Bu-Cbem Students Teaching and Non-Teachi

Balita, Bautista, Mangurali
CHAPTER 1. INTRODUCTION
Rationale
When it comes to variety of natural hazards, disasters and other
calamities, the Philippines will always be on the top list. Typhoons, earthquakes,
volcanic eruptions, floods, name it, with its geographical location, facing the
Pacific Ocean and sitting on the Pacific Ring of fire, the Philippines is known to
be the catch basin of strong typhoons and a territory of active volcanoes spread
throughout the country.
These disasters have a great impact in the agriculture, infrastructure and
the whole economic sector of the country affecting people's lives especially the
Risk Reduction (UNISDR), Philippines placed third in the top 10 countries with
most disasters from 2005 to 2014 obtaining 181 disasters which yielded a total
damage of $16 billion.
In line with this, numbers of casualties were recorded from 1990 to 2014
and topping the list is storm as the calamity with the most casualties in the
Philippines, dominating the pie with 78.7 per cent of mortality rate based from the
Prevention Web's disaster and risk profile.
Meanwhile, it cannot be denied that disasters and natural hazards can
occur inside the school affecting learners, educators, facilities and disrupting
education itself. According to UNISDR (2006-2007), when a natural hazard
strikes, children are among the most vulnerable population group, especially
those attending school in times of disaster. Furthermore, during disasters, school
buildings are destroyed, taking away the precious lives of children and teachers
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and stalling access to education in the aftermath of disaster. This is supported by
the Pakistan earthquake in 20015, where 16 000 children died in a school that
collapsed and in a mudslide in the Philippines, more than 200 school children
were buried alive. Therefore, children need to be protected before disaster
strikes. Protecting children during natural hazards requires two distinct yet
inseparable priorities for action: disaster risk education and school safety as
reported by the ISDR.
The Department of Education (DepEd), in conjunction with the National
Disaster Risk Reduction and Management Council (NDRRMC), has developed
modules to be used by tutors to educate students on various hazards, as well as
how to respond to them. It is one of the ways of the national government in
mitigating impacts of disasters and calamities wherein not only students are the
prime participants in such but also the parents and communities for a wider
scope of involvement.
With the country vulnerable to natural calamities and other disasters,
schools must augment proper disaster risk reduction education targeting the
underlying drivers of disasters such as lack of knowledge of educators about risk,
risk assessment and risk reduction, and disaster preparedness.
This study primarily focuses on the assessment of disaster risk reduction
awareness and preparedness of the students, teaching and non-teaching staff of
the BU-CBEM. The objectives of this study are to evaluate the disaster risk
management protocol of the university, examine levels of disaster preparedness,
know the programs of the administrative with such, and collect suggestions that
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will promote positive response towards disasters. This study adopts survey as
research where 94 students in different programs and 36 faculty members and
non-teaching personnel.
Statement of the Problem
This study aims to determine the awareness and preparedness of BU
CBEM students, teaching and non-teaching staffs in terms of disaster risk
reduction.
Specifically, it will seek to answer the following questions:
1. What is the university disaster risk management protocol?
2. What are the levels of disaster preparedness of BU-CBEM students,
teaching and non-teaching staffs?
3. What suggestions can be formulated to promote positive responses
towards disasters?
Hypothesis
This study will generate all the disasters and natural hazards that would
possibly occur and affect the perimeters of BU-CBEM; be able to know the
practices and programs being conducted by the college in such field in which
participation of students, teaching and non-teaching staffs play a vital role.
Moreover, this study will start a ripple of awareness and be an inspiration to the
admin and the student organizations (college and university based) to create
events related to disaster risk reduction awareness and preparedness. Finally,
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this study will determine the over-all disaster preparedness of students, teaching
and non-teaching personnel and would be a basis for enhancement programs
that can be formulated in promoting positive responses towards disasters.
Background
Some people believe that the impacts of a disaster are unavoidable, and
surviving a disaster is about random chance or luck. However, research from
many experts and leading agencies in the field support the belief that damages
can be avoided.
The National Disaster Risk Reduction and Management Council
(NDRRMC) was organized under Republic Act No. 101211 or the "Philippine
Disaster Risk Reduction and Management Act of 2010" where it strengthens the
Philippine disaster risk reduction and management system, providing for the
national disaster risk reduction and management framework and institutionalizing
the national disaster risk reduction plan, appropriating funds therefor and for
other purposes.
The Framework envisions a country of "safer, adaptive, and disaster-
resilient Filipino communities toward sustainable development." It conveys a
paradigm shift from reactive to proactive DRRM wherein men and women have
increased their awareness and understanding of DRRM, with the end in
view of increasing people's resilience and decreasing their vulnerabilities. The
National Disaster Risk Reduction and Management Framework (NDRRMF) and
National Disaster Risk Reduction and Management Plan (NDRRMP) go hand in
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hand wherein such Plan covers four thematic areas to wit: (1) Disaster
Prevention and Mitigation; (2) Disaster Preparedness; (3) Disaster Response;
and (4) Disaster Rehabilitation and Recovery which correspond to the structure
of NDRRMC.
Furthermore, NDRRMC has been building resilience of education by
advancing school safety. They have crafted this School Disaster Risk Reduction
and Management Manual designed to guide school heads and administrators in
facilitating the protection of children, education personnel, and education itself. In
addition, this Manual guides the development or improvement of existing policies,
practices, protocols and plans at the school level. This Manual is divided into two
booklets; the first booklet covers the Comprehensive DRRM in Basic Education
Framework, which underscores the following three pillars or areas of focus that
will guide the implementation of DRRM in schools: 1) Safe Learning Facilities; 2)
School Disaster Management; 3) DRR in Education including the institutional
mechanisms that support it. The second booklet provides practical steps and
useful tools to operationalize DRRM in school.
All over the world, there has been an upward trend in the number of
school children dying or getting injured in school violence, disasters and
emergencies that would be avoided if safety policies were strictly adhered to
(Simatwa, 2007).
It must be taken seriously. It is also a legal concern because schools can
be held liable if they do not make efforts to provide a safe and secure school
environment. How schools are built and maintained is an integral part of school
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safety or disaster preparedness. Schools with inadequate disaster preparedness
are more vulnerable to disaster.
Related Non-Research Works
There are common disasters occurring in the Philippines. Under the
umbrella of the so-called hydro-meteorological hazards are the typhoons, storm
surges, drought and floods. Volcanic eruption, earthquakes, tsunamis, and
landslides belong to the so-called geological hazards. Some hazard can be
brought to us by diseases, illnesses or viruses that widely affected and
threatened the health and well-being of people, plants and animals, generally
termed as epidemics. There are also some manmade hazards which include
armed conflicts, terrorist attacks, chemical contaminations and others that may
cause social unrests. Geological and epidemic hazards are clustered as natural
hazards.
Safety Standards Manual for Schools in Kenya states that the School
management/board should create mechanisms and procedures that ensure
stakeholders are conversant with measures needed to prevent occurrence of
disasters and steps required to reduce the impact.
In 2006, disaster management committees in three districts of Nepal drew
up comprehensive disaster preparedness plans, based on the findings of
Participatory Vulnerability Analysis (PVA). Students from Chiriyamai Secondary
School in Makawanpur singled out PVAs and vulnerability mapping as the most
exciting skill they had gained through this process, “We now analyze our
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surroundings and the vulnerability of our forest, rivers and schools”, students are
now helping to clean school compounds and protect river banks through actions
such as planting bamboo. Drama proved to be the most effective means of
raising awareness of hazards and preparedness in schools and communities.
Children and other community members have been trained in how to develop
dramas on earthquakes, floods, fire and sanitation (Action Aid).
In Haiti, there is a progress towards changing social economic and
environmental conditions and utilization at community level to reduce underlying
risk factors. In August 2008, local children in Thiotte one of the DRRs
programmes operational areas, took part in a “Risk Reduction Day” where they
planted trees to help reduce the risk of mud/landslides during floods.
In India, individuals and communities are well prepared, ready to act,
equipped and resourced with the knowledge and capacities for effective disaster
response and recovery. Local children from a number of schools have formed
School Disaster Management Committees. They have learned how to make
boats out of wooden desks and tarpaulins that can carry three to four people to a
safe location. According to ActionAid, in their own words, learners stated that,
“DRR has taught us how to live through disasters and has given us new hope”.
In Thailand, for example local partners innovated with a “Child-Led
Disaster Risk Reduction in Thailand”, supported by save the children Sweden, a
child-focused NGO. Youth trainers reached hundreds of children in dozens of
schools to be catalysts taking the lead in DRR activities. Children took
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community trips, conducted risk and resource mapping, and developed a disaster
risk reduction education campaign (UNISDR, 2008).
In the Philippines, learning about climate change adaptation, and how to
reduce their vulnerability to disaster through education and training in early
warning systems. This includes education on rain gauges, disaster simulation
and drills as well as carrying out risk mapping and learning first aid, swimming
and water safety. Furthermore in 2006, after three days of continuous rain in
Liloan and San Francisco village, children and adults used the knowledge they
gained from adaptation focused risk reduction contingency planning and
evaluation procedures to evacuate before landslides covered their homes.
The Philippines, along with Cambodia and Lao PDR, participated in a
priority implementation partnerships (PIPs) project to integrate DRR into the
education system with hopes of it gathering support for mainstreaming DRR in
the education sector, finding additional areas to implement DRR, and creating a
module to be used in future integration (Asian Disaster Preparedness Center,
