Philippines Progress Report 2007 - Back on Track

PHILIPPINE REPORT TOTHE ROYAL GOVERNMENT OF NETHERLANDSEDUCATION IN EMERGENCIES &POST-CRISIS TRANSITION PROGRAMME:BUILDING SAFE LEARNING ENVIRONMENT –SAFE SCHOOLS PROJECTFirst <strong>Progress</strong> <strong>Report</strong>15 January – 31 December <strong>2007</strong>0

MAP OF PROJECT AREAProject AreasAlbay2

ACRONYMSADMAusAIDBSLECSCFSSCPCDSWDDepEDDMDMODRREAPROECCDEDPITAFEPRPERTESGOPINEELAPUSLGUMSEEMHSNDCCNGONHSNTPOCDPAGASAPHIVOLCSPBAPFSEDPL-SBPPTCASMESSPWATSAN- Alternative Delivery Modules- Australian Agency for International Development- Building Safe Learning Environment- Central School- Child Friendly School System- Country Program for Children- Department of Social Welfare and Development- Department of Education- Disaster Management- Disaster Management Orientation- Disaster Risk Reduction- East Asia and Pacific Regional Office- Early Childhood Care & Development- Educational Development Projects Implementing Task Force- Emergency Preparedness & Response Planning- Emergency Response Team- Elementary School- Government of the <strong>Philippines</strong>- Inter-Agency Network in Education in Emergencies- Learning and Public Use School building- Local Government Unit- Minimum Standards on Education in Emergencies- Municipal High School- National Disaster Coordinating Council- Non-Government Organization- National High School- Notice To Proceed- Office of Civil Defense- Philippine Atmospheric, Geophysical and Astronomical ServicesAdministration- Philippine Institute of Volcanology & Seismology- Programmable Budget Allocation- Physical Facilities and School Engineering Division- Principal-Led School Building Program- Parent, Teachers and Community Association- School Mapping Exercise- Safe School Project- Water and Sanitation3

EXECUTIVE SUMMARYThis is a progress report on the Education in Emergencies & Post-Crisis Transition Programme“Building Safe Learning Environment (BSLE) – Safe Schools Project” of the <strong>Philippines</strong> for theRoyal Government of Netherlands. This report also covers the accomplishments that werereported under another Netherlands-funded Flash Appeal. Both funding sources support theBSLE Project. This progress report highlights the humanitarian and developmentalinterventions for education in emergencies in the <strong>Philippines</strong> of UNICEF with the EducationCluster partners.Immediately following the devastating 2006 Typhoons, UNICEF <strong>Philippines</strong> promptly mobilizedits resources and joined the United Nations family in issuing an international flash appeal toseek assistance for the disaster-affected areas of the country, particularly Southern Luzon.The appeal received immediate and substantial assistance from various donors, including thegovernments of Australia, Sweden, and the Royal Government of Netherlands. Consideringthe growing intensity and destructiveness of global disasters, UNICEF deemed it necessary togo beyond the usual education in emergencies response of creating temporary learning spacesand instead launch a more comprehensive emergency package which will support thegovernment in building more hazard-resistant structures and strengthening its capacity foremergency preparedness and response.This gave rise to the Building Safe Learning Environment (BSLE) Project with substantialfinancing support from the Netherlands and Swedish funds. The project became a pilot testfor UNICEF <strong>Philippines</strong> to engage in large-scale construction work as part of its humanitarianintervention. It is being coordinated and managed by UNICEF, in partnership with thePhilippine Department of Education (DepED), Department of Social Welfare and Development(DSWD) and concerned Local Government Units (LGUs).4

