DIVISION CAPACITY BUILDING ON BASIC DRRM, CLIMATE CHANGE ADAPTATION AND EDUCATION IN EMERGENCIES

October 14- 16, 2019

DATE,TIME, TITLE OF THE OBJECTIVES METHODOLOGY MATERIALS
DURATION SESSION
Activity (5 minutes)
Objectives 1. The facilitator will post the sets of DRRM and CC 1. DRRM and CC
terminologies in the wall; one set per group. terminologies, each
At the end of this Alternatively, the terminologies can be lined up on written in a bond
DAY 1 session, participants the floor; one set per group. paper*
should be able to: 2. The facilitator divides the participants into groups; 10 2. Definitions of the
per group. terms, each written
OCTOBER 14, DISASTER RISK 3. Each group will form a circle and be provided with a in a bond paper*
• Define the basic
2019 REDUCTION AND DRRM and CC
set of definitions and pictures. 3. Pictures
MANAGEMENT 4. The facilitator instructs the groups. This is a corresponding to
related competition. The groups are given 10 minutes. Each the terms, each
10:30–11:15 (DRRM) AND terminologies. group has to match the definitions and pictures to the printed out in a
(45 minutes ) CLIMATE terminologies posted on the wall. bond paper**
CHANGE • Formulate a 5. After 5 minutes, the facilitator calls all groups to stop 4. Tape
DRRM-CCAM and take a seat facing the wall. 5. Markers
TERMINOLOGIES Lecture (15 minutes) 6. Blackboard/Manila
(i.e.climate change 6. The facilitator will compare first the answers of each paper
adaptation and group per terminology; start with the first 7. Powerpoint
mitigation) plan for terminology. The facilitator will ask each group to
their respective explain their answers. * Number depends on
schools based on 7. After the groups have explained their answers on the the number of
definitions of RA first terminology, the facilitator provides the right participants/groups
answer and lectures briefly. During the lecture, the ** Number depends
10121, UNISDR, and facilitator can ask the participants for examples, to on the number of
UNFCC. make the lecture interactive. After, the facilitator participants/groups;
determines/asks the groups who among them got pictures may vary for
the right answers. each group
8. The process is repeated for the subsequent
terminologies, until the last one.
9. The facilitator should also add the definitions and
examples of related terminologies which are not
 included in the activity, but are essential to expound
the given terminologies, e.g. vulnerability, exposure,
and capacity to further explain disaster risk.
10. The facilitator may give a reward to the winning
group.
11. At the end, the facilitator will provide the powerpoint
of this session to the participants for them to go back
to when they do the planning activity.
3. Processing (5 minutes)
The activity will be processed by asking the question, “What are the
implications of your understanding of the DRRM and CC terminologies?”
At the end of the processing, the facilitator should stress that
understanding these concepts and terminologies is non-negotiable.
4. Planning (15 minutes)
The facilitator will ask the participants to identify the different DRRM and
CC related activities in their respective schools. He/ She may use the
DepEd Memo/Orders that suggest DRRM and CC related activities to guide
the participants. Once they have identified the activities, they will be
required to classify these activities based on the four thematic areas of RA
10121 which are:
(1) Prevention and Mitigation (include here climate change
adaptation activities)
(2) Preparedness
(3) Response
(4) Rehabilitation and Recovery
Classify as well activities on climate change mitigation (i.e. reduction of
greenhouse gases). This activity is done individually in order to help the
participants formulate a DRRM-CCAM Plan for their respective schools as
well as apply the understanding and knowledge gained on the DRRM and
CC terminologies. Outputs will be written in meta-cards and posted in the
Manila paper; markers and tapes will be provided. The template should
look like this.
 DRRM-CCAM PLAN
SCHOOL ID/SCHOOL NAME
SY _______

RA 10121 KEY THEMATIC AREAS Climate

Change
Prevention Prepare Respon Rehabilitation Mitigation
and dness se and Recovery
Mitigation;
Climate
Change
Adaptation

5. Presentation and Synthesis (5minutes)

After classifying their school DRRM activities according to the different
thematic areas, the participants will post their outputs on the wall;
participants will go around and view the outputs. Then participants go
back in the hall. The facilitator will then ask the participants their
observations of the DRRM-CCAM Plans.
To wrap-up, the facilitator will emphasize the following key
understanding:
 In DRRM planning, it is important to first know and understand the
different concepts and terminologies on DRR and CC.
 Understanding the concepts capacitates us in planning and
undertaking appropriate actions for the safety of our
offices/schools, learners and personnel.

