ABSTRACT
The qualitative research study using the phenomenology as research design aimed to formulate a sustainability plan on best practices of schools in the implementation of Disaster Risk Reduction and Management (DRRM). A researcher-made interview guide was used to get the data from thirteen DRRM District Coordinators in the schools District of Banate during the school year 2022-2023. The data gathering instruments was subjected to face and content validation by a panel of experts. Thematic analysis was utilized on the gathered information. The best practices of schools in the implementation of DRRM were the quarterly conduct of hazard drill, the provision of regular education sessions to learners, and the presence of emergency kit per classroom. Moreover, the schools implemented those best practices in DRRM through encouraging drill at home, ensuring safety in all forms of disaster and strengthening information and dissemination program.
Keywords: DRRM, Implementation Practices, Coastal and Upland Schools, Sustainability Plan
INTRODUCTION
Background of the Study
Though learning and education are seen as the most important pillars of a developing economy, the educational system requires significant technical advancements as well as drastic changes (Sadiq & Zamir, 2014).
The Philippines is located inside the "Pacific Ring of Fire" and along the Pacific typhoon belt, making it vulnerable to a range of calamities of nature, including landslides, fires, typhoons, earthquakes, floods, and volcanic eruptions (CFE-DMHA, 2021). There is still a need for improved rates of catastrophe preparedness even in the face of significant investments in and dedication to public hazard awareness. According to Collin (2000), disasters can be caused by man-made or natural phenomena, such as tornadoes. Manufactured tragedies, like episodes of workplace violence, happen frequently.
Education and health work is synergy. Healthy learners have higher levels of engagement in school in terms of cognitive, behavioral, and effective management, which leads to better learning outcomes. Thus, promoting school health practices is necessary (McQueen, 2007).
Kirschenbaum (2002) came to the conclusion that a variety of complicated and diverse elements, such as demographics, the number of dependents in the family, past experience with a disaster, and trust in government initiatives, influence people's views and behaviors about preparedness.
The Department of Education has implemented the guiding principles for catastrophic risk management and reduction, however. Disaster risk reduction (DRR) decision-making, education, and strategies, policies, and programs on reduction and management that are comprehensive, integrated, proactive, and holistic in minimizing the socio-economic and environmental impacts of disasters are supported by law by Republic Act No. 10121 of 2010.
Natural disasters and climate change have prompted society to create mitigation plans and techniques that are supported by the highest echelons of the federal government. The nation had prioritized catastrophe management policy up until recently. Nonetheless, in the last ten years, the National Disaster Risk Reduction and Management Framework has incorporated both disaster risk management and climate change adaptation (Disaster Handbook, 2021).
The researcher, an elementary school teacher, feels that the greatest way to keep students, staff, and parents safe is to put the school's catastrophe risk reduction strategy into action since it can successfully stop hazard issues.
Additionally, the study's findings inspired and encouraged the researcher to create a DRRM sustainability plan that ties back to the school's operations and ways of assisting the Banate School District in the 2022–2023 academic year.
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