2007). Each country created its own curriculum based on the potential hazards of
that country. Being prone to volcanic eruptions, the Philippines tailored the
curriculum to specifically include a section to address that hazard (National
Disaster Coordinating Council [NDCC], 2008)
For disaster preparedness to be achieved in schools, Disaster
Management Act (South Africa, 2002) requires National Disaster Management
Centre (NDMC) to promote disaster management capacity building, training and
education throughout the country, including schools.
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Hazard as defined by Alexander (2007) is an extreme geophysical event
that is capable of causing a disaster. He further explained that a natural hazard
like typhoons may transform into disasters that lead to massive loss of lives and
livelihood. Plainly speaking, a hazard is a threat not the actual event (Paul, 2011)
Disaster, on the other hand, is defined as threats to people and their
welfare (Paul, 2011) that lead to loss of lives and livelihood. In a much earlier
definition of Burton and Kates (1964), however, consider disasters as abrupt
shocks to the socio-economic and environmental system of the society. The
impact of disasters, therefore, may vary to different societies especially when
preparation and mitigation mechanisms are weak that expose the people and the
communities to risks and vulnerabilities.
Risk has been broadly defined as the ‘likelihood or probability of hazard
occurrence of a certain magnitude’ or simply put as the ‘likelihood of an event
occurring multiplied by the consequences of that event’ (Paul, 2011)
Related Studies
Tanvir, C (2014) discussed in an article entitled Education For Disaster
Risk Reduction: The Case Of The 'Climate Change Academy' In Albay Province,
Philippines, that Albay has been labelled by its own Governor Joey Sarte
Salceda as the ‘Vatican of Disasters’ considering the climatological and
geophysical hazards that pose enormous risks to the province.
In the handbook of Carter (2008) entitled Disaster Management: A
Disaster Manager’s Handbook, stated that disaster preparedness refers to
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measures which enable governments, organizations, communities, and
individuals to respond rapidly and effectively to disaster situations. This entails
the formulation and maintenance of counter-disaster plans, special provisions for
emergency action, provision of warning systems, emergency communications,
public education, and awareness and training programs.
Courtenay Cabot Venton and Paul Venton (June 2012) “Disaster Risk
Reduction And Education Outcomes For Children As A Result Of Drr Activities
Supported By The Eepct” In which the core of the program is intended to improve
in a wide range of affected countries both the effectiveness and efficiency of
educational response, including sudden emergencies, chronic emergencies and
countries in transition from a post-crisis state to a development phase.
Grant (2002) stressed that the disaster awareness in schools, can be
incorporated in institution through strategically posting safety rules, installing
firefighting equipment, evacuation exits, maintain buildings, organizing seminars
on disaster awareness and involving peer education, electronic and print media,
action learning and using science education as a means to introduce studies of
disaster risk.
Gubalane, Z. (2015) stated that contingency planning is actually a
fundamental tool, but good plan cannot stand alone without having an
empowered citizenry, infrastructures, emergency response mechanisms,
rehabilitation, and other important logistics. The bottom line of the
aforementioned would questions about the financial capabilities of the
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government or the local government units (to be specific), schools or universities
and/or organizations.
United States Federal Emergency Management Agency (FEMA, 2013),
states that schools may be seen as the ideal setting for the dissemination of risk-
based educational programs. By giving the proper preparedness skills, students
can develop those skills and carry them into their adulthood.
According to Ministry of Education (2001) an electrician should regularly
check the electrical wiring and replace any that is weak, broken or worn out and
students should not carry or play with matches as they can result in clothing or
other items catching fire. Alberta Learning Special Education Board (1999) notes
that teachers should sensitize students about the dangers of fire through the
related sections in the curriculum.
Moreover, Ministry of Education (2008) the specific functions of this
committee are to identify the safety needs of the school with a view to taking the
necessary action; mobilize resources required by the school to ensure a safe,
secure and caring environment for students, staff and parents; monitor and
evaluate the various aspects of School Safety with a view to enhancing school
safety; form sustainable networks with all stakeholders to foster and sustain
School Safety; keep learners, parents and other stakeholders informed about
School Safety policies and implementation activities; seek the support of parents
and stakeholders and ensure their participation in activities relating to School
Safety and constantly review issues of child safety in and around the school.
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Therefore, the absences of this sub-committee mean that school administration
have failed in responsibilities to promote disaster awareness and preparedness.
According to Kaufman et al (1999) Physical facilities include structures
such as classrooms, offices, toilets, dormitories, libraries, laboratories, kitchen,
water tanks, and equipment among others. These facilities can be either
permanent or temporary structures. Such physical structures should be
appropriate, adequate and properly located, devoid of any risks to users or to
those around them.
According Aluanga (2009) classroom windows must be without grills and
should be easy to open. Furthermore, Ministry of Education (2008) classrooms
should be properly lit and ventilated. The floors should be level and kept clean
always. For cemented floors, any cracks should be repaired in good time. Efforts
should be made to cement all the classroom floors. Each block should also be
fitted with serviced fire extinguishers. The furniture in classrooms, especially the
desks, should be appropriate for use by both male and female learners. Poorly
constructed or inappropriate desks can lead to physical deformities such as
curvature of spine, contraction of chest, roundness of shoulders or a confirmed
stoop. They can also create tension and fatigue among learners. The class
teacher should ensure that the desks are arranged in a manner that facilitates
easy and orderly movement of students in the classroom. The positioning of
electrical sockets should be beyond the reach of young students in order to avoid
tampering and buildings housing classrooms should be accessible by special
needs students.
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Each rooms and dormitory should have a door at each end and an
additional emergency exit at the middle. It should be clearly labelled “Emergency
Exit.” Dormitory doors should be locked at all times when learners are in class or
on the playing fields. The keys to the doors should be kept by the Dormitory
Master/Mistress or the Dormitory Prefect. Dormitory windows must be without
grills and should be easy to open outwards. Fire extinguishing equipment should
be functioning and placed at each exit with fire alarms fitted at easily accessible
points. (Ministry of Education, 2008)
According to Asian Disaster Management News (2008) a library that
meets safety standards should be rightly located in a quiet place and should
have sufficient space in addition to being well ventilated and safe from invasion
by destructive insects and pests. Should also have adequate ventilation and
lighting; have wide alleys of passageways to facilitate evacuation; have spacious
room for easy movement; dusting books done regularly, preferably every three
days and have properly reinforced and well-spaced bookshelves.
There is a need to assess whether learners and educators are aware of
the safety plans and are well prepared for any outbreak of disasters. Mamogale,
H (2011)
Natural and man-made disasters cannot be prevented, but at least
communities can plan for them through disaster management involving
preparedness and mitigation measures. To prevent the huge destructions and to
become a disaster resistant society, schools can play a pivotal role.
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According to Action Aid, Participatory Vulnerability Analysis (PVA) is a tool
for building awareness and understanding of why disasters occur, and how they
can be reduced. It is undertaken by vulnerable communities themselves, together
with local leaders and government officials. The process involves a joint analysis
of hazards and their aggravating factors, highlighting community strengths and
discussing potential solutions for reducing risks. This shared analysis helps
assign roles and responsibilities to different actors so that in the event of a
disaster, communities can hold these actors to account.
According to United Nations High Commissioner for Human Rights (1989)
cited in Zint (2001), argues that society has a duty to prepare the youth for
environmental risk decisions so that they have greater control of their future and
their communities.
Environmental risk education can therefore provide students with
knowledge, skills and opportunities to practice participating in public
environmental risk management decisions. Furthermore, it can empower the
youth to make decisions such that their own and other`s human and
environmental health risks are minimized.
Twig (2004) also maintains that schools also arrange educational visits to
or by local emergency services. Local NGOs working on disaster reduction can
probably be more active in offering to visit schools, talk to pupils and support
school preparedness initiatives. Furthermore, the potential value of the school-
based approach is obvious and can reach large numbers of people who are
already gathered to learn and essentially teachable. In that regard children are
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believed to be more receptive to new ideas than adults, and it is also believed
that they influence their peers and their parents.
Therefore, school-based disaster education programs will be useful for
increasing community disaster preparedness.
Ozmen (2006) maintains that by training people, the rate of losses and
damages caused by disasters may be lessened, and even in some cases may be
entirely prevented. A foundation in disaster risk reduction knowledge is a
necessity for those training for professions. A long-term and sustainable
capacity-building for disaster–resilient education and safe schools relies upon
embedding these competencies in higher education programs for teacher
training.
McIvor and Paton (2007) pointed out that areas susceptible to
experiencing adverse natural hazards focusing on few earthquakes and floods
should adopt protective measures such as developing a household emergency
plan in advance of any hazard activity. It is vital to minimize the risk of injury,
death and property damage.
Natural disasters such as floods, earthquakes, fires and volcanic eruption
can strike a community with little or no warning. Schools must plan to respond to
other catastrophic events on campus or in the community.
According to UNESCO (2010), preparedness plans are dynamic ventures
which need to be reviewed, modified, updated and tested on a regular basis.
Active disaster preparedness includes developing comprehensive response
plans, monitoring hazards threats, training emergency personnel, and training
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members of the communities at risk “to ensure the timely appropriate and
effective delivery of relief”.
