. The training was facilitated by the PRC staff on Disaster Management Service and Project Staffs under the project entitled “Empowering the Philippine Red Cross (PRC) and their Chapters, Communities and Government Institutions to consolidate and Replicate Inclusive Community – Based Disaster Risk Reduction in the Seven Provinces in the Philippines.” This training includes the VCA tools and activities.
v. Planning for the Field Work Based on the VCA work plan, the team finalized the sequence of the activities with emphasis on its flexibility. Each focal was reminded of their tasks. Materials were purchased. DRR Focal Teachers facilitated the activity guided by the PRC-GRC staff on duty per day.
vi. Participatory Data Gathering Various VCA tools were used to gather information about the conditions of the school such as spot/hazard mapping wherein the different capacities and hazards were identified.
vii. Hazards – Risks Orientation Understanding of hazard, risk, vulnerability and capacity between the focal teachers were elucidated. Hazard where defined wherein it is a dangerous phenomenon, human condition that may cause loo of life, injury, health problems, damage of property, loss of livelihood and services, social and economic disruption, or environmental damage. The target groups were asked to identify in their school the underlying risk and hazards. The youth, teachers and parents participated the activity identified disaster hazards included are typhoon, El Niño, flood, earthquake and fire.
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D. Team Composition Members of the VCA team trained DRR Focal Teachers are listed as follows: Name Designation Lovi B. Catbagan Trained focal teachers on Disaster Risk Reduction & Management Rocky E. Dalingay Trained focal teachers on First Aid BLS CPR/AEd Jeff D. Gatan Trained focal teachers on First Aid BLS CPR/AEd Joan B. Mondejar Trained DRR Focal Teacher/RCY Adviser Ani B. Bungaoen Community Development Organizer Pernille Kimmayong Community Development Organizer Azail Ayabo PRC Volunteer Rheiza Avecilla PRC Volunteer Ferdilyn Sallaya PRC Volunteer
IV. Proceedings
A. Participatory Data Gathering Phase Direct Observation and Transect Walk
Direct Observation is a tool that directly observes on the demographic information, infrastructure and lifelines, essential service and visible vulnerabilities and capacity of the school. Pinukpuk Central School is a rural elementary school located at a mountainous range in Taga. The school is surrounded by many possible hazards that can harm not only the students but also the neighboring houses. Due to its location, the school is prone to landslides and flood for it is near the river and mountains. It is also near a barangay road for it is more dangerous for the children if not guarded at all times. In the case of the typhoon or rainfall will land on our jurisdiction, the old buildings are the primary worry for it can collapse anytime, the roofs are also dripping which in return ruins the books and other useful materials for the school. Also, it is surrounded by fruit bearing trees and children love to climb it to get the fruits for them to eat without knowing that it’s very dangerous, this is one of the queries of teachers especially Mrs. Leticia Tongdo. They have identified many income generating school activities which are the canteen, selling of bananas, the presence of Gulayan sa Paaralan and coconuts. There are also beliefs that they value especially the dead and other inhumane creatures like elves etc. Lastly, they have identified many capacities that can be turned to as shelters if there are rains or other hazards that will happen, thus concluding that they are prepared if there are sudden situations that is life threatening. The school is also near the BLGU so the safety and evacuation are within reach.