The BSLE Project seeks to improve the teaching-learning environment of pre-school andschool-age children, day care workers and teachers and to enhance their capacity foremergency preparedness and disaster risk management. It has two sub-projects, the SafeSchools Sub-Project and the Emergency Support for Day Care Centers Sub-Project. The mainfeature of BSLE Project is the structural component or construction and rehabilitation work fordamaged day care centers and schools combined with non-structural component. The firstcovers the service delivery aspect of the project while the latter encompasses policy advocacy,social mobilization of school-community stakeholders, participation and capacity building ofschool children and teachers, technical assistance, and monitoring and evaluation. Projectcoverage includes four city school divisions and six provincial school divisions and two regionaloffices – Southern Tagalog (IV-B) and Bicol (V) Regions.The BSLE Project has an over-all funding of about US$ 3,102,238, of which US$ 2,752,238(89%) was contributed by the Netherlands and US$ 350,000 (11%) by Sweden. TheNetherlands funds came in three tranches – the first, amounting to US$ 943,400 received inJanuary <strong>2007</strong> (PBA SC 2006/ 0959) and the second amounting to US$ 865,438 received inMarch <strong>2007</strong> (PBA SM/<strong>2007</strong>/0075). These first two tranches were earmarked for the SafeSchools Sub-Project covering a total of 72 schools – (59 primary schools and 13 secondaryschools). Later, a third tranche amounting to US$ 943,400 (to be added to PBA SC2006/0959) was received in early 2008 and will cover the BSLE assistance to the two subprojectscovering assistance to day care centers and schools.This report serves as the first progress report on the BSLE- Safe Schools activities. In thisreport, this is referred to as the ‘Project.’So far, the project has contributed to the following:1. Policy Advocacy and Social Mobilization• Provided technical assistance to the Department of Education (DepED) indeveloping its Disaster Risk Reduction (DRR) Resource Manual. It will serve as aguide for teachers and school heads on disaster risk reduction concepts andstrategies. The Project will subsequently support its printing and distribution toselected schools.2. Service Delivery• Brought back normalcy to the educational situation of over 2,100 schoolchildrenfrom eighteen primary (elementary) schools and five secondary schools in thedisaster-affected areas by making their learning environment safe and functional.This was done through the completion of repair works for 13 classrooms in 5school sites and new construction works for 36 classrooms in 18 school sites withdisaster-resistant features. (This constitutes 23 out of the 72 school sites targetedunder the first and second tranche of Dutch funds);• Provided basic school supplies to about 18,000 schoolchildren in 29 recipientprimary schools and to 780 teachers in the 72 targeted elementary and secondaryschools to replace those damaged or washed out by the typhoons;• Enhanced the library collection and learning materials of 59 primary schoolsthrough the provision of educational packages consisting of story books, referencematerials, dictionaries and globes. The educational packages for the 13 targetedsecondary schools have been partially procured and distributed as book titles went5

through a review panel by the DepED Curriculum specialists. Altogether, this willbenefit about 62,000 school children representing the enrolment in the 72 schools.3. Project Coordination, Monitoring and Evaluation• Broadened multi-stakeholder participation (GOs, LGUs, NGOs, donor community,private sector) and facilitated the coordination and sharing of lessons learned.• Enhanced the quality of classroom repair and construction by maintaining closepartnership with DepED and engaging the services of an independent engineeringfirm to strengthen quality assurance monitoring.• Strengthened lead cluster role of the Department of Education and coordinationamong Education Cluster membersThe first batch of the BSLE-Safe School Project was successfully implemented and progressingto meet its overall target project goal. It also influenced other disaster management players,stakeholders most especially the DepED to take on more rehabilitation work and assumecluster lead role. The project not only boosted UNICEF co-cluster leadership, it also cultivateda healthy multi-stakeholders participation.The BSLE Safe Schools activities for <strong>2007</strong> were fully supported by the second tranche of Dutchfunds under PBA SM/<strong>2007</strong>/0075 amounting to US$ 865,438 since it had an earlier expiry dateof December <strong>2007</strong>. This was 99.8 per cent utilized and its balance of US$ 1,498.06 will beexpended within the extended expiry date of June 2008.Thus, under PBA SC/2006/0959, which is the subject of this progress report, there has beenno fund utilization as yet since these will be utilized for the remaining period of the BSLE for2008-2009. The content of this report therefore focuses on what has been achieved so farusing funds from PBA SM/<strong>2007</strong>/0075.6

