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Jose Almiñana Memorial Elementary School


The study aimed to determine the barriers in the implementation of Disaster Risk Reduction and Management (DRRM) as basis for an enhancement program in the Schools District of Lemery during the School Year 2022-2023. The research method utilized in the study was descriptive using in-depth interview. The study employed phenomenological approach under to qualitative research design.

The research instrument utilized in the study was a researcher-made interview schedule. Voice and video recorders were used for data gathering and documentation. The results of the in-depth interview revealed that the school DRRM coordinators experienced lack of financial resources and overwhelming teaching related paperwork in the implementation of Disaster Reduction and Management (DRRM). As revealed in the in-depth interview, the school DRRM coordinators manage the barriers through asking for donations, allocating of funds, and conducting training programs.

Keywords: Barriers, Implementation, Disaster Risk Reduction and Management (DRRM), Enhancement Program



One of the most destructive climate events in the context of the Philippines would be annual typhoons. Not only is the nation made up of over 7,000 islands and contained a coastline of over 36,000 km, but it also faces 20 typhoons per year on average enter the Philippine Area of Responsibility (PAR) each year, leading to impacts such as flooding, storm surges, and destructive winds (UNDRR, 2019). The most common typhoon track passed through the Eastern Part of the PAR, which is closest to Western Visayas and Northern Iloilo.

Therefore, not only is DRRM important to study in the context of the Philippines but, more specifically, in the Northern Part of Iloilo, where one of the strongest typhoons ever recorded in history landed. This has led to the Philippine government intensifying its plans to balance the consequences of both natural and man-made calamities. The primary goals of newly created laws and regulations are to lessen damage and property loss and strengthen the country's and vulnerable communities' resilience against natural catastrophes.

The Philippine Disaster Risk Reduction and Management Act, also known as Public Law 10121, cleared the way for new plans and policies for the implementation of various measures and actions in all phases of DRRM. Due to this, the approach to disaster risk reduction changed from being reactive to proactive, from top-down, centralized management to bottom-up, participatory management (RA 10121, 2010). The National DRRM Framework (NDRRMF) and National DRRM Plan (NDRRMP) were developed via the implementation of this Act.

The four thematic areas are: prevention and mitigation, preparedness, response, and rehabilitation and recovery. Each site has long-term goals and actions to achieve the overarching vision of DRRM. Together with the paradigm shift, these two programs foresee a nation with "safer, adaptive and disaster-resilient Filipino communities toward sustainable development". To achieve its goals and objectives more effectively, the NDRRMF contends that resources allocated to the four thematic areas should give priority to disaster prevention and mitigation, disaster preparedness, and climate change adaptation (NDRRMF, 2011).

The Department of Education (DepEd) released DepEd No. 37, s. Even though the DRRM statute provides a legal foundation for its disaster risk reduction guidelines.

With a more thorough Disaster Risk Reduction Management, 2017 will serve as the foundation for the Basic Education Framework. In this framework, DRRM structures, systems, protocols, and practices will be institutionalized throughout DepEd's offices and schools. Strong typhoons and widespread flooding that destroy school property are further ways that disasters always have an influence on schools. As a result, given the Philippines' propensity for disaster, it is important to examine its current disaster-related policies (Catanus, 2018; Mamhot, 2019). Although numerous programs have been developed, there are still very few studies on program awareness and implementation in educational institutions.

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