School-Based

Contingency
Planning
Workshop
Prepared by:
Pepito Romero
Training Coordinator
Save the Children Philippines
BASIC CONCEPTS IN DRRM AND CCAM
Hazard Natural Hazards

A hazard is a process,
phenomenon or human activity
that may cause loss of life, injury or
other health impacts, property Credit: Dr. Roger Hutchison/
Credit: UCS Credit: Kin Cheung /Business Insider
NGDC/Britannica
damage, social and economic Drought
Earthquake Disease outbreaks
disruption or environmental
degradation. Anthropogenic Hazards
Hazards may be natural,
anthropogenic (human-
induced hazards) or socio-
natural in origin (UNDRR)
Credit: Exxon Oil Spill 1989, RGB Ventures /
Credit: Beirut Explosion, 2020 / Reuters SuperStock / Alamy Stock Photo
Hazards may be single,
Industrial Accidents Oil Spills
sequential, or combined in their
origin and effects.
Exposure
Exposure is the situation of people,
infrastructure, housing, production
capacities and other tangible human assets
located in hazard-prone areas (UNDRR,
2017)

“People and economic assets

become concentrated in areas
exposed to hazards through
processes such as population
growth, migration, urbanization,
and economic development” Source: UNITAR (2014) / Prevention Web
(PreventionWeb, UNDRR (2015))
If a hazard occurs in an area of no exposure, then there is no risk.
Vulnerability
These are the characteristics and circumstances
of a community, system or asset that make it
susceptible to the damaging effects of a hazard.

Vulnerability may arise from various physical,

social, economic, and environmental factors such
as poor design and construction of buildings,
inadequate protection of assets, lack of public
information and awareness, limited official
recognition of risks and preparedness measures,
and disregard for wise environmental
Residents do house chores outside their units in a slum
management (RA 10121). area in Tondo, Manila, on May 4, 2020 during COVID-19
lockdown. Photo by Reuters
Capacity Coping capacity is the ability of people,
organizations, and systems, using available skills
and resources, to manage adverse conditions, risks,
or disasters. The capacity to cope requires
It is a combination of all strengths and resources continuing awareness, resources, and good
available within a community, society, or management, both in normal times as well as during
disasters or adverse conditions. Coping capacities
organization that can reduce the level of risk or
contribute to the reduction of disaster risks
effects of a disaster. (UNDRR).

Capacity may include infrastructure and physical

means, institutions, societal coping abilities, as Adaptive capacity, in the context of climate change,
well as human knowledge, skills, and collective refers to the ability of ecological, social or economic
systems to adjust to climate change including climate
attributes such as social relationships,
variability and extremes, to moderate or offset potential
leadership, and management. Capacity may also damages and to take advantage of associated
be described as capability (RA 10121). opportunities with changes in climate or to cope with the
consequences thereof (RA 9729).

Additional reading material on Adaptive Capacity and Coping Capacity:

https://www.thenewhumanitarian.org/news/2012/04/02/coping-versus-
adapting
Disaster
Disaster is a serious disruption of Some disasters can result from several
the functioning of a community or a different hazards or, more often, to a
society involving widespread complex combination of both natural and
human, material, economic, or man-made causes and different causes of
environmental losses and impacts, vulnerability.
which exceeds the ability of the
affected community or society to Food insecurity, epidemics, conflicts and
cope using its own resources (RA displaced populations are examples.
10121).

“There is no such thing as a natural

disaster, but disasters often follow
natural hazards” (UNDRR PreventionWeb)
Risk
Disaster risk is expressed as the
likelihood of loss of life, injury
or destruction and damage
from a disaster in a given period
of time (UNDRR, 2015)

Source: GAR 2019, UNDR

Climate Risk refers to the

product of climate and related
hazards working over the
vulnerability of human and
natural ecosystems (RA 9729,
NDRRMP 2020-2030). Source: UNDRR
PreventionWeb
Climate Change
Climate Change is defined as a change in
climate that can’ be identified by changes
in the mean and/or variability of its
properties and that persists for an
extended period typically decades or
longer, whether due to natural variability
or as a result of human activity (RA 9729).