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Republic of the Philippines Department of Education Cordillera Administrative Region Schools Division of Kalinga PINUKPUK CENTRAL SCHOOL
TRANSECT WALK
INDICATOR EAST WEST NORTH SOUTH
Legend of Picture
- DRRM corner - Institutional - Vegetable garden Land Use - Mini forest - Sports area - Sports area - Athletic ground - Banana plantation School Income - Recyclable materials - Coconut for sale - Vegetable for sale - Banana for sale Generating Activities - Enclosed with barb wire - Prone to coconut tree - Presence of termites - Prone to tamarind fence debris in the school building Hazard and Risk tree climbing - Along a busy barangay - Substandard/old building - Mosquitos - Near the Piggery road structure - Near the Roman Catholic - House of elves Beliefs and Values - Near a tomb Near a tomb Church - Present of ant hills - Presence of road, buildings, wash wins, - Presence of national road - Presence of Material - Clinic (RHU) water source, and - BFP, PNP, LGU Recovery Facility - Public market Capacities beautification - Presence of trees - Garden building - Presence of covered - New building, library, and - Presence of pump - Presence of walk/learning kiosks museum well pavement - School clinic/canteen 11 Pinukpuk Central School
- 150 meters from the river - 100 meters from the - 100 meters from the Vulnerability - 50 meters from the creek bank river bank creek Type of Ground - Concrete - Soil - Soil - Soil - Trees, flowers, and - Trees, mini forest - Trees -Trees Natural Environment Creek - River - River - Creek
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Historical Timeline
This tool is use to identify all the past and present events that have significantly affect the growth and development of Pinukpuk Central School, municipality of Pinukpuk, Province of Kalinga. It also gives insights regarding the vulnerabilities, the outcomes of those disasters that have occurred overtime, the development of the school, and the situation of the community and the casual link in terms of health issues. This tool will also help to be acquainted to what may happen in the future most especially to make the community to be aware of any disastrous events that may happen anytime so that they will know what to do.
This activity was being participated by the teachers, LGU/BLGU, PTA and pupils. Participants were asked to recall all the calamities that have stricken the school for the past years, and who were the concerned citizens who gave assistance to this school. They arranged the events in chronological order, stated the great impact of these calamities to the school and they were able to state the lesson learned from these events that happened.
Based on the presented timeline of the participants and experiences shared which was reported by Mrs. Jocelyn B. Malupeng, there were 8 disastrous events experienced by the school. One was the typhoon Lawin (signal number 3) that cause a great impact on the school premises on October 10, 2016, books were destroyed, trees were uprooted because of strong wind and heavy rain. Roofing of some building were blown away, electrical wirings were destroyed which lead to electric power interruption and disappearance of signal. DRRM, MLGU, BLGU and PTA members and teachers helped during this calamity. Second event, was typhoon Luis (signal number 3) on September 14, 2014 which lead again to suspension of classes to all levels, organizations who helped was the faculty, PNP, BFP, BLGU, DRRM and the MLGU. Typhoon Ineng on August 21, 2015 which causes to suspension of classes to all levels, and those who assisted the school were the school coordinators, PNP, BFP, BLGU, DSWD and the MLGU. Typhoon Odet on September 20, 2016, which lead to suspension of classes likewise to the typhoon Ompong on September 14, 2018 that causes heavy rain and due to lacking of drainage canal, it resulted of destroying the books and/or school materials and equipment inside the school buildings. The 2012 earthquake causes the stage of the school to be crack due to the substandard materials used in constructing. The organizations who helped were the faculty of the school, PTA, DRRM coordinators and the MLGU
One serious event is the El Nino which is being experienced from January to March 2019 that causes of withering of vegetable plantation of the school and it causes shortage of water supply. The organizations who helped were the DepEd who monitor and distributed seedlings, the MLGU and the BLGU.
All throughout the past events may it be disastrous or not the lessons they learned were they must be prepared always in times of calamities, follow the advices of PAG-ASA, coordinate with DRRM focal persons, conduct yearly earthquake drill, conduct tree planting and conserve water, and always check the proper materials to be used in constructing buildings in order to protect not only the materials inside the school building but also the people inside and out of the building.
