integrating disaster risk management in local governance

Integrating Disaster Risk Managementin Local Governance

Facilitators’ Guide and SourcebookBarangay Disaster Management Training Workshop

The views expressed in this publication are those of the authors and do not necessarily reflect those of

the United Nations or UNDP.

Edited by Zenaida Delica Willison

Advisor, Disaster Risk Reduction

Regional South-South Unit

UNDP Regional Centre in Bangkok

Design/Layout by Keen Publishing (Thailand) Co., Ltd.

75/42 Ocean Tower II, 22nd Fl.

Sukhumvit 19

Bangkok 10110 Thailand

Copyright © 2006

Special Unit-South South Coorperation

UNDP Regional Centre in Bangkok

United Nations Service Building, 3rd Floor

Rajdamnern Nok Avenue

Bangkok 10200 Thailand

Tel: (66 2) 288 2129

Fax: (66 2) 288 3032

Email: [email protected]

Website: http://regionalcentrebangkok.undp.or.th

ISBN: 974-68507-4-2

The World Conference on Disaster Reduction held in January, 2005 in Kobe, Japan provided a

framework for building the resilience of nations and communities.This is outlined in the “Hyogo

Framework for Action 2005-2015”. One of the overarching principles highlighted in the

framework is the enhancement of the current capacities of local communities in order to resist

disasters. Certainly, the role of local governance in strengthening communities’ capacities is

paramount.

The Special Unit for South-South Cooperation (SU-SSC) in United Nations Development

Programme (UNDP) was tasked by the General Assembly to promote technical cooperation

among developing countries. At the first regular session of its Executive Board on 20-28

January 2005, the Special Unit was mandated to include disaster risk management in the

implementation of its Third Cooperation Framework.

Following this mandate, the SU-SSC has responded to the “double” disaster of earthquake and

tsunami in the four countries affected. It has recently developed and launched a programme

called Global Facility for Community-Based Disaster Risk Management (GFDRM). The GFDRM is

envisaged to contribute to the current innovative approaches and pilot projects, which are

designed to help reduce present and future disaster risks. The GFDRM provides a forum for

sharing good practices for possible replication in other vulnerable communities.

The GFDRM also provides a venue for networking among people involved in making their

communities safer within their own countries and globally. Essentially, the facility is the Special

Unit’s contribution to the Hyogo Framework of Action to help countries in the South attain

their targets on disaster risk reduction. In May 2006, the Regional South-South Unit (RSSU) was

formally established in the UNDP Regional Centre in Bangkok to carry forward the tasks of

the Special Unit on disaster risk management.

The manual Integrating Disaster Risk Management in Local Governance, a Facilitators’ Guide and

a Sourcebook for Barangay Disaster Risk Management Training Workshop is a pioneering

collaborative effort in disaster risk management in the Philippines. The project was

conceptualized, drafted, pre-tested and developed by an ad hoc Working Group, composed of

many individuals involved in disaster risk management. They represented various government

and non-government entities. They coordinated and cooperated amongst themselves

during the whole process of developing a tool to assist the Local Government Units (LGUs).

The initiative is vital in pooling resources, knowledge and expertise for the country’s benefit

and for achieving national goals in disaster risk reduction. The project is about working

together to find solutions to address disaster and development challenges. It is an example of

collaboration to advance the cause of disaster risk reduction/management, a kind of initiative

that the Regional South-South Unit is promoting under the GFDRM.

iiiFacilitators’ Guide and Sourcebook

Foreword

The RSSU is publishing this manual for use by trainers and facilitators who are helping local

government units in conducting a workshop on disaster risk management.Though the training

context is entirely within the Philippines setting, the content and methodology in

facilitation can be universally applied. The RSSU is delighted to present this manual, an output

of successful collaboration in line with the SU-SSC platform on “Sharing of Southern

Development, Knowledge and Solutions”.

Denis Nkala

Chief, Regional South-South Unit

UNDP Regional Centre, Bangkok

Integrating Disaster Risk Management in Local Governance

Barangay Disaster Management Training Workshopiv

vFacilitators’ Guide and Sourcebook

There are many people representing various organizations, who are behind the development

of this Facilitators’ Guide and Sourcebook. The guidance and inputs of the members of the ad

hoc Working Group, who belong to different government and non-government organizations

are crucial in the realization of this training manual.The Regional South-South Unit is proud to

be associated with the group through the publication of its output, “Integrating Disaster Risk

Management in Local Governance, a Facilitators’ Guide and a Sourcebook for Community

Disaster Risk Management Training Workshop”.

Acknowledgement with thanks goes to the following:

From the government: Undersecretary Melchor Rosales, Director Manuel Gotis, Ms. Madel Go,

Ms. Sylvia Carvajal, Dir. Marivel Sacendoncillo and Ma. Rosalinda Lacsamana of the Department

of Interior and Local Government (DILG) Director Priscilla Duque and Lucy Espino of Office of

Civil Defense (OCD); Ms. Jing Lopez of the Philippines-Canada Local Government Support

Program; Mr. Cedric Daep and Governor Fernando Gonzales of the Provincial Government of

Albay; and, Mr. Isaias Panganiban of the Municipal Disaster Coordinating Council, Guagua.

From the non-government organizations (NGOs): Mr. Bong Masagca of the Pampanga Disaster

Response Network (PDRN) and National Anti Poverty Commission, Ms. Mayet Lupig-Alcid of the

Corporate Network for Disaster Response (CNDR), Ms. Corazon Alma de Leon of the Asian

Disaster Preparedness Center (ADPC) and Ms. Lorna Victoria of the Center for Disaster

Preparedness (CDP).

The draft curriculum was critiqued by the following participants, whose comments contributed

to the finalization of this user-friendly manual for pre-testing:

From the government: Ms. Sylvia Carvajal and Mr. Jose Gonzalo Ablay of the DILG;

Mr. Rudy Eduave ofthe Liga ng mga Barangay; Dir. Ramon Santiago and Ms. Maria Corazon

Macasieb of the Metro Manila Development Authority (MMDA); Mr. Ernesto Elcamel of Naga

City; Ms. Lucy Espins of the OCD; Ms. Ma. Victoria Marica of the Philippine Atmospheric,

Geophysical and Astronomical Services Administration (PAGASA) Dir. Renato Solidum of the

Philippine Institute for Volcanology and Seismology (PHIVOLCS), Mr. Cedric Daep, Mr. Isaias

Panganiban and Ms. Lucy Espino.

From the non-government and peoples organizations; Mr. Goran Hansen and Ms. Minchin Tan

of the Adventist Development and Relief Agency; Mr. Manuel Garduque of Balay Rehabilitation

Center; Ms. Rita Estrella and Mrs. Remedios Paras of Barangay PhilAm, Quezon City; Mr. Noli

Abinales of BUKLOD TAO ; Mr. Celso B. Dulce representing CARE-Philippines Mr. Jhun Lucero and

Mr. Rolando Libang of the Citizens Disaster Response Center (CDRC); Mr. Danny Ocampo of the

Acknowledgements

Catholic Relief Services; Ms. Floreen Simon of the CNDR; Ms. Yasmin O. Hatta of Christian Aid;

Ms. Graciela Peters Guarin of the International Institute for Geo Information Science & Earth

Observation; Ms. Carina Pamintuan of the National Council of Churches of the Philippines;

Mr. Ricky Pinlac of PDRN; Ms. Magdalena Mendoza of Brgy Sta. Catalina, Minalin, Pampanga;

Mr. Soc Evangelista and Mr. Ronnie Ragasa of Philippine Relief and Development Services;

Mr. Dick Balderama & Ms. Mary Jane Munoz of Sentro para sa Ikauunlad ng Katutubong Agham

at Teknolohiya; Ms. Gezella Gonzales and Professor Emmanuel Luna of the University of the

Philippines; and, Ms. Eufemia Castro-Andaya, Ms. Malu Cagay, Ms. Nikki de Vera, Ms. Mayfourth

Luneta, Ms. Marita Santos and Ms. Jelyne Gealone of the CDP.

The final draft of the curriculum was pre-tested in Barangay Banugao, Infanta, Quezon with the

following participation or support: Hon. Mayor Filipina Grace. America, Mayor of Infanta; Mr.

Protacio Resplandor of Barangay Banugan; 24 participants from Infanta Community

Development Association, Inc; three observers from OCD Region IV and three from CDRC.

Special thanks go to the facilitators: Ms. Lucy Espino, Cedric Daep, Ms. Lorna Victoria and Mr. Ron

Crisostomo and the three personnel of CDP, who provided technical support.

The working group acknowledges the financial support of Peace and Equity Foundation to this

very important activity that will help advance the cause of disaster prevention, mitigation,

preparedness and emegency response. The working group also recognized the work of many

agencies involved in disaster risk management by liberally using their training materials, which

are compiled in the Sourcebook, part two of this manual. Special thanks go to them.

The overall coordinator of the project and convener of the working group, Ms. Lorna Victoria of

the CDP, deserves special mention for seeing through the completion of the draft manual. She

worked hard to coordinate, facilitate and compile the work of many people.

To all, thank you for providing the Regional South-South Unit an opportunity to serve your

country and others, through the publication of this manual.


Barangay Disaster Management Training Workshopvi

Foreword iii

Acknowledgements v

Acronyms x

Glossary xii

Introduction 1

PART I: GUIDEBOOK

Opening Activities

Summary 3

Module1 - Introduction to Disaster Risk Management

Summary 9

Session 1: Local Disaster Experience 10

Session 2: National Disaster Situation and the Philippine Disaster

Management System 13

Session 3: Understanding Disasters and Disaster Risk Management 18

Module 2 - Barangay Governance and Disaster Risk Management

Summary 23

Session 1: Good Governance 24

Session 2: Disaster Management Responsibilities of the Barangay 28

Session 3: Relevant Laws and Regulations 32

Module 3 - Barangay Risk Assessment

Summary 35

Session 1: Introduction to Risk Assessment 36

Session 2: Hazard Assessment 39

Session 3: Vulnerability and Capacity Assessment 44

Session 4: Barangay Disaster Risk Assessment Fieldwork 50

Facilitators’ Guide and Sourcebook

Contents

Module 4 - Barangay Risk Reduction Planning

Summary 55

Session 1: Identifying of Risk Reduction Measures (Using the Results of

Barangay Risk Assessment) 56

Session 2: Introduction to Barangay Disaster Risk Reduction Planning 61

Session 3: Planning Workshop 64

Closing Activities

Summary 67

PART II: SOURCEBOOK

Sourcebook: References for Opening Activities

0.1 Example of a Training Design 69

0.2 Example of a Four-day Workshop Schedule 72

0.3 Different Ways of Introduction and Generating Expectations 74

0.4 Participatory and Learner-centred Training 77

Sourcebook 1: References for Module 1 - Introduction to Disaster Risk Management

1.1 The Philippine Disaster Situation 81

1.2 The Philippine Disaster Management System 82

1.3 Defining a Few Key Terms 87

1.4 Basic Concepts: Hazard, Vulnerability, Capacity and Disaster 90

Sourcebook 2: References for Module 2 - Barangay Governance and Disaster Risk

Management

2.1 The Barangay 97

2.2 Good Governance 100

2.3 The Millennium Development Goals 103

2.4 Barangay Development and Governance System Framework

and Barangay Organizational Reform Agenda 105

2.5 On Disaster Management and Leadership 111

2.6 Local Disaster Coordinating Councils (LDCCs) 113

2.7 Laws and Regulations on Disaster Management 115


Barangay Disaster Management Training Workshop

Sourcebook 3: References for Module 3 - Barangay Risk Assessment

3.1 Community Risk Assessment: Hazard, Vulnerability,

Capacity Assessment 121

3.2 Major Kinds of Hazards 123

3.3 Categories and Factors for Capacities and Vulnerabilities Analysis 132

3.4 Guidelines for Elaborating a Community Risk Map 134

Sourcebook 4: References for Module 4 - Barangay Risk Reduction Planning

4.1 Identifying Risk Reduction Measures 139

4.2 From Risk Mapping to Preparedness and Mitigation Planning 142

4.3 Early Warning 144

4.4 Evacuation 148

4.5 Public Awareness 150

4.6 Summary of the Hyogo Framework for Action 2005–2015 152

4.7 The ‘A to Z’ of Facilitating Community Planning 154

Sourcebook: References for Closing Activities

Evaluation Form 159

Facilitators’ Guide and Sourcebook


Barangay Disaster Management Training Workshopx

ADPC Asian Disaster Preparedness Center

AFA Aundanao Fishermen Association

BADEGOS Barangay Development and Governance Systems

BDCC Barangay Disaster Coordinating Council

BLGD-DILG Bureau of Local Government Development – Department of Interior

and Local Government

BORA Barangay Organizational Reform Agenda

CBDRM Community-Based Disaster Risk Management

C/M/P/RDCC City/Municipal/Provincipal/Regional Disaster Coordinating Council

C/MDCC City/Municipal Disaster Coordinating Council

CDP Center for Disaster Preparedness Foundation, Inc.

CENRO Community Environment and Natural Resources Organization

CNDR Corporate Network for Disaster Response

CRED Center for Research and Epidemiology of Disasters

CVOs Community Volunteer Officer

DA Department of Agriculture

DCC Disaster Coordinating Council

DECS Department of Education Culture and Sports

DILG Department of Interior and Local Government

DMP Disaster Management Plan

DRM Disaster Risk Management

DSWD Department of Social Work and Development

ECHO European Commission Humanitarian Aid Office

EO Executive Order

GDP Gross Domestic Product

IRA Internal Revenue Allotment

IRR Implementing Rules and Regulations

JICA Japan International Cooperation Agency

LCE Local Chief Executive

LEAD Livelihood Enhancement for Agriculture Development

LGA-DILG Local Government Academy – Department of Interior and Local

Government

LGU Local Government Unit

MDG Millennium Development Goal

MGB-DENR Mines and Geosciences Bureau – Department of Environment and

Natural Resources

MMDA Metro Manila Development Authority

MMEIRS Metro Manila Earthquake Impact Risk Reduction Study

Acronyms

NAFC National Agricultural and Fishery Council

NDCC National Disaster Coordinating Council

NGO Non-Government Organization

OCD Office of Civil Defense

PAGASA Philippine Atmospheric, Geophysical and Astronomical Services

Administration

PD Presidential Decree

PDOC Provincial Disaster Operations Center

PHIVOLCS Philippine Institute of Volcanology and Seismology

P/M/C/BDCC Provincial/City/Municipal/Barangay Disaster Operations Center

PMP Preparedness Mitigation Prevention

PMO Presidential Management Office

PNRC Philippine National Red Cross

PO People’s Organization

PPSEMO Provincial Public Safety and Emergency Management Office

PRA Participatory Risk Assessment

RA Republic Act

RCB Regional Centre in Bangkok

RSSU Regional South-South Unit

RBA Rights-Based Approach

SARS Severe Acquired Respiratory Syndrome

SK Sangguniang Kabataan

SU-SSC Special Unit for South-South Coorperation

UNDP United Nations Development Programme

UNDRO Office of the United Nations Disaster Relief Coordinator

UNEP United Nations Environmental Programme

UNHCR United Nations High Commissioner for Refugees

UNISDR United Nations International Strategy for Disaster Reduction

USAID United States Agency for International Development

xiFacilitators’ Guide and Sourcebook


Barangay Disaster Management Training Workshopxii

Barangay

Smallest political and administrative unit in the Philippines. It serves as the primary planning

and implementing unit of government policies, plans, programs and projects. A barangay may

be created out of a contiguous territory which has a population of at least 2,000 inhabitants but

for highly urbanized cities, the requirement is at least 5,000 people.

Punong Barangay or Barangay Captain

The head of the executive branch of the barangay government and is responsible for policy

directions, programme development and implementation, and general administration.

Sanggunian Barangay or Barangay Council

The legislative functions are performed by the Sanggunian which is composed of the Barangay

Captain and seven elected Barangay Council Members and the Chairman of the Youth Council.

Its major function is the approval of barangay budget and passing resolutions and ordinances.

Barangay Disaster Coordinating Council (BDCC)

The BDCC is formed and staffed in accordance with the Barangay Disaster Preparedness Plan.

It is composed of residents chosen on a “best qualified” basis, taking into consideration prior

training, experience or other special capability.The action and staff services shall constitute the

BDCC. The action services are: warning, rescue, evacuation, disaster relief and medical service.

Liga ng mga Barangay sa Pilipinas is the League of Barangays in the Philippines, an

association of barangays all over the Philippines.

Glossary

The handbook,“Integrating Disaster Risk Management in Local Governance: a Facilitators’Guide

and a Sourcebook for Barangay Disaster Risk Management Training Workshop” is developed by

a group of people, who take upon themselves the task of promoting disaster risk reduction/

management. The primary objective of the handbook is to provide local government units a

guide so that they can push forward the agenda of reducing risks at the community or local

levels. After all, it is the local government units that are legally mandated and morally bound to

protect their constituents from harm and danger posed by disaster risks.They have to promote

and realize safer communities.

The handbook has two parts. The first is the “Facilitators‘ Guide”, which contains four modules

and each module contains three to four sessions.The guide is a step-by-step instruction on how

to facilitate sessions and modules. Each module contains a summary and session titles. Each

session contains learning objectives, key points to remember, methods to be used, step-by-step

process on how to deliver the session, materials needed in delivering the session, duration

(how long will it take to effectively deliver the session), tips to facilitators, and required readings.

The following are the modules:

Module 1: Introduction to Disaster Risk Management

This module has three sessions that pertain to the disaster situation at the local and national

level and to disaster risk reduction/management concepts, principles and activities. The main

objective of this module is for the participants to understand and differentiate hazards

from disasters and to appreciate that disasters can be prevented through a combination

of various strategies at the local level with support from other key players in disaster risk

management.

Module 2: Barangay Governance and Disaster Risk Management

This module has three sessions dealing with governance, such as the roles and responsibilities

of barangay officials in disaster risk management and the pertinent laws and regulations.

The main objective of this module is for the participants to grasp the important roles of officials

and community members in ensuring the safety of their homes, property and

livelihood. The function of the officials with regards to disaster risk management is

incorporated in the local government code.

1Facilitators’ Guide and Sourcebook

Introduction

Module 3: Barangay Risk Assessment

This module contains four sessions pertaining to community disaster risk assessment.

Disaster risk is a concept that needs to be understood in the context of natural and

human-sourced hazards; vulnerability of the elements-at-risk; and the capacity of the people

exposed to hazards.The main objective of this module is for the participants to be able to learn

and practice the participatory tools and methodologies in assessing community disaster risks.

Module 4: Barangay Risk Reduction Planning

This module has three sessions about barangay disaster risk reduction planning. The main

objective of this module is for the participants to appreciate the value of taking into their

own hands the course of their present and future safety through planning and implementing

risk reduction measures. It directs the participants on how to plan in a step-by-step approach.

A planning workshop, wherein the participants will draft a risk reduction plan is the highlight

of this module.

The second part contains the “Sourcebook”, which is the twin of the Guidebook. The guide will

not be able to stand alone without the Sourcebook. The Sourcebook is needed to deliver the

course effectively. The Sourcebook contains the reference materials or the required readings

for each session in the four modules mentioned above. The Sourcebook includes key selected

materials.


Barangay Disaster Management Training Workshop2

GuidebookPART 1

Part1:G

uid

ebo

ok

Opening Activities

Op

enin

gA

ctivities

Summary

Opening activities provide the participants with an overview of what should be expected of the

training. In this opening session, facilitators and participants are introduced in a way that will

make them comfortable and familiar with each other. Expectations from the workshops are

generated and clarified. Social contract is established to agree on the “do’s” and “don’ts” that

will be binding throughout the course. The training schedule is also discussed in this session.

The following is the suggested flow of the opening activities.

Objectives of the Opening Activities

• Formally open the training

• Introduce the participants and facilitators to each other

• Clarify expectations of the participants

• Unite on the training workshop objectives and programme of activities

• Agree on technical arrangements such as schedule, house rules or “dos and don’ts,” and

the creation of participatory management teams

Flow of Activities

• Invocation, national anthem (and provincial song)

• Messages

• Introduction of participants and facilitators

• Expectations check

• Overview of the training workshop design

• Social contracting and technical arrangements


Opening Activities

Process

• Depending upon the preparation of the organizers of the workshop, the opening

activities can be formal or informal. In some cases, there are speeches such as welcome,

opening and inspirational remarks before the introduction. However, there are also cases

in which a word of welcome by the barangay captain would suffice.

• After welcoming the participants, the facilitators introduce the participants and

themselves with “I am …, I have…, I can…, I will…” Choose from the list in Sourcebook

0.3: “Different Ways of Introduction and Generating Expectations. ”

• After the introduction, proceed to generating expectations from the workshop.

Suggested activity is the “Bus Stop” exercise. See Sourcebook 0.3: “Different Ways of

Introduction and Generating Expectations”.

• Then, introduce the training shedule. Distribute the hand-out on “Training Schedule”.

See if the expectations match with the topics in the design. Tell the participants what

expectations will be covered and what will not be covered. Tell them that there may be

some opportunities wherein those topics may be discussed.

• Organize the host teams that will manage the daily activities. Distribute the hand-outs

on “Tasks of Host Teams”.

• Facilitate the discussion on the daily schedule, house rules and other administrative

matters.

Duration: 2 hours

Tips to Organizers/Facilitators

• The Training Workshop is designed for four days in order to have sufficient time for work

groups. The design has 13 sessions contained in four modules, excluding opening

and closing activities. The training can be done on a staggered basis, but ensure the

attendance of the same participants for the successive sessions. For staggered training,

remember to give a brief run-through of what was taken up at the end of the first set

of sessions and to have a review of key concepts at the start of the second set of sessions.

See Sourcebook 0.1: “Example of a Training Design”.

• There are cases when a four-day workshop is not possible for various reasons.

The training can be shortened to three days. Take note of the time allotment for each

session and make sure that resource persons do not exceed the time allotted. Make

allowance for discussion, questions and answers. See Sourcebook 0.2: “Example of a

Four-day Workshop Schedule”.



Opening Activities

• While the first part of the opening activities can be formal with the guest speakers

giving messages, it is important to establish an atmosphere of openness and trust

among the participants and facilitators at the outset to have an environment conducive

to sharing and learning.

• Be culture and gender sensitive in the choice of games, exercises and ice breakers.

Encourage, promote and affirm positive cultural values.

• While choosing methods and workshop activities remember that when people listen to

the information, they remember only 20 percent of what they hear. If they only look

at the information, they remember about 30 percent. If they combine listening and

looking, they remember about 40-50 percent. If they also talk about what they hear and

see, they remember 70 percent. But best of all, If they also use what they have learned,

they will remember 90 percent of it. Read Sourcebook 0.4: “Participatory and

Learner-Centred Training”.

Reading for Facilitators: (See Sourcebook)

0.1 Example of a Training Design

0.2 Example of a Four-day Workshop Schedule

0.3 Different Ways of Introducing and Generating Expectations

0.4 Participatory and Learner-Centred Training


BARANGAY DISASTER MANAGEMENT WORKSHOP SCHEDULE

MODULE TOPIC/SESSION METHOD DURATION

OPENING ACTIVITIES 2 hours

Opening ProgrammePrayer, National Anthem, Provincial

Song, Messages

Introduction Various Methods

Expectation Check Various Methods

Training Design Discussion

Contracting and Technical

ArrangementsDiscussion

DAY 1

MODULE 1

INTRODUCTION TO DISASTER

RISK MANAGEMENT 3 SESSIONS 6 hours

Local Disaster Situation Workshop and Plenary Presentation 2 hours

National Disaster Situation and

Philippine Disaster Management

System

Gallery

PowerPoint Presentation or paste-ups

Interactive Lecture

1.5 hours

Understanding Disasters and

Disaster Risk Management

Debate or Typhoon, Earthquake, War

Interactive Lecture2.5 hours




DAY 2

MODULE 2

BARANGAY GOVERNANCE AND

DISASTER MANAGEMENT3 SESSIONS 5 hours

Barangay Governance (Good and

Democratic Governance)

Group Work:“The highest tower” or

“Good governance is…”

Interactive Lecture

1.5 hours

Disaster Risk Management

Responsibilities of the Barangay

Group Work:“Our organization as a

vehicle” Interactive Lecture2 hours

Relevant Laws and RegulationsBuzz Session, “Matching”

Interactive Lecture1.5 hours

DAY 3

MODULE 3BARANGAY RISK ASSESSMENT 4 SESSIONS 8.5 hours

Introduction to Barangay Risk

Assessment

Exercise: What do you see?

