A POLICY FRAMEWORK FOR CLIMATE A POLICY FRAMEWORK FOR CLIMATE A POLICY FRAMEWORK FOR CLIMATE A POLICY FRAMEWORK FOR CLIMATE CHANGE ADAPTATION (CCA) AND CHANGE ADAPTATION (CCA) AND CHANGE ADAPTATION (CCA) AND CHANGE ADAPTATION (CCA) AND DISASTER RISK REDUCTION AND DISASTER RISK REDUCTION AND DISASTER RISK REDUCTION AND DISASTER RISK REDUCTION AND MANAGEMENT (DRRM) IN EDUCATION MANAGEMENT (DRRM) IN EDUCATION MANAGEMENT (DRRM) IN EDUCATION MANAGEMENT (DRRM) IN EDUCATION
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DRRM Policy Framework for CCA and DRRM in Educationeducluster-philippines.wikispaces.com/file/view/DRRM+Policy... · PRESENTATION OBJECTIVES ... Framework of Action, RA 10121) ...
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A POLICY FRAMEWORK FOR CLIMATE A POLICY FRAMEWORK FOR CLIMATE A POLICY FRAMEWORK FOR CLIMATE A POLICY FRAMEWORK FOR CLIMATE
CHANGE ADAPTATION (CCA) AND CHANGE ADAPTATION (CCA) AND CHANGE ADAPTATION (CCA) AND CHANGE ADAPTATION (CCA) AND
DISASTER RISK REDUCTION AND DISASTER RISK REDUCTION AND DISASTER RISK REDUCTION AND DISASTER RISK REDUCTION AND
MANAGEMENT (DRRM) IN EDUCATIONMANAGEMENT (DRRM) IN EDUCATIONMANAGEMENT (DRRM) IN EDUCATIONMANAGEMENT (DRRM) IN EDUCATION
PRESENTATION OBJECTIVES
• Help improve our understanding and appreciation of the need for an education sector’s 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
• 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 Gov’ts
Policies and programs
DepED,
DSWD, etcprograms
CURRICULA (Cognitive,
Physical, social, emotional dev’t)
THE CHILD
(Aged 3-5, 6-11, 12-15, OSCY)
SCHOOLS
DSWD, etc
…education sector’s goals
ACCESS
Availability of learning
facilities and education
services -- enrolment
REGULAR ATTENDANCE
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. dev’t
of full potential) is facilitated.
THOUSANDS OF FILIPINO SCHOOL CHILDREN,
BEING SITUATED IN DISASTER-PRONE
COMMUNITIES ARE VULNERABLE TO HUMAN-
INDUCED AND NATURAL DISASTERS;
NEED TO PROTECT THEIR LIVES, THEIR 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 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 - 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 - 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 DepEd’s policy environment, DRRM-related organizational capacity and performance
– Desk review of materials
– Interviews with DepEd DRRM Core Group members– Interviews with DepEd DRRM Core Group members
– Site visits to Albay, Eastern Samar, Maguindanaoand Cotabato
– Drafting and validation of framework
– Finalization of framework
Key Features
• Covers DRRM in Education and Climate Change Adaptation
• Emphasizes DepEd’s mandates per RA 9729 (Climate
Change Act) and RA 10121(DRRM Act of 2010), and the
country’s commitment to implement the Hyogo
Framework for ActionFramework 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
KPA 1: promote children’s ACCESS at all times
KPA 2: support
children’s ATTENDANCE
even in
ENABLERS
- Enhance basic education
curriculum with CCA and
DRRM educationtimes
even in emergencies
KPA 4: promote
better ACHIEVEMENT
in learning outcomes
KPA 3: Enable children to complete and ATTAIN a full cycle of education
DRRM education
- Promote convergence
between DepEd and
education partners
- Strengthen DepED’s
institutional capacity for
CCA and DRRM
KPA 1: Promote children’s access to education at all times
• 5 sets of policy actions and strategies:
• Child participation: empower children and young children’s caregivers to participate in CCA and DRRM;
• School-based management of CCA/DRRM: Strengthen the day care center or school’s 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 • 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 children’s 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 children’s 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 0-
6 caregivers to participate
• Enable school to support children’s advocacy with
LGUs
KPA 1: Promote children’s 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.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 children’s 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 • 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 children’s 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 children’s 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 children’s 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 children’s
readiness to return to formal schooling
• tools to gauge correct grade level at entry/re-
entry
• Ensure immediate repair and replacement of
damaged school buildings, facilities, teaching
materials, and support resource mobilization for
such
KPA 2: Support children’s 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 where evacuated families are temporarily evacuated