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Republic of the Philippines Department of Education Cordillera Administrative Region Schools Division of Kalinga PINUKPUK CENTRAL SCHOOL
HISTORICAL TIMELINE
REMARKS ORGANIZATION WHO DATE EVENT/CALAMITIES IMPACT LESSON ASSISTED/CAPACITY LEARNED - Declared no - Faculty, PNP, BFP, September 14, classes in all BLGU, MLGU, and - Follow - Typhoon Luis 2014 levels and offices DRRM Coordinators and Instruction signal number 3 Members - Faculty, PNP, BFP, - Suspension of BLGU, MLGU, and - Be prepared August 21, 2015 - Typhoon Ineng classes signal DRRM Coordinators and - Always Ready number 3 Members - Declared no - Faculty, PNP, BFP, September 20, classes in all BLGU, MLGU, and - Be prepared - Typhoon Odet 2016 levels and offices DRRM Coordinators and - Always Ready signal number 3 Members - PTA, Faculty, BLGU, - Suspension of October 10, MLGU, and DRRM - Be prepared - Typhoon Lawin classes signal 2016 Coordinators and - Always Ready number 3 Members - Faculty, PNP, BFP, - Declared no September 14, BLGU, MLGU, and - Be prepared - Typhoon Ompong classes in all 2019 DRRM Coordinators and - Always Ready levels and offices Members
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- Conduct of February 17, - Earthquake - No effect N/A monthly 2019 earthquake drill - Withered corn - Tree Planting January to plantations and MLGU, BLGU, and - El Nińo - Water March 2019 vegetable DepEd Conservation plantations
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SEASONAL CALENDAR
This tool uses to find out activities take place in different seasons at different time of the year of Pinukpuk Central School, municipality of Pinukpuk, Province of Kalinga. It also used to determine variations in availability of resources, to examine the relationship between climate, natural disaster and health problems on school level and to aid in the planning and timely implementation of DRR activities.
Participants were able to identify all the events and phenomena they experience in every indicator presented. Based on the presented output of the participants, in regards to Climate, during this year from January March, they experiences rainy, cloudy and sunny and they also experience El Nino that lead to withering of their “gulayan sa paaralan” and causes shortage of water supply while from the past year from January to December they merely suffering from rainy season that causes flood and landslide to the pathway and the ground of the school. Behind those erratic weather conditions, they experienced health problems like flu, colds, and diarrhea. Due to flooding it resulted in stagnant water that allows breeding of waterborne bacteria that some of the students come into contact with malaria- carrying mosquitos and also dengue fever. Also, from the past year, widespread health problems are diarrhea due to shortage of water supply. However, there are health activities conducted in the school that will contribute to the children’s health conditions. These were feeding program, dental checkup by the Kalinga division, vaccination, deworming and weighing of the students. Regardless those tough days that they undergo from the past, they still have their school activities like Nutrition day, Foundation day at February, Enrollment from April to June, PTA and Assembly meeting, “Buwan ngWika” every August, they also conducted Tree planting and Earthquake drill quarterly and monthly, they also had their clean up drive with the help of Boy and Girl Scouts, IPEd day or Indigenous People Education, and Christmas Day. Under their religious activities, they celebrated their feast of St. Thomas every January and they had their First Holy Communion this April and Confirmation this May 2019. They also had their income generating from their canteen and from their “Gulayan sa Paaralan” or their vegetable plantation.
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Venn diagram
The tool is used to identify the various types of support available to people which can gradually help to build up local capacity and government institutions, organizations, sectors and other volunteer groups affiliated within the school with capacity to contribute to the implementation of DRR and health programs. The group was instructed to identify the various agencies and organizations on pre-cut circles and paste it according to what role they contribute in their school and society. On the inner circle or the first circle is the primary groups who’re the first rescuer or first groups to take actions when there is a sudden situation like accidents and such. On the second circle, they’re the secondary responders to run to in case of any emergencies. Finally, the last circle or the outer part are the agencies that are capable of helping not only the school but also the community. When there is a calamity or disaster, these are the groups they had identified who’ll lend them a hand to ensure the safety of all. Although they had explained that some are inactive helpers, they are still grateful for the help they are getting whenever they need it.