Interactive Lecture1 hour

Hazard Assessment

“Feel, Hear, See!” or “Recall of

Disasters Experienced”

Group Work

Interactive Lecture

1.5 hours

Vulnerability and Capacity

Assessment

“Webbing”

Group Work

Interactive Lecture

2 hours

Barangay Disaster Risk

Assessment Field WorkBarangay Watching/Field Work 4 hours

DAY 4

MODULE 4

BARANGAY RISK REDUCTION

PLANNING3 SESSIONS 6 hours

Introduction to Disaster Risk

Reduction Planning

“Building our house”

Interactive Lecture1 hour

Identifying Appropriate Risk

Reduction Measures

Untangling Exercise

Sharing of Case Stories on local

preparedness and mitigation

measures, Interactive Lecture

3 hours

Planning WorkshopAction Planning

Plenary Presentation Comments2 hours

CLOSING ACTIVITIES 1 hour

BARANGAY DISASTER MANAGEMENT WORKSHOP SCHEDULE (continued)

Opening Activities

Materials Needed

• Name tags

• Manila/kraft paper or meta cards for Expectation Check

• Coloured pens

• Opening programme for distribution (if there is a formal opening)

• Schedule of the training programme for distribution

• Tasks of host teams for distribution

Tasks of Daily Management Teams (Host Teams)

The Daily Management Team or Host Team is a group of participants that assumes

responsibility to assist the facilitators/trainers in the daily management of the training with

the following suggested tasks:

• Act as timekeeper for start and end of sessions

• Provide ice breakers and energizers

• Distribute hand-outs

• Assist facilitator in posting visuals and cleaning the boards

• Start daily activities with an invocation, recap of the previous day’s sessions and today’s

announcements

• Gather feedback and suggestions from participants and coordinate these with the

facilitators and organizers of the training

• Ensure order and cleanliness of classroom

Other tasks which may be given to daily management teams as necessary:

• Make arrangements for Solidarity Night

• Make arrangements for Closing Programme

• Acknowledging guests and thanking facilitators and the organizers on behalf of the

participants


Introduction to Disaster Management

Module 1

Mo

du

le1

Summary

This module has three sessions that pertain to the disaster situation at the local and national

levels and to disaster risk management concepts, principles and activities. The main objective

of this module is for the participants to understand and differentiate hazards from disasters and

to appreciate that disasters can be prevented through a combination of various strategies at

the local level, with support from other key players in disaster risk management.

Session 1: Local Disaster Experience

Session 2: National Disaster Situation and the Philippine Disaster Management System

Session 3: Understanding Disasters and Disaster Risk Management


Module 1INTRODUCTION TO DISASTER RISK MANAGEMENT



Learning Objectives

At the end of the session the participants should have:

• Described the ongoing threats as well as those disasters that happened in the past in

the participants’ community, which caused substantial damage and loss

• Explained how the community, households and individuals prepared for, responded

to and recovered from those disasters; and

• Discussed who was able to assist the community in disaster preparedness,

emergency response and recovery.

Key Points

• Community profile is important – the barangay’s geographical location, physical

characteristics, population, people’s livelihood, health conditions, culture and values.

A spot map with basic information of the barangay helps in understanding the

overall condition of the community.

• Recalling the experiences of the participants about disasters (before, during and in

the aftermath of a disaster and in the recovery period) is an important facet of this

session. What actions that people undertook in the pre-, during- and post-disaster

preriods should be highlighted.

Method

• Group work, presentation and plenary discussion

Process

• Introduce the module and the module’s summary.

• Introduce the first session and its objectives.

• Explain that this session is mainly group work, presentation, discussion and synthesis.

Encourage active participation.

• Divide the participants into four to five groups, depending upon the number of

participants. Ideally each group should have only six members. Each group assigns

its facilitator, documenter and rapporteur.

Module 1 Session 1: Local Disaster Experience



• The facilitator guides the group in its discussion of the following questions:

a. What does the Barangay/Community Profile (land and people) look like?

� Geographical/physical characteristics

� Population

� Economy/livelihood

� General health conditions

� Culture and values

� Spot/base map of the community indicating key landmarks

b. What is the local disaster situation?

� What disasters were experienced in the past?

� When? Where?

� What was damaged?

� Who was affected?

� What are the other threats?

� How did the community, households and individuals prepare for, respond to

and recover from disasters?

� Who and what agencies assisted the community, households and individuals?

• Have each group pick a creative way to present the results of their group discussion

such as:

� Talk show interview about the disaster situation in the community

� Community spot map indicating areas, facilities and families which have

suffered damage and loss from disasters

� Skit or drama of how the community prepares for and responds to disasters

� Seasonal calendar showing periodic hazards and disasters

� Timeline showing years wherein disasters were major (big) or minor (small);

Work groups explain their indicators of major and minor disasters

• Then, ask each group to make a presentation in the plenary, Ask the rest of the groups to

validate and add on to the data presented.

• After all have reported, ask for questions, clarifications and comments on the group

reports.

• Summarize the local disaster situation. Point out that reference to the results of this first

workshop will be made in the succeeding sessions. More details will be added to the

community disaster situation during the discussion in Module 3 on Barangay Risk

Assessment.

Duration: 2 hours



Tips to Facilitators

• In preparation for the disaster management workshop, request the barangay council

to prepare a community profile and five copies of the community spot map.

• The discussion of the local disaster situation immediately generates involvement and

interest among the participants with regards to the disaster management training

workshop.

Materials Needed

• Manila/kraft or easel paper, different colours of Pentel pens and crayons

• Cut-outs of different hazards

Photos of flooded Bulacan Barangay Hall from World Vision, Baguio earthquake from Phivolcs and of recovery effort in Infantafrom the Municipality of Infanta, Quezon.

Learning Objectives


• Linked the local barangay disaster situation to the national (provincial/municipal)

disaster situation; and

• Explained the Philippine disaster management system.

Key Points

• The Philippines is one of the world’s most disaster prone-countries. Because of its

geographical location and physical characteristics, the Philippines is exposed to a variety

of natural hazards, ranging from typhoons and floods to earthquakes, volcanic eruption,

tsunamis, landslides and drought.

• Located near the Western North Pacific Basin, the Philippines is the busiest generator of

tropical cyclones. It is part of the ‘Pacific Ring of Fire’ and lies between two tectonic

plates. An archipelago, it is composed of 7,100 islands.

• Aside from the country’s particular geographical location and physical characteristics,

its social, economic and political environment is a big contributory factor of why hazards

result in the destruction of human lives and property.

• Human-made disasters such as armed conflict, sea mishaps, fire, and epidemics take

a heavy toll on the vulnerable population and to the economy as well.

• The Philippines is recognized internationally to have a well-articulated disaster manage

ment system and institutional arrangements.

• PD 1566, dated 11 June 1978,“Strengthening the Philippine Disaster Control Capability

and Establishing the National programme to Community Disaster Preparedness”, lays

down the policy, institutional and operational framework for disaster management in

the country.

• Although the Philippines is recognized to have a head start in implementing

community- based disaster management, recurring occurrence of disaster necessitates

widespread replication and application of disaster risk reduction activities.

Module 1 Session 2: National Disaster Situation and thePhilippine Disaster Management System



Methods

• “Gallery”

• PowerPoint presentation or paste-ups

• Interactive lecture

Process

• “Gallery”. Prior to the workshop, gather 10 to 20 pictures and news clippings of disasters

from various places in the Philippines. Put these on a clothesline or paste them on the

walls. Have the participants go around to view the exhibit.

• Back in their seats, the participants are asked what have they observed. What types of

disasters strike the Philippines? What gets damaged? Who is affected? What are the

causes? What are the disaster preparedness, emergency response and recovery

activities undertaken?

• Summarize the participants’ observations through a brief interactive lecture on the

Philippine disaster situation.

• Present the following with the aid of either PowerPoint or slides:

Present that the Philippines is one of the most disaster-prone countries of the world.

From 1900 to 1991, the Center for Research and Epidemiology of Disasters (CRED) recorded

a total of 701 disaster incidents, or almost eight disasters a year. From 1987 to 2000,

the National Disaster Coordinating Council (NDCC) recorded 523 disasters, an average of

37 disasters annually, with total damage estimated at Php 150.071 Billion. In the year 2000

alone, there were 259 disaster events noted, affecting 9,078,236 persons, with total cost of

damage Php 7.739 Billion. Refer to Sourcebook 1.1: “The Philippine Disaster Situation”.

The European Commission Humanitarian Aid Office Disaster Risk Indicators has ranked the

Philippines as the 11th most disaster prone among 115 counties. In 2004, the Philippines

was among the top ten countries of the world with most killed (1,918 persons, ranked sixth)

and most affected by disasters (3,262,978, ranked fifth).

Explain that the Philippines’ predisposition to natural hazards is, to a significant extent,

a function of its geographical and physical characteristics. Located near the Western

North Pacific Basin where 50 percent of the world’s tropical cyclones are generated, 20

typhoons enter the country’s area of responsibility in a year, of which nine make landfall.

As an archipelagic country, composed of 7,100 islands with a total land area of 30 million

hectares, the country has a long coastline. Communities along its 36,289 kilometres of

coastline are prone to storm surges and sea level changes. Flooding, especially in low-lying

areas is common due to rains brought about by typhoons, monsoons, thunderstorms, and

the inter-tropical convergence zone. El Nino occurrences induce drought in many parts of

the country, which poses a serious problem in agricultural production, potable water

supply, and hydro-electricity generation.



The country is part of the western segment of the Pacific Ring of Fire and lies in between

two major tectonic plates, whose movements create mountain ranges, islands, volcanoes,

earthquakes and tsunamis. The country’s topography thus varies from high mountains,

accounting for 60 percent of landmass, to plains and freshwater swamps. There are 220

volcanoes, of which 22 are active. Five earthquakes, mostly imperceptible, occur daily. Heavy

rains and earthquakes can trigger landslides and debris flows.

Highlight that aside from its particular geographical location and physical characteristics,

disaster occurrence is conditioned by the Philippines’ social, economic and political

environment. Vulnerability factors such as poverty, environmental degradation, rapid

urbanization, poor enforcement of public safety and environmental regulations, and

reactive disaster management orientation are causes of, if not aggravating factors to,

recurring and chronic disaster situations. Deforestation has resulted in flooding,

soil erosion, landslides and siltation. The destruction of mangroves and coral reefs has

resulted in the decline of fish production and loss of natural protection to coastal

communities from storm surges and beach erosion. These are barriers to the ability of

individuals, households, communities and society to protect itself, prepare for, cope with,

and recover from disaster events.

Point out that the poverty situation of many Filipinos severely restricts capacity to cope

with the many hazards and more so, to recover from the damages wrought by disasters.

Adverse socio-economic situations lead people to inhabit high-risk areas and engage in

unsustainable and dangerous livelihoods.

Explain that human-made disasters also take a heavy toll. From 1982 to 1990, there were

224 maritime accidents, mostly associated with weather disturbances. The collision of MV

Dona Paz with an oil tanker is the world’s worst peacetime sea mishap, with 4,342 confirmed

dead. The Philippines also had a serious disco fire with 162 dead and 104 injured. Armed

conflict in the country, especially in Mindanao, causes repeated displacement of whole

communities, and contributes to the worsening disaster situation.

Point out that although the Philippines is ranked among the most disaster-prone countries,

it is also referred to internationally as a developing country with a well-articulated disaster

management system and institutional arrangements in disaster management. Refer to

Sourcebook 1.2: “The Philippines Disaster Management System”. The basic decree on the

Philippines disaster management system is Presidential Decree (PD) 1566, dated 11 June

1978, “Strengthening the Philippine Disaster Control Capability and Establishing the

National Programme on Community Disaster Preparedness.” PD 1566, lays down the policy,

institutional and operational framework for disaster management in the country. Stress the

importance given by PD 1566 to local disaster management. Point out, however, that it

emphasizes preparedness for emergency situations more than prevention and mitigation.

Discuss the salient features of PD 1566 – the disaster management doctrines, the setting up

of the disaster coordinating council (DCC) at the national, regional, provincial, municipal and

barangay level, the members of the DCCs and the organizational structure.





• Show and distribute the visuals below to illustrate the multi-level and multi-agency

disaster management system of the country.

• Run through the other laws and policies on disaster management. Advise the

participants that the laws and policies with particular relevance to the barangays will be

elaborated in Module 2 on Barangay Governance and Disaster Risk Management.

• Mention that the Philippines is also recognized internationally as having a head start in

implementing community-based disaster management, and that recurring disaster

occurrence and loss necessitates widespread replication and application of the more

proactive disaster preparedness, mitigation and prevention measures. The NDCC has

taken on the community-based approach as a key strategy in disaster risk management.

• End by answering participants’ questions and summarize the main points taken up in

the session.

Duration: 1.5 hours

Tips for Facilitators

• Sessions 1 and 2 can be compressed to save time and can be called “Local and National

Disaster Situation”. Similar to the “gallery”, pictures of disasters which happened in the

locality can be the starting point. Note with the participants that the pictures of disasters

which happen in other places look very similar to those that they experience locally since

the whole of the Philippines is exposed to many hazards. Prepare pictures and/or news

clips of disaster events from all over the country.

• This session is a good prelude to the next session. Whether a disaster is major or minor,

of national or local proportion, it is the barangay or community that suffers most from

its damaging effects. The fresh experience from a disaster generates interest in the

community to protect itself from future harm and suffering. Community members use

coping and survival strategies to face and respond to the situation long before outside

help arrives.

• Option: Municipal Risk Assessment and Nature and Behaviour of Hazards in the Locality.

Have someone give inputs on the municipal risk map for various hazards. Resource

persons should come from scientific agencies specializing in the field of hazards.

Readings for Facilitators: (See Sourcebook 1)

1.1 The Philippine Disaster Situation: Risk Profile CY 1995 to 2004, Office of Civil Defense,

NDCC

1.2 The Philippine Disaster Management System, Office of Civil Defense, NDCC

Materials Needed

• About 10 to 20 pictures and news clippings of various disasters all over the Philippines

hung on clothesline or pasted on the walls.

• Straw and clips or masking tape

• “Key Points” for distribution

• PowerPoint presentation including the visual below

Materials Needed for Hand-outs



DCC ORGANIZATION NETWORK

NATIONAL DISASTERCOORDINATING COUNCIL

REGIONAL DISASTERCOORDINATING COUNCILS

16

PROVINCAL DISASTERCOORDINATING COUNCILS

80

MUNICIPAL DISASTERCOORDINATING COUNCILS

1,494

CITY DISASTERCOORDINATING COUNCILS

116

BARANGAY DISASTERCOORDINATING COUNCILS

41,960



Learning Objectives


• Explained the relationship of hazard, vulnerability and capacity with disaster and

disaster risk;

• Given examples of disaster risk management (DRM) activities; and

• Explained the importance and features of community-based disaster risk management

(CBDRM).

Key Points

• A hazard is a phenomena, event, occurrence or human activity which has the potential

for causing injury to life or damage to property, livelihood, community facilities, and

the environment.

• Vulnerability is a set of prevailing and long-term factors, conditions and weaknesses,

which adversely affect the ability of individuals, households, organizations and the

community to protect itself, cope with or recover from the damaging effects of disasters.

• Capacities are knowledge, skills, resources, abilities, coping strategies and strengths

present in individuals, households, organizations and communities, which enable them

to prevent, mitigate, prepare for and cope with damaging effects of disasters or quickly

recover from them.

• A disaster occurs when an emergency resulting from hazard cannot be managed by

the communities alone, using their own resources. The community requires external

assistance because the damage and destruction exceeds their abilities and capacities.

• Disaster risk management or DRM is a range of activities (preparedness, mitigation,

prevention, emergency response, recovery) that contribute to increasing capacities and

reducing immediate and long-term vulnerabilities to prevent, or at least minimize, the

damaging impact in a community.

• The community-based disaster risk management or CBDRM approach involves

activities, measures, projects and programmes to reduce disaster risks which are

designed and implemented by people living in high-risk areas with the goal of building

safer, disaster resilient, and developed communities.

Module 1 Session 3: Understanding Disasters andDisaster Risk Management

Method

• Organize a “Debate” or play the “Typhoon, Earthquake, War”


Process

• “Debate”. Ask participants to give their answers or positions on two questions:

� Is the Philippines poor because of disasters or do disasters occur because the

Philippines is poor?

� Are typhoons, earthquakes or floods all disasters?

� Summarize the positions and use the results of the “Debate” to explain the

relationship and definition of hazards, vulnerability, capacity, disaster, and

disaster risk.

• Alternatively, play the “Typhoon, Earthquake, War” game: Ask the participants to group

into threes. Within each group, show that two persons will hold their hands up high to

form a roof and house the person in the middle. When typhoon is mentioned by the

“It” participant, the house will move to form a new house for the person in the middle.

When war is called out by the “It” participant, the person in the middle of the house

will move to find another home. For earthquake, the houses and persons in the homes

all move. The “It” participant tries to take his/her place as a house or person in the

home for each call of “Typhoon”, “Earthquake”, or “War”. The person who is left out of

group/home becomes the new “It” participant. Use the “Typhoon, Earthquake, War”

game to discuss basic concepts and definitions.

• After the activity, ask the participants: if a typhoon occurs in the middle of the sea, is that

a disaster? Ask further: if a typhoon hits their community what happens? What is

damaged? Who is damaged? Why? What do people do to prepare for typhoon? What do

people do to respond to the disaster situation? Refer to results of the Session 1 on Local

Disaster Situation and the discussion in Session 2 on the National Disaster Situation to

explain the concepts of vulnerability and capacity.

• Differentiate between hazard and disaster by defining both. Stress that a hazard is not

a disaster but has the potential for becoming one, if the emergency caused by it is not

managed well due to due to a lack of preparation. A disaster occurs when a hazard

strikes a vulnerable community, whose capacity is inadequate to withstand or cope

with its adverse effects, resulting in damages, losses and disruption in community

functioning. The source of hazard can be natural, human or a combination of both.

• Explain the key concepts as stated in the “key points”. Refer also to Sourcebook 1.3:

“Defining a Few Key Terms”.

• Differentiate natural hazards from human-made or human-induced hazards. War or

armed conflict is human-induced while flooding and landslide can be a combination of

natural and human factors. Earthquake and volcanic eruptions are examples of

natural hazards.





• Explain well the concept of disaster risk, which is the probability that individuals,

households and the community may suffer damage or loss from a hazard. It is important

to understand hazards, reduce vulnerability and increase capacity to manage

disaster risks.

• Take a break at this point before the discussion on disaster risk management. As

preparation for the following interactive lecture, read carefully Sourcebook 1.4:

“Basic Concepts”. Explain briefly the evolution of terms from “disaster management” in

the past to “disaster risk reduction” being currently used. For the purpose of this

training, disaster risk management and disaster risk reduction are the same.

• Explain that disaster risk management or DRM activities to reduce vulnerabilities and

increase capacities are categorized as prevention, mitigation, preparedness in the

pre-disaster period, emergency response during the disaster, and rehabilitation and

reconstruction for recovery in the aftermath of the disaster.

• Underscore that to significantly reduce disaster damage and loss, stress has to be given

to prevention, mitigation and preparedness activities.

• Stress the importance of community participation in DRM. CBDRM involves activities,

actions, projects and programmes to reduce disaster risks which are designed and

implemented by people living in at-risk villages based on their urgent needs and

capacities. The goal is building safer, disaster-resilient and developed communities.

• Run through the following CBDRM process:

� Initiating the process and selecting a community

� Community profiling or initial understanding of the community

� Community risk assessment

� Initial community DRM plan

� Organizing and strengthening community DRM organization

� Community-managed implementation of the DRM plan

� Monitoring and evaluation and progressive improvements towards safety,

disaster resilience and community development

• Point out that in this workshop, they will conduct a community risk assessment and

make an initial community DRM plan.

• Answer questions and summarize key points that were taken up.



Duration: 2.5 hours

Tips to Facilitators• For the concepts of hazard, vulnerability, capacity, disaster and disaster risk, as well as

for the DRM, discuss examples and cite experiences rather than getting absorbed in

technical definitions.

Reading for Facilitators: (See Sourcebook 1)

1.3 Defining a Few Key Terms, from Living with Risk, UNISDR

1.4 Basic Concepts: Hazard, Vulnerability, Capacity Assessment, CDP CBDRM Training

Hand-outs

Materials Needed


• PowerPoint presentation and visual aid below for distribution

Barangay Governance and Disaster Management

Module 2

Mo

du

le2

Summary

This module has three sessions dealing with governance, such as the roles and responsibilities

of barangay officials in DRM and the pertinent laws and regulations. The main objective of this

module is for the participants to grasp the important roles of the officials and community

members in ensuring the safety of their homes, property and livelihood.The function of officials

with regards to DRM is incorporated in the local government code.

Session 1: Good Governance

Session 2: Disaster Management Responsibility of the Barangay

Session 3: Relevant Laws and Regulations


Module 2BARANGAY GOVERNANCE AND DISASTER RISK MANAGEMENT



Learning Objectives


• Identified the elements and characteristics of good governance; and

• Explained the mutually reinforcing relationship of good governance and disaster risk

management.

Key Points

• Governance refers to the exercise of economic, social, political and administrative

authority to manage the country’s affairs at all levels. It is the process whereby elements

in society wield power and authority by influencing and enacting policies and decisions

concerning public life, economic and social development.

• Characteristics of good governance include being responsive; participatory;

consensus-oriented; fair and inclusive; accountable; effective; efficient;transparent;

having a strategic vision; and following the rule of law.

• As with the delivery of basic services for the community’s well-being, government also

has the primary responsibility for DRM. Good governance provides the foundation

for sustainable DRM. It also serves as the basis for effective poverty alleviation and for

achieving the Millennium Development Goals (MDGs).

• On the one hand, good governance is a precondition to sustain DRM at the local level.

On the other hand, implementing DRM activities enhances effective governance in the

progressive realization of public safety, disaster resilience, community development and

general well-being.

Method

• Group Work:“The Highest Tower” or “Good Governance is…”

• Interactive Lecture

Module 2 Session 1: Good Governance



Process

• “The Highest Tower”. Divide participants equally into four or five groups. Instruct the

groups to build the highest tower utilizing any material and available resources in the

session hall within 5-10 minutes. After all the towers have been built, process the

activity. How did the group fare in achieving the task at hand to build the tallest tower?

Use the results of the discussion to ask the participants about the characteristics,

features and requisites for good governance.

• “Good Governance is…” Divide the participants into four or five groups and distribute

coloured meta cards with different colours per group. Each group will discuss what good

governance means to them and write their answers on the meta cards, one idea per card.

After 10 to 15 minutes, ask each group to report to the plenary, while the other groups

take turns addig to the list posted on the board. Point out the ideas that are common

and the ideas that are unique only to one group.

• Discuss governance and its defining features by referring to the results of the

group work.

Explain that the concept of governance refers to the complex set of values, norms,

processes and institutions by which society manages its development and resolves conflict,

formally and informally. Governance refers to the exercise of economic, social, political and

administrative authority to manage a country’s affairs at all levels. It is the process whereby

elements in society wield power and authority by influencing and enacting policies and

decisions concerning public life, economic and social development. It involves the state and

civil society at the local and national levels. Refer to Sourcebook 2.1: “The Barangay”.

• Point out that governance is a broader notion than government, whose principal

elements include the constitution, legislature, executive and judiciary. Governance

involves interaction between these formal institutions and those of civil society.

• Define characteristics, features and/or requisites of good and democratic governance

relevant to disaster risk management. Refer to Sourcebook 2.2: “Good Governance”.

Elements of good governance:

¡ Has strategic vision about social development agreed upon by all key actors

¡ Responsiveness of institutions and processes to stakeholders and citizens

¡ Participation of citizens’ stakeholders in decision-making and actions

¡ Decision-making by consensus

¡ Equity in sharing opportunities and benefits among groups of citizens

¡ Accountability to stakeholders and citizens

¡ Effective delivery of services

¡ Efficiency

¡ Transparency in goals and targets and functioning

¡ Follows the rule of law and has the ability to make right laws



• Relate good governance with DRM. Good governance and DRM are mutually reinforcing.

Good governance provides the foundation for DRM to become a sustainable process.

Good governance is also an effective instrument for poverty alleviation and for

achieving the MDGs. Refer to Sourcebook 2.3: “The Millennium Development Goals”.

• While good governance is a precondition for an effective DRM at the community level,

implementing DRM activities enhances effective governance to progressively realize

public safety, disaster resilience, general well-being and community development.

DRM is an important area of work that needs a responsive and effective governance.

Refer to Sourcebook 2.4: “Barangay Development and Governance System Framework and

Barangay Organizational Reform Agenda”.

• Stress that DRM also needs to be mainstreamed across other functions typically assigned

to various tiers of local governance, such as building design and construction, land use

and shelter.

• Show the visual below regarding the relationship between disaster and development.

Disasters set back development by destroying years of development gains. Rebuilding

after a disaster provides significant opportunities to initiate development programmes.

While development programmes can reduce disaster risks, they can also increase a

community’s susceptibility to disaster. Encourage participants to give examples.

• Answer questions and summarize the key points taken up in the session.

Duration: 1.5 hours

Tips for Facilitators:

• The concept of “people-centred” development planning, which was popularized in

the 1980s in the Philippines is making a comeback. Now people-centred governance

is being advocated as a precondition for sustainable disaster risk management by

some NGOs.