INTRODUCTIONDuring the last quarter of 2006, a series of strong typhoons struck the eastern coast of the<strong>Philippines</strong>, leaving a trail of destruction in Southern Luzon, particularly Bicol region. Thestrong winds and heavy rains also triggered mudflows from the active Mt. Mayon volcanowhich caused further destruction to nearby villages. All in all, nearly 1,000 people were killedand over one million people displaced. The typhoons and their aftermath disrupted classes formore than a month, affecting 357,400 school children. In the province of Albay alone, nine outof every 10 schools were destroyed. Most schools that were left standing were used asevacuation centers. This continued even when classes resumed in January of <strong>2007</strong>, leaving theschools overcrowded with damaged class rooms. All in all the damaged to school propertywas estimated to reach Phil P 3.1 billion or US$66 million which practically represents a year’sSchool Building Program budget for the entire country.The UNICEF Country Office promptly mobilized its Emergency Response Team (ERT) tocoordinate the immediate humanitarian response, including the provision of life savinginterventions such as emergency health kits and family packs to the affected families. It alsoprovided learning materials (ECCD in a box, library sets/reading books) and 76 UNICEFstandard tents to serve as temporary classrooms and safe spaces in evacuation camps inAlbay. The UN Family issued an international flash appeal for the typhoon victims. It isworthy to note that the education sector/cluster generated substantial commitment whichenabled UNICEF to go beyond the emergency and relief phase. Initial assistance came underthe Mercury Fund for the procurement of tents and from the Australian Government whichsupported the rehabilitation of damaged classrooms in ten (10) seriously affected schools inAlbay. Additional contributions came from Sweden and substantially from the RoyalGovernment of Netherlands which boosted the funding of education in emergenciesprogramme by US$ 3.1M. Together with assistance from other child-focused INGO’s andprivate sector donors, these contributions helped augment the government’s own budget forrebuilding damaged schools mobilized by the President amounting to PhP2 billion or $50million.7

Motivated by the substantial response to its international flash appeal and cognizant of theworsening nature of disasters globally, UNICEF launched the Building Safe LearningEnvironment (BSLE) Project which covers a more comprehensive and responsive humanitarianaction agenda for those seriously affected by the series of devastating typhoons in 2006.PURPOSE OF THE PROJECTThe BSLE Project aims to achieve the following:1. Complement the government’s repair works of damaged day care centers and schoolsto help restore access of children to education;2. Ensure the structural integrity of school facilities, especially the schools-cumevacuationcenters to make them safe for use as refuge/evacuation or holding centerin cases of subsequent disasters;3. Enhance teachers’ and other service providers’ knowledge, skills and attitudes onemergency preparedness and disaster risk reduction measures;4. Teach children and community members emergency preparedness measures andinvolve them in emergency preparedness and disaster risk reduction (DRR) initiatives.The Project is composed of two sub-projects, the Safe Schools Sub-project and the EmergencySupport for Day Care Centers Sub-project. The Netherlands funding was used to implementthe first sub-project. The Safe Schools Sub-Project focuses on the emergency assistance toschools and implemented in partnership with the Department of Education (DepED) andHabitat for Humanity <strong>Philippines</strong>. It covers structural components (i.e., repair andconstruction of school buildings and other physical facilities in the affected areas) as well asnon-structural components (i.e., the delivery of school supplies and educational packages forchildren and teachers; policy advocacy and social mobilization on disaster preparedness,including the production of IEC materials and training on disaster preparedness with activeengagement of children and communities in disaster risk reduction initiatives).The Emergency Support for Day Care Centers Sub-Project is supported by the Swedish fundsand focuses assistance to day care centers. It is implemented in partnership with theDepartment of Social Welfare and Development (DSWD) and concerned Local GovernmentUnits (LGUs). It likewise covers structural components (i.e., the repair and construction ofday care centers but involving much simpler and basic structures) and non-structuralcomponents (i.e., the delivery of school supplies and learning packages for pre-school childrenand day care workers).This report will focus on the Safe Schools Sub-project. The following are its expected outputs:1. About 6,480 schoolchildren in 72 recipient schools (59 primary and 13 secondary schools)are utilizing the rehabilitated or newly constructed classrooms with hazard-resistantfeatures and complete furniture and electrical works;2. About 60,000 enrollees in the 72 recipient schools will benefit from the learning packages(library books and globes). Of these, 18,000 primary school children and 780 teachers willreceive basic school supplies;3. The school stakeholders (children, teachers, school heads, parents and selectedcommunity members) in the 72 recipient schools are oriented on DRR measures andskilled in emergency preparedness;8