It can be characterized by the

following among others:
• Changing Rainfall Patterns; and
• Increasing Temperatures; and
• Sea level rise Extreme weather
events
Source: German Watch Additional reading material on Climate Change:
https://climate.gov.ph/files/Climate_Change_Primer_Final.pdf
Disaster Risk Reduction and Management
Disaster Risk Reduction (DRR) is the concept and
practice of reducing disaster risks through:
● analysing and management of their causal
factors
● reducing exposure to hazards
The systematic process of using administrative ● lessen the vulnerability of people and assets
● improving management of the land and
directives, organizations, and operational skills environment preparing for adverse events
and capacities to implement strategies, policies,
and improved coping capacities in order to
lessen the adverse impacts of hazards and the “Climate change and disaster risk reduction are
possibility of disaster (RA 10121). closely linked. More extreme weather events in future
are likely to increase the number and scale of
disasters, while at the same time, the existing methods
and tools of disaster risk reduction provide powerful
capacities for adaptation to climate change” (ISDR,
2008).
Climate Change Adaptation & Mitigation
Adaptation is action that helps people cope
with the effects of climate change. For
example, construction of barriers to protect
against rising sea levels, or conversion to
crops capable of surviving high
temperatures and drought. (BBC, 2014)

Mitigation is action that will reduce man-made

climate change. This includes action to reduce
GHGs or absorb GHGs in the atmosphere. (BBC,
2014)
Examples of mitigation measures (CCC):
✓ Reducing GHG emissions by constructing bike lanes and
green buildings;
✓ Increasing GHG sequestration through reforestation
✓ Protecting carbon sinks, for example, through Bantay
Gubat (forest watch) or Bantay Bakawan (mangrove
watch)
Resilience Why is there a need for harnessing
synergies between CCA and DRR?
Resilience is the ability of a system, community or society
exposed to hazards to resist, absorb, accommodate and ➢ Simplification of the burden of
recover from the effects of a hazard in a timely and programming for development
efficient manner, including through the preservation and assistance
restoration of its essential basic structures and functions
➢ Minimizing duplication of effort
(RA 10121)
and redundancies
➢ Reducing potential conflicts in
“Because risk and systems are dynamic, resilience should be policy development
thought of as a process rather than simply an outcome,
involving learning, adaptation, anticipation and improvement ➢ Making efficient use of scarce
in basic structures, actors and functions” (UNDRR resources, and
PreventionWeb) ➢ The increasing recognition,
especially at the community level,
that both interventions converge
KEY NATIONAL POLICIES AND FRAMEWORK
Republic Act 10121
“Philippine DRRM Act of 2010”
The law provides for the allocation of funds for
DRRM, establishment of the National Disaster
Risk Reduction and Management Framework
(NDRRMF), and the National Disaster Risk
Reduction and Management Plan (NDRRMP).
The Philippine Disaster Risk Reduction and
Management (DRRM) Act of 2010, was passed into
law on 27 May 2010 to provide a comprehensive,
all-hazard, multi-sectoral, inter-agency, and
community-based approach to disaster risk VISION:
reduction and management (DRRM).
“Safer, adaptive and disaster-
resilient Filipino Communities
towards Sustainable Development”
The Updated NDRRMP
2020-2030
Why the need to update?

• It is mandated in the law to conduct a review

and assessment of the progress of the plan and
of the framework;
• Several global agenda and guiding principles
were developed to improve the way we deal
with risks and vulnerabilities; and
• Past and current events and phenomena called
for a more comprehensive and all-hazards
approach to DRRM; and
• Prevent current and emerging risks, and the
creation of new risk,
• and address cascading and complex hazards and
risks.
Source: Office of Civil Defense
 Source: Climate Change Commiss

Republic Act 9729

“Climate Change Act of 2009”

The sole policy-making body of the

government shall be tasked to coordinate,
monitor, and evaluate the programs and
action plans of the government relating to
climate change
National Framework Strategy on Climate Change (NFSCC)
2010-2022 was developed to guide the country in developing
programs and policies on climate change.
 NCCAP outlines the country’s
agenda for adaptation and
mitigation from 2011-2028 based
on the National Framework
Strategy