• Electronic copies of the MDGs and the Medium-Term Development Plan 2004 to 2010

can be downloaded from www.un.org/millenniumgoals, www.undp.org/mdg/phil.pdf,

www.neda.gov.ph/.

Reading for Facilitators (See Sourcebook 2)

2.1 “The Barangay”, by Local Government Academy

2.2 “Good Governance”, by Local Government Academy and Bureau of Local Government

Development, Department of Interior and Local Government

2.3 The Millennium Development Goals

2.4 “Barangay Development & Governance System Framework and Barangay

Organizational Reform Agenda” by Liga ng mga Barangay sa Pilipinas

Materials Needed


• PowerPoint presentation and visual aid below for distribution



Ang Development na

nagpapababa sa

pagkabulnerable sa

disaster

Ang Disaster ay

oportunidad para

sa development

Ang Disaster ay

nagpapaatras

(setback) sa

development

Ang Developement

na nagpapataas ng

pagkabulnerable

sa disaster

ANG RELASYON SA PAGITAN NGDISASTER AT DEVELOPMENT

Development Realm

PO

SITIVE

REA

LM

NEG

ATI

VE

REA

LM

Disaster Realm

Adapted from “An Overview of Disaster Management” p. 15,Disaster Management Training Program, UNDP & UNDRO, 1992



Learning Objectives


• From individual’s experience, rated the current performance of the Barangay Disaster

Coordinating Council (BDCC) and various community organizations and actors in DRM;

• Discussed the responsibilities of the BDCC in managing disaster risks in the

community; and

• Identified local actors involved in the barangay DRM activities.

Key Points

• During disaster situations, people have many expectations from their elected local

leaders. Therefore it is important that the local officials are acquainted with and

knowledgeable about their tasks, roles and responsibilities.

• Prepared LGUs have enabling policies for disaster preparedness, conduct hazard

assessments, drills and simulation exercises, have an early warning system, information

managements system and disaster preparedness or contingency plans, provide training

and education, network and link with outsiders, and have an organized local Disaster

Coordinating Council (DCC).

• The paradigm shift from emergency management to disaster risk reduction opens a lot

of opportunities to link disaster prevention, mitigation and preparedness to

development planning.

• It is important to involve local actors to have participatory and empowering,

multi-sectoral and multi-disciplinary disaster risk management.

Methods

• Group Work:“Our organization as a vehicle”


Module 2 Session 2: Disaster Management Responsibilitiesof the Barangay

Process

• “Our organization as a vehicle”. Group the participants according to the organizations

they represent. Ask each group to discuss their perceived strengths and weaknesses of

their organization with regards to DRM.Then draw two vehicles which describe the state

of the organization with regards to carrying out disaster risk management functions

in the pre-, during-, and post-disaster periods: one vehicle to visualize the present state

and another vehicle for the desired or envisioned state. Each group then reports to

the plenary. Post the drawings on the walls or hang on straw on a clothes line. Thank

the participants for their contribution and stress that the workshop is a giant step

towards achieving their desired future state.

• Tell the participants that since almost everyone has experienced and survived disasters,

as discussed in Module 1, then all can be considered disaster managers. This is as an

official function in our homes. Then proceed to the discussion of the primary tasks of

a disaster manager, which is to effectively coordinate the delivery of mitigation,

prevention, preparedness, response and recovery activities through the formulation

and implementation of policies, plans, programmes and through partnerships.

• During disaster situations, people expect their elected leaders to take immediate action

to bring things back to “normal”, to generate or marshal resources, to channel efforts

of NGOs and the private sector in the community, and to solicit outside assistance, if

necessary. Refer to Sourcebook 2.5: “On Disaster Management and Leadership”.

• Discuss the following standards of a prepared community:

¢ Has enabling policies for disaster preparedness

¢ Assessing hazards

¢ Early warning system in place

¢ Ongoing public awareness

¢ Conducting training and education

¢ Has disaster preparedness and contingency plans

¢ Information management system in place

¢ Networking and linkages with outside actors

¢ Has functional barangay disaster coordinating council

Refer to Sourcebook 2.6: “Local Disaster Coordinating Councils”.

• Point out to the participants that while disaster preparedness is very important and

necessary, it is focused only on the immediate term of preparing for impending disasters,

and not on longer-term reduction of risks and vulnerabilities. The paradigm shift from

emergency management to disaster risk management opens a lot of opportunities

to link disaster prevention, mitigation and preparedness to development planning.

• Stress the importance of involving local actors in DRM. Ask participants who should be





involved in DRM in the barangay. Discuss briefly the roles they play and contributions

they can make to create a safer, disaster-resilient and developed community. The

following are the local actors:

¢ Barangay officials

¢ Community – families, women, children, elderly, men

¢ School/academia

¢ Religious and interfaith groups

¢ Business groups

¢ Media

¢ Community-based or people’s organizations

Duration: 2 hours

Tips to Facilitators

• To reduce risks, local level coordination and cooperation is extremely important. Disaster

risk management has to be multi-disciplinary, multi-sectoral and multi-stakeholder to be

effective and sustainable.


2.5 On Disaster Management and Leadership, from various sources

2.6 Local Disaster Coordinating Councils

Materials Needed

• Coloured papers and pens

• Straw and pins or masking tape


• PowerPoint or visual aids including the visuals below



ORGANIZATION OF BARANGAY DISASTERCOORDINATING COUNCIL

DISASTER COORDINATING COUNCIL CHAIRMAN

DISASTER COORDINATING COUNCIL ASST. CHAIRMAN

DISASTER OPERATIONS CENTER

PLANS AND OPERATIONS

Communication

& WarningTransportation Evacuation Rescue & Eng’g Health Police Relief Public InfoFire

RESOURCESINTELLIGENCEAND DISASTER

ANALYSIS

STAFF ELEMENTS

TASKS UNITS

CROSS-ORGANIZATIONAL INTEGRATION

Integration of disaster management within local government functions, in coordination with thenational authorities and in partnership with the active agents of society

National Authorities

Academia/Schools Media Business

NGOs CBOs

Local Government

Land Use Planning

Social Services

Financial Planning

Building andConstruction

Engineering

Public Safety

Education

EmergencyManagement

Civil Society

Source: Disaster Preparedness Seminar for Local Chief Executives, 2005 from the World Bank DRM Course on-line



Learning Objectives


• Cited the legal basis of local disaster risk management; and

• Answered frequently asked questions regarding laws, policies and procedures on

barangay disaster risk management.

Key Points

• The basic law in the implementation of DRM programmes in the Philippines is PD 1566,

“Strengthening of the Philippine Disaster Control Capability and Establishing the

National Program on Community Disaster Preparedness”.

• Republic Act (RA) 7160 the Local Government Code of 1991 reinforces the pursuit of

DRM programmes at the local government level.

• PD 1096, the National Building Code of the Philippines, and PD 1185, Fire Code of the

Philippines, are concerned with building safety. RA 8185 s-1997 is related to fund

allocation for DRM.

• There has been concerted efforts to update PD 1566 in Congress. Executive Orders and

NDCC Issuances have made guidance to policy and operational issues.

Methods:

• Buzz Session:“Frequently Asked Questions”

• “Matching Game”


Process

• Ask participants to pair with his/her seatmate to the right. Give three minutes to discuss

frequently asked questions they have encountered and questions they anticipate will be

asked to them about the Philippine’s DRM system, programme and operations,

especially at the barangay level, but not excluding questions in relation to higher levels.

List all the questions that were generated during the exercise.

Module 2 Session 3: Relevant Laws and Regulations

• Proceed to the next exercise, the Matching Game: Divide the participants into two

groups. Give out the title of the law, executive order or issuances and match them with

a specific content of the law relevant to the barangays. After a quick discussion the two

groups will post their matched items on the board or wall.When all participants are back

in their seats, collectively look at which items are properly matched, using each item to

elaborate on the content of the legislation, executive orders and NDCC issuances.

Relate the result of the matching exercise with the list of questions. Most of the questions

can be answered by citing the provisions in the laws and regulations. Refer to

Sourcebook 2.7: “Laws and Regulations on Disaster Management”.

• Stress that the barangay has the authority on local legislation for DRM and discuss the

procedure for making resolutions. Use the results of the group exercise.

• For questions which are not covered by this session, post them on the board. Point out

to the participant which questions will be discussed in the succeeding modules

and sessions.

Duration: 1.5 hours


• Usually, the most frequently asked questions at the barangay level are about financing

disaster preparedness activities. RA 8185 specifies that the LGU has to declare a state of

calamity before the 5% Internal Revenue allotment can be utilized.

• LGUs can join the ongoing advocacy work to update and revise PD 1566.While the basic

law has not yet been changed, Executive Orders, NDCC Issuances and Memorandum

Circulars can make some changes, as allowed within the parameters of the law.


2.7 Laws and Regulations on Disaster Management, DILG – BLGD and LGA

Materials Needed

• Copy of portions of laws and issuances on the Philippines disaster management system

and programme, which are relevant to the barangays, for distribution


• Two sets of items to match for the Matching Game



Barangay Risk Assessment

Module 3

Mo

du

le3

Summary

This module contains four sessions pertaining to community disaster risk assessment. Disaster

risk is a concept that needs to be understood in the context of natural and human-sourced

hazards, vulnerability of the elements-at-risk and the capacity of the people exposed to

hazards. The main objective of this module is for the participants to be able to learn and

practise the participatory tools and methodologies in assessing community disaster risks.

Session 1: Introduction to Risk Assessment (Hazard, Vulnerability, Capacity Assessment)

Session 2: Hazard Assessment

Session 3: Vulnerability and Capacity Assessment

Session 4: Barangay Disaster Risk Assessment Fieldwork


Module 3BARANGAY RISK ASSESSMENT



Learning Objectives


• Explained the purpose of community disaster risk assessment;

• Identified the components of risk assessment; and

• Explained why gender, socio-economic status, educational background, age, culture

and ethnicity should be considered in risk assessment.

Key Points

• The barangay risk assessment is a participatory and systematic process to identify

and analyse local disaster risks. It unites the community in common understanding

of their disaster situation.

• The barangay risk assessment is a necessary step for the adoption of appropriate and

adequate countermeasures to prepare for and reduce disaster risks.

• The barangay risk assessment involves four interrelated components: hazard

assessment, vulnerability assessment, capacity assessment, and people’s perception

of disaster risks.

Methods

• Exercise:“What do you see?”


Process

• Show one or two of the pictures below and ask the participants “What do you see?”

Have the participants point to the features of what they see. If there is time, show

another picture. Relate the differences in what the participants see in the picture to

the varying perceptions of disaster risk among people or groups living in the same

barangay. Ask the participants why is there such different perceptions of disaster risks.

Module 3 Session 1: Introduction to Risk Assessment



• Summarize that people’s perception of disaster risks is influenced by age, educational

background, occupation, length of stay in the community, economic status, culture,

ethnicity, experience and gender. Likewise, local people and outsiders have differences

in perceiving the disaster risks of the community. It is important to recognize the

differences in perception, because it is the basis for people to identify actions that

will address disaster risks.

• Link the discussion of differing perception of disaster risk to the purpose of risk

assessment. The barangay risk assessment unifies the people in understanding disaster

risks confronting the community. Risk assessment is the basis for sound planning of

appropriate and adequate risk reduction measures. Community risk assessment

also aims to:

¢ Contribute to the community’s awareness of threats they did not know before;

¢ Provide information which can be used in situational analysis for community

development programmes and in drafting emergency appeals; and

¢ Provide baseline data or indicators to measure changes in people’s vulnerability and

capacity over time.

• In Module 1, disaster risk management concepts were discussed. Ask the participants to

recall the discussion on basic disaster management concepts and then run through

the three components of disaster risks: hazard, vulnerability and capacity. Simply put,

disaster risk assessment is assessing hazard vulnerability and capacity with the

consideration of the people’s perceptions of risk. Some also call it participatory hazard,

vulnerability and capacity assessment to stress the importance of involving the

community and other key stakeholders in risk assessment. Refer to Sourcebook 3.1:

“Community Risk Assessment”

• Explain that participatory risk assessment combines science and technology (which are

usually brought to the community by outsiders) and local knowledge and experiences

of the community members (insiders). Tell the participants that details and tools

for participatory risk assessment will be discussed in the following sessions. Review

the key points discussed. Summarize the discussion by putting the results of the

participatory hazard, vulnerability and capacity assessment into a map. Colours are

used to indicate areas or delineate zones in the barangay which are at high,

moderateor low risk to various threats, and which are safe or unsafe for settlements,

economic activities and other community functions.

Duration: 1 hour


• You can refer to the web site of ProVention Consortium www.proventionconsortium.org

for a collection of conceptual articles and various tools for community risk assessment.



• Depending on the grasp of the participants on DRM concepts and time availability, this

introductory session can be expanded to cover more details on hazard, vulnerability and

capacity assessment, and participatory tools in risk assessment and then immediately

proceed to the Field Work. With this alternative, Module 3 is compressed to only two

sessions.

• Prior to this module, preferably the day before, distribute the chosen participatory tools

for hazard, vulnerability and capacity assessment (see above tip for references on

participatory tools). There will be no time to discuss each tool comprehensively.

Therefore, stress to the participants that they are expected to study the tools by

themselves. Give time for the participants to ask and clarify how to use the tools during

the next three sessions. Relate this module to Module 1, Session 3.


3.1 Community Risk Assessment, Center for Disaster Preparedness CBDRM Training

Hand-outs

Materials Needed


• Visual aids for interactive discussion

• Pictures for “What do you see?”

Materials

What do you see?

Learning Objectives


• Identified and ranked the hazards or threats which may damage the barangay;

• Described the nature and behaviour of several hazard types; and

• Discussed participatory tools which can be used in hazard assessment.

Key Points

• Hazard assessment involves the identification of hazards or threats which may damage

the barangay. It also involves the analysis of the nature and behaviour of the hazards

or threats.

• The analysis of the nature and behaviour of hazards looks into the force, warning signs,

forewarning, speed of onset, frequency, period of occurrence and duration of the hazard.

• Hazard assessment looks into the disaster history of the barangay – what disasters have

been experienced in the past – as well as other hazards or threats which the

community may not be aware of.

• Various tools for barangay hazard assessment can be used to encourage participation

and group discussion, triangulate and validate data, and have a visual record of results.

Methods

• Group Exercise:“Feel, Hear, See!” or “Recall of Disasters Experienced”


• Group work for actual hazard assessment using various tools

Process

• “Feel, Hear, See!” Divide the participants into three groups. Pass around the sealed bag

with various objects inside. Have the groups identify its content by touching, smelling

and hearing its sounds. Each group then reports what items are in the bag. Link

this game to the session on hazard assessment: the community needs to study

the nature and characteristics of hazards to be able to design appropriate and adequate

preparedness and mitigation interventions.

Module 3 Session 2: Hazard Assessment





• “Recall of Disasters Experienced”. Ask the participants to recall the disasters that they

have experienced in the past. Probe more and ask questions on how the participants

knew that there was impending danger. Stress that to prepare for and reduce damage

and loss from disasters, understanding the nature and behaviour of hazards is important.

• Explain that hazard assessment involves the identification of hazards that may damage

the barangay. Hazard assessment looks into the disaster history of the barangay – what

disasters have been experienced in the past – as well as other hazards or threats which

the community may not be aware of. Refer to Sourcebook 3.2: “Major Kinds of Hazard,

Family and Community Disaster Preparedness: Guide for Training Families and

Communities”. Hazard assessment also involves the study of the nature and behaviour of

hazards by taking into consideration the following:

¢ Forces that can damage: wind (typhoon and tornado); water (heavy rain, flood, river

overflow, giant waves, dirty water causing epidemics); land (slide, erosion, mudflow,

lahar), seismic (ground shaking, ground rupture, liquefaction, tsunami), conflicts

(war, terrorism, aggression); industrial/technological (pollution, radioactive leaks);

others

¢ Warning signs and signals: scientific and indigenous or local signs that hazard is

likely to happen

¢ Forewarning: time between warning and impact of hazard

¢ Speed of onset: rapidity of arrival of hazard and its impact (very slow such as three

to four months in the case of drought; three to four days in the case of cyclone;

very rapid in the case of an earthquake)

¢ Frequency: does the hazard occur seasonally, yearly, once every ten years, once in a

lifetime, etc.

¢ When: does the hazard occur at a particular time of the year (wet or dry season;

in November or in April)

¢ Duration: how long the hazard is felt: earthquake and aftershocks; days/

weeks/months that the area is flooded; length of period of military operations

• Remind the participants that in doing hazard assessment, the following also have to be

considered:

¢ Secondary hazards: earthquakes can cause landslides and fires; cyclones can cause

flooding and landslides; floods can cause epidemics

¢ Intensities of hazards: earthquake and cyclone

¢ Hazards or threats which the community has not experienced yet; combining

scientific and technical information with local knowledge

¢ Hazard assessment results can be used for public awareness, designing early warning

and evacuation plans

• Given the knowledge and familiarity of the barangay from where the participants come,

they could practise a hazard assessment in a classroom setting. Remember that the

participants will go back to their barangay for field practice. This is an opportunity to

validate their classroom hazard assessment. Group the participants to do the hazard

assessment using the following tools:



¢ Time-line of disasters or disaster history

¢ Seasonal calendar for the occurrence of hazards or threats

¢ Hazard map to pinpoint areas in the barangay which are prone to, or threatened by,

hazards

¢ Hazard Assessment Matrix: the nature and behaviour of hazard

• After groups have finished their discussion and visuals, each group presents to the plenary.

Then other groups provide comments or challenge the information provided by the

reporting group.

• Summarize the session by reviewing the hazards which have caused (and can cause)

damage in the barangay. Take note of the result as the participants will validate their

perception with the rest of the community during the fieldwork.

Duration: 1.5 hours

Tip for Facilitators

• Do secondary data gathering for details of hazards, especially for those which the

community has not yet experienced or may not be aware of. Check with PAGASA,

PHIVOLCS and DENR for hydro meteorological, geological and environmental hazards.

• Pointers in making a Barangay Hazard Map:

a. Elements of the map

¢ Orientation: north, south, east, west should be indicated in the map

¢ Reference points: landmarks such as schools, rivers, roads, churches

¢ Legend: symbols, captions

¢ Political boundaries

¢ Others: street names, minor captions

b. Plan ahead! How big a map do we want to make? Make the legends first,

including agreeing on colours to use.

c. Checklist of information needed to make a barangay hazard map:

¢ Community landmarks and major roads

¢ Safe and unsafe zones


3.2 Major Hazards, Family and Community Disaster Preparedness: Guide for Training

Families and Communities, Department of Social Welfare and Development.

Materials Needed

• Spot map or base map of the barangay

• Flip chart/easel paper or manila paper, different coloured markers or pencils


• Hazard Assessment Matrix for distribution

• Summary of hazard assessment tools for distribution

Materials Needed for Distribution



1

What are the hazards

that hit the

community?

What are other

possible threats?

(Disasters & Hazards)

2

What are the forces

that can cause

damage

(Force)

3

How do people

know that a hazard

is coming?

– scientific or

indigenous warning

signs

(Warning signs &

signals)

4

How rapid or slow is

the approach of a

hazard from the first

signs to the

destruction period?

(Forewarning &

Speed of Onset)

5

How often does the

particular hazard

occur?

(Frequency)

6

When or what

months does a

particular hazard

normally occur?

(When)

7

How long does a

hazard last/stay?

(Duration)

HAZARD ASSESSMENT MATRIX



Source: CBDRM Training Hand-outs, Center for Disaster Preparedness



Learning Objectives


• Described the elements-at-risk that can be damaged by the hazard (who, what, where,

how many, how much?);

• Analysed the factors and conditions for why the elements-at-risk can be damaged by

the hazard;

• Discussed how the community has coped with or prepared for hazards in the past and

how they have survived disasters;

• Identified capacities and resources present in the barangay and households which

can be used for disaster risk reduction; and

• Explained the process of conducting vulnerability and capacity assessment.

Key Points

• Vulnerability assessment is a participatory process to identify the elements-at-risk

per hazard type, and to analyse the immediate and root causes of why these can be

damaged.

• Capacity assessment is a participatory study to understand how people cope with and

survive in times of crisis and to identify resources which can be used to prepare for,

prevent and/or reduce the damaging effects of hazards.

• Various tools for vulnerability and capacity assessment can be used to enhance the

participation of the community and key stakeholders, stimulate discussion, visualize and

record assessment results.

Methods

• Group exercise:“Webbing”


• Group work on actual vulnerability and capacity assessment

Module 3 Session 3: Vulnerability and Capacity Assessment

Process

• “Web of Life”. Ask for a volunteer to play the role of Anna. Ask for 13 volunteers, who will

form a circle. Anna will sit at the centre. Give the volunteers name plates for Hazard,

Vulnerability, Development, Economic, Education, Gender, Culture, Health, Social,

Location, Environment, Capacity and Political. Then pass around pieces of yarn to the

volunteers who form a circle. As the “Web of Life” story is narrated and something

related to their name plates is mentioned, the volunteers tie their yarn around Anna.

After the story, ask Anna how she felt being tied up. Ask also what the volunteers and the

participants observed and felt. Break the complex web of yarn by cutting the threads.

Then, relate the exercise to the complex web of vulnerabilities and community

problems, which disaster risk reduction seeks to untangle. See the “Web of Life” exercise

at the end of this session.

• Review with participants the concepts of vulnerability and capacity, learned from

Module 4, Session 3.

• Ask the participants who, what, where, how many, how much is usually damaged during

disasters. Synthesize answers and discuss elements-at-risk. These are the people,

households, houses, property, crops, livelihoods, community facilities, and the

environments which may be damaged by the hazard. During vulnerability assessment,

the elements-at-risk are analysed. Vulnerability assessment answers the questions:

¢ Who is at risk or can incur damage and loss?

¢ What are other elements-at-risk?

¢ What damage or loss can these people- or elements-at-risk suffer/incur?

¢ Why will these people- or elements-at-risk suffer or incur damage?

• Explain that capacities are the strengths which individuals, households and the

community possess. Capacities relate to resources, skills, knowledge, organizations and

institutions, practices, attitudes and values. Coping refers to managing resources or

survival strategies in adverse or crisis situations. Most notions of coping are positive,

but it can also be negative if coping leads to increasing vulnerabilities such as sale of

productive assets or engagement in anti-social or destructive activities such as

prostitution and crime. For capacity assessment, these resources, strengths,

coping/survival mechanisms and strategies are studied. Capacity assessment

answers the questions:

¢ What are existing coping strategies and mechanisms during times of crisis?

¢ How have individuals, households and the community survived and responded to

disasters in the past?

¢ What are the resources, strengths, local knowledge and practices that can be used for

disaster preparedness, mitigation and prevention?

• Vulnerabilities and capacities can be broadly categorized as physical/material,

social/organizational and attitudinal/motivational factors and conditions.

Refer to Sourcebook 3.3: “Categories and Factors For Capacities Vulnerabilities Analysis”.





• Distribute and discuss the tools for Capacity and Vulnerability Assessment.

• Introduce the “Problem Tree” tool. Explain that one of the best tools for Vulnerability

Assessment is the Problem Tree, wherein a current problem is analysed as to its causes

and effects. The Problem Tree can probe deeper into the roots of vulnerabilities.

This can also help identify preparedness and mitigation measures.

• Explain that the “Gender Resources Map” is one of the recommended tools for capacity

assessment. This is about mapping out the resources available in the community and

identifying which resource is owned and managed by whom – by men or by women

of by both.

• In a plenary discussion, attempt to assess the vulnerability and capacity of the

participants’ barangay, referring to the Hazard Assessment in the previous session.

Use the Problem Tree and Gender Resource Map. Take note of the result as this will be

validated with the community members during the fieldwork.

Duration: 2 hours


• Remember that it is important to recognize and build on existing capacities to avoid

creating conditions of dependency. Even the poorest individual or family in the barangay

possesses capacities.


3.3 Categories and Factors for Capacities Vulnerabilities Analysis (Mary Anderson & Peter

Woodrow, Capacity Vulnerability Assessment Workshop, Manila, 1992)

Materials Needed

• Story for “Web of Life” exercise

• Flip chart/easel paper or manila paper, coloured markers or pencils, plastic sheets/cover

for overlay on base map, yarn

• Hazard map from previous session


• Visuals for summary of tools for vulnerability and capacity assessment for distribution



Instructions

Thirteen volunteers are needed to form a circle in the middle of the room. Anna will stay at the

centre of the circle. Each of the 13 persons shall hold one card with the following words written

on each card:

development social

hazard location

political vulnerability

capacity health

education gender

culture economic

environment

As the case study is being read, the people in the circle are requested to raise their hands if a

sentence or word has something to do or is attributed to one or more words written in the card.

They can attribute as many words or sentences to as many of the 13 cards.

Each time the audience attributes to any of the 13 cards, a yarn is connected between Anna and

the word until the reading of the case study is finished.

“Web of Life Exercise” shows complex web of vulnerabilities and community problemswhich disaster risk reduction seeks to untangle.