4. The school children and other school stakeholders in six recipient schools located in oneschool division actively participate in DRR activities; and5. The system for coordination and monitoring is strengthened at the programme level(education in emergencies programme) and at the project level (Building Safe LearningEnvironment Project).RESOURCESThe Safe Schools Sub-Project is funded by the first two tranches of the Netherlands funds.The first, amounting to US$ 943,400 (PBA SC/2006/0959: Education in Emergencies &Post-Crisis Transition Programme) was received in January <strong>2007</strong> and the second,amounting to US$ 865,439 (PBA SM/<strong>2007</strong>/0075: Flash Appeal) was received in March<strong>2007</strong>. In all, these totaled US$ 1.8 million of which 75 percent is being earmarked for thestructural component and 25 percent for the non-structural component. Owing to the earlierexpiry date of the second tranche fund, UNICEF fully utilized this first to support all the <strong>2007</strong>activities cited under this progress report. The second tranche has been re-phased to 2008and 2009 to support the remaining BSLE activities.A third tranche of Dutch funds amounting to US$ 943,400 received in early 2008 will bepooled with the first tranche and allocated to augment the BSLE requirements for its two subprojects,as follows: US$ 599,110 for the Safe Schools Sub-Project and US$ 344,290 for theEmergency Support for Day Care Centers Sub-Project.RESULTSMAIN ACTIVITIESPresented in this report are four key result areas that highlight the accomplishments of theBSLE-Safe School Sub-Project in <strong>2007</strong>:POLICY ADVOCACYThe Project is providing technical assistance in refining the DRR Resource Manual of DepED tohighlight the rights-based approach to programming for education in emergencies, guided bythe INEE-Minimum Standards. This manual will serve as a guide for teachers and schoolheads on disaster risk reduction concepts and strategies. The project will subsequentlysupport the printing and distribution of about 1,000 copies to the assisted typhoon-affectedschools and DepED central and field offices.Also through advocacy with the DepED partners, an administrative issuance was released tothe field (DepED Memorandum Order No.55, s <strong>2007</strong>) which highlighted the project and calledfor urgency and support in the mainstreaming of disaster risk management in the schoolsystem, including the use of the DRR resource manual.DIRECT SERVICE DELIVERYRepair and construction. The project enabled UNICEF to go beyond the provision oftemporary learning spaces for the disaster-affected children and to support the government inbuilding more disaster-resistant structures that will go a long way for the children. Projectsupport involved the repair of 13 damaged classrooms in five school sites and construction of36 new classrooms in 18 school sites all under the management of DepED. Altogether, this9

