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 3 Pinukpuk Central School 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 4 Pinukpuk Central School 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. 5 Pinukpuk Central School 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. 6 Pinukpuk Central School 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 7 Pinukpuk Central School 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. 8 Pinukpuk Central School 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.