SYNTHESIS/PROCESSING OF WEBBING EXERCISE

Reflect awhile on the activity, while looking at the “Web of Life”, which was just produced. The

following questions may be asked:

1. What did we observe in the activity?

2. What are our insights from the activity?

3. How did the disaster affect the family?

4. How can a small programme or project impact this complex situation?

5. How are issues in the community related to disasters?

6. What is the relevance of CBDRM to this situation?

Try to relate this short case example to the bigger picture



Anna is an eight-year-old girl with kinky (curly) hair and black skin. At her age she is only a Grade One

pupil. Anna is a polio victim. Being a polio victim and being a black-skinned Aeta , she usually is teased by

her fair-skinned classmates. She was born at the foot of Mt. Pinatubo, a volcano. Her father is an upland

farmer settler and her mother belongs to the Aeta tribe. Their house is constructed from cogon grass and

bamboo. Anna’s family has been cultivating a small piece of land in the area. Their forefathers have been

nurturing the land since time immemorial. A rich farmer was able to have the land of Anna’s family titled

with the local registration bureau as Anna’s family had a different concept of land property right.

Anna and her family do not know who owns their land. Their produce/harvest is not sufficient to feed

the family of seven children. For additional income, her mother works as a laundry woman in the

neighbouring town during dry seasons. Their place is about 10 kilometres away from the town and is not

accessible to any type of vehicle except a water buffalo cart. There are no school facilities in the

community. Anna has to walk three kilometres to reach the nearest school in the next Aeta village. During

rainy seasons, Anna can not attend her class because the road gets muddy and the river overflows. Floods

also affect drinking water sources during rainy seasons.

One morning, Anna got sick and had a fever for almost a week. Anna's parents wanted to bring her to the

hospital but they do not have the money to spend for hospitalization and medicine. The parents instead

went to a "traditional healer" who performed some ritual to cure Anna.

On June 12, 1991 Mt. Pinatubo erupted forcing her family to evacuate. Anna and her family stayed in a

crowded evacuation centre. While at the evacuation centre, her family had a hard time looking for food to

eat because government service was minimal. Anna prefers to eat root crops, but her family is forced to

eat whatever food is given by the government and some NGOs from time to time. Some medical doctors

were present and provided health services to the evacuees. The eruption covered their farm with ash and

sand. Series of lahar flows, triggered by typhoons, completely buried her village. Anna’s parents did not

know where to go or where to live and how to feed the family. The only work her father knew was

farming.There was no other option, except to go to the resettlement project of the government. They were

offered a house but they had to pay for the lot and cost of housing materials. The house would be

beneficial for them, but the main problem was the means of livelihood. There was no land to till. There

were no job opportunities in the resettlement area for her father who had only finished Grade Five.

They decided to leave the resettlement project and they migrated to the city. They built a shanty along the

riverbank. Anna’s father got some jobs from time to time as a labourer, helper and doing other odd jobs.

Anna's mother worked as a housemaid.

It has been 10 years now since Mt. Pinatubo erupted. Anna and her family are still poor. Anna never got to

go back to school.

THE CASE STUDY: Story of Anna



Learning Objectives


• Validated with the members of the community the result of the Hazard, Vulnerability

and Capacity Assessment undertaken in the classroom and improved and revised

it accordingly; and

• Raised awareness of the community on the disaster risks faced by the community

and on the need to implement disaster risk reduction measures.

Key Activities

• Organizing and planning for the fieldwork

• Orientation of the community on the purpose of the fieldwork

• Data gathering and analysis using participatory tools with the members of the

community representing various groups

• Validation, reporting and synthesis

Process

• Preparation for fieldwork is undertaken long before the actual fieldwork by the

facilitators and the barangay officials. The community should have been briefed as to

the purpose of this fieldwork. This requires a lot of coordination with the barangay

officials and with the community informal leaders. Date and time of the visit, venue for

big and small group meetings and other logistical needs must be agreed. Preparation

includes the grouping of the local people as resource persons for the participants

during the data-gathering time. Grouping could be according to gender, age,

occupation and institutions. It could also be mixed, but should ensure that men,

women, children and the elderly are properly represented.

• Before leaving for the field, organize the participants into data-gathering teams.

• Instruct all the teams to study and use the sample Date-Gathering Plan and agree among

each other on what data they should gather. Tell them not to forget to take with them

the results of the classroom hazard, vulnerability and capacity assessment.

Module 3 Session 4: Barangay Disaster Risk AssessmentFieldwork



• Run through the principles of community work regarding participation, proper

behaviour and correct attitude in fieldwork. Remind the participants to be culture and

gender sensitive with their constituents. Though they know each other well and though

they are the recognized community leaders and officials, remind them that this time

they are learners and this is an opportunity for gathering people’s perception of

risk besetting the community. Also remind them to take the result seriously, as this

will be the basis for community disaster risk reduction planning.

• Agree which team will be assigned to particular groups.

• Teams are composed of at least five members – lead facilitator, co-facilitator, two

documenters and an observer. The barangay captain or designated official serves as

the overall coordinator of the data-gathering teams.

• The barangay captain or designated official should welcome everyone to this exercise

and should reiterate the purpose of the fieldwork. It should be explained that though

this is more of a field practice, the results will be used by the barangay for identifying

risk reduction measures, therefore the barangay captain should encourage the

participation of everyone.

• After the general meeting, the teams go to their respective groups. In the small groups,

the facilitators start the discussion, after a brief warm-up. As they discuss, the

documenters take notes. Some of the information generated during the classroom

exercise may or may not be validated. The documenters also take note of that.

Participatory tools are used, ensuring that people participate in the discussion, drawing,

sketching, etc. At the end of each meeting, the facilitators summarize the findings

and ask if there are any corrections.

• After the small group meetings or activity, all the teams meet in general, tabulate and put

the result in the suggested community risk assessment format. It should be presented to

the community for more discussion and general synthesis

• After thanking the community, the whole group goes back to the classroom setting.

• After getting back to the training venue, discuss the process and results of the

community risk assessment. Learn from the field practice by pointing out what

went well and what went wrong during the activity.

Duration: 4 hours


• During the fieldwork, the classroom data/information from the Hazard Assessment and

Vulnerability and Capacity Assessment sessions are validated by the rest of the

members of the community.



• Assign facilitators for the fieldwork who are good at involving people in the discussion.

• This is the opportunity for the participants to practise the tools that they have read and

learned.

• The participants should familiarize themselves with the materials on “Data-Gathering

Plan for Community Risk Assessment” and the “Suggested Format for Community Risk

Assessment”. This should be distributed at the beginning of the module. Read also

Sourcebook 3:4 “Guidelines for Elaborating a Community Risk Map”. The guideline

can help in briefing and preparing the participants for the fieldwork.


3.4 Guidelines for Elaborating a Community Risk Map by René Martorell and Rocio Sáenz,

UNISDR Latin America & the Caribbean

http://www.crid.or.cr/crid/CD_EIRD_Informa/ing/No3_2001/Pagina15.htm

Materials Needed

• Spot map of the barangay

• Result of the classroom exercise on hazard, vulnerability and capacity assessment

• Flip chart or manila paper

• Coloured pens, pencils, crayons

• Bond or coloured paper

• Clay, seeds, sticks, stones

• Sample Data-Gathering Plan for Community Risk Assessment for distribution

• Format on Synthesis of Community Risk Assessment for distribution


INFORMATIONNEEDS

TOOLS INFO SOURCE/INFORMANT

SCHEDULE/

SEQUENCE

WHICH TEAM?ASSIGNMENT

AMONG TEAMS

WHO DOES WHAT?TASKING

WITHIN TEAM

What data isneeded to gatherfor Hazard,Vulnerability,CapacityAssessment andpeople’s perception oftheir disaster risk?

Which tools canbe used to collectthe needed information?

From whom orwhere will we collect the data(sources)?

When will youapply tools (start,middle or end)?Arrange toolsaccording tosequence

Which team willdo what?

Who does what?Who within eachteam will do what?(facilitator,documenter,process observer,etc.)

Sample Data-Gathering Plan for Community Risk Assessment



Suggested Format on Synthesis of Community Risk Assessment

Hazard Vulnerable Conditions and Factors Capacities of Individuals, Households, Community

Elements-at-risk (detailsof who, what,where damages orloss canoccur)

ImmediatecauseElements-at-risk/can bedamaged

Long-termfactors andcauses

Capacities ofmen

Capacities ofwomen

Capacities ofchildren

Communitycapacities

Typhoon

Flooding

Landslide

Earthquake

Barangay Risk Reduction Planning

Module 4

Mo

du

le4

Summary

This module has three sessions about barangay disaster risk reduction planning. The main

objective of this module is for the participants to appreciate the value of taking the course of

their present and future safety into their own hands through planning and implementing risk

reduction measures. It directs the participants on how to plan in a step-by-step approach.

A planning workshop, wherein the participants will draft a risk reduction plan, is the highlight

of this module.

Session 1: Identifying Risk Reduction Measures

Session 2: Introduction to Barangay Disaster Risk Reduction Planning

Session 3: Planning Workshop


Module 4BARANGAY RISK REDUCTION PLANNING



Learning Objectives


• Explained the process of identifying and prioritizing risk reduction measures; and

• Identified risk reduction measures for particular hazards based on the barangay risk

assessment results.

Key Points

• Risk reduction measures or disaster risk management activities are interventions,

strategies and activities to reduce people’s vulnerabilities and strengthen their

capacities.

• Steps to follow in identifying adequate and appropriate disaster risk reduction measures

should always begin by using the results of the barangay risk assessment.

Methods

• “Untangling Exercise”

• Sharing of cases on disaster risk reduction measures


Process

• Group participants into three groups. Ask each group member to grasp with his/her right

hand a hand of a participant and with the left hand a hand of another participant.

Make sure that no participant is holding on to the right and left hands of just one

person. Instruct the participants to untangle without letting go of each other’s hands

and then form a circle. Ask the groups which were able to form a circle how

they accomplished this. If a group was not able to do the task, ask why not. Relate

the exercise to the complex web of vulnerabilities that has to be addressed to reduce

disaster risk.

• Define risk reduction measures as interventions, strategies and activities to reduce

people’s vulnerabilities and strengthen their capacities. These are also commonly

referred to as disaster preparedness, mitigation and prevention activities.

Module 4 Session 1: Identifying Risk Reduction Measures(Using the Results of Barangay Risk Assessment)



• Review the past learning by asking the participants,“how do we identify adequate and

appropriate disaster risk reduction measures”? The key steps, some of which they have

already learned and practised, are:

¢ Identify the hazard;

¢ Determine the elements-at-risk (people, property, community facilities, livelihood

sources, environment, etc.) and the possible damages;

¢ Identify existing coping strategies and resources;

¢ Identify measures to reduce vulnerability of elements-at-risk; and

¢ Prioritize and/or select risk reduction measures.

• Participatory tools can also be used in this Process. If a “Problem Tree”was made during

risk assessment, convert the Problem Tree into a Solution Tree. If there are several

options, a simple show of hands or ranking and scoring can be done to prioritize

measures.

• Share some cases of relevant prevention and mitigation measures to work out what

may be the appropriate system and structure for the barangay. Stress the importance

of formulating and enforcing local legislation in accordance with the municipal land

use plan, disaster risk reduction and development plans. Refer to Sourcebook 4.1:

“Identifying Risk Reduction Measures”.

• Based on the results of the barangay risk assessment, give short inputs on preparedness

measures such as hazard monitoring and early warning systems, communication

protocols, evacuation procedures and evacuation centre management. Refer to

Sourcebook 4.2: “From Risk Mapping to Preparedness & Mitigation Planning;” 4.3: “Early

Warning;” and 4.4:“Evacuation”. Also discuss the roles and responsibilities of the barangay

captain and the disaster coordinating council and committees. Refer to Sourcebook 2.6:

“Local Disaster Coordinating Councils”. (Note that resource persons on specific

preparedness measures can be invited to speak on certain subjects.)

• Give examples of relevant mitigation and prevention measures for hazards in the

barangay. Measures such as public awareness campaigns including contests and

activities with school children and youth help in mitigating disasters. Refer to

Sourcebook 4.5: “Public Awareness”. Also discuss opportunities for sustainable livelihood,

community health and nutrition, community reforestation, and community clean-up

of their surroundings and waterways through partnerships with various stakeholders.

(Note also that you can invite people with expertise to give inputs on certain mitigation

and prevention measures.)

• Distribute the materials for hand-outs,“Examples of Activities for Prevention, Mitigation,

Emergency Response and Recovery Measures at the Barangay Level”.

• Briefly introduce the framework for reducing risks, which was agreed upon by the

countries around the world. Refer to Sourcebook 4.6: “Summary of the Hyogo Framework

for Action”.

• Answer questions and summarize key points discussed.



Duration: 3 hours


• Risk reduction measures to be adequate and appropriate should:

¢ Address or correspond to elements-at-risk

¢ Be from the community perspective

¢ Strengthen community coping strategies and capacities

¢ Not lead to or create other vulnerabilities

• Risk reduction measures ensure public safety, protect community development, and

contribute to achieving community resilience and development.


4.1 Identifying Risk Reduction Measures, CDP CBDRM Training Hand-outs

4.2 From Risk Mapping to Preparedness and Mitigation Planning, Isaias Panganiban &

Cedric Daep

4.3 Early Warning, CDP Hand-outs

4.4 Evacuation, CDRC DPT Hand-outs

4.5 Public Awareness, CDP CBDRM Training Hand-outs

4.6 Summary of the Hyogo Framework for Action 2005-2015: Building the Resilience of

Nations and Communities to Disasters, Outcome of the World Conference on Disaster

Reduction, Hyogo, Kobe, Japan, 18-22 January 2005, www.unisdr.org/wcdr

Materials Needed


• Case stories of relevant preparedness and mitigation measures

• Examples of Activities for Prevention, Mitigation, Emergency Response and Recovery

Measures for distribution


Examples of Activities for Prevention, Mitigation, Emergency Response andRecovery Measures at the Barangay Level

a. Before the disaster – prevention, mitigation and preparedness

• Some examples of prevention and mitigation measures:

ü Structural measures: dikes, dams, drains, sea walls, raising of roads and houses,

earthquake resistant construction, permanent houses

ü Non-structural measures:

¢ Safety measures

¢ Community health and sanitation (improving nutrition, keeping the

community clean, immunization, herbal gardens, training of community health

workers)

¢ Strengthening livelihood and economic activities (sustainable agriculture,

income generating projects, handicrafts, marketing cooperatives)

¢ Planting coastal shelter belts, for example with coconut trees, mangrove

reforestation

¢ Building codes

¢ Legislation supporting community-based disaster management and

environmental protection

¢ Savings

¢ Insurance

¢ Policy study and advocacy

• Some examples of preparedness measures:

ü Individual, family and community preparedness measures: knowing what to do

before, during and after a disaster.

ü Disaster preparedness training

ü Community early warning system

ü Public awareness activities: public awareness campaigns such as community

meetings and house-to-house information dissemination, posters and pamphlets,

poster-making contest for school children, disaster consciousness day/week/month

ü Formulation of community counter disaster plan or disaster management plan

ü Formation and strengthening of community disaster management organization

ü Evacuation drills and disaster simulation exercises

ü Strengthening coordination, networking and institutional arrangements

¢ Ensuring availability of relief supplies (stockpile) and logistics

¢ Evacuation



b. During a disaster – emergency responses

• Some examples of emergency responses:

ü Evacuation and evacuation centre management

ü Search and rescue

ü First aid and medical assistance

ü Damage Needs Capacity Assessment

ü Relief delivery (food and drinking water, clothing, blankets, kitchen utensils, etc.)

ü Psycho-social counselling (comforting, prayers, critical stress debriefing)

ü Repair of critical facilities and services

ü Emergency Operations Centre (for major disasters)

c. After the disaster – recovery: rehabilitation and reconstruction

• Some examples of recovery activities:

ü Cleaning-up the debris

ü Rebuilding and strengthening of damaged structures

ü Relocation to safe place

ü Income-generating projects





Learning Objectives


• Explained the importance of the barangay disaster risk reduction plan;

• Described the process in crafting the barangay disaster risk reduction plan; and

• Identified the main parts of the barangay disaster risk reduction plan.

Key Points

• Planning unites the barangay/community in commitment and action to reduce

disaster risk.

• The disaster risk management plan (risk reduction plan) is a blueprint or guide in

charting the barangay’s progression to safety, disaster resilience and community

development.

• In planning, there are key sequential steps.

• Disaster Risk Management Plan content and format corresponds to the results of the key

planning steps.

Methods

• Group work:“Building our house”

• “Planning Sequence”


Process

• Divide participants into four groups. Ask members of each group to form a line. Instruct

the groups that each member will have a quick chance to draw one line to contribute to

drawing or building a house without prior briefing and discussion with the group

members. The line can be horizontal, diagonal, vertical, long or short. After all the

groups have finished, ask for comments about the quality of the house drawn by

each group. Would they like to live in such a house? Why and why not? Draw lessons

from the exercise by asking the participants what should be the process and

requirements in building the house to ensure the quality and occupants’ specifications.

Module 4 Session 2: Introduction to Barangay DisasterRisk Reduction Planning



• Relate the “building a house” exercise to the “Planning Sequence”. Prepare four sets of

the planning steps on different coloured paper, one colour for each set. Separate

participants into four groups. Have participants discuss the planning steps and put them

in sequence, each step following the other from start to end. Have all groups post their

answers on the board or walls, with one group reporting on the results of their group

work while the other groups compare their outputs. Use the results to briefly enumerate

the key steps in formulating the Disaster Risk Reduction Plan:

¢ Barangay Risk Assessment

¢ Identify objectives and targets (aims and goals)

¢ Identify risk reduction measures (strategies in the pre-, during emergency,

post-disaster phase)

¢ Determine resources needed

¢ Assign responsibilities for activities

¢ Determine schedules and deadlines

¢ Lay down operational policies and procedures

¢ Identify and address critical elements and barriers to plan implementation

¢ Discuss with and gather commitment and support of community members and

other stakeholders

¢ Implementation, period review and plan improvement

¢ Continued progress in ensuring public safety, building community resilience and

attaining sustainable and equitable community development

• Ask the participants, why plan, what to plan, and how to plan. Explain that if risk

assessment unites the community in understanding their risks (hazards, vulnerabilities,

capacities), elements-at-risk and why they are at risk, and local coping strategies and

resources, then the plan unites the community in commitment and actions to reduce

these risks.

• Explain that the disaster risk reduction plan is a blueprint or guide in charting the

barangay’s progression to safety, disaster resilience and community development.

Using the results of the risk assessment, explain that the plan contains measures

and activities to reduce vulnerabilities and increase capacities. The plan can also be

called disaster preparedness and mitigation plan, community counter disaster plan,

or even community development plan (when these measures to address vulnerabilities

and strengthen capacities are integrated in the barangay development plan).

• Briefly discuss the parts of the Barangay/Community Disaster Risk Management Plan

(CDRMP), which include:

¢ Brief description of the community: location, population, livelihood, community in

relation or significance to other villages

¢ Disaster situation (summary of Disaster History and Risk Assessment Results)

¢ Objectives and targets of the CDRMP

¢ Strategies and activities for risk reduction

¢ Roles and responsibilities (and organizational structure as needed)

¢ Schedules and timetables – including target completion dates

¢ Annexes (Risk Assessment Maps, list of community residents, directory of

organizations and important contacts, list of members of the community disaster

response organization, organizational procedures and policies, evacuation plan,

Emergency Operation Centre policies, etc.)

• Explain the following characteristics of a good plan:

¢ Plans must be clear. Aims must be positive, clear and precise.

¢ Plans must be flexible. Events will seldom go exactly as anticipated. Planning data

and assumptions will never be absolutely correct.

¢ Ensure there is an effective management information system. Good information is

fundamental to sound planning and effective response.

¢ Continuity in management is essential. Wherever possible adhere to the existing

organizational structure.

¢ Make maximum use of all resources. Planning is a cooperative effort.

¢ Create and maintain reserves. If the inventory of resources precisely matches the

anticipated workload, there will not be enough. Always create and maintain

reserves for the unexpected.

¢ Coordinate at all levels and at all stages.

¢ Train and practise regularly, not just once. Practise plans to:

- identify and correct weaknesses in them

- validate and evaluate; the lessons which have been learned can be applied in

future plans.

• Answer questions and summarize key points discussed in this session. Refer to

Sourcebook 4.7: “The A to Z of Facilitating Community Planning”.

Duration: 1 hour


• Risk reduction involves developing prevention, mitigation and preparedness plan.

The plan addresses general or specific hazards and vulnerabilities.When there are signals

of an impending emergency, however, there should be a specific plan to address this

particular threat. Such a plan is called a contingency plan. NDCC and UNHCR have

published the Contingency Planning for Emergencies: A Manual for Local Government

Units in May 2003. This is available for download from the NDCC web site

www.ndcc.gov.ph.


4.7 “The A to Z of Facilitating Community Planning”, Nick Wates, Community Planning

Handbook, http://www.communityplanning.net/principles.htm

Materials Needed

• Kraft paper and coloured pens or blackboard and chalk






Learning Objectives


• Drafted an initial action plan that is good for at least six months.

Key Point

• Three hours is not enough to formulate a plan.What is important is that the participants

undertake a process of discussion and deliberation to incorporate most of the things

that they have learned into the draft plan. It is a must that the participants come up with

a draft action plan. The sample format for Summary CDRMP can be used.

Methods

• Going back to the “Our Transportation” exercise

• Group work

• Plenary presentation and critique

Process

• “Our Transportation”: Ask the participants to recall the envisioned vehicles they drew in

Module 2 Session 2: “Disaster Management Responsibilities of the Barangay” and ask

them to go back to their groups that drew the vehicles. Ask them to concentrate on

the future vehicle they drew and instruct them to improve or revise it based on what

they have learned. This time they should be more realistic. They can replace the vehicle,

if they want to.

• Use this exercise to prepare the participants to make a disaster risk management action

plan which will form part of their barangay disaster risk management plan. They should

be able to translate elements into an action plan that can be realistically implemented

in the short term, say 6 to 12 months.

Module 4Session 3: Planning Workshop

• Remind participants that objectives should be SMART – Specific, Measurable, Agreed

Upon/Achievable, Realistic, Time-Bound.

• After all groups have made visuals of their reports, have each group present and make

comments on the plans.

• After the discussion of what should and should not be included, detail how the plan

can be integrated, who will be responsible, by when, and who should receive copies of

the plan.

• Summarize the session.

Duration: 3 hours


• Give importance to the following points in giving comments to the disaster risk

management action plan:

¢ Ensure that the plan is based on community risk assessment and perceived needs of

the community

¢ Have a mix of short-term, medium- and long-term disaster management activities

to reduce vulnerabilities and increase capacities

¢ Anticipate critical parts and work out solutions

¢ Conduct a community drill or disaster simulation exercise to practise the plan

¢ Have periodic review and improvement of the plan

Materials Needed

• Kraft papers and Pentel pens

• Visual aids

• Sample: Summary Community Disaster Management Action Plan Format



Sample: Summary Community Disaster Management Action Plan Format

(Timeframe January-June 2007)

Objectives: To reduce the risk for typhoons and attendant risks

Hazard: Typhoons, flooding, landslides, river erosion and health-related risks



ELEMENTSAT RISK

ACTIVITIESSCHEDULE/TIMETABLE

RESPONSIBLE

RESOURCESSUPPORTAGENCY

EXISTING TO LOOK FOR

Before Disaster

1.

2.

3.

4.

During Disaster

1.

2.

3.

4.

After Disaster

1.

2.

3.

4.

Closing Activities

Clo

sing

Activities

Summary

Closing activities provide the participant a closure for the training. Closing includes

summarizing the whole training course, asking the participants if they have any more questions,

and responding to questions, if any. The participants have the opportunity to evaluate the

course.The highlight of the closing is the distribution of certificates to all who have completed

the course.

Objectives

1. Formally conclude the training

2. Summarize the training course

3. Evaluate the course

4. Distribute certificates

Methods

1. The facilitators should be creative in concluding the training. After finishing the last

module, the whole course should be summarized. It can be done by the participants

themselves through creative presentations.

2. If this is the case, group the participants into three groups and ask them to present what

they have learned during the four-day training in a creative way. The presentation

could be in the form of drama, songs, debate, discussion or straight reporting.

3. Acknowledge the efforts of each group and clarify if there are wrong concepts. Ask if

there are things that need more clarity and be prepared to discuss issues if there are

more questions.

4. If everything is clear, then proceed to the evaluation of the course. This time the

participants will have the opportunity to evaluate in writing the course programme,

content and methodology, the facilitators and the logistical arrangement. The purpose

of this evaluation is for everyone to know how to run it the next time in an

improved manner.


Closing Activities

5. After collecting the evaluation forms, a closing ceremony follows. Like the opening,

it could be formal or informal. There could be invited guests from the municipality or

city to deliver the closing speech and inspirational talk. If not, the facilitators and

organizers can proceed with the distribution of certificates.