According to Shaluf (2007), there are three different types of disasters:
man-made, natural and hybrid. Man-made disasters are events such as chemical
spills, industrial accidents, marine pollution, war, and acts of terror.
Natural disasters can be broken down into three categories: those caused
by movements of the Earth, such as earthquakes, volcanic eruptions, and
tsunamis; those related to weather, such as hurricanes, tornadoes, extreme heat,
and extreme cold; and those that are typically the result of weather events or
accompany other natural disasters, such as floods, mudslides, landslides, and
famine (Evans, 2011)
School administrators are aware of social emergencies such as campus
attacks and violence and place guards at school gates to protect students. They
do not provide education to students for surviving such incidents (Liao, 2009).
In addition, students lack awareness of how serious disasters can be, and
so they treat drills as an opportunity for games and leisure (Yang & Li, 2012).
Schools also lack efficient survival tools and supplies such as flashlights, first aid
kits, and emergency foods. Teachers are not professionally trained for
emergency management and survival skills, so when disaster happens they do
not have the knowledge to help students survive.
Sometimes, there are warnings of impending disasters that give people
time to prepare and act before they strike; however, there are also many other
types of disasters that give no warning in advance (Randall, 2006). Certain types
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of disasters, such as hurricanes or tornadoes, happen during specific times of the
year, while others, such as earthquakes, can happen at any time of year
Misconceptions or incorrect beliefs about disasters can prevent people
from preparing themselves to their greatest capability. It could even cause more
harm if misinformation leads them to do the opposite of what they should be
doing in a certain situation. For example, many people believe that they should
stand in the doorway when an earthquake occurs. Today, people are told to
avoid doorways because the door itself could be swinging wildly during the
earthquake and could knock out or harm someone standing in the doorway. It
could also pose a threat to safety if several people are in the room headed for the
same doorway. A classroom full of students, or a conference room full of
business professionals trying to stand in the same doorway will not only be
unable to fit, but it may cause panicked violence or a stampede. These situations
can be avoided if people are properly informed to stay away from doorways
during an earthquake and are given safer places to hide during an event should
there be a risk that they could be impacted. Misconceptions and outdated
information are some of the reasons that the study of best practices is necessary
for more effective DRR education.
Misinformed reactionary efforts are not the only causes that could
increase the potential of harmful situations. Some people tend to have the
mindset that disasters always happen somewhere else, to someone else.
Therefore, they do not see or altogether ignore the need to prepare for a disaster
(Counts, 2001). A person’s perception of risk can play into how he or she may or
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may not prepare for an event. According to Mileti and Peek (2002) and King and
Tarrant (2013), the perception of risk will lead to either a lack of action or will
instead motivate someone to prepare. Having a realistic awareness of potential
events is crucial when motivating someone to follow through with the process of
preparing (Shaw et al., 2013). According to Counts (2001), without having
personally experienced a disaster, many underestimate the potential impacts and
losses accrued. However, King and Tarrant (2013) noted that experience with a
disastrous event is not necessary, as education can provide the knowledge and
perceptions of events that assist someone in coping.
Perception of risk as a motivating factor indicates that a certain amount of
fear among those who may be affected by the event can cause a sense of self-
preservation, thus leading to preparedness and other protective behaviors (King
& Tarrant, 2013)
Frost-Killian (2008) also mentions that better understanding and education
can assist people in finding ways to minimize the potential risks of a disaster.
One way to minimize risk is planning.
Although planning ahead is not an easy task, it is necessary to achieve
positive results, and it is becoming more morally and economically essential after
every event.
Preparing for disasters can reduce potential damage and save lives, which
can assist in the speed and efficiency of recovery efforts (King & Tarrant, 2013).
Planning and preparing for disasters is an ongoing process.
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An article established by Katharine Haynes & Thomas M. Tanner (2015)
Which the first outlines are the context for DRR and adaptation to climate
change, development of youth-centered approaches to DRR and using
participatory video (PV) as a research tool. It then presents the methodology
utilized in this research including a multi-stage process of training, film-making
and participatory screening workshops with communities and government
officials. Results focus on efficacy of the action research for communication and
raising awareness, advocacy, empowerment, risk reduction and adaptation.
Synthesis
The reviewed related studies support the current study because this
provide notes in conceptualizing the awareness and preparedness of BUCBEM.
The study of Mamogale, Hellen Mamosegare focused on the need to assess
whether learners and educators are aware of the safety plans and are well
prepared for any outbreak of disaster. Mamogale, Hellen Mamosegare’s study
revealed the possible threats to schools around Soshanguve North included
floods, fires and storms. Another finding of Hellen’s study was that learners
tended to be the ones who were aware of disaster preparedness. Ashley
Merchant’s study is also relevant to Hellen’s study, her study focused on
providing children with disaster education to create a culture of preparedness
and fostering responsible citizens within the community. The study of Gangalal,
Tuladhar, Ryuichi Kumar Dahal and Netra Prakash Bhandary is centered on
building understanding of the teacher and students about the causes, nature, and
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effects of natural hazards. Added to this is the study of Betty Pfefferbaum, Rose
L. Pfefferbaum and Richard L. Van Hom, that presents support for involving
children, considers children’s developmental capacity to participate and
involvement and importance of adults in youth participation, while the study of
Yuchi Song, PhD, focused on difference between policy expectation and actual
implementation in earthquake preparation and education in primary and
secondary schools.
The reviewed related studied revealed and showed that no study has
been conducted yet concerning to the awareness and preparedness to disaster
risks of BUCBEM. The concerns of the present study are to determine the
possible kinds of disasters that may occur inside the perimeters of BU CBEM and
the levels of disaster preparedness of BU CBEM students, teaching and non-
teaching staffs including facilities. The researchers believed that it is indeed
significant to evaluate the school’s state of readiness for it to respond in the
needs of students when disaster strikes. Through determining the level of
awareness and preparedness of BUCBEM, the implementers will be able to
know their strengths and weaknesses thus can make a more improved and
strengthened programs and services for the students.
Gap to be Bridged by the Study
All the review of related studies that the researchers have gathered
showed that there were studies conducted related to this study. The review
mainly focused on disaster risk management in schools and community. It
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discussed competencies and skills to enable teachers and students to contribute
proactively for the prevention and mitigation of disasters. However, the focus of
this study is to determine the extent to which disaster preparedness towards
prospective natural disasters is achieved by the students, teaching and non-
teaching staffs of BUCBEM which first of its kind. This gap coaxes the
researchers to determine the inadequacy of knowledge, lack of proper mindset
and all other concerns enclosing disaster preparedness. It also provided
recommendations to be forwarded to improve the state of readiness of BU-CBEM
in case of disasters and natural hazards.
Theoretical Framework
This study is anchored on the following theories:
Extended Parallel Process Model
One of the theories that support this study was the Extended Parallel
Process Model. This model is a product of a Fear and Appeal Theory. This
theory presents a risk, presents the vulnerability to the risk, and then describes a
suggested form of protective action. There are four major components that
characterize the EPPM, namely: external stimuli; message processing;
outcomes; and process.
According to this model, the evaluation of a fear appeal initiates two
appraisals of the message. The appraisal possibly describes the level of threat
and the level of perceived self-efficacy (threat-efficacy appraisal), which may
result in one of the outcomes whether to accept or reject the message. First of
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all, individuals appraise the threat of an issue from a message. The appraisal of
threat is divided into two key components, such as susceptibility and severity of
risk. The more individuals believe they are susceptible to a serious or severe
threat, the more motivated they are to begin with the second appraisal which is
an evaluation of the efficacy of the expected response. Response efficacy
concerns the target’s faith in the ability of preferred response to effectively
mitigate the danger posed by the threat, while self-efficacy corresponds to the
receivers’ self-perceived ability to perform the actions necessary to avert that
danger. When a threat is depicted and perceived to be severe and relevant,
individuals become scared. There fear motivates them to do some sort of actions
that will diminish their fear. When people believe they are able to carry out an
effective suggested response against the threat due to high perceived self-
efficacy and response efficacy, they are motivated to control the danger and
consciously think about ways to remove or lessen the treat.
National Disaster Risk Reduction Management Framework’s theory
The theory mitigating the potential impacts of existing disaster and climate
risk, preventing hazards and small emergencies from becoming disasters and
being prepared for disasters will substantially reduce the loss of life and damage
to social economic and environmental assets. It also highlights the need for
effective and humanitarian assistance and disaster response to save lives and
protect the vulnerable group during and immediately after a disaster. Further,
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building back better after a disaster will lead to sustainable development after the
recovery and reconstruction process.
Positive changes will be realized through the mainstreaming of disaster
risk reduction into national and local plans which help us refocus our
development goals, objectives target to be able to adequately respond to as well
as identify and implement appropriate interventions to address the impacts of
disaster risks.
In the end, the processes will synergize efforts and create rippling positive
changes towards addressing the underlying causes of vulnerabilities and
mainstreaming DRRM in national and local policy-making, planning, investment
programming and in the policy-plan implementation.
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National
Extended
Disaster Risk Parallel
Reduction Process
Management
Framework’s
Model
theory
Over-all assessment of disaster