PNP SK Officials BFP
Religious LGU Sector PTA
4P's Pupils SPG AFP
Pinukpuk Central RED CROSS School CAFGU Faculty and Club Staff Organizations DEPED
Business BLGU Sectors GSP/BSP
Farmers RHU
Senior KALIPI Citizens PCS Alumni
Legend:
Inactive
active
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Resource Mapping
There are four overlays of this map where the first map is resource map followed by the three following maps are vulnerability map, capacity map and lastly is the hazard map. The Resource Map is very useful in times of calamities like earthquakes. This will be the guide of the pupils, teachers, and staff of Pinukpuk Central School on the evacuation process. As shown on the resource map of PCS, every individual inside the classrooms were advised to follow the arrows (serves as ways) going towards the safe holding area when earthquakes occur. They are obliged to do the duck cover and hold techniques before proceeding to the safe holding area. It also indicates that building 6, 5, 4 and 8 can be utilized as evacuation centers when typhoon strikes. In the other hand building 2 and 3 cannot serve as an evacuation center for it was already a condemned building. Vulnerability Map shows how vulnerable or how weak the buildings of Pinukpuk Central School are. As shown on the map, legends are being used to represent if a building of the school has high vulnerability, medium vulnerability or low vulnerability. And according to the illustration made, the buildings 1, 2, 3 and 7 including the half portion of building 4 were all labeled as buildings with high vulnerability, while the covered walk the 4 kiosks. The buildings 5 and 6 including the rest portion of building 4 and the three comfort rooms were all labeled as medium vulnerability. On the other hand, building 8 was labeled as low vulnerability. As a conclusion, almost all the buildings of PCS need to be renovated because they are already weak and it is not safe anymore for the children as well as the faculty and staff. Capacity Map depicts how strong the buildings of PCS are. Simply it is the opposite of the vulnerability map. In the map, the building were labelled as high capacity, medium capacity and low capacity and as shown from the illustration, only building 8 has the high capacity performance while the covered walk, the four kiosks, the building 5 and 6, and he half portion of building 4, and the comfort room were all labeled as medium capacity establishments. The renovation for building 1, 2, 3 and 7 including the half of building 4 is badly needed for they were all labeled as low capacity buildings. These buildings are not safe to utilize for learning due to their wreckages caused by typhoons and old age.
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Republic of the Philippines Department of Education Cordillera Administrative Region Schools Division of Kalinga PINUKPUK CENTRAL SCHOOL
HRCV MATRIX PINUKPUK CENTRAL SCHOOL
HAZARD DISASTER RISK ELEMENT OF RISK CAPACITY VULNERABILITY
- Destroyed books - Condemned buildings - No current - Non-availability of books -Presence of buildings - Broken glasses of windows Typhoon - Suspension of classes for research activities - Evacuation center - Dirty comfort rooms - Uprooted trees - Scattered garbage
- Destroyed I’Ms - Flooded rooms - Substandard drainage Flood - Damaged classroom - Presence of drainage - Destroyed - River bank desktops/computers
- Health problems - Absences - Presence of school clinic - Lack of Medicines El Nińo - Damage of garden - Loss of income - Presence of pump well - Low performance of pupils
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- Damage of school - Conduct of monthly Earthquake - Crack walls - Unsafe building properties earthquake drill
- Presence of school - Loss of life Accident - Pupils/Teachers clinic/health kit - Lack of Medicines - Wounded - Trained first-aid teachers
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Risk Matrix
This tool used to prioritize the identified risks associated with the chosen hazard and to assist to identify practices and interventions that can help the school be better prepared for future disasters. It also helps to assess the probability that an identified risk would happen and what’s effect. The combination of both likelihood and impact determines the overall risk. Based on the results the first main problem is Damage of properties due to typhoon followed by Heath and Garden due to El Nino, Damage of classroom minor due to flood, Earthquake and lastly is the loss of life caused by the accident.