6. A closing speech should be delivered by the barangay captain or his representative to

thank the facilitators and the participants.

Duration: 2 hours

Materials Needed

1. Evaluation form

2. Closing programme (optional) for distribution

3. Certificates of completion



SourcebookPART 2

Part2:So

urceb

oo

k

SourcebookReference for Opening Activities

Op

enin

gA

ctivities

0.1 EXAMPLE OF A TRAINING DESIGN for the Barangay Disaster Risk Management Training Workshop

Target Participants: Thirty participants representing the following:

1. Barangay Council and Barangay Disaster Coordinating Council (BDCC)

2. People’s Organization (Pastoral Council, Women‘s Organization, Farmer‘s Association, Youth

Organization)

3. Churches

4. Business Sector

5. Education Sector

Facilitators

Depending on the local disaster context and disaster preparedness capabilities,

multidisciplinary team could be composed, for example, of trainer(s) from the Department of

Interior and Local Government (DILG), Municipal Planning & Development Officer, Municipal

Disaster Action Officer, Municipal Social Welfare Officer, Barangay Council/BDCC, and resource

persons from PAGASA, PHIVOLCS, OCD, Mines and Geosciences Bureau (MGB), and NGOs.

Duration: Four days

Training Objectives

General objective

To enhance the capacity of Barangay officials and selected community members in disaster

management to:

• ensure “zero casualty” in times of emergency; and

• contribute to public safety, disaster resilience and community development.


Sourcebook REFERENCES FOR OPENING ACTIVITIES

Specific learning objectives

At the end of the four-day training workshop, the participants should have:

1. Explained the basic concepts of disasters and disaster risk management;

2. Related the implementation of disaster risk management to achieving good, responsive and

effective governance;

3. Assessed the hazards, vulnerable conditions and capacities of the community; and

4. Formulated a draft disaster management action plan.

Training Modules

To meet the training objectives, the Barangay Disaster Risk Management Workshop is

composed of four key modules, as follows:

1. Module 1 for Learning Objective 1 – Introduction to Disaster Risk Management Concepts

2. Module 2 for Learning Objective 2 – Barangay Governance and Disaster Risk Management

3. Module 3 for Learning Objective 3 – Barangay Hazard,Vulnerability and Capacity Assessment

4. Module 4 for Learning Objective 4 – Barangay Disaster Risk Management Planning

PROGRAMME OF ACTIVITIES (can vary according to training context)

Day 1 OPENING ACTIVITIES

- Invocation, national anthem and provincial song

- Messages

- Introduction of participants and facilitators

- Participant expectations, training objectives and programme

- Schedules, ground rules and technical arrangements

MODULE 1: INTRODUCTION TO DISASTER RISK MANAGEMENT CONCEPTS

- Local Disaster Experiences and Responses

- National Disaster Situation and Philippine Disaster Management System

- Understanding Disasters and Disaster Management

Day 2 MODULE 2: BARANGAY GOVERNANCE AND DISASTER RISK MANAGEMENT

- Barangay Governance

- Disaster Management Responsibilities of the Barangay

- Relevant Laws and Regulations



Day 3 MODULE 3: BARANGAY HAZARD,VULNERABILITY AND CAPACITY ASSESSMENT

- Introduction to Barangay Risk Assessment

- Hazard Assessment

- Vulnerability and Capacity Assessment

- Fieldwork/Barangay Watching and Analysis of Results

Day 4 MODULE 4: BARANGAY DISASTER RISK MANAGEMENT PLANNING

- Introduction

- Preparedness Measures

- Mitigation Measures

- Barangay Action Planning Workshop

CLOSING ACTIVITIES



0.2 EXAMPLE OF A FOUR-DAY WORKSHOP SCHEDULE




DAY 1

OPENING ACTIVITIES 1 hour

Opening Programme Prayer, national anthem, provincialsong, messages

Introductions andExpectations Check

Buzz session, posting metacards,plenary

Training Design Facilitated discussion

Contracting and TechnicalArrangements

Facilitated discussion

MODULE 1INTRODUCTION TO DISASTER MANAGEMENT

2 sessions 2 hours

Local and NationalDisaster Situation andPhilippine DisasterManagement System

“Pin the Disaster!”PowerPoint presentation or paste-upsInteractive lecture

1.5 hours

Understanding Disastersand Disaster Management

Debate or “Typhoon, Earthquake, War”Interactive lecture

3 hours

MODULE 2

BARANGAY GOVERNANCEAND DISASTER MANAGEMENT

3 sessions 3 hours

Barangay Governance andDisaster Risk ManagementResponsibilities

Group work: “The highest tower” or“Good governance is…”Interactive lecture

1.5 hours

Relevant Laws andRegulations (Laws, policiesand procedures)

Buzz session: “Frequently asked questions” and “Matching type”Interactive lecture

1.5 hours

BARANGAY DISASTER MANAGEMENT WORKSHOP




DAY 2

MODULE 3 BARANGAY RISK ASSESSMENT

4 sessions 7.5 hours

Introduction to BarangayRisk Assessment

Exercise: What do you see?Interactive lecture

0.5 hours

Risk Assessment: Natureand Behaviour of CommonHazards in the Locality

Resource inputs from municipal government, PAGASA, PHIVOLCS, MGB(check availability and/or securematerials)

2 hours

Hazard Assessment “Feel, Hear, See” group workInteractive lecture

1.5 hours

Vulnerability and CapacityAssessment

“Untangling Exercise” group workInteractive lecture

1.5 hours

Barangay Disaster RiskAssessment Fieldwork andAnalysis

Barangay watchingFieldwork and analysis

2 hours

DAY 3

MODULE 4BARANGAY RISK REDUCTION PLANNING

3 sessions 8 hours

Introduction to DisasterRisk Reduction Planning

“Building our house”Interactive lecture

0.5 hours

Preparedness Measures:Hazard Monitoring, EarlyWarning System,Communication Protocols,Evacuation

DemonstrationCase storiesInteractive lecture

2.5 hours

Preparedness andMitigation Measures: PublicAwareness, OrganizationalStrengthening, Training,Indigenous andAppropriate Technologies

DemonstrationCase storiesInteractive lecture

2.5 hours

Planning Workshop Action planningPlenary presentation and comments

2 hours

CLOSING ACTIVITIES Certificates of participation acknowledgements

0.5 hours

BARANGAY DISASTER MANAGEMENT WORKSHOP (Continued)

0.3 DIFFERENT WAYS OF INTRODUCTION AND GENERATING EXPECTATIONS (from various sources)

Introduction

To make the introduction lively and to build rapport at the very beginning of the training, here

are some ideas from which the facilitators can choose from:

• Participants think of an adjective which starts with the first letter of his/her name to

describe him/herself, or which describes qualities which s/he has or wants to have in

relation to disaster risk management.

“I am Abraham, I am Able”;“I am Peter, I want to be Prepared!”

• Have participants make their own name tags using coloured paper or cards. Each

participant then explains why s/he chose to use the particular shape, colour or name.

• Each participant introduces him/herself to the group citing a personal characteristic which

he/she wants the group to remember.

• A ball of paper (or ball or orange) is thrown to each participant in the circle who introduces

him/herself as in the above item. Aside from introducing him/herself the participant in turns

also introduces those who had already introduced themselves earlier in the ball game.

• Participants look for an object in the room or immediate surroundings that symbolizes

themselves with regards to experience in disaster or disaster risk management.

“This is a blank paper. My house was washed out during the flash flood and my son

is still missing. The blank sheet of paper symbolizes my desire to fill myself with

information on how to prevent another tragedy from happening to our family.”

“This is a picture of my son. It is always in my wallet even if he is now dead. It is so

painful!”



Illustration from “Creative Training” by IIRR, VSO and PEPE

• Participants are paired and interview one another about personal and work information.

Each introduces his/her partner to the group.

“This is my colleague Art, he is ….”

• Participants draw self-portraits, write their names on the portrait and explain their drawing.

• Each participants uses their body to gesture the spelling of their name.

• Participants add phrases to the following as a way of introducing themselves and their

feelings, expectations and contributions to the training:

“I am _________. I am ____.”

“I have ____.”

“I can ____.”

“I will ____.”

Expectations Check

The following are suggested ways to generate expectations from the participants:

• “Bus Stop” (BS). Prepare four sheets of writing paper for each of the following questions:

BS 1: What do you expect from the training?

BS 2: What can facilitate your learning and active participation?

BS 3: What can hinder your learning and active participation?

BS 4: What can you contribute to the success of the training?

Post the sheets of paper around the room as Bus Stop 1, 2, 3 and 4.

Divide the participants into four groups. Assign a sequence to each group to put their

answers on the papers, such as BSs 1234, BSs 2341, BSs 3412, BSs 4123.

• Discuss and summarize the expectations of the participants. Compare the expectations with

the training objectives, content, methods and schedule. Run through what expectations can

be covered by the training and what is not within the scope of the training.

• Make adjustments to the prepared Training Design as necessary based on the results of the

Expectations Check.

• “Board Work”. For the same questions as above, ask participants to write their answers on

coloured paper or meta cards. Use one colour for each question. Ask participants to post

their answers for each question on the board or wall. Discuss answers and relate to

the Training Design.

• A ball of paper (or small ball or orange) is thrown to each participant in the circle who

introduces his/herself and answers the same questions as in the above.

• The facilitator takes notes on the board of the expectations. When all participants are

finished, the facilitator discusses the answers and relates them to the Training Design.



• The participants add phrases to finish the sentence as follows:

¢ I want to improve my knowledge, skills and attitude on ____.

¢ I will contribute my _____ (knowledge, time, skills, attention, etc.) to make this training

successful.

¢ I want my co-participants to be ______ to make this training fruitful and successful.

¢ I will learn better and participate well in this training if the facilitator uses the following

methods and approaches _______.

Sources

1. Participatory Learning & Action: A Trainer’s Guide by J. Pretty et al, 1995.

2. Training for Transformation: A Handbook for Community Workers Book 2 by Hope

and Timmel, 1986.



0.4 PARTICIPATORY AND LEARNER-CENTRED TRAINING (Various Sources)

“If you are thinking a year ahead – sow a seed;

If you are thinking ten years ahead – plant a tree;

If you are thinking one hundred years ahead – educate the people”

Kuan Tzu, Chinese Poet

Introduction

Learning is the process of acquiring new ideas, knowledge, skills and attitudes to effect change

in behaviour and/or performance. When learners enter the session room, they bring along:

• Their wealth of experience, knowledge and skills

• Their own beliefs, values and convictions

• Their own perceptions, biases and feelings

Learners are motivated, not passively taught to seek knowledge, skills and behaviour.

The learner is the richest resource in the learning process.

Key Principles

• No education is ever neutral. It is either designed to maintain the existing situation or

designed to liberate people.

• Relevance means that issues are of importance NOW to participants. People will act on

issues about which they have strong feelings.

• Problem-posing. The whole point of education and development is seen as a common

search for solutions to problems.

Laws of Learning

• Law of Readiness: People learn more easily if they are interested and have the desire to learn.

• Law of Effect: People learn quickly, retain longer and tend to repeat those things for which

they can see and use and which give them satisfaction.

• Law of Association: Every new fact, idea or concept is best learned if the learner can relate

it to something he/she already knows.

• Law of Exercise: Constant repetition/practice increases the probability of learning/retention.

• Law of Stimulation: People learn when their senses are stimulated and when mental and

physical responses are made to the stimuli.



Principles in Adult Education

• No one directly teaches adults anything. What is taught should have a meaning for adults

and should be relevant to their needs and problems.

• While adult learners want to be independent, they also enjoy functioning

interdependently. Learning is a cooperative and collaborative process.

• Learners have feelings as well as thoughts. Learning is maximized when the words learners

say reflect what they think and feel.

• People learn best as a result of experience.

• Learning is an evolutionary process. Learning is not imposed. It is a developing and evolving

process.

Learning Cycle

Learning is the transformation of information into useful knowledge. An effective approach

when facilitating group activities includes: DO, DISCUSS, and APPLY.

When facilitating group activities, learners should DO the activity, DISCUSS it by answering

questions (such as,“What happened during the activity?”), and APPLY by discovering how the

learning points apply to the job and to real life.

• The Experience: The learner uncovers new information that requires a response on his or

her part.

• Reflecting on the Experience: The learners sort out and analyse the information developed

in the experience phase.



1. Direct Experience(Activity)

2. Reflecting on Experience(Analysis)4. Application

3. Generalization aboutExperience

3. Generalization aboutExperience

• Generalizing about the Experience: The learner interprets what the information means and

determines what lessons can be learned and what principles can be drawn.

• Application: The learner relates the new learning to his or her own life situation. The learner

makes the connection between the training setting and the real world. This link can be

strengthened through practice and planning for application after training.

Important Conditions in Learner-Centred Training

• Non-threatening climate

• Atmosphere of openness

• Cooperative evaluation and self-evaluation.

Implications

• Activities conducted in small break-out groups encourage shy or withdrawn individuals to

participate. If managed effectively, break-out groups can encourage discussion, promote

teamwork, and divert the focus from a dominant participant.

• Seating arrangements impact learner behaviour. Ensure accessibility and visibility to other

participants and to the facilitator in a u-shape or fan-style arrangement to encourage

discussion and interaction.

• Experiential and exploratory learning allows the learner to be self-directed and the

facilitator acts as a resource for the learner.This type of training is useful when the learner is

highly motivated and has strong content knowledge.

Education and Training

Education is a long process that is wide-ranging in its scope and purpose. It is concerned with

the process of individual development in intellectual, moral and social terms.



KNOWLEDGE

SKILLS

ATTITUDES

Training activities have clear aims to equip persons to become more effective in their work

through the development of the necessary knowledge, skills and attitudes leading to changes

in behaviour.

In culinary terms, education can be regarded as a nutrition guide, whereas training can be

likened to a cookbook.

Facilitating a Positive Setting During the Training

• Provide learning objectives and an agenda

• Establish ground rules or group guidelines

• Provide comfortable seating and a place for participant materials

• Ensure the room temperature is comfortable

• Use fan-type or u-shape seating to allow for interaction, easy viewing of audio-visuals,

and application of group work

• Incorporate various delivery methods and minimize overuse of media

• Actively involve learners – use case studies, role-plays, games, brainstorming, exercises,

participative discussion, simulations

• Allow for periodic breaks, adhere to start and end times

• Acknowledge all responses and contributions

• Reinforce positive behaviour

• Value diversity

Sources

• Training of Trainers in Disaster Management Course, Center for Disaster Preparedness

• Training of Trainers for Disaster Management Course, Ian Davis, Cranfield University

• Human Resources Development Course, Ateneo University.



Reference for Module 1

Sourcebook 1

Sou

rcebo

ok

1

1.1 THE PHILIPPINE DISASTER SITUATION (Office of Civil Defense, NDCC)

The Philippines is a country frequently affected by disasters. It is located in the western rim of

the Pacific Ocean, the most geologically active part of the Earth, which is occupied by an

ocean-circling belt of active volcanoes and earthquake generators. It is also located between

two large bodies of water: the Pacific Ocean and the South China Sea, where tropical cyclones

develop.

Aside from the occurrence of most forms of natural hazards, factors such as current trends in

industrialization, the level of economic development, rapid population growth, the pattern of

human settlement and environmental degradation have all increased the country’s

vulnerability to disasters.

For the period 1995-2004, the NDCC was able to monitor and manage 3,023 disaster events,

such as: 2,290 human-induced events; 84 destructive tropical cyclones; and 649 other natural

hazards. A total of 172 tropical cyclones entered the Philippine area of responsibility. Other

natural hazards monitored included floods, baby tornadoes, landslides, heavy rains,

earthquakes, volcanic eruptions, drought and El Nino phenomena. Man-made incidents,

which included fire, explosions, air, sea and road accidents, disease outbreaks and complex

emergencies, were also monitored.


Sourcebook 1REFERENCES FOR MODULE 1– INTRODUCTION TO DISASTER RISKMANAGEMENT

1.2 THE PHILIPPINE DISASTER MANAGEMENT SYSTEM(Office of Civil Defense, NDCC)

The Philippines had a legal framework for disaster management as early as 1978. It is known as

the Presidential Decree (PD) 1566 “Strengthening the Philippine Disaster Control Capability and

Establishing the National Program on Community Disaster Preparedness”. It was issued on 11

June, 1978.

PD 1566 – Disaster Management Doctrines:

• Self-reliance shall be developed by promoting and encouraging the spirit of self-help and

mutual assistance among local officials and their constituents;

• Each political and administrative subdivision of the country shall utilize all available

resources in the area before asking for assistance from neighbouring entities or higher

authorities;

• The primary responsibility rests on the government agencies in the affected areas in

coordination with the people themselves;

• It shall be the responsibility of all government departments, bureaus, agencies, and

instrumentalities to have documented plans of their emergency functions and activities;

• Planning and operation shall also be done on the Barangay level on an inter-agency,

multi-sectoral basis to optimize the utilization of resources;

• Responsibility for leadership rests on the Provincial Governor, City/Municipal Mayors, and

Barangay Chairmen, each according to his area of responsibility;

• The national government exists to support the local governments. In time of emergencies

and according to their level of assignment, all national government offices in the field shall

support the operations of the local governments; and

• To ensure that operational activities become automatic and second nature to all concerned,

exercises and periodic drills shall be conducted at all levels, principally at the Barangay level.



The National Disaster Coordinating Council (NDCC)

A. Structure

It is through the NDCC member agencies that disaster preparedness, mitigation, and response

tasks are carried out. The NDCC does not have its own regular budget to disburse. It operates

through member agencies and regional and local disaster coordinating councils.

The members of the Council are the secretaries of the following departments: Department of

National Defense (DND) as Chairperson; Department of Interior and Local Government (DILG);

Department of Public Works and Highways (DPWH); Department of Health (DOH); Department

of Social Welfare and Development (DSWD); Department of Agriculture (DA) Department of

Education (DE); Department of Finance (DOF); Department of Labour (DOLE); Department of

Trade and Industry (DTI); Department of Transportation and Communication (DOTC);

Department of Science and Technology (DOST); Department of Budget Management (DBM);

Department of Justice (DOJ); and the Department of Environment and Natural Resources

(DENR). It also includes the directors of Public Information Authority (PIA) and the Philippine

National Red Cross (PNRC); the Chief of Staff of the Armed Forces of the Philippines (AFP); and

the Administrator of the OCD, as Executive Officer.

B. Functions

• The highest policy making, coordinating, and supervising body at the national level for

disaster management in the country;

• Advises the President on the status of national disaster preparedness and management

plans; and

• Recommends to the President the declaration of State of Calamity and release of National

Calamity Fund to support urgent and emergency activities.

C. Disaster Coordinating Council (DCC) organizational network


Sourcebook 1: References for Module 1– Introduction to Disaster Risk Management

National Disaster Coordinating Council (NDCC)

16 Regional Disaster Coordinating Councils (RDCCs)

80 Provincial Disaster Coordinating Councils (PDCCs)

116 City Disaster Coordinating Councils (CDCCs)

1,494 Municipal Disaster Coordinating Councils (MDCCs)

41,960 Barangay Disaster Coordinating Councils (BDCCs)

D. NDCC Comprehensive Disaster/Emergency Management Framework



ORGANIZATION OF DISASTER COORDINATING COUNCILS

(Provincial, city and municipal levels)

CHAIRMAN

CIVIL DEFENSE DEPUTIZEDCOORDINATOR

DISASTER OPERATION CENTRE

PLANS & OPERATIONS

COMMAND WARNING TRANSPORTATION HEALTH

FIRE RESCUE & ENG‘G REHABILITATION PUBLIC INFO

RELIEF EVACUATION POLICE

RESOURCES

STAFF COMMITTEES

SERVICE COMMITTEES

VICE-CHAIRMAN

INTEL & DISASTER ANALYSIS

The Office of Civil Defense (OCD) – As NDCC Executive Arm

The OCD has the primary task of coordinating the activities and functions of various

government agencies and instrumentalities, private institutions and civic organizations for the

protection and preservation of life and property during emergencies.

Functions

• To establish and administer a comprehensive national civil defence and civil assistance

programme.

• To formulate plans and policies for the protection and welfare of the civilian population in

times of war directly involving the Philippines, or other national emergencies of equally

grave character.

• To develop and coordinate a programme for informing, educating and training the general

public, members of the disaster coordinating councils and disaster control groups on civil

defence and civil assistance measures.

• To furnish guidance to various provinces, cities, municipalities and barangays in the

planning, organization and operation of their civil defence organization.

• To estimate the total material, manpower and fiscal requirements of carrying out the civil

defence programme, and allocate to the provinces, cities and municipalities such aid in

facilities, materials and funds as may be made available from the national government.

Calamity Area Declaration

A. When is an event a disaster?

• At least 20 percent of the population are affected and in need of emergency assistance or

their dwelling units have been destroyed;

• A great number, or at least 40 percent, of the means of livelihood, such as bancas or fishing

boats, are destroyed;

• Major roads and bridges are destroyed and impassable for at least a week, thus disrupting

the flow of transport and commerce;

• Widespread destruction of fish ponds, crops, poultry and livestock, and other agricultural

products; and

• Epidemics.



B. Why the need for Calamity Area Declaration?

• To facilitate relief and rehabilitation efforts in calamity-affected areas;

• To control prices and prevent hoarding of basic commodities; and

• To carry out remedial measures in the affected areas such as grant of calamity loans to

disaster victims, moratorium in the payment of taxes and release of funds from the

national and local governments.

C. Who may declare a State of Calamity?

1. The President of the Philippines

• When two or more provinces or chartered cities are affected by a calamity, the NDCC

shall recommend to the President the declaration of a State of Calamity over these areas,

including the release of calamity funds, if necessary, and implementation of appropriate

remedial measures.

2. Local Government Units (LGUs)

• Whenever a disaster or calamity occurs ,the local DCC shall conduct a survey of the

affected area within 24 hours of impact to determine the extent of casualties and

damages brought about by the calamity.

• Based on the damage assessment and evaluation of the DCC, the Local Chief Executive

(LCE) shall recommend to the local Sanggunian the declaration of a State of Calamity in

the disaster area, together with appropriate disaster mitigation measures.

• Within 24 hours from the occurrence of the calamity and acting on the basis of the

recommendation of the LCE, the local Sanggunian concerned shall immediately convene

and pass a Resolution declaring their area under a State of Calamity and adopt measures

to protect the lives and properties in the area.

• When two or more barangays are affected by a disaster, the Sangguniang Bayan or

Panglunsod, upon the recommendation of the Municipal/City Mayor, may declare

the entire municipality or city under a State of Calamity. The Sanggunian Resolution

embodying the declaration need not be reviewed or approved by the Sanggunian

Panlalawigan.

• When two or more municipalities or cities are affected by a disaster, the Sangguniang

Panlalawigan, upon the recommendation of the Provincial Governor, may declare the

entire province or a portion thereof under a State of Calamity. The Sangguniang

Bayan/Panglunsod of the affected town or city need not declare their areas

calamity areas.



1.3 DEFINING A FEW KEY TERMS(Living with Risk: A global review of disaster reduction initiatives preliminary version, UNISDR Geneva, July 2002 pp. 25–26)

Hazard: A potentially damaging physical event, phenomenon or human activity, which may

cause loss of life or injury, property damage, social and economic disruption or environmental

degradation.

Hazards can include latent conditions that may represent future threats and can have different

origins: natural (geological, hydro-meteorological and biological) and/or induced by human

processes (environmental degradation and technological hazards). Hazards can be single,

sequential or combined in their origin and effects. Each hazard is characterized by its location,

intensity and probability.

Vulnerability: A set of conditions and processes resulting from physical, social, economical and

environmental factors which increase the susceptibility of a community to the impact of hazards.

Capacity: Positive factors that increase the ability of people and the society they live in to

cope effectively with hazards, that increase their resilience, or that otherwise reduce the

susceptibility of a community to the impact of hazards.

Risk: The probability of harmful consequences, or expected loss (of lives, people, property,

livelihoods, economic activity, environmental capacity, and physical injury to people)

resulting from interactions between natural or human induced hazards and vulnerable/

capable conditions. Conventionally, risk is expressed by the equation Risk = Hazards x

Vulnerability/Capacity.

Beyond expressing a probability of physical harm, it is crucial to appreciate that risks are always

created or exist within social systems. It is important to consider the social contexts in which

risks occur and that people therefore do not necessarily share the same perceptions of risk and

their underlying causes.

Risk assessment/analysis: A process to determine the nature and extent of risk by analysing

potential hazards and evaluating existing conditions of vulnerability/capacity that could pose

a potential threat or harm to people, property, livelihoods and the environment on which they

depend.

The process of conducting a risk assessment is based on a review of both technical features of

hazards such as their location, intensity and probability, and also the analysis of the physical,

social and economic dimensions of vulnerability, while taking particular account of the coping

capabilities pertinent to the risk scenarios.



