NCMB 419 - CU8 Flashcards
This step guides the knowing
and understanding of risks
which may affect learners and teachers
STEP 1: ASSESS (Know Your Risks)
Step 1: Assess
- Student-led School Watching and Hazard Mapping (DepEd
Order 23 s2015) - Community Hazard Maps
- Building Inspection including Fire Safety
- Basic Education Profile
- School Risk Assessmen
- The ability to identify hazards at the school environment will allow students to understand possible threats to their safety.
- Providing learners with information on DRRM during classroom instructions may be complemented with practical steps in applying their knowledge.
A. Student-led School Watching and Hazard Mapping
Schools should coordinate with the local government
units in order to secure a
copy of the community
hazard maps provided by the
Department of Science and
Technology (DOST) and its attached agencies. These may be used to enhance the
school planning process
B. Community Hazard Maps
online platform of DOST PHILVOLCS and Geo Risk Philippines::
Hazard Hunter PH
Project Noah
Schools may partner with local engineers from the municipal/city government, Department of Public Works and Highways (DPWH) and Bureau of Fire Protection (BFP) for the regular conduct of school building inspection and possible orientation and on how to observe related safety measures.
C. Building Inspection
including Fire Safety
FIRE CODE OF THE PHILIPPINES OF 2008
REPUBLIC ACT NO. 9514
The number of means of egress shall be not less than two (2) separate exits in every storey that are accessible to every part of the storey
RA 9514 Revised IRR 2019
Classification of Fire
* Class A:
* Class B :
* Class C:
* Class D:
* Class K:
- Class A: ordinary combustible solid materials
- Class B : flammable and combustible liquid and gas
- Class C: energized electrical equipment
- Class D: combustible metal fires
- Class K: cooking mediums
fire extinguisher color codes
red:
white:
blue:
black:
yellow:
red: water
white: foam
blue: dry powder
black: carbon dioxide
yellow: wet chemicals
fire extinguisher that use on all risks
blue: dry powder
red:
white:
blue:
black:
yellow:
red: A
white: AB
blue: ABCE
black: BE
yellow: AF
Taking into account the
vulnerabilities and capacities
of the school, it is important that basic education information i.e. enrolment, classroom, among others are made available for the conduct of risk analysis.
Data disaggregation is also necessary—i.e. gender and age—to identify specific needs of learners and students
D. Basic Education Profile
The results of the student led school watching and hazard mapping, building inspection and additional information from community hazard maps could be related to education data and may be used in doing the risk assessment
E. School Risk Assessment
This step involves the formulation of strategy, addressing identified risks and establishment of protocols which will be implemented before and during disasters including
ensuring education continuity
STEP 2: PLAN
(Reduce your Risks, Prepare to Respond, and Ensure Education Continuity
This step provides a list of things to consider in response to and early recovery in basic education.
STEP 3: IMPLEMENT YOUR PLAN AND BE FLEXIBLE
This step puts importance
in assessing the execution
of plans and protocols and
sharing of experiences and
practices
STEP 4: MONITOR, EVALUATE AND REPORT