RISK MATRIX OF PINUKPUK CENTRAL ELEMENTARY SCHOOL Least Minor Moderate Severe Critical Certain
High -Damage of properties due to Likely typhoon. -Health and garden Damage of Likely classroom minor Earth- Possible quake
LIKELIHOOD Loss of Unlikely Life
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Pair-wise Ranking
Pair-wise ranking is one of the tools on how to determine the hazard risk that is continually happen in the school or institution. The PCS staff and students and also to the PTA officers and parents determine the first hazard risk in their school which is the typhoon followed by El Nino, Flood, Accidents and Earthquake.
TYPHOON
EARTHQUAKE ACCIDENTS
EL NINO FLOOD
-Number of people likely to be affected -Severity of Impact Freque ncy to -Geographical Area likely to be affected -Frequency to be affected be 22 Pinukpukaffecte Central School d Freque ncy to PROBLEM TREE ANALYSIS
Lessen no. of Graduates
Secondary Effect Failed Dropped Out
Lack of interest of pupils
In going to school
Primary Effect
Low attendance Poor Performance Lessen no. of pupils passed
Main Problem Health problems
Low performance of pupils Absenteeism Inattentive pupils Vulnerability
Parents not allowing pupils to come in the school
Root Cause Wasted Pupils Not feeding well Too hot environment
Lack of Medicine
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OBJECTIVE TREE ANALYSIS
100% Promotion
EXPECTED High Performance No wasted pupils Active Pupils RESULTS Good Grades
MAIN OBJECTIVE No Health Issued Problem
CAPACITY Presence of Home Visitation Good Health Presence of school More ventilation pump well Canteen/ Gulayan sa Paaralan Presence of school clinic
Parent allow their Good Hygiene Notification Children going to Feeding Program Homeroom SPECIFIC school Project OBJECTIVES
Presence of pump well Conducive Classroom
Dental Vaccination Deworming Request medicines From RHU
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V. VULNERABILITY AND CAPACITY ASSESSMENT RESULTS
A. People and Well-Being Pinukpuk Central School is near the National Road and it is a mountainous place. PCS is consisting of eighteen faculty members including the Principal and utility worker.
B. Self-Protection Students consciously learned the process of how they could protect themselves required this research as well as the responsible authority. Self-protection was one of the main objectives of this research. PCS was oriented about the action plans and the vulnerability levels of their facilities so they become aware on how could they protect themselves when disaster comes.
C. Social-Protection Pinukpuk Central School is one of the biggest public schools of Southern Pinukpuk District in terms of population and physical facilities. As a result, the school should have safe and child-friendly environment where its facilities are at high-capacity level in order to maintain a good flow of socialization among students and teachers.
D. Governance On school-level leadership, school, culture surfaced as the often-overlooked factor in school improvement efforts. The conclusions from the research on culture reflect four attributes of purposeful communities. Agreement on what people can accomplish only because they work together as part of an organization. Agreement on ways in which they will work together as part of an organization. Effective use of all tangible and intangible assets in the organization.
VI. GENERAL RECOMMENDATION The VCA results have shown both the strengths and the weakness of the school thus the following recommendations are cited.
PCS recommend that the Philippine Red Cross Kalinga Chapter must conduct more training in the school in order for the staff and pupils of PCS to become more skilled and knowledgeable in terms of some of the activities that are conducted in their school and the school will become advanced in terms of learning in other school.
VII. CHALLENGES AND LESSON LEARNED AND BEST PRACTICES Being part of the team is both an honor and a sacrifice. Honor, because it feels good when you have the chance to help and serve the community. Sacrifice in the sense that there are things that need to be prioritized and some things to be set aside. One of the challenges that we encountered during the two days VCA activity are the ff. Be Cautious- Cautious means that in every problem encountered in school, study first the reasons why there is a problem encountered. We should be careful in every circumstance in order to avoid hazards brought by natural calamities and even other disasters that come to our places. Be prepared and always ready- Be prepared in every disaster that we could encounter in the institution as the saying says that “Prevention is better than cure”. Therefore, we should prevent hazards
25 Pinukpuk Central School through preparation, alertness and abidance with the authority. Participate in symposiums and drills that could help us to be aware and prepared when disaster comes. Strict Monitoring. Conduct of drills and implementation of the different programs initiated by the school should be taken seriously and strictly monitored to make sure it is followed and implemented for the safety of all.