Coping capabilities: This is the manner in which people and organizations use existing

resources to achieve various beneficial ends during unusual, abnormal and adverse conditions

of a disaster event or process. The strengthening of coping capacities usually builds resilience

to withstand the effects of natural and other hazards.

Resilience/resilient: The capacity of a system, community or society to resist or to change in

order that it may obtain an acceptable level in functioning and structure.This is determined by

the degree to which the social system is capable of organizing itself, and the ability to increase

its capacity for learning and adaptation, including the capacity to recover from a disaster.

Disaster: A serious disruption of the functioning of a community or a society causing

widespread human, material, economic or environmental losses which exceed the ability of the

affected community to cope using its own resources. A disaster is a function of the risk process.

It results from the combination of hazards, vulnerable conditions and insufficient capacity or

measures to reduce the potential negative consequences of risk.

Risk management: The systematic management of administrative decisions, organizations,

operational skills and responsibilities to apply policies, strategies and practices for disaster risk

reduction.

Disaster risk reduction: The systematic development and application of policies, strategies

and practices to minimize vulnerabilities and disaster risks throughout a society, to avoid

(prevention) or to limit (mitigation and preparedness) adverse impact of hazards, within the

broad context of sustainable development.

Prevention: Activities to provide outright avoidance of the adverse impact of hazards

and related environmental, technological and biological disasters. Depending on social and

technical feasibility and cost/benefit considerations, investing in preventive measures is

justified in areas frequently affected by disaster. In the context of public awareness and

education, prevention refers to attitudes and behaviour leading towards a “culture of

prevention”.

Mitigation: This refers to the measures aimed at minimizing the impact of a natural or

man-made disaster on a nation or community in terms of casualties and damages. It also refers

to measures designed to prevent natural phenomena from causing disasters or emergencies.

Mitigating factors include:

• Insurance – property, personal, accident, fire, earthquake, etc.

• Regulations – safety regulations, land use zoning, etc.

• Codes – building and fire codes

• Legislations – relevant laws and ordinances



Preparedness: This refers to pre-disaster actions and measures being undertaken to avert or

minimize loss of life and property. Measures may include community organizing, training,

planning, equipping, stockpiling, hazard mapping and public information and educational

initiatives. For example:

• Plans – contingency, fire and earthquake evacuation plan

• Information – rapid dissemination of information through mass media, population

awareness, etc.

• Resources – available response units, capabilities, equipment, manpower, location, contact

numbers, etc.

• Education and training – training of local chief executives, provincial/municipal civic

defence deputized coordinators, organic personnel, auxiliaries, volunteers, etc.

Response: This refers to any concerted effort by two or more agencies, public or private, to

provide emergency assistance or relief to persons affected by disasters or calamities.

Rehabilitation: This refers to the process by which the affected communities or areas of

damaged public infrastructure are restored to their normal level or their actual condition prior

to the occurrence of the disaster or calamity. Rehabilitation can include:

• Funding – emergency assistance from national and local calamity funds and various

government and NGO sources

• Loans and grants extended by NGOs and international NGOs

• Assistance extended by government agencies, international and local NGOs, etc.

Early warning: The provision of timely and effective information, through identified

institutions, that allow individuals at risk of a disaster, to take action to avoid or reduce their risk

and prepare for effective response.

Early warning systems consist of three elements:

1. Forecasting and prediction of impending events;

2. Processing and dissemination of warnings to political authorities and populations; and

3. Undertaking appropriate reaction to warnings.



1.4 BASIC CONCEPTS: HAZARD, VULNERABILITY, CAPACITY AND DISASTER(Training Materials, Center For Disaster Preparedness; CBDM Participants’ Workbook, Asian Disaster Preparedness Center)

Hazard

• Phenomena, event, occurrence or human activity which has the potential for causing injury

to life or damage to property and the environment. There are three types of hazard:

1. Natural: typhoon, earthquake, volcanic eruption, tsunami

2. Human-made: fire, pollution, oil spill, industrial accidents (such as leakage of toxic waste)

3. Combination or socio-natural hazards: flooding and drought can fall under this category

if it is due to deforestation

Vulnerability

• Physical, social, economic, cultural and environmental factors and conditions which increase

the community’s susceptibility to disaster.

• Adversely affects the ability of individuals, households and the community to prepare for

and respond to hazards.

• Weaknesses, constraints or problems present in the community which hinder it from

preparing for and protecting itself from incurring damage and loss.

• Examples of vulnerability:

1. Poor locations

2. Houses made of light materials

3. Conflict in the community

4. Lack of knowledge and skills on preparedness and protective measures

5. Attitude of helplessness and dependence

Capacity

• Knowledge, skills, resources and abilities present in individuals, households and

communities that enable them to prevent, prepare for, withstand, survive and recover

from a disaster.

• Some examples of capacity:

1. Permanent housing

2. Ownership of land

3. Adequate food and income sources



4. Family and community support in times of crises

5. Local knowledge

6. Responsive local government

7. Strong community organizations

Disaster

• Occurs when a hazard strikes a vulnerable community with low capacity resulting in

damages, loss and serious disruption of community life.

• The widespread human, material and environmental losses exceed the community’s ability

to cope using its own resources.

Disaster risk

• Likelihood of a hazard striking a vulnerable community, causing injury, damage and loss.

• The bigger the vulnerability, the bigger the disaster risk. The bigger the capacity, the

smaller the disaster risk.

• Disaster Risk = Hazard x Vulnerability

Capacity

Elements-at-risk

Who and what can be damaged:

• People (their lives and health)

• Household and community structures (houses, community centres, schools)

• Community facilities and services (access roads, bridges, hospital, electricity, water

supply, etc.)

• Livelihood and economic activities (jobs, crops, livestock, equipment, etc.)

• Environment (natural resource base)

Disaster Risk Management: Objectives and Activities

Disaster risk management

• Range of activities designed to maintain control over disaster and emergency situations and

to provide a framework for helping at-risk persons avoid or recover from the impact of

the disaster.



Disaster



• A collective term for all activities that contribute to increasing capacities and will lead to

reducing immediate and long-term vulnerabilities. Covers activities before, during and

after a disaster.

Objectives

• To increase capacities and resilience

• To reduce vulnerabilities

• To avoid or reduce human, physical and economic losses suffered by individuals, families,

communities and the country

• To speed up recovery after a disaster

• To reduce personal suffering

• To provide protection to internal refugees or displaced persons whose lives are threatened

by armed conflicts

Community-Based Disaster Risk Management Approach

Why have a community-based disaster risk management (CBDRM) approach?

• Increasing trend in disaster occurrence and loss.

• People in the community suffer most from disaster damages. In reality, they are first

front-line responders. They undertake some precautionary measures and respond to the

disaster before outside help comes.

• The worldwide shift in focus from emergency management to disaster risk management

recognizes the importance of community involvement.

• CBDRM corrects the defects of the top-down approach. There is a meeting of the

bottom-up (community and local level) and the top-down (national and higher level)

approaches for an integrated and responsive disaster management system.

What is the CBDM/CBDRM Approach?

• Activities, measures, projects and programmes to reduce disaster risks are primarily

designed by people living in high-risk communities, and are based on their urgent

needs and capacities.

CHANGING CONCEPTS IN DISASTER MANAGEMENT



Traditional Approach CBDM Approach

Disasters are unforeseen events which cannotbe prevented.

Disasters can be prevented.We can prepare to avoid and reduce damage andloss.

Stress is on emergency response and recovery. Stress is on disaster risk management activitiesbefore the disaster – on prevention, mitigation andpreparedness.

People affected by disasters are helpless victims and passive recipients of external aid.

People affected by disasters are active in rebuilding their lives and livelihoods. People’s existing capacities are used and strengthened.

Children are not consulted regarding theirneeds.

Children also participate in the creation and implementation of selected DM activities.

Disaster management is the sole responsibilityof the disaster response agency and specialistslike the scientist, economist, social worker,government and NGOs.

Recognition of the importance of community participation. Disaster management is everybody’sresponsibility.

Stress on building capacity at the national, localand community levels for an integrated andresponsive disaster risk management system.

Focus on physical and material aid and technical solutions.

Assistance covers material, social and motivationalaspects to reduce vulnerability.

Focus on individual households. Focus on individual, family and community preparedness.

Donors (outsiders) decide on what the familiesand community need.

The community participates in decision-making to prioritize needs and risk reduction solutions.

The aim of disaster management is to reduceimmediate suffering and meet emergencyneeds.

The goal is to bring things back to normal.

The aim is to reduce people’s vulnerabilities andincrease capacities to better prepare and cope with disasters.

The goal is building a safe, disaster-resilient and developed community.

Features of CBDRM

ü People’s participation – the community is the main actor; it participates and benefits from

risk reduction and development activities

ü Priority for the most vulnerable – children, women, elderly, differently-abled, subsistence

farmers, fisher folks, urban poor

ü Recognizes existing capacities and strategies for survival and coping

ü Risk reduction measures are community specific – based on analysis of the community’s

disaster risk

ü Aim of CBDRM – reduce vulnerabilities and increase capacities

ü Goal – building safe, disaster-resilient and developed communities

ü Links disaster risk reduction with development

ü Outsiders have supporting and facilitating role

Principles of CBDM

• Participatory process and content: Community involvement in the risk assessment,

identifying solutions to community problems and risk reduction measures; community

directly shares in the benefits of disaster management and development

• Responsive: Based on the community’s felt and urgent needs

• Integrated: DM activities before, during and after disaster; linkage with other communities

and the various levels of the disaster management system

• Proactive: Stress on prevention, mitigation and preparedness

• Comprehensive: Structural and non-structural risk reduction measures; mix of short-,

medium-,and long-term measures to address vulnerabilities

• Multi-sectoral and multi-disciplinary: Considers roles of all stakeholders; combines local

knowledge and resources with science and technology and support from outsiders

• Empowering: People’s options and capacities are increased; more access to basic social

services; more control over the natural and physical environment; builds confidence to

participate in other development endeavours

• Developmental: Community development gains are protected; measures to address

vulnerabilities are opportunities for development

• Culture and gender sensitive

• Child rights responsive



STEPS IN THE CBDRM PROCESS – TRANSFORMING VULNERABLE COMMUNITIES TO

DISASTER-RESILIENT COMMUNITIES

1. Initiating the process: Selecting the community based on priorities or based on requests

from communities hit by hazards. This is the stage of building rapport with the people in

the community.

2. Community profiling: Initial understanding of the community situation and an orientation

on CBDRM.

3. Community risk assessment: Hazards, vulnerabilities and capacities assessment and

consideration of people’s different perception of risks.

4. Initial community disaster management plan: Appropriate and do-able measures before,

during and after the disaster; focus on prevention, mitigation and preparedness measures.

5. Formation and strengthening of community disaster management organization:

Ensures implementation of Community Disaster Management Plan.

6. Community managed implementation: Implementation of risk reduction structural and

non-structural measures to address vulnerability and increase capacity based on the Plan.

7. Monitoring and evaluation: Continuous monitoring of the situation and activities and

improvement of CBDRM and community.



Monitoring and evaluation

Community-managedimplementation

Strengthening of CBDMorganization

Initial community disastermanagement

Community risk assessment

Community profiling

Initiating the process


Sourcebook 2

Sou

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2

2.1 THE BARANGAY (Local Government Academy, Philippines)

Barangay Defined

The barangay is the smallest political unit in the country. It serves as the primary planning and

implementing unit of government policies, plans, programmes, projects and activities in the

community. The barangay is a venue where the collective opinion of the people is expressed,

considered and formalized. It is also where disputes among barangay residents are amicably

settled. As of 2004, there were 41,927 barangays in the Philippines.

The Role of the Punong Barangay (Barangay Captain)

The punong barangays play a dominant role in administration of barangay affairs. Being

elected, they head the executive branch of the barangay government and are responsible for

policy direction, programme development and implementation, development planning,

collection of taxes and other impositions, budget, personnel and general administration.

A barangay captain is responsible for organizing and leading an emergency group whenever

necessary for the maintenance of peace and order or on occasions of emergency or calamity

within the barangay, among other functions.

Role of the Barangay Legislative Body (Sangguniang Barangay)

The barangay legislative functions are performed by the sangguniang barangay which is

composed of the punong barangay as presiding officer, and the seven elected regular

sangguniang barangay members and the sangguniang kabataan chairman, as members.

Its major function is the approval of barangay budget and the passing of resolutions and

ordinances. One of its important functions relevant to disaster response is the provision for the

delivery of basic services


Sourcebook 2REFERENCES FOR MODULE 2 – BARANGAY GOVERNANCE ANDDISASTER RISK MANAGEMENT

Barangay Administration Powers

The governmental powers of the barangay are the following:

Police power: This is the power to administer the affairs of the barangay to promote health and

safety, enhance prosperity, improve morals, maintain peace and order and preserve the comfort

and convenience of barangay dwellers.

Power of eminent domain: The barangay body has the right to take away private property for

public use upon payment of just compensation to the owner of the private property.

Power of taxation: The barangay has the power to increase revenues by imposing taxes, fees

and other charges on its barangay inhabitants and businesses. The sangguniang barangay

exercises this taxation power.

Barangay Finance

There are several sources of barangay funds. These include the following:

• Proceeds of Community Tax – 50 percent of the total collection of barangay treasurer

• Proceeds of Real Property Tax – 25-30 percent goes to the barangay

The national government gives to the barangay a percentage of taxes collected, as follows:

• 20 percent of Internal Revenue Allotment Share

• 35 percent of the 40 percent of the gross collection derived by the national government

from the utilization of national wealth

The barangays may levy taxes, fees and charges.

Barangay Budgeting

There are two elements of the barangay budget: income and expenditure.

The punong barangay prepares the budget upon receipt of the estimated collection report

(from local and national sources) from the barangay treasurer. The punong barangay then

submits the yearly budget to the Barangay Legislative Body for enactment of the ordinance.

The budget review for the barangay is conducted by the sangguniang bayan in cooperation

with the city/municipal budget officer within ten days of its approval.

A Commission on Audit representative periodically audits the annual barangay funds. He or she

then submits the result of the audit to the sangguniang bayan.



Supervision over Barangay Administration

The duly elected mayor of the concerned city or municipality where the barangay belongs has

the power to exercise general supervision over the barangay, and penalize according to

existing laws and regulations on any erring official in the barangay.

Barangay planning is done by the Barangay Development Council (BDC).

The BDC is composed of the punong barangay, members of the sangguniang barangay,

one-fourth of the members of NGOs situated in the said barangay, and the local Congressman’s

representative.

Functions of the BDC:

• Ensure people’s involvement in developing the barangay development plans and programs

based on local requirements;

• Track down and review the implementation of programmes and projects of the local and

national government; and

• Special BDC functions are carried out as provided by law.


Sourcebook 2: References for Module 2 – Barangay Governance and Disaster Risk Management

2.2 GOOD GOVERNANCE(Department of Interior and Local Government – Bureau of Local Government Development and Local Government Academy)

Introduction

The terms "governance" and "good governance" are being increasingly used in development

literature. Bad governance is being increasingly regarded as the cause of major problems in

society. Major donors and international financial institutions are increasingly making aid and

loans available only on the condition that reforms ensuring "good governance" are

undertaken. This section tries to explain, as simply as possible, what "governance" and "good

governance" mean.

Governance

The concept of "governance" is not new. It is as old as human civilization. Simply put,

“governance" means: the process of decision-making and the process by which decisions are

implemented (or not implemented). Governance can be used in several contexts such as

corporate governance, international governance, national governance and local governance.

Since governance is the process of decision-making and the process by which decisions are

implemented, an analysis of governance focuses on the people involved in decision-making

and implementing the decisions made and the formal and informal structures that have been

set in place to arrive at, and implement, the decision.

Government is one of the actors in governance. Other actors involved in governance vary

depending on the level of government that is under discussion. In rural areas, for example,

other actors may include influential landlords, associations of peasant farmers, cooperatives,

NGOs, research institutes, religious leaders, financial institutions, political parties and the

military.The situation in urban areas is much more complex. At the national level, in addition to

the above actors, media, lobbyists, international donors and multinational corporations may

play a role in decision-making or in influencing the decision-making process.

All actors other than government and the military are grouped together as part of "civil

society”. In some countries, in addition to civil society, organized crime syndicates also influence

decision-making, particularly in urban areas and at the national level.

Similarly, formal government structures are one means by which decisions are arrived at and

implemented. At the national level, informal decision-making structures, such as "kitchen

cabinets" or informal advisors may exist. In urban areas, organized crime syndicates such as the

"land mafia" may influence decision-making. In some rural areas, locally powerful families may

make or influence decision-making. Such, informal decision-making is often the result of

corrupt practices or leads to corrupt practices.



Barangay Governance and Disaster Risk Management

Good barangay governance is a precondition for effective disaster risk management. It

provides a sustainable and an effective instrument for reducing poverty and achieving the

Millennium Development Goals. Good governance not only concerns the national level, but

also the regional and the local levels. Concerning disaster risk management, local stakeholders

are increasingly involved and barangay inhabitants are getting more and more responsibilities.

The principles and norms of good barangay governance include, among others, the following:

Accountability – To ensure that persons in authority and those who make decisions on behalf

of the common good need to be accountable for results and the consequences of their actions

or decisions.

Transparency – To recognize that persons who carry out public functions and responsibilities

need to build and protect the trust bestowed on them by the people, by making information

accessible and available to constituents when needed.

Civic engagement – To encourage and help citizens to express and articulate their interests

and concerns directly or indirectly to influence decisions, actions and programmes that affect

the quality of their lives and that of the community and country as a whole.

Citizenship – To exercise one’s legal and universal human rights, contributing time, effort and

resources to positively influence the direction government and business sectors will take, and

volunteering to participate meaningfully in various aspects of local governance encompassing

all the dimensions of community life.

Equity –To create a conducive climate for human development by providing opportunities for

all citizens to be included; to participate in decision-making, to have a hand in setting priorities

and to gain a level of competence and contribute to the common good.

Justice – To settle disputes and conflicts that inevitably arise by exercising virtues of honesty

and fairness in all human transactions; mediating and resolving situations that result in the

protection and enhancement of one’s self-esteem, dignity and unique character.

Efficiency – To use resources in the most prudent manner by diligently avoiding waste in all its

forms and optimizing the utilization of human resource endowments.

Effectiveness – To provide basic human development services that meet the needs of the

general public, particularly poor, vulnerable or marginalized individuals or groups; responding

appropriately and with speed to citizen requirements without harm or damage to themselves

and the environment.

Sustainability – To protect and manage the environmental and ecological assets of local

government by adopting environmentally-friendly habits and behaviour to ensure that present

and future generations will benefit from the natural endowments and resources, for all citizens

to enjoy.



Strategic vision – To formulate a shared vision and development strategy supported by

legislation and an adequate planning and budgeting system so that citizens become owners

and stakeholders of barangay development programmes; they should also possess a sense of

community pride, belonging and responsibility for the growth and further progress of the

barangay, municipality or city.

Peace – To foster friendliness and accord among citizens by building safe and orderly public

service systems and institutions that enable everyone to gain a sense of belonging and

harmony and a common fate; to place a high value and priority on preservation and protection

of life and property in an atmosphere of trust and goodwill.

Security – To build safe barangays through the vigilance and participation of all citizens by

helping to preserve and protect the peace against internal and external threats, whether

natural or man-made; to provide safeguards against forces that have the potential to disrupt

the normal flow of social interaction.

Spirit of volunteerism - A sound governance structure for disaster reduction encourages

expressions of volunteerism and norms of social reciprocity during natural disasters.

Multi-stakeholder participation – Provides an ample space for participation of business,

educational and religious groups, the community itself and other players in the barangay.



2.3 THE MILLENNIUM DEVELOPMENT GOALS (Local Government Unit Guide on Millennium Development Goals Localization, BLGD-DILG, January 2005)

In September 2000, the United Nations General Assembly concluded the Millennium Summit

with the adoption of a Millennium Declaration, renewing a global commitment to peace and

human rights, setting specific goals and targets towards reducing poverty and the worst forms

of human deprivation.

The Millennium Development Goals (MDGs), with a deadline of 2015, affirm and reinforce

the target of eliminating extreme poverty worldwide. The eight MDGs have clear objectives,

measurable outcomes, timelines for achievements, and clear indicators for monitoring

progress.

The Philippines, as a UN member, is a signatory to the Millennium Declaration and has

committed to craft its 2005-2020 Medium-Term Philippine Development Plan in accordance

with the MDGs. By committing to this declaration, the country is trying keep pace with the rest

of the developing world and is ensuring that we are able to maximize all available resources to

provide the right policy framework in helping our people gain access to the best quality of

life possible.

As the goals are holistic and interrelated, the need to work together at the national, regional

and local levels is very important. Meeting the requirements for the MDGs will entail

collaborative efforts of major stakeholders such as national and local government units (LGUs).

It will also require private sector participation and the inclusion of MDGs in the local

development agenda.

The Millennium Development Goals and Targets

Goal 1: Eradicate extreme poverty and hunger

ü Reduce by 50 percent the number of people living in extreme poverty between 1990

and 2015;

ü Reduce by 50 percent the number of population below the minimum level of dietary

energy consumption and reduce by 50 percent the number of underweight children (under

five years old); and

ü Reduce by 50 percent the number of people with no access to safe drinking water or those

who cannot afford it by 2015.

Goal 2: Achieve universal primary education

ü Achieve universal access to primary education by 2015.



Goal 3: Promote gender equality

ü Eliminate gender disparity in primary and secondary education, preferably by 2005, and

all levels of education not later than 2015.

Goal 4: Reduce child mortality

ü Reduce the children under-five mortality rate by 67 percent by 2015.

Goal 5: Improve women’s reproductive health

ü Reduce maternal mortality rate by 75 percent by 2015; and

ü Increase access to reproductive health services to 60 percent by 2005, 80 percent by 2010

and 100 percent by 2015.

Goal 6: Combat HIV/AIDS, malaria and other diseases

ü Prevent the spread and halt HIV/AIDS by 2015; and

ü Reduce the incidence of malaria and other major infectious diseases.

Goal 7: Ensure environmental sustainability

ü Implement national strategies for sustainable development by 2005 and recover loss of

environmental resources by 2015; and

ü Achieve a significant improvement in the lives of 1.3 million informal settler families.

Goal 8: Develop global partnerships for development

ü Develop further an open, rule-based, predictable, non-discriminatory trading and financial

system; include commitment to good governance and the development of poverty

reduction, both nationally and internationally; and

ü Deal comprehensively with the debt problems of developing countries through national

and international measures in order to make debt sustainable in the long-term.



2.4 BARANGAY DEVELOPMENT AND GOVERNANCE SYSTEMS FRAMEWORK AND BARANGAY ORGANIZATIONAL REFORM AGENDA (Liga ng mga Barangay sa Pilipinas)

The Liga ng mga Barangay sa Pilipinas (The League of Barangays in the Philippines) has

developed a Barangay Organizational Reform Agenda (BORA), a system of rationalizing

barangay functions into service areas and aligning and developing or allocating effort, time,

and resources on key critical barangay needs. BORA is a template for basic service delivery.

When adopted in a barangay, the BORA template seeks to rationalize basic services delivery

into a comprehensive and integrated system, a system where citizens’ needs and requirements

become the central focus and priority of barangay services and resources. The strategic and

operational plans of a barangay must therefore be aligned to adequately provide or supply

these basic needs.

Barangay vision – a family-friendly barangay where:

1. Self-reliance, neighbourliness, collaboration, unity and harmonious relations are part of

the culture;

2. Local government is well-managed with equity, justice, leadership competence and

integrity;

3. Basic services are integrated, comprehensive and accessible, especially to the poor and

marginalized;

4. Human resources are empowered, social capital is constantly developed and enriched,

and economic activities are plentiful/robust and competitive;

5. Its ecology and environment resources are protected and managed for sustainability and

enjoyment of future generations; and

6. Culture, arts and heritage/history are promoted, conserved and vibrant.

The barangay council and other community leaders must be able to communicate the vision to

everyone so that stakeholders support it and resources can be harnessed to the fullest.

Eight service/thematic areas contribute to attaining the barangay vision:

1. Health care and well-being

2. Food security and nutrition

3. Water and environmental protection

4. Income/livelihood and employment promotion

5. Shelter and housing/infrastructure

6. Peace and order/public safety



7. Education and functional literacy

8. Participation in governance

Organizational reform to implement the eight service/thematic areas

The goal is to make services and products accessible to citizens by mobilizing the entire

barangay leadership and engaging citizens in local governance and participating in the

development process as stakeholders.

Each Kagawad including the Sangguniang Kabataan Chairman could serve as Service Team

Leader for one service area. This will put an end to the monopoly and dominance of punong

barangays in the decision-making process. It also democratizes the other management

services and liberates the punong barangay from the tremendous workload, likewise

spreading accountability.

Measures and indicators for the eight service/thematic areas

In the table that follows, suggested key indicators/measures can be found opposite each area.