will help restore the learning environment of more than 2,100 schoolchildren. The repair andconstruction were completed in December <strong>2007</strong> (see Annex 1 for the details).The new construction involves 2 types of DepED-designed buildings;1.) Learning and Public Use School Building also known as the LAPUS building. This modelwas used in schools designated as evacuation centers. The construction design features abuilding with two classrooms separated by accordion-type dividing walls, (allowing it to beused as one big multi-purpose building in time of emergencies); elevated finish floor line(against flooding), concrete roof slab (to resist strong winds/typhoons), access ramp forpersons with disabilities, and 2 toilets and 2 kitchen/cooking areas. Additional features suchas hooks will be installed for hanging hammocks to allow more resting spaces in times ofemergency.2.) DepED standard 2-classroom – 9m x 7m per classroom with corridor, Galvanized Ironroofing with ceiling. It also features access ramp for the disabled in the case of elevated sites.Both types of buildings are designed to withstand winds as strong as 250 kph. They are alsoprovided with complete electrical works, and school furniture (student chairs, teacher’s table &chair, blackboards).A Memorandum of Agreement was forged between the DepED and UNICEF to ensure clearresponsibility and accountability of the project at the central, field and school levels. Theproject adopted DepED’s Principal-led School Building Program in which school heads, togetherwith the physical facilities coordinators (they are usually members of the teaching personnel orschool administrative staff), ensure the smoothimplementation of the school building constructionand repair works. The approach strengthens schoolbasedmanagement through decentralizedconstruction management, with active participation ofthe community and technical assistance fromprofessional engineers. The local partners play amajor role in the monitoring and in ensuring that therequirements and processes outlined in theOperations Manual of the DepED for schoolconstruction are met. This partnership with DepEDcovers 66 out of the targeted 72 recipient schools.Provision of learning packages and schoolsupplies. About 18,000 schoolchildren in 29recipient primary schools received basic schoolsupplies to replace those damaged by the typhoons.They constitute 30% of the 60,000 total enrollees inthe 72 recipient schools. Priority was given to themore disadvantaged primary schools located in farflung areas. Secondary schools and central primaryschools are commonly located in town centers havingmore access to local government andcommunity/local donor support.About 780 teachers in all the 72 elementary andsecondary schools were also provided with schoolsupplies to be used in developing instructionalmaterials for classroom use.10

The educational packages consisting of library books, globes and posters have also beendistributed to all 59 elementary schools, while library sets for 13 secondary level are beingprocured. Upon completion of procurement, immediate delivery to 13 recipient secondaryschools will be done. Altogether, this will benefit 60,000 schoolchildren representing the totalenrolment of the 72 schools.Letters of acknowledgement and gratitude poured in from recipient schools. Some schoolssent photos on the conduct of distribution, with some even holding ceremonies witnessed bylocal district supervisors and guests. Anecdotal accounts cited that many recipients wereoverjoyed with the packs, as it was a rare opportunity for the children to have complete set ofschool materials all at once. For many of them, school supplies and materials can only bebought one at a time, when family savings permit. These supplies also help motivate childrento go back to school. The educational packages, on the other hand, made the learningenvironment more attractive and encouraged the children to come early and stay in schooljust so they can read the books and use the materials included in the educational packages.CAPACITY-BUILDINGUNICEF, as co-lead agency for the Education Cluster, recognizes other cluster members’innovative approaches and strategies. Save the Children Alliance, Plan International, WorldVision, Care <strong>Philippines</strong>, and the Center for Disaster Preparedness have already initiatedvarious Disaster Risk Management (DRM) tools and approaches to improve the delivery ofservices following minimum standards while adapting to the local situation and needs. (SeeAnnex 2 for Number of DMO & DRR Training Conducted)Taking off from the training on the “Mainstreaming of DRR in Schools” for DepED provincialand city school division officers held last Oct. 16-19, <strong>2007</strong>, a standard DRR training modulehas been developed as an outcome of this echo training. It is continuously being improved andcustomized by cluster members integrating topics on climate change adaptation and enhancedschool-community safety. (See Annex 3 for an outline of the training design).PROJECT COORDINATION AND MONITORING AND EVALUATIONDuring the year, periodic Project Team meetings were conducted by UNICEF with DepEDpartners to track progress, identify gaps in project implementation and agree on remedialmeasures.To ensure the quality of the structural work, UNICEF engaged the services of a privateengineering firm, Woodfields Consultants, Inc. It helped ensure UNICEF’s presence in allcritical stages of construction, from bidding to completion. It provided technical resource toreview classroom designs, bidding procedures, construction methods and cost estimates andto undertake independent monitoring and field inspection of construction/repair works. As aresult, UNICEF was able to introduce refinements to the DepED’s bidding documentpreparation and processes and to make the quality assurance system more rigorous such thatevidence from the field reveal better quality of workmanship in construction and repair worksunder the Project compared to other emergency construction works for schools.For instance, greater care was given to the alignment of placement of roofing sheets andwindows and doors; the program of works done for the project under DepED managementwas more comprehensive (i.e., they covered the repair of roofing, walls, windows andrepainting whereas other emergency repairs done for schools were only partial, mainly roofingand left out the re-painting of the classroom, which did not make it attractive and fullyfunctional from the point of view of the children). Such details spelled better quality ofresults.11