reduction preparedness and
awareness of students, teaching
and non-teaching personnel in
BU-CBEM
Figure 1
Theoretical Paradigm
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Conceptual Framework
The conceptual framework indicates the input as potential disaster in
schools which necessitate disaster awareness and preparedness. The process is
depicted as operational planning involving laying out administrative strategies
and provision of resources towards disaster awareness and preparedness, and
promote programs and/or practices can be formulated to promote positive
responses towards disasters.
The objectives are to create and maintain safe learning environments,
teach and learn disaster prevention, and build a culture of safety around school
communities. Setting goals of school disaster prevention which include: to save
lives and prevent injuries; to prevent interruption of education due to recurring
natural hazards, and to develop a resilient citizenry able to reduce the social,
economic and cultural impacts of recurring hazards. Disaster risk reduction is
everyone`s business, and to be a reality and part of everyone`s daily life a culture
of disaster safety should prevail within the society, and this can be done through
schools.
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University Disaster Risk Management

Protocol
Administrative
strategies Level of
towards preparedness
disaster of students,
reduction faculty and
awareness non-teaching
and staffs
preparedness
Over-all assessment of disaster reduction

preparedness and awareness of students,
teaching and non-teaching personnel in
BU-CBEM
Figure 2
Conceptual Paradigm
26
Definition of Terms
The following words are defined conceptually and operationally for better
understanding of the terms used in the study:
Hazard is something that may cause injury or harm.
It is an event or occurrence that has the potential to cause harm to life and
damage property and the environment. It is divided into two areas: man-made
and natural hazard. (DRR Resource Manual)
Disaster Risk Management is the identification, evaluation, and
prioritization of risks followed by coordinated and economical application of
resources to minimize, monitor, and control the probability or impact of
unfortunate events or to maximize the realization of opportunities.
It refer as the systematic process of using administrative directives,
organizations, and operational skills and capacities to implement strategies,
policies and improved coping capacities in order to lessen the adverse impacts of
hazards and the possibility of disaster. (UNISDR, 2009)
Disaster Risk Reduction is a systematic approach to identifying,
assessing and reducing the risks of disaster. It aims to reduce socio-economic
vulnerabilities to disaster as well as dealing with the environmental and other
hazards that trigger them.
It is the concept and practice of reducing disaster risks through systematic
efforts to analyze and reduce the causal factors of disasters. Reducing exposure
to hazards, lessening vulnerability of people and property, wise management of
27
land and the environment, and improving preparedness and early warning for
adverse events are all examples of disaster risk reduction. (UNISDR)
Disaster prevention focuses on preventing the human hazard, primarily
from potential natural disasters or terrorist attacks. Preventive measures are
taken on both the domestic and international levels, designed to provide
permanent protection from disasters. Also, by doing this the risk of loss of life and
injury can be mitigated with good evacuation plans, environmental planning and
design standards.
Avoiding hazards and mitigating their potential impacts by reducing
vulnerabilities and exposure and enhancing capacities of communities. (NDRRM
Plan)
Disaster preparedness refers to a very concrete research-based set of
actions that are taken as precautionary measures in the face of potential
disasters. These actions can include both physical preparations (such as
emergency supplies depots, adapting buildings to survive earthquakes and so
on) and trainings for emergency action.
It is establishing and strengthening capacities of communities to
anticipate, cope and recover from the negative impacts of emergency
occurrences and disasters. (NDRRM Plan)
Disaster Awareness is the ability to directly know and perceive, to feel, or
to be cognizant of events. More broadly, it is the state of being conscious of
something.
28
It refers also to the level of one’s knowledge and understanding about
disasters and its impacts to oneself and the whole community.
Disaster drills is a safety drill is a drill that is practiced to prepare people
for an emergency. Also, it refers to an exercise intended to train people in duties
and escape procedures to be followed in case disaster.
(RA10121, 2010) known as the "Philippine Disaster Risk Reduction and
Management Act of 2010" stated Disaster Prevention stated as the outright
avoidance of adverse impacts of hazards and related disasters. It expresses the
concept and intention to completely avoid potential adverse impacts through
action taken in advance.
Risk is the possibility of losing something of value. Values (such
as physical health, social status, emotional well-being, or financial wealth) can be
gained or lost when taking risk resulting from a given action or inaction, foreseen
or unforeseen (planned or not planned)
It is the probability of harmful consequences, or expected loss of lives,
people injured, livelihoods, disruption of economic activities and damages to the
environment as a result of interactions between natural or human induced
hazards and vulnerable/capable conditions. (DRR Resource Manual)
Disaster Response is the second phase of the disaster
management cycle. It consists of a number of elements, for example;
warning/evacuation, search and rescue, providing immediate assistance,
assessing damage, continuing assistance and the immediate restoration or
construction of infrastructure.
29
The provision of emergency services and public assistance during or
immediately after a disaster in order to save lives reduce negative health
impacts, ensure public safety and meet the basic subsistence needs of the
people affected. Disaster response is predominantly focused on immediate and
short- term needs and is sometimes called "disaster relief". (NDRRM Plan)
Disaster is a serious disruption, occurring over a relatively short time, of
the functioning of a community or a society involving widespread human,
material, economic or environmental loss and impacts, which exceeds the ability
of the affected community or society to cope using its own resources.
It refers as a serious disruption of the functioning of a community or a
society involving widespread human, material, economic or environmental losses
and impacts, which exceeds the ability of the affected community or society to
cope using its own resources (RA10121, 2010)
30
CHAPTER 2. METHODOLOGY
Research Design
The researcher adapted descriptive survey design. The design was
deemed fit for the study as it had the advantage of exploring the current level of
disaster awareness and preparedness of BU CBEM students and faculty, thereby
revealing summarized statistics by showing responses to all possible
questionnaire items that lead to identifying needed changes. The source of data
was taken from respondents through the use of survey-questionnaire to gather
information on assessing the disaster awareness and preparedness of BU CBEM
students and faculties.
Sampling Design
This study shall employ the simple random sampling design where each
number presents a specific population element in sampling frame.
Population Identity
The populations of this study were BUCBEM Students, Teaching and
Non-teaching personnel that were randomly selected.
Population Size
The size of population in BU CBEM as of 2018 is 1,459 students and 56
teaching and non-teaching staffs.
31
Sample Size
The respondents included herein were 94 students randomly selected
from different program and 36 faculty members and non-teaching personnel.
Using the paragraph below, the computed sample size was
N
n= Where:
𝟏+ 𝐍𝐞𝟐
n = sample size
N = total population
E = margin of error
Computation:
Students
Teaching & Non-Teaching Personnel
1,459 56
n= n=
1+ [(1,459) (0.12 )] 1+ [(56) (0.12 )]
1,459 56
n= n=
1+ (14.59) 1+ (0.56)
1,459 56
n= n=
15.59 1.56
n = ___93.59 / 94___ n = __35.90 / 36___
32
Sample Elements Selection
The researchers made use of simple random sampling design in data
collection of study. Each individual was chosen randomly and entirely by chance,
such that each individual has the same probability of being chosen at any stage
during the sampling process.
Research Strategy
This research employs survey and interview as its research strategy.
Survey and interview involve data collection in which these researchers would be
using and administering a questionnaire to the respondents and provide inquiries
for the interview portion.
Instrumentation
This investigation shall be developing and employing a survey
questionnaire reflecting the items taken from the specific problems together with
the measures indicators of the problem variables/concepts.
The following scale shall be used:
4.50 - 5.00 – Excellently Prepared
3.50 - 4.49 – Well Prepared
2.50 - 3.49 – Prepared
1.50 - 2.49 – Slightly Prepared
1.00 - 1.49 – Not Prepared
33
Data Collection Procedure
The data gathering involved the following procedures:
1. A letter was written and sent to the administration and registrar’s office
requesting for the total population of BUCBEM.
2. The researchers identified the population of the desired respondents to
be surveyed.
3. The researchers prepared the necessary documents and materials
before gathering the needed data.
4. The researchers will be selecting randomly the respondents enclosing
BUCBEM.
5. The researchers will conduct the survey using questionnaire and
interview method.
6. The researchers will tabulate, analyze, and summarize the gathered
data according to research problems and responses of the
respondents.
Data Analysis Tools
The data analysis will be collected and presented on tables. All data will
be based on the feedback/answer from the questionnaires or consensus of the
respondents. Mean or average will use on all questions for each variable from
the respondents before entering in tables. Percentage was done also on some
variables concerning the total number of responses.
34
Statistical Tools
In order to provide conclusive results based from the data obtained, the
weighted mean and percentages would be used.
The formula for the weighted mean is shown below:
⨍ 𝐱𝐰
wm = 𝐍
where: wm is the weighted mean
f is the frequency
w is the weight
N is the number of cases
The formula for the percentage is shown below:
⨍
P (%) = 𝐍 x 100
where: P is the percentage
f is he frequancy or count
N is the total number of the respondents
100 is a constant multiplier for percentage
35
Work and Financial Plan
The work and financial plan of this proposal is reflected in the table below.
Table 1: Work Plan
ACTIVITIES DURATION
CHAPTER 1: INTRODUCTION
Rationale
Statement of the problem
Hypothesis
Background
Related Studies 4 days
Related Non-research works
Synthesis
Gap to Be Bridged by the Study
Theoretical Framework
Conceptual Framework
Definition of Terms
CHAPTER 2: METHODOLOGY
Research Design
Sampling Design
Population Identity
Population Size
1 day
Sample Size Computation
Sample Elements Selection
Research Strategy
Instrumentation
Data Collection Procedure
Data Analysis Tools
CHAPTER 3: CHAPTER 3.
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
1 week
Data Gathering
Tables
Figures
CHAPTER 4. CONCLUSIONS AND
RECOMMENDATIONS
2 days
Conclusion
Recommendation
36
Table 2: Financial Plan
EXPENDITURE COST
Paper Printing 496.00