Depending on the scope, depth or nature of the barangay situation or condition, the quantity

and quality of barangay services and products can be adjusted.There is no hard and fast rule or

fixed target.



2.5 ON DISASTER MANAGEMENT AND LEADERSHIP (Various Sources)

“More effective prevention strategies would save not only tens of billions of dollars, but

save tens of thousands of lives. Funds currently spent on intervention and relief could be

devoted to enhancing equitable and sustainable development instead, which would

further reduce the risk for war and disaster. Building a culture of prevention is not easy.

While the costs of prevention have to be paid in the present, its benefits lie in a distant

future. Moreover, the benefits are not tangible; they are the disasters that did not

happen.”

–Kofi Annan, UN Secretary General

People-centred governance is a prerequisite for disaster reduction. The most vulnerable

people must participate in accountability processes in order to sustain governance for

disaster reduction. Access to information on policies, rights and major decisions enables

meaningful participation in disaster reduction. Stronger local governance enables

locally appropriate decision-making for disaster reduction. Policies and obligations for

disaster reduction need to be legally enforceable. Development projects must be subject

to public scrutiny before approval, to ensure that they are not creating new disasters.

There must be cooperation at a national level for disaster reduction to be effective.

Effective trans-national accountability agreements will promote safety outside a

country’s borders.

–Action Aid International, World Conference on

Disaster Reduction, 18-22 January 2005, Kobe

Appropriate governance for disaster risk management is a fundamental requirement if

risk considerations are to be factored into development planning and if existing risks are

to be successfully mitigated.

–UNDP, 2004

Core competencies, skills and traits of a disaster manager

ü Ability to read and write effectively

ü Ability to plan

ü Knowledge of appropriate legislation and government system

ü Cultural knowledge and mathematical knowledge

ü Negotiation knowledge



ü Knowledge and understanding of different hazards

ü Knowledge and understanding of roles and responsibilities of partner organizations

ü Data interpretation knowledge

ü Leadership

–Disaster Preparedness Seminar for Local Chief Executives,

Office Of Civil Defense c/o Atty/ Priscilla Duque, 2005

The Seven Habits of Highly Effective People

ü Habit 1: Be proactive (The principle of personal vision)

Highly proactive people recognize responsibility and do not blame circumstances

or conditions if they fail to do something.

ü Habit 2: Begin with the end in mind (The principle of personal leadership)

Know where you’re going today, tomorrow and the days to come, so that the steps

you take are always in the right direction.

ü Habit 3: Put first things first

Schedule your priorities; do not prioritize what’s on your schedule. Manage time

effectively by increasing preparation, planning, prevention, recreation, relation-

ship building, values clarification and self-empowerment.

ü Habit 4: Think win/win (principle of interpersonal leadership)

Frame your mind and heart to constantly seek mutual benefit in all human

interactions. Agreements or solutions are mutually beneficial and mutually

satisfying; all parties feel good about the decision and feel committed to the

action flow.

ü Habit 5: Seek first to understand, then to be understood (principle of emphatic

communication)

Listen with the intent to understand the person both emotionally and

intellectually. Listen for feelings, for meaning and behaviour. Diagnose before

you prescribe.

ü Habit 6: Synergy (principle of creative cooperation)

The whole is greater than the sum of its parts. The effort of one when combined

with other efforts will produce better results.

ü Habit 7: Sharpen the saw (principle of balanced self-renewal)

Continue development, enhancement and improvement of a person’s physical,

spiritual, mental, social and emotional assets.

–Steven Covey, Characteristics of Highly Effective People, 1990



2.6 LOCAL DISASTER COORDINATING COUNCILS (LDCCS)(The Philippine Disaster Management System, Contingency Planning for Emergencies: A Manual for Local Government Units, May 2003)

The local DCCs are the closest to the people. It is at this level that emergencies are felt most.

It is at this level that rescue, evacuation, relief and rehabilitation operations are launched and

carried out. It is also at this level that damages are assessed and requirements evaluated so that

the necessary actions can be dispatched with efficiency.This local responsibility was reinforced

with the passage of the RA 7160 or the Local Government Code of 1991, which provides

(among other provisions) for the devolution of basic services and functions to local govern-

ment units and the allocation of a 5 percent calamity fund for emergency operations.

At the local government level, the Chief Executives are, by law, the Chairmen of their respective

Councils. Thus, the Governor is the Chairman of the Provincial Disaster Coordinating Council

(PDCC). The PDCC is composed of organic key officers paid out of provincial funds and of

national government agencies assigned to work in the province.The same is true in the case of

the City Mayor who becomes the Chairman of the City Disaster Coordinating Council (CDDC).

At the municipal level, the town Mayor is the Chairman of the Municipal Disaster Coordinating

Council (MDCC), while the punong barangay acts as the Chairman of the Barangay Disaster

Coordinating Council (BDCC).

Functions of the Provincial Disaster Coordinating Council (PDCC)

• Establishes a physical facility to be known as the Provincial Disaster Operations Center

(PDOC);

• Coordinates the disaster operations activities of the municipalities within the province from

the PDOC ;

• Implements within the province the guidelines set by the Regional Disaster Coordinating

Council (RDCC);

• Advises the City/Municipal and Barangay Disaster Coordinating Councils regarding disaster

management;

• Submits recommendations to the RDCC as necessary; and

• Places the CDCCs/MDCCs and its tasked units under the operational control of the PDCC

during an emergency, which affects the towns/cities.





Functions of the City/Municipal Disaster Coordinating Council (CDCC/MDCC)

• Establishes a physical facility to be known as the City/Municipal Disaster Operations Center

(C/MDOC);

• Coordinates from the C/MDOC the disaster operations activities;

• Implements within the city/municipality the guidelines set by the PDCC;

• Advises the Barangay Disaster Coordinating Councils regarding disaster management; and

• Submits recommendation to the PDCC, as necessary.

Functions of the Barangay Disaster Coordinating Council (BDCC)

• Establishes the Barangay Disaster Operations Center (BDOC);

• Coordinates from the BDOC the disaster operations activities of its tasked units;

• Implements within the barangay the guidelines set by the C/MDCC; and

• Advises the members of the BDCC regarding disaster management.

ChairmanBgy. Captain

Security SupplyTransport

StationCommunication

Warning Rescue Evacuation Relief

Medical

DOC

Fire Brigade Damage Control

CHART OF A TYPICAL BARANGAY

DISASTER COORDINATING COUNCIL

Vice Chairman

Operating Teams

Staff Teams

2.7 LAWS AND REGULATIONS ON DISASTER MANAGEMENT(Department of Interior and Local Government, Philippines)

Basic Law in the Implementation of Disaster Management Programme in thePhilippines

Presidential Decree no. 1566

This Decree, which was promulgated on 11 June 1978, calls for the “Strengthening of the

Philippine Disaster Control Capability and Establishing the National Program on Community

Disaster Preparedness”.

Salient provisions

1. State policy on self-reliance among local officials and their constituents in preparing for,

responding to and recovering from disasters.

2. Organization of the National, Regional and Local Disaster Coordinating Councils (DCCs).

3. Preparation of the National Calamities and Disaster Preparedness Plan (NCDPP) by the

Office of Civil Defense and implementing plans by the NDCC member agencies and

local DCCs.

4. Conduct of periodic drills and exercises by concerned agencies and local DCCs.

5. Authority for the local government units to program funds for disaster preparedness

activities such as the organization of DCCs, establishment of Disaster Operations Centers

(DOCs), and training and equipping of DCC response teams.

Rules and regulations implementing PD 1566

Under the IRR of PD 1566, the disaster management activities of DCC member agencies, as well

as procedures and guidelines for inter-agency coordination and dissemination of information

during the three phases, are defined as follows:

A. Pre-Disaster Phase

1. Planning for disaster

• Development/formulation of Disaster Management Plan (DMP) to be submitted to

the RDCC through the OCD for review and evaluation.The plan should conform to the

guidelines and shall be revised/updated as necessary.

2. Organizing

• Organization of DCCs in accordance with the DCC structure set forth in the NCDPP,

supported with a Sanggunian Resolution.

• Establishment of DCC guidelines for inter-agency coordination/ networking.





3. Training

• Conduct of training on disaster management for DCC members and skills training

for DCC operating teams, volunteers and community members in coordination

with the following agencies: OCD provides guidance and assistance in the

development/preparation of programmes of instruction and the conduct of training;

DSWD provides guidance in the conduct of disaster preparedness of the barangay

tri-sectoral group focused on relief; PNRC conducts disaster leadership training

courses; DECS assists in the public education campaign through integration in school

curricula of subjects relative to disaster; DTI trains disaster control groups/reaction

teams in large buildings used for commercial purposes.

4. Drills

• Conduct of organizational and community drills/exercises periodically in order to

assess effectiveness in responding to disasters. OCD shall assist/observe and provide

critique in the conduct of drills and exercises.

5. Stockpiling

• Determination of food, clothing, shelter, medical supplies, transportation and other

emergency requirements.

• Taking of appropriate measures to stockpile the same.

6. Resource data canvassing

• Identification of existing resources.

• Evaluation capability of resource organizations to carry out disaster-related tasks.

• Allocation of suitable roles to resource organization.

7. Public information/awareness drive

• Conduct of public information/awareness campaign in coping with disaster

situations in coordination with the Office of Civil Defense, Philippine Information

Agency as well as other government/or private entities with facilities for

dissemination of information.

8. Communications and warning activities

• Organization of warning units in the province.

• Establishment of a warning system that must be clearly defined and written down in

plans, standard operating procedures and other relevant documents.

• Informing concerned officials and agencies in the province as well as the general

public of the warning system.



B. Emergency Phase

• Mobilizing of all emergency services of the DOC: rescue and engineering, evacuation,

first aid and medical services, emergency relief, police and fire auxiliary, transportation,

and survey and damage assessment, with the national government supporting the

efforts of the Council.

• Evaluation of survey results, submission of damage report and recommendation to NDCC

through the RDCC.

C. Post-Emergency Phase

1. Cross-checking of data of damage report with pre-emergency data obtained to facilitate

the location or whereabouts of persons and to assess available community resources

for rehabilitation purposes.

2. Rehabilitation requirements: determining the nature and extent of rehabilitation efforts to be undertaken and requests for assistance from appropriate government agencies,private offices/agencies or individuals, if the situation goes beyond the capability of the PDCC.

Other Laws with Disaster Management Provisions

1. PD 1096 – the National Building Code of the Philippines. It specifies minimum requirements

and standards on building design for buildings to be protected against fires and natural

disasters.

2. Rule 1040 of the Occupational Safety and Health Standards provides for the

organization of disaster control groups (or health and safety committees) in every place of

employment and the conduct of periodic drills and exercises in work places.

The administration and enforcement of Rule 1040 lies with the Department of Labour and

Employment, in coordination with the local government unit where the work place is located.

3. PD 1185 – “Fire Code of the Philippines”. This Decree requires, among other provisions,

that the administrators or occupants of buildings, structures and other premises or

facilities and other responsible persons shall comply with the following:

a. Inspection requirement by the Bureau of Fire Protection as a prerequisite to the

granting of permits and/or licenses by LGUs or other government agencies concerned;

b. Provisions for safety measures for hazardous materials as well as for hazardous

operations/processes;

c. Provisions for fire safety construction, protection and warning systems such as fire

sprinklers, alarm devices, firewalls, fire exit plan, etc; and

d. The conducting of periodic fire and exit drills.

4. R.A. 7160 – the Local Government Code (LGC) of 1991. The LGC of 1991 contains provisions

supportive of the goals and objectives of the disaster preparedness, prevention/mitigation

programmes.These provisions of the LGC reinforce the pursuit of the Disaster Management

Programme at the local government level.

Sec. 16: General welfare

Every local government unit shall exercise the powers granted, those necessarily implied there

from, as well as powers necessary, appropriate or incidental for its efficient and effective

governance, and which are essential to the promotion of general welfare. Within their

respective territorial jurisdiction, local government units shall ensure and support, among

other things, the preservation and enrichment of culture, promote health and safety, enhance

the right of the people to a balanced ecology, encourage and support the development of

appropriate and self-reliant scientific and technological capabilities, improve public morals,

enhance economic prosperity and social justice, promote full employment among their

residents, maintain peace and order, and preserve the comfort and convenience of their

inhabitants.

Sec. 17: Basic services and facilities devolved to LGUs

This provision speaks of the basic services and facilities devolved to local government units.

Specifically, among the devolved functions and facilities are (1) health services which include

hospitals and other tertiary health services; (2) social welfare services which include

programmes and projects on rebel returnees and evacuees; relief operations, and population

development services, and (3) infrastructure facilities intended to service the needs of the

residents of the province and which are funded out of provincial funds, including (but not

limited to) provincial roads and bridges, inter-municipal waterworks, drainage and sewerage,

flood control and irrigation systems, reclamation projects, and similar facilities.

Presidental Issuances

• EO 948, s-1984 on the grant of compensatory benefits to disaster volunteer workers

(Note: This has yet to be enforced).

• Proclamation No. 296, s-1988 as amended by EO 137, s-1999 on declaring the 1st Week of

July of every year as Natural Disaster Consciousness Week (now Whole Month of July as

National Disaster Consciousness Month)

• PMO No. 36, s-1992 as amended by PMO No. 42, s-1997 on the establishment of a special

facility for the importation and donation of relief goods and equipment in calamity-

stricken areas.

• PMO dated 10 February 1999 on the guidelines on the programming and use of

calamity fund.

• EO 137 dated 10 August 1999, declaring the month of July of every year as National Disaster

Consciousness Month and Institutionalizing the Civil Defense Deputization Program.



NDCC Issuances

• Memo Order No. 02, s-1999 – Revised policies and procedures on calamity fund

management.

• Memo Order No. 04, s-1998 – Amended policies, procedures and criteria for calamity

area declaration.

• Memo Order No. 13, s-1998 – Amended policies and procedures on the provision of

financial assistance to victims of disasters.

• Others, such as policies and procedures on foreign disaster assistance, criteria and

procedures on the search for outstanding DCCs and disaster heroes, community-based

rescue, evacuation, and relief operations and volunteerism.




Sourcebook 3

Sou

rcebo

ok

3

3.1 COMMUNITY RISK ASSESSMENT: HAZARD, VULNERABILITY, CAPACITY ASSESSMENT (Center for Disaster Preparedness CBDRM Training Hand-outs)

Community Risk Assessment

• A participatory process to identify and assess the hazards (which threaten the community)

and the community’s vulnerabilities and capacities. It involves an understanding of how

people in the community perceive and measure disaster risk.

Purpose of Community Risk Assessment

• Unites the community in a common understanding of their disaster risk – hazards,

vulnerabilities and capacities

• Basis for identifying appropriate and adequate risk reduction measures

• Contributes to raising community awareness about potential risk they had not previously

known of

• Baseline data on the community situation – its vulnerabilities and capacities – when

compared with data at a later period, can be used to evaluate the results of community

disaster preparedness activities

• Data generated can be used in situational analysis and needs for project proposals for

mitigation and community development projects

Components of Community Risk Assessment

• People’s perception of risk - Understanding the perception of risk of different groups

and sectors in the community

• Hazard assessment - Assessing the nature and behaviour of hazards

• Vulnerability assessment - Identifying the particular elements-at-risk and why they can

be damaged


Sourcebook 3REFERENCES FOR MODULE 3 – BARANGAY RISK ASSESSMENT

• Capacity assessment - Identifying people’s survival or coping strategies and what

resources can be used in disaster management activities (before, during and after a disaster)

People’s Perception of Risk

• People’s vulnerability and how they perceive or view disaster risks are influenced by their

socio-economic status.

• Aside from income levels, age, gender, educational background, livelihood and

employment, culture is an important consideration for why people have different ways

of looking at the community disaster situation.

• People’s perception of disaster risk is also influenced by previous experiences, like

exposure to hazards and the specific preparedness and mitigation measures taken

before, during and after the disaster.

• Insiders (community members) and outsiders (NGOs, local and national government

agencies) may also have differing perceptions of disaster risks.

• The community risk assessment process provides the venue to share these different views

or perceptions. Community risk assessment results in a common understanding of the

community’s disaster situation, which becomes the basis for common actions to take in

disaster risk reduction.

• The community risk assessment process combines local knowledge with scientific and

technical information (which outsiders usually bring into the community).

• Various tools (which are adapted from participatory rural appraisal or participatory learning

and action) are used in community risk assessment to bring in to the open different views

and validate information.

• The community measures its disaster risk as high, moderate or low for various hazards

and delineates areas in the community which are safe and dangerous for housing,

economic activities and other community functions.



3.2. MAJOR KINDS OF HAZARDS (Major Hazards, Family and Community Disaster Preparedness:Guide for Training Families and Communities, Department of Social Welfare and Development)


Sourcebook 3: References for Module 3 – Barangay Risk Assessment



3.3 CATEGORIES AND FACTORS FOR CAPACITY AND VULNERABILITIES ANALYSIS(Mary Anderson & Peter Woodrow, Capacity Vulnerability Assessment Workshop, Manila, 1992)

Physical / Material

• Location and type of housing/building materials

• Land, water, animals, capital, other means of production (access and control)

• Infrastructure and services: roads, health facilities, schools, electricity, communications,

transport, housing, etc.

• Human capital: population, mortality, diseases, nutritional status, literacy, numeracy,

poverty levels

• Environment factors: forestation, soil quality, erosion

Social / Organizational

• Family structures (weak/strong)

• Leadership qualities and structures

• Legislation

• Administrative structures and institutional arrangements

• Decision-making structures (who is left out, who is in, effectiveness)

• Participation levels

• Divisions and conflicts: ethnic, class, caste, religion, ideology, political groups, language

groups, structures for mediating conflicts

• Degree of justice, equality, access to political process

• Community organizations: formal, informal, traditional, governmental, progressive

• Relationship to government, administrative structures

• Isolation or connectedness

Motivational / Attitudinal

• Attitude towards change

• Sense of ability to affect their world, their environment

• Initiative, getting things done

• Faith, determination, fighting spirit

• Religious beliefs, ideology

• Fatalism, hopelessness, despondency, discouragement

• Dependent/independent (self-reliant)

• Consciousness, awareness

• Cohesiveness, unity, solidarity, cooperation

• Orientation towards past, present, future



3.4 GUIDELINES FOR ELABORATING A COMMUNITY RISK MAP(René Martorell and Rocio Sáenz, International Strategy for Disaster Reduction Latin America & the Caribbean, 1994-2004, UNISDR)

These guidelines are meant as a tool to help local communities and organizations to produce

a risk map, which can serve as a useful material to prepare and train community members on

how to deal with the hazards and risks to which they are exposed.

Its simplified format makes it easy to use by local organizations as well as by the facilitators and

local staff of the institutions entrusted with disaster reduction in a variety of sectors.

What is a Risk Map?

A Risk Map is a drawing that identifies the location of high-risk areas in the community as well

as the chief settlements and infrastructure that might be affected in the event of a disaster.

The Risk Map employs symbols to identify certain places that serve as points of reference, such

as a Red Cross building, a health centre, the police station, the fire brigade station, churches, the

municipal building, the school, the football field, rivers that flow through the area, and so on.

Certain colours are used to indicate the level of risk – for instance, red for high-risk areas,

yellow for medium-risk areas, and green for relatively risk-free areas.

What Is the Value of Risk Maps?

• They make it possible for all of us to participate. It is the result of how we all perceive our

situation.

• By producing a Risk Map, we get to know and identify the risks we face, helping us to find

solutions or take precautions.

• A Risk Map also helps us to locate the major hazards that, combined with human activity,

generate risks.

• The Risk Map provides the authorities and local organizations with shared, joint criteria for

decision-making on the actions and resources needed to mitigate the impact of disasters.

• The Risk Map also helps us to record historical events that have had a negative impact on

the community and the population, enabling us to prevent similar occurrences in the future.

Who Can Participate?

All of us can participate in the production of a Risk Map. No particular group should

monopolize the effort.Therefore, it is important to have enough time to do the job properly, as

well as the right setting in which the largest possible number of people can collaborate in a

methodical manner.



Key stakeholders that must take part in the process include the local authorities, members of

community organizations, community leaders, NGOs that provide services in the area,

professional and technical staff from public and private institutions, local health personnel,

teachers and students, and representatives of the various groups in the community, whether

formally organized or not.

How Do We Elaborate a Risk Map for the Community?

To elaborate a community Risk Map, you need to take certain steps. Each step involves very

specific activities.

But bear this in mind: the steps to be taken depend on the community and how organized it is,

as well as on the nature of the risks and hazards present in the area. It is the community itself

that must decide which procedures best fit its own conditions, and which steps it should take

to produce the map.

These, then, are the steps or stages needed:

1) Organizing the work

The first thing is to organize the work so as to find the needed information for producing the

community Risk Map.

• Convene a work meeting. Invite the community, institutional representatives, local

authorities and the population in general to participate in the meeting.

• Explain the objectives of the meeting. The essential thing is to emphasize the

importance of community preparedness and planning to confront emergencies.

• Analyse previous experiences. The purpose is to allow participants to recall and voice

their memories of previous emergencies. This helps to motivate participants by making

them aware of the importance of working together to prevent emergencies and

respond to them.

2) Discussing community risks and hazards

It is vital to spend some time explaining the terms of risk, hazard, vulnerability, capacity and

disaster, so that all participants understand and share the basic concepts. This will be useful

later on, when a tour of the community is undertaken to identify risks and hazards.

• Present the concepts of risk, hazard, and vulnerability. This presentation must be carried

out by people who are technically qualified to do so.

• Identify, in general, what the major hazards are. The idea is for participants to answer

questions such as, “What are the major hazards affecting the community?” “Of these,

which is the most significant hazard we should bear in mind?”



3) Preparing guidelines for observation and data collection

It is important to produce guidelines to let stakeholders know what to look for during their

tour. Certain questions may be asked, such as the following:

• If a flood hit this community as a result of an intense tropical storm or hurricane, which

community areas would be most at risk of suffering an adverse impact? Which kind of

infrastructure? Which settlements and groups? Why?

• If a significant earthquake hit the community, which community areas would be most at

risk of suffering an adverse impact? Which kind of infrastructure? Which settlements and

groups? Why?

For example, let us consider the possibility of a tropical storm that could threaten a

community with severe floods. The following questions might be asked:

a. Which areas might be flooded if there was a strong storm? Why?

b. Which areas have been flooded in the past in similar situations?

c. Are there rivers that might overrun their banks? Where would this be most likely to

happen? Are there houses in those places? How many are there? What kind of

houses are they? Are there domestic animals there?

d. What instabilities in the terrain might lead to an avalanche or landslide? Are there

homes or crops that might be directly affected by such a phenomenon?

e. What homes or neighbourhoods in the community might be affected in the event of

a flood? Why? Is the risk obvious, or not so apparent? Why?

f. What other structures, such as bridges, walls, roads, or buildings might be affected?

g. Is there a risk of the community becoming isolated if connecting roads or bridges are

damaged?

h. What places would suffer the greatest risk of adverse effects as a result of a flood?

i. Which places might be polluted as a result of a flood? Would water sources, landfills,

etc. be impacted?

4) Touring the community

Now, at last, everyone should be ready for a tour of the community to gather information on

the local risks and hazards, and on which places might be used as shelters or security zones, in

the event of a disaster, to care for the injured and the most vulnerable.

These are the steps to be taken:

• Establish groups and distribute the areas to be surveyed. Groups should be made up of

five individuals or so.

• Define how long the tour will take. Arrange for a specific time when all the groups can

come together and discuss their findings.



• Make sure each group has a copy of the observation guidelines. This will ensure that

there is agreement about which hazards to pay attention to.

• Engage in intra-group discussions. Each group may agree to meet by itself after the tour

to discuss the findings and consolidate them before meeting with the others.

5) Discussing and Analyzing the Preliminary Results

When the groups have completed their tour of the community and collected all the

information, a Plenary Session must be held at a previously agreed-upon time and place.

There, the results must be discussed and analysed, and priorities must be assigned.

The steps to be taken may include the following:

• Present the information collected by each group. Each group should explain what

hazards they found and what the risks are.

• Discuss the findings. Have all participants discuss the findings, perhaps enriching them

with their own memories or observations of the places inspected by the other groups,

until there is at least preliminary agreement on what the major risks are.

6) Producing the Risk Map

There are two possible ways of producing the Risk Map.

• Someone who is skilled at drawing prepares beforehand a general map of the

community, showing the various settlements and landmarks. On this, the various hazards

would be drawn and, once there is agreement that all the significant threats have been

included, a final draft would be produced.

• Each group can draw the portion of the community that they surveyed, identifying

the most significant risks.Then the Plenary assembles, puts the maps together, discusses

what is contained in each one, and a final, consolidated general map is produced

including the observations of all the groups.

As already noted, these procedures are not ironclad. They can and should be adapted to the

way each community has traditionally organized itself. What is important is that participation

be high and include as many of the different groups of stakeholders as possible, since the

purpose of the exercise is not only to produce a Risk Map – essential though this may be – but

also to raise awareness of the importance of disaster reduction through prevention, mitigation

and preparedness.