The project also supported the <strong>Philippines</strong> Education Cluster in its activities pertaining tocoordination of efforts and information-sharing. While DepED functions as the leadgovernment agency of the cluster, UNICEF has played an important role in shaping thecomposition of the cluster (making sure other key stakeholders such as the Council for theWelfare of Children and DSWD are on board especially for their ECCD perspective) andkeeping the momentum for coordinating education in emergency efforts high in every one’sagenda. Through the cluster, multi-stakeholder participation is ensured.CONSTRAINTS AND LESSONS LEARNED• Stoppage of construction activities due to unworkable condition at the construction sitebrought about by heavy rains and the recent typhoon that hit Bicol region. Continuousrains delayed the implementation of the critical construction activities such asexcavation, concrete pouring, welding works and painting. The contractors havedevised measures to address the delay such as doubling their work force duringfavorable weather conditions.• The Principal-led school building program approach contributed to the successfulimplementation of the project in terms of supervising the over-all construction work. Itallowed active involvement of the school heads together with the Parent Teacher &Community Association (PTCA) and other stakeholders in the community. Theapproach not only ensured the successful and timely completion of the project itlikewise empowered the school community to manage and eventually own and sustainthe project.• Although the Principal-led school building program approach is in place, most schoolheads find the task challenging as they lack knowledge on building material standardsand specifications more so on skills in engineering work. The operations manualprepared by the DepEd is more focused on the process and standardized forms inimplementing the project. The project intends to develop a more user-friendly manualfor schools that will cover not just basic guidelines for school heads in monitoringconstruction but also maintenance of school facilities.• Working within DepEd’s existing operational building construction guidelines andsystem allowed the project to progress smoothly, albeit slow in the beginning due tonumerous projects of the agency. Additionally, through the engagement of a privateand independent engineering firm, which ensures the coordination and follow-up workon engineering and technical matters, the project implementation target were met andquality of work was assured.• Implementation of the non-structural work plan or activities depends on theprioritization of responsible bureaus and school divisions. With the issuance of DepEDMemo Order #55, major school divisions immediately complied. However, some(mostly overloaded education supervisors and teachers) still regard the program onemergency preparedness and DRR as an add-on responsibility.• Amidst the increasing interest of a number of NGO’s and donors in the development ofdifferent modules and instructional materials on disaster-related subjects, care shouldbe given so as not to duplicate efforts, including those of the DepED which, itself, haveexisting exemplar materials. These are part of the challenge which can be addressedthrough the Education Cluster. Part of the cluster’s concern is to facilitate the review,merging or updating of these materials and coordinate in the reproduction and12