Presence of Fire Extinguisher. There is a need for fire extinguishers for each building.
A. Lessons Learned During the two days VCA activities, PCS learned that before constructing an action plan, identify first the main problem or the issues in the school, so that in constructing an action plan it will result to a consistent and efficient output.
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VIII. Annexes
Annex 1. Historical Timeline
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Venn diagram
Seasonal Calendar
Mapping
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Republic of the Philippines Department of Education Cordillera Administrative Region Division of Kalinga Southern Pinukpuk District
PINUKPUK CENTRAL SCHOOL Taga, Pinukpuk, Kalinga
VULNERABILITY AND CAPACITY ASSESSMENT (VCA ACTION PLAN S.Y. 2019-2021
Disaster Objectives Activities Indicator Resources Estimated Source of Time Frame Responsible Support Risk Existing Needed Budget Fund From To Person Agency Damage of Lesson Assessment School damaged of of school Dep-Ed DRRM Red Cross Properties school properties PTA Fund New building ₱7.5 million MLGU March March Coordinator DEP-Ed due to properties 100% rooms BLGU 2019 2022 School Staff BLGU typhoon Renovation/ Bayanihan PLGU and MLGU
Reconstructio Members PLGU
n of rooms PTA
Tree Planting 100% Boy scout Seedlings ₱3, 000.00 DENR June March DENR Girl scout PTA 2019 2020 Coordinator PTA SPG School Staff YES-O PTA
Putting up of 100% PTA Window grills PTA June March PTA & window grills ₱200, 000.00 BLGU, MLGU 2019 2020 PTA & Faculty
Faculty Members Members BLGU
Replacement 100% Window June March of broken Glasses 2019 2020 35 Pinukpuk Central School
window glasses
No Health Feeding 100% Foods & ₱150, 000.00 Red Cross June March Parents, Red Cross Health Problem Program Kitchen Dep-Ed 2019 2020 pupils, DEP-Ed Problem issued utensils DSWD Teachers, DSWD MLGU, DENR Feeding DEp-Ed, Coordinator BLGU Parents Pupils, AFP, Putting up of 100% Pump well Seeds ₱20, 000.00 GPP June March CAFGU Gulayan sa Spray Can Fertilizers Coordinator 2019 2020 Parents, & PTA faculty Paaralan Garden Tools GPP members Insecticide Coordinator June March 2019 2020 Conduct of 100% Girl scout ₱500.00 School Regular Boy scout Sacks Pupils/ School Clean-up March March Teachers drive 2020 2020 Additional Hygiene medicine kit Soap Red Cross SBFP School campaign 100% Alcohol ₱4,000.00 DOH June March School nurse 2019 2020
Request of Cotton buds Designated medicine from 100% medicine kit Toothbrush Teacher PTA health Toothpaste DOH June March nurse Red Cross facilities Napkins ₱20, 000.00 2019 2020 School
100% Sell nutritious School June March Teachers, Parents food in the Canteen Foods, kitchen School Funds 2019 2020 Pupils Faculty canteen utencils Members
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Annex 3. School Disaster Risk Reduction Management Plan Organization
Chairman JOVELYN B. DUGAYON Principal 1
Vice Chairman LOVI B. CATBAGAN School DRRM Coordinator
Disaster Prevention Disaster Preparedness Disaster Response Disaster Recovery & Mitigation Marie Sheryl C. Lanas Jeff D. Gatan & Rehabilitation Marisa D. Hortelano Juliet M. Calimag
Emergency Health Transportation Information Mgmt. Warning & Rescue Resources & Medical Services Joan B. & Advocacy Communication Engineering & Logistics Mika Shiela T. Rosemarie S. Jennifer A. Dugayon Loribel C. Cadao Balawag Gumsingan & Evacuation MondejarTYP Rocky E. Dalingay
Annex 4. SDRRM Committee and Job Description