Folder 18.00
Food 300.00
TOTAL: Php 814.00
37
CHAPTER 3. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter is a presentation of the discussion of the results, data interpretations
derived from the conduct of the study, and the analysis giving emphasis on the salient
findings which tell about the disasters' level of awareness and preparedness of BU-
CBEM Students, Teaching and Non-teaching Personnel.
The University Disaster Risk Management Protocol
Bicol University is situated in a province abundant in hazards and vulnerabilities.
Based from www.unisdr.org, Albay has five major hazards and vulnerability. Firstly,
volcanic eruption affecting 5 municipalities and three cities with about 120,000
threatened populations due to pyroclastic flow, mudflow and lava flow. Typhoon causing
floods, landslides, mudflow, storm surge and with strong winds affecting about 1.2M
population and can destroy 190,000 houses; followed by earthquake that may cause
tsunami threatening about 300,000 population. Major landslides caused by other
weather hazards that may affect 116 barangays or about 40,173 household population
and fire due to thousands of houses owned by informal settlers.
This prompted the university to mainstream practices and protocols on disaster
risk reduction and emergency response ensuring the lives and property of its
community. Thus, procuring the Bicol University Emergency Preparedness and
Response Manual which was proposed and approved by the Board of Regents during
its 93rd Regular Meeting on December 9, 2010. Consequently, Resolution No. 066
Series of 2010 was passed which is a “resolution approving the Bicol University
38
Emergency Preparedness and Response Manual and mandating its adaptation in all
campuses and units of the University.”
Based from our interview with Attorney Joseph L. Bartolata, University Planning
and Development Office Chief, the author of the said manual have said that the manual
is rooted from the Republic Act 10121 or Philippine Disaster Risk Reduction and
Management Act of 2010. “The manual actually contains the policy statements, kung
ano yung policy ng BU as far as disaster preparedness is concerned.”
The university disaster risk management protocol is contained in the manual.
Once a disaster or an emergency strikes, automatically there’s a step by step guide
provided to follow. For example, once a disaster strikes or any emergency situation
occurs in a certain college then the dean would be the automatic emergency director as
said by Atty. Batolata.
“The manual generally sums up the persons in-charge including the respective
functions of both top and middle administration and management in “realistically
responding to the problems likely to be encountered on campus during a major
emergency or disaster.”” this is from an article by Renelyn E. Bautista entitled Revisiting
Bicol University’s emergency preparedness and response when disaster strikes.
On the other hand, we asked Atty. Bartolata if there were trainings and seminars
being conducted for the faculty and students. “Unfortunately, hindi rigid yung trainings,
yung ating NSTP Director natini nagpapa-seminar siya every now and then. As far as
the deans and the professors are concerned, hindi masyadong involved, ang involved
lang talaga ang mga estudyante sa mga trainings through NSTP.”
39
Moreover, he explained that the disaster and emergency response protocol is a
requirement during the ISO certification in 2010 and his main reference is the internet in
establishing the manual.
Fire, earthquake, explosion, medical emergency, bomb threat, violent or criminal
behavior, civil disturbance or demonstrations are among the included possible disasters
and emergency to occur inside the campus. Enclosed in the manual are the protocols
needed to be complied by the involved personnel from the security guards to the deans
and directors.
“So pag may nangyari, makakaroon ng General Emergency Control Center, ima-
manage siya ng University and then may Field Emergency Control Center. Actually
required sa Field emergency center itong mga things like signs, barricades, portable
address system, first-aid kit, campus telephone directory, copy of the manual,
flashlights, cellular phones, command post location mark.”
“So may dalawang grupo, yung Policy Group headed by the University President
members are the Vice President for Administration, Vice President for Academic Affairs,
Vice President for Production kasi noong 2010 ganito pa ang set-up. And then may
Policy Support Group, sila ang taga-advice sa emergency director yung University
President. Members of the support group are: Chief of Admin Office, Chief of Civil
Security Unit, Dean of OSS, Head of the Public Relations and Alumni Relations,
University Legal Counsel and the University Physician.”
Comprising the Campus Emergency Response Team, the dean would
automatically be the Campus Operation Director. Members are the Assistant Dean,
Faculty Club President, College Student Council President, Civil Security Officer and
40
School Nurse. And there’s a communications and media relation officer to be
designated by the dean.
Furthermore, Atty. Bartolata have emphasized that the emergency and
preparedness manual needs to be revisited considering the year it has been created.
He has shared that there’s a group from the BU College of Medicine and other units
who are revisiting to enhance it more covering different aspects of disaster
preparedness to response and then mitigation.
Lastly, we have asked if it is possible for every student to have a copy of the
manual once it is revised, he said that it would be costly but it’s a great way to
mainstream disaster and emergency preparedness to students. And the most possible
way is for each unit and college to have copies of the said manual.
Levels of Disaster Preparedness of BU-CBEM Students, Teaching and Non-

Teaching Staffs
General Protocol
The first table of the survey mainly focuses on the campus’ physical environment
and fundamental plan during an emergency especially the evacuation aspect. The result
shows that the respondents were already familiarized with the premises of the campus
and fully aware of the exit paths and
41
Table 3
GENERAL PROTOCOL
Categories
Yes No I Don’t Know

General Protocol
f % f % f %
Exit routes and hallway are

73 56 48 37 9 7
highlighted
Aware of the hazards 104 80 21 16 5 4
Exit paths in working condition 110 85 18 14 2 1
Emergency contact info has

106 82 18 14 6 4
been collected
The school assigned teachers

78 60 40 31 12 9
& staff to supervise evacuation
Identified alternative
67 52 57 44 6 4
evacuation routes
Evacuation plan cover all

students & staff with disabilities 63 48 54 42 13 10
& pregnant women
Has an emergency response

72 55 46 35 12 9
team
Has a method for transmitting

95 73 26 20 9 7
school emergency info
Can receive emergency

111 85 15 12 4 3
updates from NDRRMC
Trained to perform first-aid 47 36 83 64 0 0
hazards that may occur. Respondents were also positive and dependent on the
management’s evacuation protocol. Most of them have presumed that there’s a
response team and staff members to supervise during evacuation. However, 10% or the
42
respondents don’t have a clue if the evacuation plan covers all the students and staffs
including the persons with disabilities and pregnant women. In terms of the
communication, 85% can receive emergency updates from NDRRMC and they were
positive with the information dissemination of the school. Moreover, most number of the
respondents were not trained to perform first-aid such as the cardiopulmonary
resuscitation.
Table 4
FLOODS AND FLASH FLOODS
Categories

