PEN Academic Publishing   |  ISSN: 1308 - 9501

Original article | International Journal of Educational Researchers 2019, Vol. 10(3) 49-60

Implementation and Practices of the Comprehensive School Safety Framework: Views of Senior High School Students

Mark Anthony Mamon

pp. 49 - 60   |  Manu. Number: MANU-1907-11-0001

Published online: September 29, 2019  |   Number of Views: 10  |  Number of Download: 22


Abstract

It is the directive for Department of Education (DepEd) to implement Disaster Risk Reduction and Management (DRRM) in Basic Education based on the Comprehensive School Safety Framework (CSSF). This study assessed the views of senior high school students on the implementation and practices of the three pillars of CSSF.  Ninety (90) Grade 12 students were randomly selected to answer a five-point Likert scale survey questionnaire. Findings show that students consider their school as evidently safe on its location, have resilient design and construction with regular repairs, and highly evident on conducting regular inspection and maintenance. Students consider disaster risk management practices as highly evident in schools specifically contingency planning, providing first aid kits, conducting school maintenance programs, establishing early warning system, and creating evacuation plans and procedures. Moreover, capacity building activities conducted by the school are highly recognized by the students as part of disaster resilience education. Data also show that DRRM is evidently learned in the curriculum of some subjects and through educational materials. In conclusion, safe learning facilities, disaster risk management, and risk reduction and resilience education are evidently prioritized or practiced in senior high school based on the assessment of students.

Keywords: comprehensive school safety framework (CSSF); safe learning facilities; disaster risk management; risk reduction and resilience education; senior high school


How to Cite this Article?

APA 6th edition
Mamon, M.A. (2019). Implementation and Practices of the Comprehensive School Safety Framework: Views of Senior High School Students . International Journal of Educational Researchers , 10(3), 49-60.

Harvard
Mamon, M. (2019). Implementation and Practices of the Comprehensive School Safety Framework: Views of Senior High School Students . International Journal of Educational Researchers , 10(3), pp. 49-60.

Chicago 16th edition
Mamon, Mark Anthony (2019). "Implementation and Practices of the Comprehensive School Safety Framework: Views of Senior High School Students ". International Journal of Educational Researchers 10 (3):49-60.