PREPARED BY : QUALITY ASSURED:

JOEL T. VERGARA JEROME P. ABSIN
TEACHER I – AGULANG ES DIVISION DRRM COORDINATOR
REVIEWED BY: CONCURRED AND RECORDED BY:

MARGIE Q. CASERE, DEV.ED.D VICENTE C. RONDUBIO, DEV.ED.D

SEPS - HRTDS EPS II - HRDS

RECOMMENDING APPROVAL: Approved:

ANELITO A. BONGCAWIL, ED.D LELANIE T. CABRERA, CESE

Assistant Schools Division Superintendent Schools Division Superintendent
 DIVISION CAPACITY BUILDING ON BASIC DRRM, CLIMATE CHANGE ADAPTATION AND EDUCATION IN EMERGENCIES
October 14- 16, 2019
DATE,TIME, TITLE OF THE OBJECTIVES METHODOLOGY MATERIALS
DURATION SESSION
Activity (15 minutes)
Objectives • Discuss: We have seen in the previous session how Hand-outs
armed conflict adversely affects education. You have given Flipcharts or
At the end of this session, concrete examples of this during the activity. Conversely,
DAY 2 participants should be able to: Whiteboard
education also affects a given conflict, either positively or
negatively. (Show the Powerpoint slide on this.) Permanent
1. Explain the concept of Let us reflect on this. markers
OCTOBER 15, CONFLICT • Group the participants by 5. Whiteboard
conflict sensitivity
2019 SENSITIVE • Distribute metacards to the groups. marker
• Instruction to the groups: Metacards
2. Discuss the concept and
8:00 – 9:00 EDUCATION 1.Reflect and discuss the following (Give specific, concrete Laptop
principles of conflict-sensitive answers):
( 1 HOUR ) education Sound system
 How education promotes/exacerbates conflict
 How education minimizes/resolves conflict Projector
3. Enumerate the processes 2. Write the responses in metacards.
involved in coming up with a  Post the following tables separately on a
whiteboard or wall:
conflict-sensitive education
How Education PROMOTES / EXACERBATES Conflict
GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5
How Education MINIMIZES / RESOLVES Conflict
GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5
 Ask the groups to post their responses in the
appropriate tables and columns. When all the
metacards have been posted, ask a representative
of each group to briefly discuss their outputs.
 Process and synthesize the outputs. Combine the
cards that give a similar message or idea.
 Share with the participants that these are just some of
the ways where Education can or may promote or resolve
conflict.
Abstraction (35 minutes)
Transition the discussion of this module by relating it to
the previous module which is Introduction to Peace and
Conflict. Cite that education is one of the most potent tools
in peace building and conflict transformation.
Use the powerpoint presentation provided and refer
to the notes for each slide for key discussion points and
additional process guides, if any.
This discussion shall cover the following topics:
 The concept of conflict-sensitive Education
 Steps in coming-up with conflict sensitive education
 Applicability of conflict-sensitive education in the
work of DRRM Officers of DepEd
Use the tarpaulin print-out especially on the steps in
coming up with conflict-sensitive education program.
Always provide local/contextualized examples of the
concepts being discussed. This will help the participants
acquire a concrete grasp of the ideas being discussed.
The discussion shall be participative, gathering the
participants’ insights and/or experiences on the topics
being discussed. Make references of the participants
outputs in the introductory activities whenever they are
relevant to the discussion. After the discussion, ask the
participants if they have any questions or additional
insights.
Entertain 2-3 participants for this.
3. Application (10 minutes)
Ask the participants about examples on how they can apply
conflict sensitivity in the context of DRRM work. Gather as
many responses as possible and encourage a robust
discussion.
PREPARED BY : QUALITY ASSURED:
JOEL T. VERGARA JEROME P. ABSIN
TEACHER I – AGULANG ES DIVISION DRRM COORDINATOR

REVIEWED BY: CONCURRED AND RECORDED BY:

MARGIE Q. CASERE, DEV.ED.D VICENTE C. RONDUBIO, DEV.ED.D

SEPS - HRTDS EPS II - HRDS

RECCOMENDING APPROVAL: Approved:

ANELITO A. BONGCAWIL, ED.D LELANIE T. CABRERA, CESE

Assistant Schools Division Superintendent Schools Division Superintendent