The School Disaster Risk Reduction and Management Team facilitate the harmonization of various efforts of DRRM in Education, externally and internally. The team should ensure the engagement of various DepEd offices, relevant government agencies, and education partners in building resilience and coordination among stakeholders. Ensures the availability of validated education information and monitoring and evaluation (M&E) results which could expand the analysis on various vulnerabilities of DepED schools, personnel and student and how DepEd programmatically responds to DRRM issues and concerns. It should ensure that weather advisories and emergency updates are communicated to and from field offices and that immediate and appropriate feedback is provided. M&E also tracks the actions taken, support services provided to affected areas and interventions from other government agencies and education partners. Focuses on systems, standards, and processes that should be established to improve the implementation of DRRM in Education and ensure educations in emergency interventions are appropriately implemented (e.g. psycho-social support, temporary learning spaces, ensuring protected and safe spaces for children, reunification). Ensures the availability of resources and/or interventions to support affected areas and establish the mechanism to guide education partners in channeling their assistance during disaster response and recovery.
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Chairman JOVELYN B. DUGAYON Principal 1
Vice Chairman LOVI B. CATBAGAN School DRRM Coordinator
Disaster Prevention Disaster Preparedness Disaster Response Disaster Recovery & Mitigation Marie Sheryl C. Lanas Jeff D. Gatan & Rehabilitation Marisa D. Hortelano Juliet M. Calimag
Emergency Health Transportation Information Mgmt. Warning & Rescue Resources & Medical Services Joan B. Mondejar & Advocacy Communication Engineering & Logistics Mika Shiela T. Rosemarie S. Jennifer A. Dugayon Loribel C. Cadao Balawag Gumsingan & Evacuation Rocky E. Dalingay
Trained focal teachers on Disaster Risk Reduction & Management are: ❖ Lovi B. Catbagan ❖ Rocky E. Dalingay Trained focal teachers on First Aid BLS CPR/AEd are: ❖ Lovi B. Catbagan ❖ Jeff D. Gatan ❖ Joan B. Mondejar ❖ Rocky E. Dalingay Trained Red Cross Youth Advisers/focal teachers on Council Management are: ❖ Jeff D. Gatan ❖ Joan B. Mondejar ❖ Loribel C. Cadao Oriented focal teachers on DepEd School DRRM Manual: ❖ Lovi B. Catbagan ❖ Rocky E. Dalingay
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Annex 5
Ms. Ani B. Bungaoen, Community Development Organizer facilitate the Group Discussion Workshop Welcome messag from Principal maam Jovelyn B. Dugayon
Seasonal Calendar Workshop VCA Orientation
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Transect Walk workshop Historical timeline Workshop facilitate by SDRR focal Person Ms. Lovi B. Catbagan
Historical Timeline Workshop facilitate Mapping Workshop By SDRR Focal person, Ms. Lovi B. Catbagan
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RC143 pupil presenting the result of the Venn diagram workshop
Action Plan workshop facilitate by our two volunteers, Ms. Ferdilyn Sallaya and Ms. Rheiza Avecilla
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Annex 6 Lists of Focal Teachers
Name Designation Lovi B. Catbagan Trained focal teachers on Disaster Risk Reduction & Management Rocky E. Dalingay Trained focal teachers on First Aid BLS CPR/AEd Jeff D. Gatan Trained focal teachers on First Aid BLS CPR/AEd Joan B. Mondejar Trained DRR Focal Teacher/RCY Adviser Loribel C. Cadao Trained DRR Focal Teacher/RCY Adviser
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