A POLICY FRAMEWORK FOR CLIMATE A POLICY FRAMEWORK FOR CLIMATE A POLICY FRAMEWORK FOR CLIMATE A POLICY FRAMEWORK FOR CLIMATE

CHANGE ADAPTATION (CCA) AND CHANGE ADAPTATION (CCA) AND CHANGE ADAPTATION (CCA) AND CHANGE ADAPTATION (CCA) AND

DISASTER RISK REDUCTION AND DISASTER RISK REDUCTION AND DISASTER RISK REDUCTION AND DISASTER RISK REDUCTION AND

MANAGEMENT (DRRM) IN EDUCATIONMANAGEMENT (DRRM) IN EDUCATIONMANAGEMENT (DRRM) IN EDUCATIONMANAGEMENT (DRRM) IN EDUCATION

PRESENTATION OBJECTIVES

• Help improve our understanding and appreciation of the need for an education sector’s policy framework on CCA and DRRM

• Increasing frequency and magnitude of disasters (floods, typhoons, conflicts)

• Challenges in confronting impacts of disasters in education, notwithstanding other problem and policy development

• Challenges in confronting impacts of disasters in education, notwithstanding other problem and policy development settings influencing education

• Relevant global and national mandates and policies (Hyogo Framework of Action, RA 10121)

• Explain the elements and recommendations of the draft policy framework

• Facilitate a critical process of validation and enhancement of the draft policy framework

….the CHILD and the education sector

National and Local Gov’ts

Policies and programs

DepED,

DSWD, etcprograms

CURRICULA (Cognitive,

Physical, social, emotional dev’t)

THE CHILD

(Aged 3-5, 6-11, 12-15, OSCY)

SCHOOLS

DSWD, etc

…education sector’s goals

ACCESS

Availability of learning

facilities and education

services -- enrolment

REGULAR ATTENDANCE

PARTICIPATION

QUALITY

REGULAR ATTENDANCE

in schools

With QUALITY educational facilities

and services (good curriculum,

teaching efficiency/effectiveness,

learning materials and equipment),

learners’ performance ACHIEVEMENT

and ATTAINMENT of goals (e.g. dev’t

of full potential) is facilitated.

THOUSANDS OF FILIPINO SCHOOL CHILDREN,

BEING SITUATED IN DISASTER-PRONE

COMMUNITIES ARE VULNERABLE TO HUMAN-

INDUCED AND NATURAL DISASTERS;

NEED TO PROTECT THEIR LIVES, THEIR NEED TO PROTECT THEIR LIVES, THEIR

FUTURE; DAMAGE ON YOUNG CHILDREN, IN

PARTICULAR, CAN BE PERMANENT.

NEED TO DISASTER-PROOF GAINS IN

EDUCATION

Drawing by Nonoy, Age 9

• Nonoy: This is my

brother. He is hiding in

Alabel. He is not happy.

• Nonoy: He wants to

learn, go to school, but learn, go to school, but

he has nothing. Our

school was burned.

Objectives of CCA and DRRM Framework

- Harmonize all disaster-related programs, projects and activities in DepEd to strategically and efficiently assist disaster prone schools;

- Guide policy development towards integrative and holistic programs, projects and activities for DRRM in education;

- Guide the development of protocol for the - Guide the development of protocol for the implementation of DRRM in education, especially at the school level;

- Guide the identification of possible interventions to fill up gaps in the area of DRRM in the basic education system;

- Ensure the provision of basic education service delivery during and after the occurrence of disasters;

Objectives of CCA and DRRM Framework

- Define minimum requirements for school managers and administrators in the implementation of DRRM in education;

- Provide avenues to increase the participation of students on DRRM in education;

- Provide direction and guidance to education - Provide direction and guidance to education partners and stakeholders in disaster-related interventions and assistance; and

- Create impact in the community with the possible multiplier effect of student participation in DRRM in education.

Major Steps in Framework Development

– Assessment of DepEd’s policy environment, DRRM-related organizational capacity and performance

– Desk review of materials

– Interviews with DepEd DRRM Core Group members– Interviews with DepEd DRRM Core Group members

– Site visits to Albay, Eastern Samar, Maguindanaoand Cotabato

– Drafting and validation of framework

– Finalization of framework

Key Features

• Covers DRRM in Education and Climate Change Adaptation

• Emphasizes DepEd’s mandates per RA 9729 (Climate

Change Act) and RA 10121(DRRM Act of 2010), and the

country’s commitment to implement the Hyogo

Framework for ActionFramework for Action

• Aims to contribute to achievement of MDG 2 and EFA goals

• Addresses specific challenges to access, attendance,

attainment and achievement in times of disaster

• Addresses local-level ECD EiE concerns

Key Performance Areas (KPA) and Enablers

KPA 1: promote children’s ACCESS at all times

KPA 2: support

children’s ATTENDANCE

even in

ENABLERS

- Enhance basic education

curriculum with CCA and

DRRM educationtimes

even in emergencies

KPA 4: promote

better ACHIEVEMENT

in learning outcomes

KPA 3: Enable children to complete and ATTAIN a full cycle of education

DRRM education

- Promote convergence

between DepEd and

education partners

- Strengthen DepED’s

institutional capacity for

CCA and DRRM

KPA 1: Promote children’s access to education at all times

• 5 sets of policy actions and strategies:

• Child participation: empower children and young children’s caregivers to participate in CCA and DRRM;

• School-based management of CCA/DRRM: Strengthen the day care center or school’s performance of their role in reducing risk and enhancing response and recovery for young children, pupils and school administrators;

• Emergency preparedness and response behaviors: promote • Emergency preparedness and response behaviors: promote the practice of preparedness, response and recovery behaviors among learners, school and center administrators, and parents;

• Access to EiE: Ensure affected children’s access to immediate education and emergencies

• Return to normalcy: Facilitate the return of affected children to day care centers and formal schooling

KPA 1: Promote children’s access to education at all times

• Child participation in school and community efforts

• Enable school children to organize themselves

into a CCA/DRRM team

• Authorize implementation of capacity building

plan for increased child participation

• Institutionalize process for children to participate

• With DSWD, institutionalize parallel process for 0-

6 caregivers to participate

• Enable school to support children’s advocacy with

LGUs

KPA 1: Promote children’s access to education at all times

• School-based management of CCA and DRRM efforts

• Delegate to school head full accountability for CCA and

DRRM efforts

• School head takes responsibility for ensuring that all SIP

activities are planned and implemented in consideration of

risks and vulnerabilities to climate change and that DRRM is

part of the continuous school improvement process.part of the continuous school improvement process.

• Employ process for risk assessment, school indicative risk

profile preparation and updating, DRRM and CCA plan

preparation and implementation as part of SIP

• Enable daycare workers and volunteers to participate in LGU

DRRM plan preparation and implementation

KPA 1: Promote children’s access to education at all times

• Emergency preparedness and response behaviors

among learners, school and day care center

administrators, and parents

• Implement a context-based behavior-centered

communication campaign

• Work closely with LGUs to ensure consistency • Work closely with LGUs to ensure consistency

between behavioral messages and LGU DRRM

measures

• Ensure that schools and daycare centers have

basic safety equipment, first aid kits, and trained

to use these

KPA 1: Promote children’s access to education at all times

• Immediate access to school-based EiE

• Strengthen student tracking system in schools and day care

centers, and enable its use to facilitate identification of and

contact with affected children

• Establish process for response and recovery that school/day care

center can immediately carry out in support of and consistent with

wider emergency response and recovery efforts

• Organize an EiE package - temporary learning space, school kits,

feeding, etc. - to guarantee continuity of education for affected

children

• Establish processes to enable affected children’s inclusion in EiE

interventions

• Schools used as evacuation centers to prepare an SOP to ensure

balance between responding to needs of evacuated families and

maintaining continuity of education

KPA 1: Promote children’s access to education at all times

• Facilitate return to normalcy

• Ensure that appropriate tools are available and

school personnel are trained in using them

• e.g., tools to assess affected children’s

readiness to return to formal schooling

• tools to gauge correct grade level at entry/re-

entry

• Ensure immediate repair and replacement of

damaged school buildings, facilities, teaching

materials, and support resource mobilization for

such

KPA 2: Support children’s attendance in school even in

times of disaster

• When school is closed, devise strategy to ensure continued

learning for learners (e.g., through ADMs, arrangements with

contiguous schools to temporarily accept affected pupils)

• Build capacity of parents of children 0-6 y.o. to continue early

childhood education at home

• Establish TLS (for young and school children) in communities

where evacuated families are temporarily evacuated where evacuated families are temporarily evacuated

• child-centered interactive teaching methodologies

• simple profiling system to facilitate return to formal

school/day care center

• process for formally concluding TLS when situation

normalizes

KPA 3: Enable children to complete and attain a full cycle

of education

• Devise a way for affected schools to complete

and achieve all competencies prescribed for

entire school calendar

• Ensure consistency between TLS curriculum

and formal school curriculum and formal school curriculum

• nature and volume of competencies

learned within specific periods

• assessment tools, grading systems

KPA 3: Enable children to complete and attain a full cycle

of education

• Continue to provide EiE and ECD/formal school instruction to

young and school children who have been evacuated:

• Expand school tracking system to enable tracking

whereabouts of temporarily evacuated children

• Within district or clusters of schools, create or maintain

workable arrangements to enable evacuated children to

attend school nearest the evacuation centerattend school nearest the evacuation center

• When entire communities are relocated to new sites

without basic services, division office to coordinate with and

support nearby schools to absorb affected school children

KPA 3: Enable children to complete and attain a full cycle

of education

• For children whose families decide to stay in host communities,

facilitate transfer to new (host) school/daycare center:

• Strengthen coordination between children’s old and new

schools/day care centers

• Allow host schools/day care centers to relax regular

enrollment requirements

• Enable host school to administer assessment tools to • Enable host school to administer assessment tools to

determine appropriate grade level at entry

• Improve DepEd’s Alternative Learning System to make it a more

viable and attractive alternative to formal schooling

KPA 4: Promote better achievement of learning outcomes

• Especially for schools in disaster prone areas, devise system for

monitoring school performance and ensuring sustained access

to technical support from district and division offices

• When district/division-level monitoring is difficult, establish

alternative mechanisms and processes by which parents and

other community members can monitor school performance

• Establish mechanisms & processes by which parents, LGU • Establish mechanisms & processes by which parents, LGU

officials, other community members can monitor quality of

early childhood education in day care centers

• Enable schools to closely monitor poor achievers: low literacy

and numeracy skills usually come with poor mastery of life skills

• hold supplementary lessons to build stronger psycho-social

and interpersonal skills

Enablers:

• Enabler 1: integrate CCA and DRRM

education into the basic education

curriculum.

• Enabler 2: promote better convergence

between DepEd’s CCA and DRRM initiatives

and those of education partners for more

productive collaborations in CCA and DRRM

• Enabler 3: strengthen DepEd’s institutional

capacity

Enabler 1: Enhance basic education curriculum with CCA

and DRRM education

• Mandate BEE, BSE, BALS to implement and complete the process of

curriculum integration

• Provide appropriate teachers guides and manuals and other

instructional materials

• Adopt National Competency-Based Teaching Standard framework in

developing set of standards for CCA and DRRM instruction

• include CCA, DRRM standards in assessment of new and • include CCA, DRRM standards in assessment of new and

incumbent teachers, in assessment of teachers’ priority capacity

development needs

• incorporate CCA, DRRM standards in teachers’ pre-service

education, other professional development activities and in-

service training

• include CCA, DRRM in Licensure Examination for Teachers

Enabler 2: Promote convergence between DepEd and

partners

• Ensure that all CCA/DRRM-related initiatives of education

partners fall within the framework for CCA/DRRM in education

• Institutionalize mechanisms for tracking and reviewing all

proposed initiatives with schools, district and division

offices

• Facilitate development and submission of proposals to fill

gaps or needs according to requirements specified in the gaps or needs according to requirements specified in the

framework

• Facilitate unification and complementation of EiE

approaches, instruments, scales and program contents

• Establish regular forum for DepEd and education partners to

review implementation of, track and evaluate achievement of

common CCA, DRRM activities

Enabler 2: Promote convergence between DepEd and

partners

• Enable DepEd to lead National and local Education

Clusters

• Allocate adequate resources for effective performance

of functions as Lead

• Ensure strategic development of Education Clusters

• Ensure harmonization, standardization, actual use of •EiE-related tools and kits that meet minimum

standards of EiE

• Facilitate/Organize venues for strengthening capacity

• Develop mechanisms for identifying and disseminating

good/best practice in CCA, DRRM in education

Enabler 3: Strengthen DepEd’s institutional capacity for

CCA and DRRM

• Set CCA and DRRM as a DepEd priority policy area

• Ensure that CCA/DRRM is embedded into education development

planning processes, regular DepEd functions and processes

• Ensure that CCA/DRRM education and EiE programs are

appropriate to context and cultural background of learners,

teachers, communities

• Establish assessment procedures and formal schooling entry

requirements and procedures --> recognition and validation of requirements and procedures --> recognition and validation of

learning attainment in temporary learning spaces by the formal

education system

• Establish procedures and mechanisms for implementing and

coordinating preparedness and immediate integrated response

and recovery measures at CO, RO, DO and school levels

• Incorporate climate change adaptation and risk reduction in

education policy development, project planning and

implementation

Enabler 3: Strengthen DepEd’s institutional capacity for

CCA and DRRM

• Set CCA and DRRM as a DepEd priority policy area

• Institutionalize CCA and DRRM as a regular item in the

General Appropriations Act

• Within DepEd, ensure that risk transfer and loss sharing

mechanisms are in place

• Institutionalize the DRRMO and counterpart structures at RO,

DO, and school levelsDO, and school levels

• Foster appreciation and ownership of CCA and DRRM policy and

strategy among DepEd key decision makers, management and

staff

• Institutionalize a CCA and DRRM knowledge management

system that focuses on person-to-person knowledge sharing

Enabler 3: Strengthen DepEd’s institutional capacity for

CCA and DRRM

• Provide for the systematic dissemination and

utilization of relevant research within the

Department and among education partners

• Strengthen communication links to enable the

transmission, receipt and dissemination of essential

and emergency information between national, and emergency information between national,

regional, division and school DRMM offices/teams

• Establish institutional support for advocacy with

higher education institutions to offer courses in

DRRM and/or integrate DRRM into their current

course offerings