Republic Act 10174 amends RA 9729 to

establish The People's Survival Fund, a
long-term finance stream to enable the
government to effectively address
climate change.
Republic Act 10821 Comprehensive Emergency Program
for Children (CEPC)
“Children’s Emergency Relief
and Protection Act” RA 10821 mandates the national and local governments to
formulate CEPC.
At the national level, the Department of Social Welfare and
The law mandates the protection of the Development (DSWD) leads the formulation and monitoring of
fundamental rights of children before, during, the national CEPC which has eight (8) components:
and after disasters and other emergency
situations when children are gravely (1) Establishment of evacuation centers;
(2) Establishment of Transitional Shelters for Orphaned,
threatened or endangered by circumstances Separated and Unaccompanied children;
that affect their survival and normal (3) Assurance for Immediate Delivery of Basic Necessities and
development Services;
(4) Stronger measures to ensure the safety and security of
affected children;
It obligates the national and local government (5) Delivery of Health, Medical, and Nutrition Services;
to implement and maintain a comprehensive (6) Plan of Action for Prompt Resumption of Educational
emergency program to prioritize the survival Services for Children
and protection of children, pregnant, and (7) Establishment of Children-Friendly Spaces; and
(8) Promotion of children’s Rights during disaster and
lactating mothers during disasters and emergency situations.
emergencies.
The DILG also issued DILG Memorandum Circular 2018-196 to
guide the local governments in their formulation and localization
of the CEPC in their respective LGUs.
NDRRMC MC No. 03, s. of 2022
“Adoption and Utilization of the Quality Assurance System (QAS) and
the Operation Listo: Simplified Barangay Disaster Risk Reduction and
Management (BDRRM) Plan Template ”

The policy mandates all local government units to adopt

and utilize the Quality Assessment Tool and the BDRRM
Plan Template.

The QAS aims to establish and strengthen the capacities

of communities to anticipate, cope, and recover from
the negative impacts of emergency occurrences and
disasters at the local level through quality-based local
DRRM planning and budgeting.
ENHANCED COMPREHENSIVE SCHOOL SAFETY
FRAMEWORK
 PILLAR
ONE:

The Comprehensive
Safer Learning
Facilities
• Safer and greener

School Safety
• Codes and standards
• Construction quality control
• Assessment and intervention
• Water, sanitation, & hygiene

Framework
• Building • Structural safety
maintenance education
• Non-structural • Construction as an
mitigation educational
• Fire safety continuity
PILLAR • Green practices Child rights and • Community
TWO: engagement in
resilience in the construction
School Safety and PILLAR
education THREE:
Educational Continuity sector
Management Risk Reduction and
• Physical, environmental
and protection Resilience Education
• Response skills & • Formal and non-formal
• Household disaster plan
provisions curriculum
FOUNDATION: • Participatory risk
• Family reunification
plan • Teacher training and staff
assessment
Enabling Systems and Policies • Educational continuity
•
•
School drill
Learning without fear
development
• Key messages for public
planning
• Standard operating education
• Quality learning materials
• Risk-informed assessment & •
procedure
Contingency planning • CCA, DRR, SEL, SHN, CSE
planning
• Education continuity measures
• Culture of safety and resilience
• Protect investment • Gender Equity • Disability and Social Inclusion •
The Comprehensive School Safety Framework
 PILLAR
ONE:

The Comprehensive
Safer Learning
Facilities
• Safer and greener

School Safety
• Codes and standards
• Construction quality control
• Assessment and intervention
• Water, sanitation, & hygiene

Framework
• Building • Structural safety
maintenance education
• Non-structural • Construction as an
mitigation educational
• Fire safety continuity
PILLAR • Green practices Child rights and • Community
TWO: engagement in
resilience in the construction
School Safety and PILLAR
education THREE:
Educational Continuity sector
Management Risk Reduction and
• Physical, environmental
and protection Resilience Education
• Response skills & • Formal and non-formal
• Household disaster plan
provisions curriculum
FOUNDATION: • Participatory risk
• Family reunification
plan • Teacher training and staff
assessment
Enabling Systems and Policies • Educational continuity
•
•
School drill
Learning without fear
development
• Key messages for public
planning
• Standard operating education
• Quality learning materials
• Risk-informed assessment & •
procedure
Contingency planning • CCA, DRR, SEL, SHN, CSE
planning
• Education continuity measures
• Culture of safety and resilience
• Protect investment • Gender Equity • Disability and Social Inclusion •
The Comprehensive PILLAR ONE:

School Safety
Safer Learning Facilities

Framework •Safer and greener

•Codes and standards
School Safety and •Construction quality control
Educational Continuity
Management
•Assessment and
• Physical, environmental
and protection intervention
sanitation, & hygiene
• Response skills & • Formal and non-formal
provisions
• Participatory risk
•Water,
• Household disaster plan
• Family reunification curriculum
plan • Teacher training and staff
assessment
• School drill development
• Educational continuity
• Learning without fear • Key messages for public
planning
• Standard operating education
procedure • Quality learning materials
• Contingency planning • CCA, DRR, SEL, SHN, CSE
The Comprehensive PILLAR TWO:

School Safety
School Safety and
Educational Continuity
Management
Framework •Physical, environmental and
protection
•Response skills & provisions
School Safety and
Educational Continuity
•Participatory risk assessment
Management •Educational continuity planning
• Physical, environmental
and protection •Standard operating procedure
• Response skills & • Formal and non-formal
provisions •Contingency
• Household disaster plan
• Family reunification
planning curriculum
• Participatory risk • Teacher training and staff
plan
assessment
• School drill development
• Educational continuity
• Learning without fear • Key messages for public
planning
• Standard operating education
procedure • Quality learning materials
• Contingency planning • CCA, DRR, SEL, SHN, CSE
The Comprehensive PILLAR THREE:

School Safety
Risk Reduction and
Resilience Education

Framework
•Formal and non-formal
curriculum
•Teacher training and staff
School Safety and development
Educational Continuity
Management
•Key messages for public
• Physical, environmental
and protection education
learning materials
• Response skills & • Formal and non-formal

•
provisions
Participatory risk
•Quality
• Household disaster plan
• Family reunification curriculum
• Teacher training and staff
• CCA, DRR, SEL, SHN, CSE
plan
assessment
• School drill development
• Educational continuity
• Learning without fear • Key messages for public
planning
• Standard operating education
procedure • Quality learning materials
• Contingency planning • CCA, DRR, SEL, SHN, CSE
Overview of the CSS Framework 2022-2030
All-Hazard and All-Risks Approach

Natural & Conflict & Everyday dangers &

Technological Biological & Health
Climate-change-induced Violence threats
(including pandemics)
SOCIO-ECOLOGICAL MODEL and COLLECTIVE IMPACT

Collective impact
approach

Socio-ecological model
Vision:
Education Safe
from Disasters
Developing an
Ecosystem for
Comprehensive
School Safety
DRRM INFORMATION SYSTEM
TOOLS:

Rapid Assessment of School Watching Comprehensive School

Damages Report Application Safety Monitoring
POST DISASTER NEEDS CHILD CENTERED SOCIAL CSS SELF-ASSESSMENT REPORTS AND ANALYTICS:
ASSESSMENT ACCOUNTABILITY School, national, and sub-national level
E-Modules developed and pilot-tested

Other Materials:
- User Guide
- PowerPoint Presentations
- Animated Videos for the
apps
- Testimonials
Participatory School /SDRRM Management (Ecosystem Approach)
Participatory School /SDRRM Management (Ecosystem Approach)

STEP 1: PREPARE FOR CHANGE

1. Re-organization of SDRRM Teams

2. Organize School Watching Team/Batang

Empowered and Resilient Team
Participatory School /SDRRM Management (Ecosystem Approach)

STEP 2: IDENTIFY OUR RISK

3. Conduct Hazard, Vulnerability

and Capacity Assessment (HVCA)

4. School Watching Application

and CSS Monitoring pilot-testing)

5. Identify further risks in and

around school (Child Protection,
Covid-19 etc.)- All Hazards
Approach
Participatory School /SDRRM Management (Ecosystem Approach)

STEP 3: REDUCE OUR RISKS

6. SDRRM Planning and Seed

Grant provisions for school
programs and projects
Participatory School /SDRRM Management (Ecosystem Approach)

STEP 4: PREPARE FOR EMERGENCIES

7. Use of Rapid Assessment of
Damages Report (RADaR)- after
emergencies
8. Standard Operating Procedures
for emergencies

9. Practice (Drills), monitor and

revise the emergency response
plan / Contingency Plan
Participatory School /SDRRM Management (Ecosystem Approach)

STEP 5: Build Sustainability

10. Reach out to wider community and
duty bearers (Social
Accountability) with Barangays
and Schools Joint SDRRM and
BDRRM Planning
Participatory School /SDRRM Management (Ecosystem Approach)
Children's Participation
(BERT, SWApp and Child-Centered Social Accountability)
Conduct School Watching
Organize School Watching Team Checklist using paper-based
DO 23. 2015 tool (submit to teacher)