References
  1. Alcayna, T., Bollettino, V., Dy, P., and Vinck, P. (2016). Resilience and disaster trends in the Philippines: opportunities for national and local capacity building. PLOS Currents. Retrieved from http://currents.plos.org/disasters/index.html%3Fp=28077.html.  [Google Scholar]
  2. Baas, S., Ramasamy, S., de Pryck, J., and Battista, F. (2008). Disaster risk management systems analysis: a guide book. Rome: Food and Agriculture Organization of the United Nations. Retrieved from http://www.fao.org/3/a-i0304e.pdf.  [Google Scholar]
  3. Banwell, N., Montoya J., Opeña M., IJsselmuiden C., et al. (2016). Developing the Philippines as a Global Hub for Disaster Risk Reduction – A Health Research Initiative as Presented at the 10th Philippine National Health Research System Week Celebration. PLOS Currents Disaster. doi: 10.1371/currents.dis.5cf90566bb7791456dcf6b9baf6d4873.  [Google Scholar] [Crossref] 
  4. Bradshaw, S. (2004). Socio-economic impacts of natural disasters: a gender analysis. Santiago: United Nations Publications. Retrieved from https://www.cepal.org/mujer/reuniones/conferencia_regional/manual.pdf [Google Scholar]
  5. Cadiz, A.P., Pascual, C.B., and Evangelista, EV. (2018). Disaster resilience level of selected barangays in Quezon City, Philippines. Asia Pacific Higher Education Research Journal. 5(2), 1 – 14.  [Google Scholar]
  6. Calde, N.L. (2013). Module 2: The legal framework of the Disaster Risk Reduction and Management Policy. Retrieved from http://cordillerastudies.upb.edu.ph/ktrc/downloads/pdf/modules/module-2.pdf [Google Scholar]
  7. Camacho, V.M.I. (2012). Appraisal on the knowledge of water code and perceptions on water management practices and wastewater management of the Department of Physical Sciences. The Normal Lights. 6(1), 95 – 121. [Google Scholar]
  8. Disaster Risk Reduction and Management Service – Department of Education, (n.d.). School Disaster Risk Reduction and Management Manual: Booklet 1. Retrieved from http://depedcapiz.ph/programs/DRRM/lrmds.SDRR%20Manual%20Book%201.pdf  [Google Scholar]
  9. Djalante, R. (2018). Review article: a systematic literature on review of research trends and authorship on natural hazards, disasters, risk reduction, and climate change in Indonesia. Natural Hazards and Earth System Sciences. 18, 1785 – 1810.  [Google Scholar]
  10. Estonanto A.J.J. (2017). Acceptability and difficulty of the STEM track implementation in Senior High School. Asia Pacific Journal of Multidisciplinary Research. 5(2), 43 – 50. http://www.apjmr.com/wp-content/uploads/2017/04/APJMR-2017.5.2.05.pdf [Google Scholar]
  11. Galindo, R.P., Villanueva, G.V., and Enguito, M.R.C. (2014). Organizational preparedness for Natural Disasters in Ozamiz City, Philippines. Journal of Multidisciplinary Studies. 3(1), 27 – 47. [Google Scholar]
  12. Ibrahim, N.M., Osman, M.M., Bachok, S., and Mohamed, M.Z. (2016). Assessment on the condition of school facilities: case study of the selected public schools in Gombak district. Procedia – Social and Behavioral Sciences. 222(2016), 228 – 234.  [Google Scholar]
  13. International Finance Corporation – World Bank Group. (2010). Disaster and emergency preparedness: guidance for schools. Washington: Health and Education Department. Retrieved from https://www.ifc.org/wps/wcm/connect/8b796b004970c0199a7ada336b93d75f/DisERHandbook.pdf?MOD=AJPERES [Google Scholar]
  14. Lim, M.B., et al. (2016). Comprehensive school safety practices in Asia. Bangkok: World Vision International – East Asia. Retrieved from https://www.wvi.org/sites/default/files/Comprehensive%20Sch%20Safety%20Practices%20Asia_Web.pdf  [Google Scholar]
  15. Llanto, G.M. (2011). Mainstreaming disaster risk management in local governments. Philippine Institute for Developmental Studies. Policy Notes No. 2011 – 05. [Google Scholar]
  16. Lwin, H.H., and Maung, K.K. (2011). A study of public awareness education training on natural disaster risk reduction in Myanmar. Universities Research Journal. 4(5), 223 – 241.  [Google Scholar]
  17. Mamon, M.A.C., Suba, R.A.V., and Son, Jr., I.L. (2017). Disaster risk reduction knowledge of grade 11 students: impact of senior high school education in the Philippines. International Journal of Health System and Disaster Management. 5, 69 – 74.  [Google Scholar]
  18. Menon, V.G., Pathrose, J.P., and Priya, J. (2016). Ensuring reliable communication in disaster recovery operations with reliable routing technique. Mobile Information Systems. 2016, 1 – 10.  [Google Scholar]
  19. National Disaster Management Authority – Government of Pakistan. 2017. Pakistan School Safety Framework. Retrieved from http://www.ndma.gov.pk/Publications/PSSF%20v10%203.pdf  [Google Scholar]
  20. Oreggia, E.R., de la Fuente, A., and de la Torre, R. (2008). The impact of natural disasters on human development and poverty at the municipal level in Mexico. United Nations Development Programme. Retrieved from https://www.preventionweb.net/english/hyogo/gar/background-papers/documents/Chap3/LAC-overview/Mexico/Mexico.pdf [Google Scholar]
  21. Petrucci, O. (2012). The impact of natural disasters: simplified procedures and open problems, approaches to managing disaster – assessing hazards, emergencies and disaster impacts. IntechOpen. Retrieved from https://www.intechopen.com/books/approaches-to-managing-disaster-assessing-hazards-emergencies-and-disaster-impacts/assessment-of-the-impact-caused-by-natural-disasters-simplified-procedures-and-open-problems  [Google Scholar]
  22. Sarmiento D.H., Orale R.L. (2016). Senior high school curriculum in the Philippines, USA, and Japan. Journal of Academic Research. 01(3), 12-23. http://ojs.ssu.edu.ph/index.php/JAR/article/view/54 [Google Scholar]
  23. Schneider, T. 2002. Safe and secure: guides to creating safer school. Ensuring quality school facilities and security technologies. Northwest Regional Educational Laboratory. Retrieved from https://www.ncjrs.gov/pdffiles1/ojjdp/book4.pdf. [Google Scholar]
  24. Tuladhar, G., Yatabe, R., Dahal, R.K., and Bhandary, N.P. (2015). Disaster risk reduction knowledge of local people in Nepal. Geoenvironmental Disasters. 2(5), 1 – 12.  [Google Scholar]
  25. The United Nations Office for Disaster Risk Reduction and Global Alliance for Disaster Risk Reduction & Resilience in the Education Sector. (2017). Comprehensive School Safety. Retrieved from https://www.unisdr.org/files/51335_cssbooklet2017updated.pdf [Google Scholar]
  26. United Nations. (2015). Sendai Framework for Disaster Risk Reduction 2015 – 2030. Retrieved from https://www.preventionweb.net/files/43291_sendaiframeworkfordrren.pdf [Google Scholar]
  27. Vaughter, P. (2016). Policy Brief – Unmaking disasters: education as a tool for disaster response and disaster risk reduction. Tokyo: United Nations University Institute for the Advanced Study of Sustainability. Retrieved from https://collections.unu.edu/eserv/UNU:5705/PB6.pdf [Google Scholar]