2. Service Delivery• Complete the turn over of the repaired/ newly constructed school buildings andrehabilitated classrooms for the first 23 school sites;• Complete the construction and repairs for 49 remaining schools managed by DepEDand for 6 schools to be managed by Habitat for Humanity <strong>Philippines</strong>. The latter willadopt alternative construction method using pre-fabricated materials.• Undertake the construction work for about 26 day care centers and still to bedetermined number of additional schools to be assisted, including provision of waterand sanitation facilities);• Complete the procurement of educational packages for the 13 secondary schools andprovision of educational supplies and packages for Third Tranche schools and 26 daycare centers. This will include special emergency items for the particularly high riskschools such as sample emergency or “GO” bags for children, water/sea safety devicesfor teachers (life vest, water-proof flashlights, whistle and utility knife), basic rescueequipment (backboard, splint kits, tie ropes/straps, emergency blanket, flashlight,water-proof matches, whistles, first aid kit, all utility knife, portable battery operatedtransistor radio), first-aid kits, carpentry and gardening tools, and school-communityEarly Warning Apparatus – rain gauge w/ platform, megaphone w/ batteries, batteryoperated transistor radio, high resonance bells (manually);3. Capacity Building• Conduct the series of DRR capacity building activities for teachers, PTCA and schoolchildren, foremost of which is the conduct of hazard, vulnerability and capacityassessment (HCVA). Other emergency preparedness-related life skill based educationand program of activities are in store for students in recipient schools in high riskareas. Extensive implementation of this component is scheduled during theschool/summer break (April-May 2008).4. Cluster/Project Coordination and M&E• Strengthening the National Education Cluster thru conduct of regular monthly meetingof the Education in Emergencies cluster and firming up the membership’s Terms ofReference (TOR) to other interested organizations and stakeholders.• Sustaining regular consultation and coordination meetings and joint field monitoring ofUNICEF and partner agencies.• Documentation of good practices, project experiences and lessons learned.FINANCIAL IMPLEMENTATIONOut of the programmable funds under the second tranche amounting to US$ 865,439 (PBASM/<strong>2007</strong>/0075), the bulk (99.8%) has been utilized to support all the <strong>2007</strong> BSLE SafeSchools activities. The balance of US$ 1,498.06 will be used to procure additional suppliesand instructional materials for the recipient schools.Thus, under the first tranche amounting to US$ 943,400(PBA SC/2006/0959), which is thesubject of this progress report, there has been zero utilization. These funds have been rephasedand pooled with the third tranche funds also in the amount of US$ 943,400 to supportthe BSLE work plan activities for 2008-09 as outlined above. Fund utilization will be reportedupon due submission of the second progress report (1 January – 31 December 2008).14

ACKNOWLEDGMENTThe UNICEF country office shares the credit with its DepED partners and Education Clustermembers motivated by the multi-stakeholder commitment and participation. The importancegiven to education and the drive to bring back normalcy to lives of disaster-affected childrenand their communities are values deeply entrenched in Philippine culture and experience. Asexpressed by the DRR focal officer of the Dept. of Education, Ms. Candy de Juan. “as we takeon the lead role for the cluster and mandated to protect and promote the right of all citizens toquality education at all levels and make it accessible to all, I take great comfort in knowingthat the cluster members and other stakeholders are all behind us to help respond andprepare for the needs of the education sector in times of emergencies”.In behalf of the thousands of school children, their teachers, their families and communityleaders, the UNICEF Philippine Country Office wishes to convey its deep appreciation to theRoyal Government of the Netherlands for its timely and valuable assistance. In the samebreath, it also expresses its appreciation to the UNICEF New York Headquarters and East Asiaand Pacific Regional Office for facilitating and providing this timely, comprehensive andinnovative framework in emergency humanitarian intervention, disaster preparedness andprevention. UNICEF’s vision reflected in the framework has served both as a valuablereference point and a challenge which inspires the UNICEF Philippine Country Office to striveharder in building a safe learning environment for the children and communities they live in.15

