ABSTRACT
The Problem
Disaster Readiness and Risk Reduction management aims to develop disaster preparedness among students who are considered the most vulnerable to potential hazards in a given location. This can be fully achieved through innovative intervention tools which are designed to intensify students’ knowledge and awareness with regard to the three pillars of DRRM.
The effective implementation of Disaster Risk and Reduction management focused on the three pillars which include safe and learning facilities, school disaster management, and disaster resilience in education in select public senior high schools in Area I, Division of Batangas. The implementation was evaluated based on the assessment of both teachers and students. It also determined the least priorities given by the group of respondents from the three pillars of disaster as well as to the challenges they encountered.
Subject and Procedures
The descriptive method of research was used in this study with the questionnaire as the main data gathering instrument. There were eight hundred fifty seven (857) students and thirty (30) teachers who served as respondents of the study. Focus group discussion was also employed to validate the responses of the teacher-respondents particularly on the challenges/problems they encountered. Frequency, percentage, ranking, weighted mean and t-test were the statistical tools applied in the study.
Findings
It can be gleaned from the data obtained that teachers and students were one with their assessment with regard to identification of hazardous areas within the school premises which revealed to a some extent. It clearly shown that such crafting of hazard map was not given much attention by both students and teachers.
Based on the data obtained, both teachers and students assessed that the conduct of multi hazard drills was very evident and performing very well. The two groups of respondents believed that such drills were important to prepare the students on what to do before, during and after a disaster. The student and teacher-respondents have the same assessment in terms of the item focuses in organizing a standardized DRRM Team and in facilitating on the submission of disaster reports.
Conducting first-aid training and psychosocial support services to school personnel and students together with accredited agency like Red Cross fell on rank 4 as assessed by the students and ranked 6 based on teacher assessments. It can be gleaned that some senior high schools find ways and allot budget to invite licensed first aiders from accredited agency like Red Cross to capacitate students and teacher in basic live saving tips and activities. This item obtained a weighted mean of 3.24 and 2.62, interpreted very good.
The teachers and students differ in their assessments on the third pillar, disaster resilience in education. Majority of the teachers strongly agreed that DRRM is well integrated in the crafting of School Improvement Plan which is contrary to the assessments of students. However, they were the same in their assessment on the provision in DRRM information with an integration of technology and social media was the least priority of the school.
With regard to the problems in the implementation of DRRM, it revealed that insufficiency of DRRM equipment and materials, unavailability of DRRM handbook, inadequacy of proper training in first aid and basic life support, lack of signage for hazard areas, and lack of engagement of stakeholders were the top five (5) challenges encountered.
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