Floods & Flash Floods
f % f % f %
Risk awareness of flood water 113 87 17 13 0 0
Has a flood warning system 35 27 85 65 10 8
Knowledge on fast moving

88 68 40 31 2 1
water
Knowledge on flowing water 77 59 48 37 5 4
Instructed to seek alternate

95 73 29 22 6 5
route
Flash floods can be deadly 108 83 20 15 2 1
Floods and Flash Floods
The table 4 determines the level of preparedness of the respondents in terms of
flood risk. Respondents were asked several questions to test their awareness and
knowledge about the adoption of a set of protective behaviors
43
Table 5
FIRE
Categories

Fire
f % f % f %
Evacuation drills conducted at

99 76 25 19 6 5
least once a year
Awareness of portable fire-

85 65 41 32 4 3
fighting location
Campus’ fire equipment in

81 62 29 22 20 16
working condition
There’s regular inspection 79 61 40 31 11 8
Exit paths & doors are

64 49 66 51 0 0
obstructed/blocked
Flammable materials are stored

55 42 69 53 6 5
near exits
School doors are inspected 59 45 58 45 13 10
Checked the security around

80 62 35 27 15 8
gas uses
School electrical wiring system

82 63 35 27 13 10
has been inspected
Has smoke detectors 31 24 91 70 8 6
Awareness during evacuation 94 72 29 22 7 6
There’s an emergency
70 54 37 28 23 18
response team
Willing to be part of the

80 62 41 32 9 6
emergency response team
Has the updated local firemen

69 53 55 42 6 5
contact info
44
that can prevent negative consequences of floods. 113 or 87% of the respondents are
highly aware about the extreme risk of flood water and health risk of contaminated
water. 65% has confirmed that the campus doesn’t utilize a flood warning system still,
27% presumed to have such. Knowledge on fast moving water and flowing water
received an overall indication that respondents were already well-informed about it.
Seeking alternate route has gained 22% of respondents who were not instructed to do
so during a flood. And despite the 83%, there’s still 15% who claimed that flash floods
can’t be deadly.
Fire
We have evaluated the respondents’ ability to perceive and observe the practices
of the college in the aspect of fire prevention. Result appears that the majority was
mindful of the location the campus’ firefighting equipment like the fire extinguisher. They
were also fully assured that the campus fire equipment are in working condition and are
being inspected regularly. Respondents were keen when it comes to the risk
assessment around the school. But 18% of the respondents don’t know if there’s an
emergency response team but they are willing to be part of the team. Checking on the
utilization of gas and inspection of electrical wiring system both have 27% of
respondents who asserted a big no- checking and inspection don’t happen. The campus
doesn’t have smoke detectors but 24% contradicted. Furthermore, they were in full trust
that the campus is safe and ready which can be manifested from their positive
responses particularly the inspection of risks that may result into a deadly fire
circumstance.
45
Figure 3
DISTANCE OF THE COLLEGE TO LOCAL FIRE STATION
Far Quite Far Very Far I don’t know
6%
8%
38%
48%
Legend in Figure 3:
Far – Local Fire Station is estimated 5 to 10 kilometers away from the location of
the school.
Quite Far - Local Fire Station is estimated 10 to 15 kilometers away from the
location of the school.
Very Far - Local Fire Station is estimated 15 kilometers and above away from
the location of the school.
Figure 3 presents the viewpoint of the students, teaching and nonteaching
personnel regarding the distance of the college to the local fire station. It shows that
48% of the respondents presumed that the local fire station is Quite Far from the
College. 38% says that BU CBEM is 10 to 15 kilometers away from the local fire station.
Then, 8% commented that the Local Fire Station is Very Far. Lastly, 6% of the
respondents are not sure about the distance or location of the Fire Station from the
school.
46
Table 6
TYPHOON AND TROPICAL DEPRESSION
Categories
Ty
Typhoons & Tropical Yes No I Don’t Know
Depression ph
f % f % f %
oo
Can receive up to date info
116 89 14 11 0 0
before & during a typhoon n
Has a backup communication an

67 52 55 42 8 6
plan
d
The school practices
93 72 26 20 11 8
preparations before typhoon Tro
pical Depression
Having proper knowledge before a typhoon occurs can help avoid confusion and
prevent injuries and property damage. The result shows that 89% of the respondents
has the ability to receive up to date information during a typhoon. Most of them have a
backup communication plan in case of network breakdown and 72% were certain that
the school practices several preparations before a typhoon hits.
Lightning
Since lightning seldom occurs, the researchers specifically focused on their
knowledge in relation with their exposure to past experience in order to determine their
preparedness and awareness. In table 7, it appears in the result
47
Table 7
LIGHTNING
Categories

Lightning
f % f % f %
Aware that lightning can strike

up to 30 minutes after the last 63 48 62 48 5 4
sound of thunder
Can strike up to 16 km
94 72 36 28 0 0
distance
Can identify outdoor areas

dangerous during lightning 90 69 21 16 19 15
storms
Standing under trees poses

107 82 21 16 2 2
danger
Instructed to seek shelter in

96 74 30 23 4 3
school buildings
Knows that single bolt of

lightning can strike a group of 105 81 21 16 4 3
people at once
School have staff members

88 68 29 22 13 10
trained in CPR
Are you trained to perform

50 38 75 58 5 4
CPR?
Knows that lightning strikes

can conduct through electrical 111 85 17 13 2 2
equipment
Aware not to lie down during

84 65 46 35 0 0
lightning storms
that only few of the respondents were considered to have little information and
understanding in the risk of lightning. Basic information about lightning to wit: that
48
it can strike up to 16 km distance, that standing under trees possess danger, that a
single bolt can strike a group of people at once and if they automatically seek shelter in
school buildings all gained prevailing percentages depicting that respondents were
heedful about this aspect. Unfortunately, 15% of the respondents cannot identify areas
exposed to lighting. 58% claimed that they were not trained to perform CPR that’s why
68% were dependent and have assumed that there are staff members who are trained
to do so.
Table 8
EARTHQUAKE
Categories
Earthquake Yes No I Don’t Know
f % f % f %
Classroom has two exit doors 118 91 12 9 0 0
Keen for the presence of other

117 90 13 10 0 0
potential hazards
Classrooms have hanging/unstable

91 70 36 28 3 2
objects
Familiar with the easiest exit route 91 70 36 28 3 2
Fire extinguishers, first-aid kits, and

84 65 37 28 9 7
emergency exits are accessible
Can identify strong parts of the

92 71 36 28 2 1
building
Knows how to perform the basic

121 93 9 7 0 0
protocol during earthquake
Knows the need to pull to the side of

109 84 17 13 4 3
the road and stop during earthquake
Avoids power lines, posts walls &

129 99 1 1 0 0
other structures
49
Earthquake
The table was an assessment of the respondents’ keen evaluation of the campus
perimeter’s exposure to risk and how they were abreast of the basic what-to-dos in case
of an earthquake. 91% have observed that each classroom has two possible exit doors
and most of them have said that there were hanging/unstable objects that pose a great
threat when the fortuitous event happens. Moreover, 28% were not familiar of the
easiest exit routes and were not able to identify the strong parts of the building. 7% of
the respondents are not sure that the fire extinguishers, first-aid kits, and emergency
exits are accessible enough. On the other hand, the majority were mindful of some of
the fundamental know-hows during an earthquake.
Table 9
VOLCANIC ERUPTION
Categories
Volcanic Eruption Yes No I Don’t Know
f % f % f %
House/location within 6km

30 23 100 77 0 0
danger zone
Closes windows & doors

105 81 23 18 2 1
during volcanic eruption
Aware of the health risk

118 91 8 6 4 3
brought by ash fall
Evacuates to safer places 78 60 49 38 3 2
The school has basic kits 56 43 60 46 14 11
50
Volcanic Eruption
Table 9 determines the vulnerability of the respondents. 23% of them were
exposed to the risks of volcanic eruption affirming that their house/location is within 6km
danger zone. So far, most of the respondents gave positive answers about their basic
knowledge, readiness, awareness, adaptation process, and risk perception techniques.
43% of the respondents assumed while 46% disagreed that there is the availability of
basic kits for emergency in BUCBEM and the remaining 11% were not aware. Pre-
emptive evacuation is well inculcated as shown from the 60% of the respondents who
said that they evacuate to safer places when Mt. Mayon is in alert level and when the
authorities have advised to do so.
51
CHAPTER 4. CONCLUSIONS AND RECOMMENDATIONS
This chapter is a presentation of the summary of the research study highlighting
the significant findings which lead to the conclusion and recommendations for further
enhancements. Moreover, the areas for extensive study are also provided to give
insights for future researchers towards undertaking studies related to the thrust of this
study.
Conclusions
The University Disaster Risk Management Protocol
Based on the interview with Atty. Joseph Bartolata, the chief of University
Planning and Development Office, the researchers have found out that the university
disaster risk management protocol is the backbone of the BU Emergency Preparedness
and Response Manual which is rooted from Republic Act 10121 or the Philippine
Disaster Risk Reduction and Management Act of 2010. It contains the step by step
guide to follow during an emergency or a disaster which he authored. It sums up the
persons in-charge and their respective functions of both top and middle administration
and management. The manual focuses on these possible emergency and disaster that
may occur inside the premises of the campus: Fire, earthquake, explosion, medical
emergency, bomb threat, violent or criminal behavior, civil disturbance or
demonstration. There are three major groups established: Policy Group, Policy Support
Group and the Campus Emergency Response Team in case of emergency and
disaster. They are claiming that DRR concept and disaster educations are already in the
52
school curricula and teachers are getting DRR knowledge through trainings, meetings
etc. but the interview findings with the chief of the university planning & development
office and the response of the respondents are not encouraging. Atty. Bartolata has
admitted that such manual needs to be revisited to enhance and update its protocol and
policies.
Levels of Disaster Preparedness of BU-CBEM Students, Teaching and Non-