Source: http://www.crid.or.cr/crid/CD_EIRD_Informa/ing/No3_2001/Pagina15.htm




Sourcebook 4

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4.1 IDENTIFYING RISK REDUCTION MEASURES(CDP Training Handouts)

What are Risk Reduction Measures?

• Measures, interventions, solutions, strategies, activities to reduce people’s vulnerability and

strengthen capacities.

• Can be categorized as measures to limit the impact of hazards, to reduce vulnerability and

to build capacity (including reinforcing people’s existing coping strategies).

• Appropriate and doable disaster management activities to undertake before, during and

after the disaster.

¢ Structural and non-structural prevention and mitigation measures: dams, dikes, sea

walls, coastal wind breaks or shelter belts (planting of coconut trees along the beach),

mangroves reforestation, permanent houses, safe building design, safety measures at

home and in the community, strengthening livelihood and community health, food

security, nutrition improvement, literacy programme, relocation to safer location,

advocacy for environmental protection and development issues.

¢ Preparedness: public awareness, early warning, evacuation drill, strengthening

coordination and institutional arrangements, stockpile of supplies and logistics.

Preparedness for responses to undertake during the disaster and recovery period:

search and rescue, first aid, evacuation centre management, damage needs capacity

assessment, immediate repair of community facilities and services, relief delivery,

clearing the debris, psychosocial counselling and stress debriefing, medical services, and

recovery after the disaster, such as rehabilitation and reconstruction activities.


Sourcebook 4REFERENCES FOR MODULE 4 – BARANGAY RISK REDUCTIONPLANNING

How to Identify Appropriate Risk Reduction Measures

Using the results of the community risk assessment, here are the basic steps:

a. Identify the hazard.

b. Determine the elements-at-risk and possible damages.

c. Determine conditions and factors of vulnerability.

Why can the elements-at-risk be damaged?

d. Identify existing coping strategies and capacities/resources.

e. Identify measures to reduce the vulnerability of the elements-at-risk.

f. Prioritize risk reduction measures to undertake: immediate, short-term, medium-term,

long-term.



Points to Consider in Prioritizing Risk Reduction Measures

• Addresses priority elements-at-risk and projected damages.

• Resources to undertake the risk reduction measures are readily available or can be made

available (manpower, materials, equipment, knowledge, skills, finances, technology).

• Time consideration in implementing the risk reduction measures (seasonality of hazard,

routine flow of activities in the community, negotiation of support from partner agency

or agencies, etc).

• Reliability and technical feasibility and suitability, especially for structural measures.

• Protects local cultural heritage and values.

• Strengthens coping mechanisms and builds capacity.

• Management capability of the community: Will the immediate implementation of

particular measures, especially big or complicated projects, strain the newly formed

community organization? Will the implementation cause division instead of unity?

What sequence of activities also leads to increasing build-up of management capability?

• Gives immediate benefits to the whole or widest section of the community or to the most

vulnerable groups.


Sourcebook 4: References for Module 4 – Barangay Risk Recduction Planning

4.2 FROM RISK MAPPING TO PREPAREDNESS AND MITIGATION PLANNING(Isaias Panganiban, Disaster Management Action Officer, Guagua Pampanga and Cedric Daep, Head, Provincial Public Safety and Emergency Management Office, Province of Albay)

Risk/hazard mapping

¢ Undertake mapping of flood levels through colour codes

¢ Undertake mapping of potential sources of flash floods, dike collapse and avulsion

landslides, and other identified risks

¢ Undertake mapping of safe sites for evacuation, exit routes and pick-up points

Risk/hazard assessment and monitoring

¢ Proper handling and processing of scientific data in relation to prevailing cultural

“taboos”

¢ Establishment of monitoring work chart (before and during occurrence of disaster)

¢ Conduct of trekking, sounding and benchmarking

¢ Graduated cylinder alternative to rain gauge in measuring amount of rainfall

¢ Floating object as means to measure water velocity

Warning system

¢ Establish system of warning (church bells in lieu of sirens)

¢ Establish warning flow chart (including authorities and persons responsible)

¢ Re-invent warning devices (such as localized radio, using amplifiers attached to VHF base

hand-held radios)

¢ Establish secondary watch points (in case of failure of the principal warning post)



Evacuation

¢ Identification of safe evacuation site

¢ Make an inventory of resources available at the evacuation site (capacity of the rooms,

availability of electricity, water source, comfort rooms vis-à-vis the expected evacuees)

¢ Re-invent access to other facilities, such as transport and food supplies

¢ Identification of exit route, convergence/pick-up points and alternative mode of

transport (in case of failure of roads)

Communication protocol

¢ Hierarchical levels of authority in the local government set-up

¢ Essence of Section 27 of the Local Government Code (prior consultation requirement)

¢ Observance of on-scene command

Simple engineering intervention for mitigation

¢ Sandbagging as manifestation of bayanihan spirit (communal unity)

¢ Pilot channelling alternative to high-cost dredging

¢ Clearing of bridge girder and canal de-clogging before onset of rains



4.3 EARLY WARNING(ADPC, CBDRM Participants’ Workbook; CDP Training Handouts)

What is Early Warning?

Early warning is the relay to individuals, groups or populations of messages, which provide

them with information about:

• The existence of danger; and

• What can be done to prevent, avoid or minimize the danger.

Why Do We Give Warnings?

To inform everyone about:

• Hazards

• Elements-at-risk

• Risks

• The environment

• Potential needs

To advise on:

• Means of protection

Example: warning on contamination of water sources either from natural or

human-made activities (contamination due to parasites/bacteria etc; contamination due

to mining)

• Means of preparedness

Example: severe weather forecast/warning, preventive evacuation

• Means of mitigation

Example: sandbagging to reinforce the dike

• Means of response to threat

Example: warning that floodwater is about to breach dike; that there is need to reinforce

dike (sandbag); warning that informs community of the presence of armed group in the

area and that people are advised to congregate at the village square

To instruct individuals or communities

• What to do next, how, where, when and why



Different Forms of Giving Warning and/or Receiving Warning

• Village/community meetings

• Notices/posters/billboards

• Verbal or pictorial messages

• Cartoon series/mascots

• Radio

• Films

• Other indigenous forms and channels

Things to Consider When Giving Warnings

Inform the people of the different phases of the warning and their meaning.

Example:

Cyclone Warning

Alert Level #1 or Cyclone Signal # 1

Alert Level #2 or Cyclone Signal # 2

Community-defined warning system/s:

Flood Warning # 1 2 feet of floodwater at village square

Flood Warning #2 6 feet of floodwater at village square

Main road is not passable

Inform or update the evacuees/community of the forecast and the warning of agencies or com-

munity monitoring team using symbols or sounds that everybody can understand.

Example:

Typhoon Warning Symbol or Sound

Alert Level # 1 or # 1 sign or square or whistle

Typhoon Signal # 1

Alert Level # 2 or # 2 signs or triangle or drums

Typhoon Signal # 2

Alert Level # 3 or # 3 signs or rectangle or siren

Typhoon Signal # 3



• If symbols are to be used, these can be painted or mounted in plywood or boards that

can be read or seen from afar

• Make sure to change the symbol or sound when a change in the warning or forecast is made

by warning agencies or by the community monitoring team

“Information Boards” can be placed in strategic or conspicuous places such as:

• Church patio, schools or government buildings

• Mountains or high places

• Stores and transportation facilities

• Other places where people frequently pass or gather

Organize a committee on information.

• The task of this committee will be to monitor and prepare all aspects of information

dissemination regarding the warnings or forecasts and the monitoring of all hazards

(natural or human-made).

• The flow of information from the "field" until it is processed and packaged for information

dissemination to the community should be clear.

Identify roles and responsibilities.

• For any one element, an organization or an individual must be able to determine that it has:

¢ a primary role (responsibility for initiating and maintaining action); and/or

¢ a secondary role (responsibility for undertaking tasks in support of an organization or

individual with a primary role); or

¢ no role at all.

• Two methods of describing these roles and responsibilities can be used by the information

committee: either list organizations involved and describe their roles for each hazard, or list

hazards and identify the lead/support organizations for each hazard.

• The description of roles and responsibilities by organization is useful for each team leader,

coordinator or organization as it allows them to review their (individual and) organization’s

overall involvement.

The warning should:

• Be area-specific and sector/people-specific

• Be hazard-specific

• Be based on the Community Hazard, Capacity and Vulnerability Assessment



• Give advice on what to do

• Inform the community of the possible effects and risks that may happen if they do not do

what is advised

Example:

Typhoon Warning Symbol or Sound/ Action

Alert Level # 1 or # 1 sign or square or whistle / ready

Typhoon Signal # 1

Alert Level # 2 or # 2 signs or triangle or drums / get set

Typhoon Signal # 2

Alert Level # 3 or # 3 signs or rectangle or siren / go

Typhoon Signal # 3

• The community should know the meanings of actions to be taken (What “ready”, “get set”

and “go”mean). Recommended action should be very specific. For example:“pack up things”,

“proceed to pick-up point”, or “proceed to evacuation site”.

• The warning is given in simple form and in the local dialect. Example:

ATTENTION: Fellow citizens/residents of Romano village

Based on the latest warning of (warning agency), Typhoon X may pass Southern Luzon region

within 24 hours. Calumpang River is expected to overflow and shall inundate Romano Village

All residents are advised to evacuate to their designated Evacuation Sites. Please bring food,

cooking utensils, bed sheets and water. Farm animals shall be evacuated to the stable on top of

the hill.

We have three hours to prepare before our organized evacuation.

Proceed to the village square where vehicles are waiting to take us to the evacuation centre. It is

estimated that floodwaters will recede within three days.We can probably go back to our homes

on the fourth of November.



4.4 EVACUATION(Citizens’ Disaster Response Centre, Disaster Preparedness Training Materials)

Evacuation is an organized movement of people from an area of risk to a saferlocation

When?

• Inundation of living areas by flood, storm surge or tsunami

• Volcanic eruption

• Serious damage to construction of homes (typhoon, earthquake, etc)

• Fire

• Times of armed conflicts

Phases of evacuation

• Warning

• Order to move

• Actual evacuation

• Evacuation centre management

• Return to former or new place

Plan for actual evacuation

• Identify a safe place for evacuation

• Identify the shortest and safest route

• Identify and prepare alternative routes

• Identify pick-up points or assembly points for people

• Place "road signs" along evacuation routes

• Prepare master list of evacuees and check at each pick-up point if the group is complete

• Prepare evacuation schedules and groupings in case transportation will be used

• Set provisions and plan evacuation of animals and other properties of evacuees

• Organize an Evacuation Committee among community members

• Identify and prepare requirements during evacuation (transport, gasoline, food, water,

medicine, road signs, communication systems, etc)



Tasks of Evacuation Committee

Pre-evacuation:

• Prepare evacuation plan including warning system

• Training and education of community members

• Identify and prepare logistical needs for evacuation

• Networking, coordination and resource generation for the purpose of evacuation

During evacuation:

• Give order to move

• Manage logistical needs for the evacuation

• Ensure orderly evacuation

• Act as a marshals/guides during evacuation

• Search and rescue

In Evacuation Centre:

• Coordinate with health, food, sanitation, security, information committee

• Manage relief operations while in Evacuation Centre

• Networking, public information, advocacy, resource generation

Evacuation Centre Management by Community

• Criteria for Evacuation Center selection:

¢ Availability of water

¢ Accessibility

¢ Topography and drainage

¢ Available space (people, animals, communal services, etc)

¢ Safety

¢ Soil type (drainage/farming)

¢ Land rights

• Site assessment

• Site planning (latrines, cooking, animals, etc.)



4.5. PUBLIC AWARENESS(ADPC, CBDRM Participants’ Workbook; CDP Training Handouts)

Definition of Public Awareness

• The process by which vulnerable populations understand the nature of hazards and their

potential for causing disasters.

• A systematic distribution of information about potential hazards and threats and what

people can do about them in order to encourage people to protect their lives and

property.

• The process through which people living in hazard-prone areas come to realize and

understand that they live in areas of risks, know the specific dangers that they are exposed

to and the warnings that are issued, and know the appropriate actions to be taken to

protect their lives and minimize property damage.

• Information and education successfully communicated on the effect of hazards to the

community and the necessary precautionary measures to undertake.

Objectives of Public Awareness

• To increase the public’s knowledge about hazards and the consequences of their impact.

• To increase knowledge about practical preparedness measures.

• To inform the public about the warning system that will be employed and what they

should do when they experience it.

• To increase knowledge on how to respond to an emergency situation.

• To mobilize support for disaster risk reduction plans or response activities.

Elements of Public Awareness

• The message

• The means (posters, radio, calendars)

• The audience

• The intended result



Structure of Public Awareness

• Long-term and repetitive approach

• Consistent

• Uses wide variety of methods and media

• Aims at general and specific groups

£ Utilizes normal and accessible sources of information

£ Concentrates on high-priority hazards in vulnerable areas

Features of an Effective Public Awareness Programme

• Ongoing process – Public awareness is an ongoing process, not simply a set of products

such as posters, brochures, etc.

• Participatory – The target population are active participants in programme design and

implementation phases in partnership with individuals having the necessary technical skills.

• Community-specific – The culture and the disaster history of the community should

be considered.

• Hazard-specific – An assessment of specific hazards is the essential basis for developing

a public awareness programme.

• Target population-specific – It must be based on the needs of specific group and offer

information essential to them.

• Integral part of local warning and response system.

Some Channels and Forms

• Community meetings, house-to-house campaign

• Posters, poster-making contest among school children

• Plays, drama/skits, songs

• Leaflets, brochures, comics, calendar, manuals, books

• Radio programme, television features, tapes, CD

• Earthquake safety day, disaster consciousness day/week/month

• Photo exhibit, forum, public speeches

• Press releases, letters to the editor, articles in printed media

• Disaster management orientation, disaster preparedness training



4.6 SUMMARY OF THE HYOGO FRAMEWORK FOR ACTION 2005–2015:Building the Resilience of Nations and Communities to Disasters –Outcomes of the World Conference on Disaster Reduction, Hyogo,Kobe, Japan, 18–22 January 2005



4.7 THE ‘A TO Z’ OF FACILITATING COMMUNITY PLANNING(Nick Wates, Community Planning Handbook)

Using what works in participatory methodologies in development planning will also help in

community disaster risk management planning. The following are general ‘A to Z’ tips on how

to facilitate participatory community planning.

Accept different agendas. People will want to be involved for a variety of reasons, for instance:

academic enquiry, altruism, curiosity, fear of change, financial gain, neighbourliness,

professional duty, protection of interests, socializing.This need not be a problem, but it helps to

be aware of people’s different agendas.

Accept limitations. No community planning activity can solve all the world’s problems.

But that is not a reason for holding back. Limited practical improvements will almost always

result, and community planning activity can often act as a catalyst for more fundamental

change.

Accept varied commitment. Far too much energy is wasted complaining that certain people

do not participate when the opportunity is provided. All of us could spend our lives many times

over working to improve the local environment. Everyone has their own priorities in life and

these should be respected. If people do not participate it is likely to be because they are happy

to let others get on with it.They are possibly busy with things that are more important to them,

or the process has not been made sufficiently interesting.

Agree upon rules and boundaries. There should be a common understanding by all main

interest groups of the approach adopted. Particularly in communities where there is fear (for

instance that others may be trying to gain territorial advantage), it is vital that the rules and

boundaries are clearly understood and agreed upon.

Avoid jargon. Use plain language. Jargon prevents people from engaging and is usually a

smokescreen to hide incompetence, ignorance or arrogance.

Be honest. Be open and straightforward about the nature of any activity. People will generally

participate more enthusiastically if they know that something can be achieved through their

participation (e.g. if there is a budget for a capital project). But they may be quite prepared to

participate ‘at risk’ providing they know the odds. If there is only a small chance of positive

change as a result of people participating, say so. Avoid hidden agendas.

Be transparent. The objectives and people’s roles should be clear and transparent at events.

For instance, it may seem trivial, but the importance of name badges to prevent events being

the preserve of the ‘in-crowd’ can never be stressed enough.

Be visionary yet realistic. Nothing much is likely to be achieved without raising expectations.

Yet dwelling entirely on the utopian can be frustrating. Strike a balance between setting

visionary utopian goals and being realistic about the practical options available.



Build local capacity. Long-term community sustainability depends on developing human and

social capital. Take every opportunity to develop local skills and capacity. Involve local people

in surveying their own situation, running their own programmes and managing local assets.

Communicate. Use all available media to let people know what you are doing and how they

can get involved. Community newspapers or broadsheets can be very useful.

Encourage collaboration. Create partnerships wherever possible between the various

interest groups involved and with potential contributors such as financial institutions.

Flexibility. Be prepared to modify processes as circumstances dictate.Avoid inflexible methods

and strategies.

Focus on attitudes. Behaviour and attitude are just as, if not more, important than methods.

Encourage self-critical awareness, handing over control, personal responsibility and sharing.

Follow up. Lack of follow-up is the most common failing, usually due to a failure to plan and

budget for it. Make sure you set aside time and resources for documenting, publicizing and

acting on the results of any community planning initiative.

Go at the right pace. Rushing can lead to problems. On the other hand, without deadlines,

things can drift. Using experienced external advisors may speed up the process but often at the

expense of developing local capacity. Get the balance right.

Go for it. This is the phrase used most by people who have experienced community planning

when asked what their advice would be to others. You are bound to have doubts, it is usually a

leap in the dark. But you are unlikely to regret taking the plunge.

Have fun. Getting involved in creating and managing the environment should not be a chore.

It can be a great opportunity to meet people and have fun. The most interesting and

sustainable environments have been produced where people have enjoyed creating them.

Community planning requires humour. Use cartoons, jokes and games whenever possible.

Human scale. Work in communities of a manageable scale.This is usually where people at least

recognize each other.Where possible, break up larger communities or geographic places into a

series of smaller ones.

Involve all those affected. Community planning works best if all parties are committed to it.

Involve all the main interested parties as early as possible, preferably in the planning of the

process. Activities in which key players (such as landowners or planners) sit on the sidelines are

all too common and rarely achieve their objectives completely.Time spent winning over cynics

before you start is well worthwhile. If there are people or groups who cannot be convinced at

the outset, keep them informed and give them the option of joining in later on.



Involve all sections of the community. People of different ages, gender, backgrounds and

cultures almost invariably have different perspectives. Ensure that a full spectrum of the

community is involved. This is usually far more important than involving large numbers.

Learn from others. There is no need to re-invent the wheel. One of the best sources of

information is people who have done it before. Don’t think you know it all. No one does.

Be open to new approaches. Get in touch with people from elsewhere who have relevant

experience. Go and visit them and see their projects. Seeing is believing. Do not be afraid of

experienced ‘consultants’ but choose and brief them carefully.

Local ownership of the process. The community planning process should be ‘owned’ by

local people. Even though consultants or national organisations may be providing advice

and taking responsibility for certain activities, the local community should take responsibility

for the overall process.

Maintain momentum. Regularly monitor progress to ensure that initiatives are built on and

objectives achieved. Development processes are invariably lengthy. The participation process

needs to stay the course. If there has to be a break, start again from where you left off, not

from the beginning. Periodic review sessions can be very valuable to maintain momentum and

community involvement.

Mixture of methods. Use a variety of involvement methods as different people will want to

take part in different ways. For instance, some will be happy to write letters, others will prefer to

make comments at an exhibition or take part in workshop sessions.

Now is the right time. The best time to start involving people is at the beginning of any

programme.The earlier the better. But if programmes have already begun, participation should

be introduced as soon as possible. Start now.

Personal initiative. Virtually all community planning initiatives have happened only because

an individual has taken the initiative. Don’t wait for others. That individual could be you!

Plan your own process carefully. Careful planning of the process is vital. Avoid rushing into

any one approach. Look at alternatives. Design a process to suit the circumstances. This may

well involve combining a range of methods or devising new ones.

Plan for the local context. Develop unique strategies for each neighbourhood. Understand

local characteristics and vernacular traditions and use them as a starting point for planning.

Encourage regional and local diversity.

Prepare properly. The most successful activities are invariably those on which sufficient time

and effort have been given to preliminary organization and engaging those who may be

interested.



Process as important as product. The way that things are done is often as important as the

end result. But remember that the aim is implementation. Participation is important but is not

an end in itself.

Professional enablers. Professionals and administrators should see themselves as enablers,

helping local people achieve their goals, rather than as providers of services and solutions.

Quality not quantity. There is no such thing as a perfect participation process. The search for

one is healthy only if this fact is accepted. Generally, the maximum participation by the

maximum number of people is worth aiming at. But any participation is better than none and

the quality of participation is more important than the numbers involved. A well-organized

event for a small number of people can often be more fruitful than a less well-organized event

for larger numbers.

Record and document. Make sure participation activities are properly recorded and

documented so that it can be clearly seen who has been involved and how. Such records can

be invaluable at a later stage.

Respect cultural context. Make sure that your approach is suitable for the cultural context in

which you are working. Consider local attitudes to gender, informal livelihoods, social

groupings, speaking out in public and so on.

Respect local knowledge. All people, whether literate or not, whether rich or poor, whether

children, women or men, have a remarkable understanding of their surroundings and are

capable of analysing and assessing their situation, often better than trained professionals.

Respect local perceptions, choices and abilities and involve local people in setting goals

and strategies.

Shared control. The extent of public participation in any activity can vary from very little to a

great deal. Different levels are appropriate at different stages of the planning process but

shared control at the planning and design stage is the crucial ingredient.

Spend money. Effective participation processes take time and energy. There are methods to

suit a range of budgets and much can be achieved using only people’s time and energy.

But over-tight budgets usually lead to cutting corners and poor results. Remember that

community planning is an important activity, the success or failure of which may have

dramatic implications for future generations as well as your own resources. The costs of

building the wrong thing in the wrong place can be astronomical and make the cost of proper

community planning pale in significance. Budget generously.

Think on your feet. Once the basic principles and language of participatory planning are

understood, experienced practitioners will find it easy to improvise. Avoid feeling constrained

by rules or guidance (such as this handbook)!



Train. Training is invaluable at all levels. Encourage visits to other projects and attendance in

courses. Build training into all your activities.

Trust in others’ honesty. Start from a position of trusting others and generally this will be

reciprocated. Lack of trust is usually due to lack of information.

Use experts appropriately. The best results emerge when local people work closely and

intensively with experts from all the necessary disciplines. Creating and managing the

environment is very complicated and requires a variety of expertise and experience to do it

well. Do not be afraid of expertise; embrace it. Avoid dependency on, or hijacking by,

professionals. Keep control local. Use experts ‘little and often’ to allow local participants time

to develop capability, even if it means they sometimes make mistakes.

Use facilitators. Orchestrating group activities is a real skill.Without good facilitation the most

articulate and powerful may dominate. Particularly if large numbers of people are involved,

ensure that the person (or people) directing events has good facilitation skills. If they don‘t, hire

someone who does.

Use local talent. Make use of local skills and professionalism within the community before

supplementing them with outside assistance. This will help develop capability within the

community and help achieve long-term sustainability.

Use outsiders, but carefully. A central principle of community planning is that local people

know best. But outsiders, if well-briefed, can provide a fresh perspective which can be

invigorating. Getting the right balance between locals and outsiders is important. Avoid

making locals feel swamped or intimidated by ‘foreigners’.

Visualize. People can participate far more effectively if information is presented visually rather

than in words. A great deal of poor development, and hostility to good development, is due to

people not understanding what it will look like. Use graphics, maps, illustrations, cartoons,

drawings, photo montages and models wherever possible. And make the process itself visible

by using flipcharts, Post-it notes, coloured dots and banners.

Walk before you run. Developing a participatory culture takes time. Start by using simple

participation methods and work up to using more complex ones as experience and confidence

grow.

Work on location. Wherever possible, base community planning activities physically in the

area being planned. This makes it much easier for everyone to bridge the gap from concept to

reality.

Source: http://www.communityplanning.net/principles.htm



Closing Activities

Clo

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159


q 1. Meeting Objectives and Expectations

Remarks:

2. Contents

q A. Usefulness & Relevance

q B. Adequacy

Topics most relevant:

Topics not relevant:

Topics that should have been covered:

New things learned/insights:

q 3. Methodology/Process: Appropriateness & Effectiveness

Remarks:

q 4. Facilitation/Resource Persons

Remarks:

q 5. Participation

Remarks:

q 6. Host Team Performance

Remarks:

q 7. Time Allocation and Management

Remarks:

q 8. Venue/Food/Accommodation

Remarks:

Accomplished by

(____/____/____)

Name & Signature

Evaluation Form Please answer this evaluation honestly to help improve the training!RATING : 1=Poor 2=Needs Improvement 3=Average 4=Good 5=Excellent

Date

integrating disaster risk management in local governance

Documents

disaster reduction

regional southsouth

double disaster of earthquake

future disaster risks

southsouth cooperation

south attaintheir targets

resilience of nations

vulnerable communities