ABSTRACT
The researchers aimed to identify the impact of Impact of PROJECT SAFETY (Secure and Achieve Full protection to Ensure Teachers and Youth welfare) in Disaster Risk Reduction Management of Miranda Elementary School
The researcher made use of the descriptive method of research which involved collecting data in order to answer questions concerning the level of awareness of teachers, learners and parents on the multi-hazard drills conducted in school, extent of support given by the stakeholders in the implementation of the Project SAFETY and current status of SDRRM Supplies upon the implementation of Project Safety. A total of 12 teachers, 111 learners, 50 parents and 6 stakeholders or other agencies were the respondents of the study.
According to the study's findings, teachers, students, and parents are all fully aware of multi-hazard drills in schools, and the specified stakeholders and other agencies have provided a significant amount of support. Meanwhile, there is a need to address the gaps in the current status of SDRMM Supplies.
CONTENT AND RATIONALE
The process of getting schools and other learning institutions ready to prevent, respond to, and recover from natural or man-made catastrophes is known as school disaster risk reduction management, or DRRM. To provide a secure and resilient learning environment for learners, teachers and school community as well, it entails incorporating disaster risk reduction (DRR) techniques into school policies, curricula, infrastructure, and community activities.
R.A. No. 10121 acknowledged then the need to “adopt a disaster risk reduction and management approach that is holistic, comprehensive, integrated and proactive in lessening the socio-economic and environmental impacts of disasters including climate change, and promote the involvement and participation of all sectors and all stakeholders concerned, at all levels, especially the local community.” Disaster preparedness, being a multilevel system (global, regional, national, community, individual), became also multi-relational (physical, social, economic, environmental). Within the social system of the community, there are still various subsystems interdependent with each other.
In schools where learners need more care and attention during catastrophe scenarios because they are more susceptible to illness and trauma. Schools provide displaced learners with shelters during these difficult times. But schools ought to provide more than just shelter in times of emergency. It is important for teachers, administrators, and learners to be aware of fundamental lifesaving techniques. Schools’ ought to serve as role models for the communities they serve and a beacon of safety.
Therefore, the awareness of learners, teachers, parents and other stakeholders must be raised to increase knowledge on disaster risk reduction management specifically in prevention and mitigation, preparedness, response and Early Recovery and recovery and rehabilitation. In order to better achieve these goals, schools must be as prepared as possible for emergencies.
Though SDRRM has been practice in all schools as mandated by the Department of Education, there is a need for a special project/innovation to support or will push through the success implementation of school disaster risk reduction management.
Thus, project SAFETY of Miranda Elementary School has been crafted, introduced and implemented. As the former DepEd Secretary Leonor Magtolis Briones quoted “Education cannot wait, Education must continue even in the midst of the disasters”.
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