Teaching Personnel
On the basis of the findings revealed in this study, the respondents were already
familiarized with the premises of the campus and fully aware of the exit paths and
hazards that may occur. However, most number of the respondents was not trained to
perform first-aid like the cardiopulmonary resuscitation. For the emergency updates,
they were positive that there is a proper information dissemination system in the
campus. Some aspects of disaster risks are understood by the respondents, and most
of them are ready, adapted and aware on the impacts that natural and man-made
disasters can cause. Students have very low disaster risk perception on lightning; they
are more prepared on typhoons and fire. On the other hand, the result proves that the
respondents have a high magnitude of awareness level on typhoon and lightning but
plummeted when it comes to fire. Risk perception shall be developed to ensure an
effective and efficient public response and action.
Recommendations
I. The University Disaster Risk Management Protocol
53
Since 2010, the university preparedness and emergency manual has been set aside
and plans of revising hasn’t initiated yet. We recommend that the manual be revisited
and updated especially the hazards that could possibly occur such as volcanic eruption,
typhoon and also the persons-in charge with the respective functions of the top and
middle administration and management. These are some of the things to be included in
the revision. Trainings should be rigid, a fine idea is to conduct a university wide
seminar-training for the faculty and the non-teaching personnel through partnerships
with the authorities like Bureau of Fire Protection, National Disaster Risk Reduction and
Management Council, Climate Change Adaptation and Disaster Risk Reduction (CCA-
DRR) training institution, etc. Also, once the manual is revised, it can be summarized
and be put into a pamphlet so that every BUeño has a copy for wide information
dissemination.
II. Levels of disaster preparedness of BU-CBEM students, teaching and non-

teaching personnel
Disaster preparedness should be given more attention, the fundamental necessities
should all be checked. Exit signs and assembly area are required, well-highlighted and
can stand from the normal wear and tear. Every classroom should be posted with basic
what-to-dos and updated emergency hotlines in case of an untoward event. Fire
extinguishers are within sight and properly labeled on how to utilize. Regular inspection
of fire equipment and electrical wiring system should be implemented because most
cases of fire started from faulty wiring and short circuit. Students must avoid octopus
wiring when using electricity at school. Moreover, fire, evacuation and earthquake drills
and seminars should be conducted at least once per year for the students, teaching and
54
non-teaching staffs to be familiarized with the step by step procedures in case of a
disaster. The campus is required to have first-aid kits and emergency kits such as
whistles, flashlights, face masks etc. First aid trainings is also a great way towards a
disaster prepared and resilient campus.
III. Formulated suggestions promoting positive responses towards disasters
Teaching and Non-teaching personnel
Involvement of every personnel to trainings and seminars regarding DRRM
should be strengthened.
1. Orientation Workshop should be conducted at least yearly to secure that they can
easily get familiarized with new and updated knowledge and information regarding
disaster risk reduction. Professors and non-teaching staffs should be inducted into
training programs conducted or organized by the appropriate authoritative
institutions inside and outside the school. These institutions can provide information
about past disasters and the natural hazards within the country. It is believed that a
communication system needs to be gradually implemented between teachers
through schools and this process of communication and sharing of information
should be more developed and structured.
2. Another option to this is the One-Week Summer Courses for teachers while they are
in their school holidays during the summer time. This opportunity can lead to the
efficient use of time and space. More groups of teaching & non-teaching personnel
can get the opportunity to meet and exchange knowledge and experience. One of
the benefits of holding summer school training for the faculty is the possible
presence of the related experts in the field. It is hoped that the proposed training
55
scheme can be implemented in near future for all teachers in disaster-prone
developed countries.
Students
Mindset about disaster risk must be improved among students to have a correct
judgment toward the imminent dangers of natural and man-made hazards.
1. Proposed College based organization: SERC (Student Emergency Response

Council)
Role:
● Cooperate with the school clinic and with the college emergency response team
● Conduct trainings/seminars/orientation for the students
● Information dissemination in case of suspension, advisory and etc.
● In case of emergency, they will be the response team
● Assigned to check the environment prone to hazards
● Head of community service
● Conduct volunteer works and other community involvements
● Cooperate with other organization and authorities outside CBEM.
● Participate and help on conducting the drills
● Conduct events to help the students become fit such as: Fun Run, Zumba. (Can
work with the NSTP, Athletians and College Student Council, etc.)
Requirements for students:
Must attend trainings during summer season inside and outside the school
(Organized by the Officers/Founders and/or Partnerships)
56
● A Red Cross member
● Physically fit
● Approved by the parents or guardian
 Attended NSTP
57
WORKS CITED
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04/04/2009 in the East Africa Standard Newspaper. Nairobi, Kenya
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Centre, Bangkok
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let%201.pdf
Carter, W. (2008). Disaster Management: A Disaster Manager’s Handbook.

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Nursing Journal
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2.pdf
Dr. Nguyen Vinh Hien, Dr. Katherin Muller-Mien (2014), Assessment and Preparedness
Toolkit retrieved from
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Disaster Risk Reduction Preparedness Guide from the Provincial Government of

Albay
Evans, M. (2011). Natural disasters. Retrieved from

http://www.earthtimes.org/encyclopaedia/environmental-issues/natural-disasters/
Federal Emergency Management Agency (FEMA 2013). Bringing Youth

Preparedness Education to the Forefront: A Literature Review
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Grant, T. (2002). Bring Your First Aid Kit. Unannounced Drill. Journal of School
Nursing.18 (3)-174-178.
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Gubalane, Zoren Pepito Lao. (2015) “Disaster Risk Management – Awareness

And Preparedness: A Term Paper“
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resilience: youth-centered participatory video as a tool for climate change
adaptation and disaster risk reduction, Children's Geographies.
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No.178906). Washington, DC: U.S. Department of Education & U.S.
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Kent, R. (1994), "Disaster Preparedness", United Nations Disaster Management

Training Program. Retrieved from https://en.wikipedia.org/wiki/Preparedness
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New Zealand. Australasian Journal of Disaster and Trauma Studies, 2013
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Prevention and Reduction Education in Primary and High School of China at
New Period. Education and Teaching Research. Retrieved from
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Mamosegare Hellen (2011) Assessing disaster preparedness of learners and

educators in Soshanguve North schools
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(Eds.), New Tools for Environmental Protection: Information, Education
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Academy Press.
Ministry of Education (2001). ‘Health and Safety Standards in Educational

Institutions’ (Circular Ref no.G9/1/169).
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Nairobi: Government Printer.
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the aspect of the school principals, Disaster Prevention and Management
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Management.
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experience, education, perception and earthquake preparedness. Disaster
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Bungoma District, Kenya.” Unpublished Ph. D Thesis, Maseno University.
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2008 Department of Education Disaster Risk Reduction Resource Manual
60
APPENDIX A
SURVEY-QUESTIONNAIRE
BU-CBEM STUDENTS, TEACHING AND NON-TEACHING PERSONNEL:

ASSESSING DISASTER RISK REDUCTION AWARENESS AND PREPAREDNESS
Name (optional) ___________________________________ Age _______
GENERAL PROTOCOL YES NO REMARKS