ANNEX 1:PROFILE OF COMPLETED CONSTRUCTION & REPAIRSName of SchoolLocationNo.ClassroomConstructed/RepairedNo.StudentsUsingClassroomTotal No.EnrolleesA. New Construction – Lapus Bldg.1. Malilipot National HS Malilipot, Albay 2 92 5712. San Jose ES Malilipot, Albay 2 87 5463. Busay ES Daraga, Albay 2 94 3774. Bongalon ES Daraga, Albay 2 78 1825. Baligang ES Camalig, Albay 2 90 4526. Guinobatan ES Guinobatan, Albay 2 87 1,905B. New Construction – DepED Standard 2-Classroom Bldg.1. San Fernando CSSan Fernando,CamSur2 90 9972. Pamukid ESSan Fernando,CamSur2 79 8883. Juan Trivino MHS Pasacao, Cam Sur 2 88 8664. Castillo ES Cabusao, CamSur 2 93 6305. San Juan ES Libmanan S, CamSur 2 86 5836. Bula National HS Bula, CamSur 2 98 1,2397. Irosin ES Irosin, Sorsogon 2 95 2,4398. Barcelona NHS Barcelona, Sorsogon 2 97 1,3089. Malilipot CS Malilipot, Albay 2 92 95410. Tabon-Tabon ES Daraga, Albay 2 84 47511. Malabog ES Daraga, Albay 2 83 (500)12. Taladong ES Camalig, Albay 2 86 336C. Repair/Rehabilitation1. Tanawan ES Malinao, Albay287 3932. San Francisco NHS Malilipot, Albay 3 133 3533. Banadero ES Daraga, Albay 3 109 2204. Binitayan ES Daraga, Albay 2 86 9535. Polangui South CS Polangui, Albay 3 148 1,486TOTAL 49 2,162 18,65316

ANNEX 2NUMBER OF DMO & DRR TRAINING CONDUCTEDSchoolDivisionAlbay SchoolDiv(Cluster 4)Albay SchoolDiv(Cluster 2)Albay SchoolDiv(Sponsored byPlan Int’l-Phil)Sorsogon CitySchool DivisionAlbay SchoolDiv(Cluster 3)Sorsogon SchDiv(Sponsored byIrosin LocalGovt Unit )Albay SchoolDiv(Cluster 4)Camarines SurSchool DivisionActivity/Training TitleEcho Mainstreaming of DRRin School SystemVenuePolangui NorthCentral School- Ditto - Malinao CentralSchoolENHANCING SCHOOL ANDCOMMUNITY SAFETY AGAINSTDISASTERSDivision Training on DRR &EPRP in SchoolsEcho Mainstreaming of DRRin School SystemDisaster ManagementOrientation Seminar- IrosinMunicipal Disaster CoordCouncilEcho Mainstreaming of DRRin School SystemDivision Training on DRR &EPRP in SchoolsRapu-Rapu CentralSchoolSorsogon Nat’l HighSchoolMunicipal Social Hall,GuinobatanGallanosa Nat’l HighSchoolIlawod High Sch.Camalig, AlbayConference HallFreedom SportsComplex, PiliTraining No. ofDate Participants6-7 Nov<strong>2007</strong> 18113-14Nov <strong>2007</strong>13-16Nov <strong>2007</strong>16-18Nov <strong>2007</strong>19-20Nov <strong>2007</strong>17-18Nov <strong>2007</strong>3-4 Dec<strong>2007</strong>05 Dec.<strong>2007</strong>1723311117675190150TOTAL 1,08817

ANNEX 3:SAMPLE OUTLINE OF TRAININGON DISASTER RISK MANAGEMENTModule TOPIC1 Understanding Disasters & Disaster Risk ManagementWorkshop 1: Local disaster situationRights Based Approach to Education2 -Linking current activities in school safety and keystakeholders & roles/responsibilitiesWorkshop 2: Local responses3 Participatory Disaster Risk Assessment-Hazard, Vulnerability, Capacity Assessment, PDRA toolsWith children-community & their perception of local hazardsWorkshop 3: PDRA tools and school-community watching4 Emergency Preparedness & DRR in the school setting-Overview of DRR, hazard specific reduction measures, hazardmonitoring, early warning system, public awareness & riskcommunicationWorkshop 4: What children, teachers, parents, barangayleaders can do to prevent negative impact of hazards inschool-community5 Participatory Emergency Preparedness & DRR Action PlanningWorkshop 5: Formulation of school-community action plan18