Batang Empowered and

Resilient Team Modules Use of School Watching
- Children's Rights before during and after
disasters Application (SWApp) Increase Children’s Meaningful and
- Hazards, Risks, Vulnerabilities, Capacities For more interactive risk assessments Active Participation in School
- What to before, during and after
- Adult support Results from SWApp submitted and DRRM and engagement with
used as reference for planning adults/stakeholders

Child-led roll-out or Peer (Child-Centered Social

Mentoring Accountability)
CONTINGENCY PLANNING
Introduction

The Philippines is located along the typhoon belt in the Western North
Pacific Basin in the Pacific where 66 percent of tropical cyclones enter
or originate. On average, the country faces 20 tropical cyclones a year,
of which 5 to 7 can be rather destructive.
Introduction

Situated in the Pacific Ring of Fire where two major tectonic plates
(Philippine Sea and Eurasian) meet which explains the occurrence of
earthquakes and tsunamis as well as the existence of around 300
volcanoes of which 24 are classified as active.
COMMON MYTHS AND FACTS ON CONTINGENCY PLANNING
MYTHS FACTS

CP is expensive CP requires only an appropriate funding source

There are trained local CP experts and facilitators

CP is too technical. External expertise is needed.

The contingency plan needs to be reviewed and

Once the contingency plan has been formulated updated regularly
only little effort is needed
CP should form part of the regular planning
activities
CP is not an integral part of our work
CP should be prepared, developed, and disseminated
to concerned agencies
CP is sensitive, confidential, and threatening, it
should be done in secret
CP helps prevent displacement
CP encourages displacement
CP is not a product for sale

CP is product-oriented
 BACKGROUND
The overall profile of the school

GOALS AND OBJECTIVES

State the overall goals and enumerate the objectives

PARTS OF THE RESPONSE ARRANGEMENTS

CONTINGENCY PLAN
Organize a response system in order to accomplish the
goals and objectives of the CP

ACTIVATION
Illustration of the flow chart to indicate how the CP
will be activated for implementation

ANNEXES
List of working groups, maps, relevant disaster
reports, directory of agencies, and relevant policies
 Contingency Planning
Scanning the Environment

Generating Scenarios
(Anatomy of emergency)

Setting policies
and sectoral objectives

Predicting Needs Taking stock

Identify Gaps
Employ indicators of Resources

Arranging Response System & Actions

Endorsement/ Updating /Testing & Activation

Contingency Planning Forms
CP Form 1: Hazard Analysis
PROBABILITY IMPACT AVERAGE

HAZARD PROBABILITY + IMPACT RANK

RATE REMARKS RATE REMARKS --------------------------------
2

“under average”, calculate the average rating by adding the probability and impact ratings, then divide by 2
CP Form 1: Hazard Analysis (Sample)
PROBABILITY IMPACT AVERAGE

HAZARD PROBABILITY + IMPACT RANK

RATE REMARKS RATE REMARKS --------------------------------
2
Tropical cyclone and other Previous tropical cyclone
weather disturbances brought heavy rainfall with
Tropical Cyclone 5 frequently pass through the 4 windspeed ranging from 185 kph 4.5 1
to 215 kph. The tropical cyclone
area caused major floods in the area

Area is proximal too a fault Last major earthquake resulted

to 30 deaths and 500 injuries.
Earthquake 4 line. 5 The area has been isolated for 24 4 2
hours.

Some houses in the area are There are available fire engines
Fire 3 made of light materials prone 2 with firefighters who can readily
suppress fire outbreaks. 3 4
to fire outbreaks
Some areas are declared as Structural interventions to
Landslide 3 landslide prone 2 prevent landslides are in place 2.5 5
Based on intelligence Security measures are in place.
reports, there is the presence The Crisis Management
Armed Conflict 4 of armed rebel groups in the 3 Committee is organized. 3.5 3
area.
Tropical cyclone and other Previous tropical cyclone
weather disturbances brought heavy rainfall with
Tropical Cyclone 5 frequently pass through the 4 windspeed ranging from 185 kph 4.5 1
to 215 kph. The tropical cyclone
area caused major floods in the area
CP Form 2: ANATOMY OF HAZARD
HAZARD TO PLAN FOR

ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS EXSITING MITIGATING FACTORS
CP Form 2: ANATOMY OF HAZARD (Sample)
HAZARD TO PLAN FOR TYPHOON

ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS EXSITING MITIGATING FACTORS

Early Earning System is in place

Poorly built school buildings and facilities Dikes as flood control structures are
constructed
Area is situated beside the shoreline where Issuance of PAGASA weather bulletin for Forest denudation
tropical storms and weather disturbances typhoons (TD) with 39-61 km/hour wind Regular de-clogging of waterways and
Poor drainage system
normally emanate. strength that can be felt after 36 hours – canals
Typhoon Signal #1 Buildings are constructed along riverbanks
Presence of mangroves and forest trees
Deforestation
Retrofitting of weak and damaged
structures is regularly implemented
CP Form 3A.1: Scenario Generation for Natural Hazard
PARTICULARS (CAN BE CUSTOMIZED) BAD WORSE WORST

General Description of Event

No. of Affected Learners (Male, Female, IP, Muslim, PWD)

No. of Dead Learners (Male, Female, IP, Muslim, PWD)

No. of Injured (Male, Female, IP, Muslim, PWD)

No. of Missing (Male, Female, IP, Muslim, PWD)

No. of Affected Personnel (Male, Female, PWD)

No. of Dead (Male, Female, PWD)

No. of Injured (Male, Female, PWD)

No. of Missing (Male, Female, PWD)

CP Form 3A.2: Scenario Generation for Natural Hazard
PARTICULARS (CAN BE CUSTOMIZED) BAD WORSE WORST

General Description of Event

Communication

Power/ Electricity

Transportation

Water Facility

School Buildings

Textbooks and other learning materials

Response Capabilities

Others_________
CP Form 3B.1: Scenario Generation for Human-Induce Hazard
PARTICULARS (CAN BE CUSTOMIZED) BAD WORSE WORST

General Description of Event

No. of Affected Learners (Male, Female, IP, Muslim, PWD)

No. of Dead Learners (Male, Female, IP, Muslim, PWD)

No. of Injured (Male, Female, IP, Muslim, PWD)

No. of Missing (Male, Female, IP, Muslim, PWD)

No. of Affected Personnel (Male, Female, PWD)

No. of Dead (Male, Female, PWD)

No. of Injured (Male, Female, PWD)

No. of Missing (Male, Female, PWD)

CP Form 3B.2: Scenario Generation for Human-Induce Hazard
PARTICULARS (CAN BE CUSTOMIZED) BAD WORSE WORST

General Description of Event

Communication

Power/ Electricity

Transportation

Water Facility

School Buildings

Textbooks and other learning materials

Response Capabilities

Others_________
CP Form 4A.1: Affected Learners
DISPLACED LEARNERS
NO. OF LEARNERS
AREA/ LOCATION NO. OF LEARNERS INSIDE NO. OF LEARNERS OUTSIDE REASONS FOR
AFFECTED EVACUATION CENTERS EVACUATION CENTERS DISPLACEMENT

TOTAL
CP Form 4A.2: Affected Personnel
DISPLACED PERSONNEL
NO. OF PERSONNEL
AREA/ LOCATION NO. OF PERSONNEL INSIDE NO. OF PERSONNEL OUTSIDE REASONS FOR
AFFECTED EVACUATION CENTERS EVACUATION CENTERS DISPLACEMENT

TOTAL
CP Form 4B.1: Breakdown of Affected Learners
BREAKDOWN
NO. OF (FILL-UP ONLY WHEN APPROPRIATE)
AREA/ LEARNERS
LEARNERS
LOCATION AFFECTED MUSLIM ALS
K-G3 G4-G6 JHS SHS IP LEARNERS WITH OTHERS
LEARNERS LEARNERS
DISABILITY
M F M F M F M F M F M F M F M F M F

TOTAL
CP Form 4B.2: Breakdown of Affected Personnel
NO. OF PWD AFFECTED
NO. OF TEACHING NO. OF NON-TEACHING
(TEACHING AND NON-
AREA / LOCATION PERSONNEL AFFECTED PERSONNEL AFFECTED OTHERS
TEACHING PERSONNEL)

M F M F M F

TOTAL
Sample CP activation Flow Chart for Typhoon Sample CP activation Flow Chart for Planned Event
ACKNOWLEDGEMENT

Local Government Academy

Department of Education
Office of Civil Defense
National Disaster Risk Reduction and Management Council
Department of the Interior and Local Government
THANK YOU