Are all designated exit routes posted in each classroom and
hallway are clearly highlighted?
Are you aware of the hazards that may occur inside the
campus?
Are stairways, doors, windows and exit paths in working
condition and free of obstruction?
Has parental and guardian emergency contact information been
collected before the first day of the school year, including
multiple contact sources (home, relatives, office, cellular, e-mail
and others), as well as contact information of each authorized
adult in charge of the children (guardians, family members, or
friends)?
Does the school assigned teachers and staff for specific tasks to
supervise the evacuation of their students to the designated
assembly points?
Have you identified alternative evacuation routes and assembly
points in case the designated one is unusable?
Does the school`s evacuation plan cover all students and staff
with disabilities & pregnant woman defining accessible
evacuation paths and designating escorts to assist them?
Do you have a school emergency response team, with staff

members designated to perform roles and responsibilities during
emergency situations?
Does the school has a method for transmitting school
emergency information and other instructions to students,
teachers and staff?
Do you receive emergency updates from NDRRMC?
Are you already trained to perform first-aid like cardiopulmonary

resuscitation (CPR)?
61
FIRE YES NO REMARKS

Are evacuation drills conducted at least once per year in coordination with
the local fire department or first responders?
Are you aware of the location of portable fire-fighting equipment and do
they receive instruction in its use?
Is your campus`s fire equipment in working condition?
Are regular inspections a part of the responsibility of school maintenance
or security staff?
Are exit paths and doors ever obstructed/blocked in such a way that they
prevent orderly evacuation?
Are flammable or combustible materials stored near exits or impeding
evacuation routes?
Are school doors inspected to be tight fitting and self-closing?
Has your school checked the security around gas uses for cooking school
lunches? Could this situation eventually be the cause of a fire?
Has the school electrical system wiring been monitored/inspected lately?
Does your school have smoke detectors installed in key areas?
Are you aware that during an evacuation the last person out of the room
needs to verify that the room is empty and the door close (but not lock)?
Does the school have an emergency response team, with staff members
designated to perform roles and responsibilities during emergency
situations?
IF: Do you want to be part of the emergency response team in our
campus?
Do you have a local firemen (BFP) updated contact information?
Far Quite Far Very Far
How far from your school are the local firemen?
Legend:
Far - Local Fire Station is estimated 5 -10 kilometers away from the location of the school.
Quite Far - Local Fire Station is estimated 10 -15 kilometers away from the location of the school.
Very Far - Local Fire Station is estimated 15 kilometers and above away from the location of the school.
Typhoons and Tropical Depression YES NO REMARKS

Do you receive up to date information before and during a typhoon from
reliable sources like latest official report of PAGASA?
Do you have a backup communication plan - such as motorcycle
loudspeakers or community bulletin boards - in the event that cellular and
landline networks are down during or after a disaster?
Following a storm forecast warning, does the school practices several
preparations before a typhoon hits such as trimming the branches of
surrounding trees inside the campus, ensuring classroom windows and
other facilities which may pose threats and cause damages if carried by
high winds or floods?
62
Floods and Flash Floods YES NO REMARKS

Are you aware about the extremely high risk of flood water and the health
risks of contaminated water?
Does the school has a flood warning system?
Do you know that fast moving water anywhere above the ankles is
enough to sweep an adult off their feet?
Are you aware that flowing water of just half a meter in depth can move a
large vehicle?
When faced with a flooded road, are school commuters and school
vehicles instructed to turn around and seek an alternate route?
Are you aware that flash floods can be deadly and will strike without
warning, even in locations where there is no rain falling at the time?
Lightning YES NO REMARKS

Lightning can strike up to 30 minutes after the last sound of thunder was
heard. Even with blue skies above, do you wait 30 minutes after the last
sign of thunder or lightning before resuming outdoor activities?
Lightning can strike up to a 16 kilometres distance from the current
location of a thunder storm. Do you immediately move indoors as soon as
the sound of thunder can be heard?
Can you identify which outdoor areas and situations around your school
may be dangerous during a lightning storm?
Do you know that standing under trees poses a particular danger during
lightning storms?
Are you instructed to always seek shelter in school buildings, not small
shelters, canopies or covered parking areas during a lightning storm?
Did you know that a single bolt of lightning can strike a group of people at
once, resulting in a larger scale emergency situation?
Does your school have any of staff members that are trained in
cardiopulmonary resuscitation (CPR)?
Are you already trained to perform first-aid like cardiopulmonary
resuscitation (CPR)?
Lightning strikes can conduct through electrical equipment including
phone lines and computers. Do you temporarily turn off or unplug valuable
equipment such as computers during a major lightning storm?
Are you aware not to lie down or lean against concrete flooring or walls
during a lightning storm?
Concrete floors or walls often contain metal wiring and reinforcement
bars, which can conduct dangerous electrical currents.
63
Earthquake YES NO NOTE

Does every classroom has 2 exit doors both with swing-out direction?
Are you keen for the presence of other potential sources hazard due to
secondary effects of earthquakes like hanging heavy objects, falling debris
and fire?
Do classrooms have hanging or unstable objects that may fall on the
students during the earthquake?
Are you familiar with the easiest exit or evacuation route to take?
Do fire extinguishers, first-aid kits, alarms and emergency exits accessible,
conveniently located and prominently marked in familiar places to the
students for assembly and possible evacuation?
Can you identify strong parts of the building like doors jambs, sturdy
tables where you can take refuge during an earthquake?
Do you know how to perform the basic protocol (duck, cover and hold)
during an earthquake?
During an earthquake and you`re inside the vehicle, do you pull to the
side of the road and stop?
Do not attempt to cross bridges or overpasses which may have been
damaged.
Do you avoid power lines, posts, walls and other structures that may fall
or collapse?
VOLCANIC ERUPTION YES NO NOTE

Is your house/location within the 6 kilometer danger zone?
During the event of a volcanic eruption, do you close windows and doors
to reduce entry of ash?
Are you aware of the health risk brought by an ash fall?
Do you evacuate to safer places during volcanic eruption?
Does the school has basic kits, pairs of goggles and evacuation supply kits
since it is prone to volcanic eruption?
64

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Balita, Bautista, Mangurali

When it comes to variety of natural hazards, disasters and other

throughout the country.

These disasters have a great impact in the agriculture, infrastructure and

damage of $16 billion.

Prevention Web's disaster and risk profile.

Meanwhile, it cannot be denied that disasters and natural hazards can

education itself. According to UNISDR (2006-2007), when a natural hazard

those attending school in times of disaster. Furthermore, during disasters, school

and stalling access to education in the aftermath of disaster. This is supported by

were buried alive. Therefore, children need to be protected before disaster

reported by the ISDR.

The Department of Education (DepEd), in conjunction with the National

Disaster Risk Reduction and Management Council (NDRRMC), has developed

modules to be used by tutors to educate students on various hazards, as well as

how to respond to them. It is one of the ways of the national government in

With the country vulnerable to natural calamities and other disasters,

underlying drivers of disasters such as lack of knowledge of educators about risk,

risk assessment and risk reduction, and disaster preparedness.

This study primarily focuses on the assessment of disaster risk reduction

awareness and preparedness of the students, teaching and non-teaching staff of

management protocol of the university, examine levels of disaster preparedness,

research where 94 students in different programs and 36 faculty members and

Statement of the Problem

This study aims to determine the awareness and preparedness of BU

CBEM students, teaching and non-teaching staffs in terms of disaster risk

Specifically, it will seek to answer the following questions:

1. What is the university disaster risk management protocol?

2. What are the levels of disaster preparedness of BU-CBEM students,

teaching and non-teaching staffs?

3. What suggestions can be formulated to promote positive responses

participation of students, teaching and non-teaching staffs play a vital role.

events related to disaster risk reduction awareness and preparedness. Finally,

and non-teaching personnel and would be a basis for enhancement programs

that can be formulated in promoting positive responses towards disasters.

surviving a disaster is about random chance or luck. However, research from

The National Disaster Risk Reduction and Management Council

national disaster risk reduction and management framework and institutionalizing

The Framework envisions a country of "safer, adaptive, and disaster-

resilient Filipino communities toward sustainable development." It conveys a

increased their awareness and understanding of DRRM, with the end in

view of increasing people's resilience and decreasing their vulnerabilities. The

National Disaster Risk Reduction and Management Framework (NDRRMF) and

National Disaster Risk Reduction and Management Plan (NDRRMP) go hand in

Prevention and Mitigation; (2) Disaster Preparedness; (3) Disaster Response;

Furthermore, NDRRMC has been building resilience of education by

and Management Manual designed to guide school heads and administrators in

facilitating the protection of children, education personnel, and education itself. In

addition, this Manual guides the development or improvement of existing policies,

will guide the implementation of DRRM in schools: 1) Safe Learning Facilities; 2)

School Disaster Management; 3) DRR in Education including the institutional

useful tools to operationalize DRRM in school.

school children dying or getting injured in school violence, disasters and

emergencies that would be avoided if safety policies were strictly adhered to

It must be taken seriously. It is also a legal concern because schools can

safety or disaster preparedness. Schools with inadequate disaster preparedness

are more vulnerable to disaster.

Related Non-Research Works

There are common disasters occurring in the Philippines. Under the

umbrella of the so-called hydro-meteorological hazards are the typhoons, storm

surges, drought and floods. Volcanic eruption, earthquakes, tsunamis, and

landslides belong to the so-called geological hazards. Some hazard can be

brought to us by diseases, illnesses or viruses that widely affected and