(Enclosure to DepEd Order No. 23, s.
2015)
GUIDELINES ON STUDENT-LED
SCHOOL WATCHING AND HAZARD
MAPPING
I. Rationale
Strengthening disaster prevention, mitigation and preparedness is one of the
key strategies to address the vulnerabilities of children inside and outside the
school. With the increasing effects of climate change, it is important to raise
the awareness and capacities of children to prepare for and manage possible
disasters and/or emergencies. This is also intended to influence family
preparedness as the learners could share and apply their lessons at home.
Children, who are commonly identified as one of the vulnerable groups,
should be equipped with the capacity to know, understand and apply safety
and protection mechanisms to build the foundation of their resilience. To
initiate this strategy, it is imperative to increase the awareness of learners on
the hazards and possible risks inside the school.
The student-led school watching and hazard mapping are initial steps in
engaging learners in disaster preparedness and management. This activity will
raise awareness and equip learners with information and skills necessary for
addressing the impact of hazards. Through this activity, the Department of
Education (DepEd) creates an opportunity for learners to understand their role
in disaster risk reduction and management (DRRM).
Objectives
Improve students’ level of awareness on the potential hazards and
risks within and around schools;
Increase the participation of children in addressing potential
disasters by reducing vulnerabilities; and
Inculcate a culture of safety in the day-to-day experience of
children in school.
II. Scope
This activity shall be conducted by all public elementary and secondary
schools.
III. Definition of Terms
Hazard – any phenomenon that has the potential to cause disruption or
damage to humans and their environment, e.g., typhoon, flood, fire
Risk- the expected number of lives lost, persons injured, damage to property
and disruption of economic activity due to natural phenomenon, and
consequently the product of specific risk and elements at risk.
Specific risk – means the expected degree of loss due to a particular
phenomenon, e.g., the population, buildings and civil engineering works,
economic activities, public services, utilities and infrastructure, etc., at risk in a
given area
IV. Policy Statement
This policy shall require all public elementary and secondary schools to
organize a student-led school watching and hazard mapping activity every
first month of the school year.
V. Procedures
A. Organizing and Preparing the School Watching Team
The school head shall designate a moderator to facilitate a
student-led school watching and hazard mapping activity. The
moderator is preferably a DRRM-trained school personnel who is
familiar with the hazards and risks in the school or anyone who
has previous/current involvement in any DRRM activity.
The School Watching Team (SWT) should comprise of at least 10
members. For medium and big schools, organizing various
students’ organizations and/or student leaders for a school
watching activity is preferred to maximize engagement. For very
small schools (i.e., with less than five classes), teachers could
integrate school watching in their respective lessons as an
outdoor activity. For very big schools, more than one team could
be organized to ensure that all grade levels, sections and groups
are represented.
The Supreme Student/Pupil Government (SSG/SPG) shall aid in
the identification of SWT members. The team members could be
student leaders of youth clubs, academic and/or non-academic
clubs such as boy/girl scouts, Red Cross, or representatives from
various grade levels and/or sections.
The moderator is encouraged to redesign the process, if
necessary, to ensure appropriateness to the composition of the
SWT. Preferably SSG/SPG shall also participate in this activity.
It is important that the moderator presents the guidelines in the
language that the SWT is most familiar and comfortable with.
The moderator could prepare a timeline on the conduct of this
activity to ensure that this will not disrupt regular school activities
and/or classes of SWT members.
The moderator will prepare the route for the school watching,
designate stops and provide a School Watching Checklist (Annex
1) to Team members for guidance in the observation of hazards.
Designate a start and end point for the school watching activity.
The moderator shall orient the SSG/SPG on school watching and
hazard mapping before convening the SWT.
B. School Watching and Hazard Mapping
The moderator should ensure that all SWT members have a pen
and notebook for note taking during the school watch.
The moderator shall orient the SWT on the background and
purpose of this activity, and level-off with the Team on the
conduct of this activity.
Walk through each building, classroom, office, laboratory,
workshop, play area, garden and any open area of the school.
At each point, give a 3-5-minute stop for the Team to observe
and take down notes in every building, classroom, office,
laboratory, workshop, play area, garden and any open area.
Use the School Watching Checklist as a basic guide in identifying
hazard factors and/or at-risk areas in the school. The Team
members are encouraged to add other risk factors based on their
observation, experience and appreciation of the condition of the
school environment / facilities.
After walking around the school premises, the moderator will
facilitate the processing of the information noted by the SWT.
Then, materials such as cartolina, pens, crayons, colored papers or
any drawing material will be distributed to the SWT to map and
plot the identified hazards and/or at-risk areas in the school.
Allow the SWT to discuss the plotted hazard areas in the map to
enhance the initially placed markings.
Finalize the hazard map based on the SWT discussion and
prepare for a presentation to the School Planning Team (SPT)
C. Reporting, Submission and Information Dissemination
After preparing the hazard map, the moderator shall coordinate
the presentation and submission of this document to the SPT.
The SSG/SPG shall present the result of school watching and
hazard map to the SPT.
The hazard map should be reproduced and posted in different
areas of the school, preferably in all buildings.
VI. Monitoring and Evaluation
All Division DRRM Coordinators shall conduct ocular visits to observe and
document the conduct of school watching and hazard mapping. Specifically,
the Coordinator shall note the implementation issues and submit reports to
the DRRMO. This will serve as input to succeeding policy development
initiatives.
VII. References
Department of Education (2008) ‘Disaster Risk Reduction Resource Manual:
Safer School Resource Manual’ Philippines: DepEd, UNICEF and Plan
Philippines
Dulce, Celso Jr et al (2011) Safe, Resilient Communities: the ACCORD Model
Quezon City, Philippines: Assistance and Cooperation for Community
Resilience and Development, Inc.
International Finance Corporation (2010) Disaster and Emergency
Preparedness: Guidance for Schools, IFC World Bank
The United Nations Office for Disaster Risk Reduction (2009) UNISDR:
Terminology on Disaster Risk Reductions http:
//www.unisdr.org/we/inform/terminology Villegas MMM (2012) Earthquake
Preparedness in School ‘Disaster risk reduction and management manual for
Science and Mathematics teachers’ Department of Science and Technology
Science Education Institute Reprinted 2012
VIII. Effectivity/Transitory provision (if applicable)
This issuance shall immediately take effect upon approval.
Annex 1: School Watching Checklist
1. Broken window
2. Slippery pathway
3. Blocked corridor
4. Heavy objects mounted on top of cabinets/shelves
5. Flooded area
6. Busted plugs/light bulbs/ electrical facilities
7. Exposed electrical wires
8. Protruding nails in chairs and tables
9. Broken door knobs
10.Warning sign: slippery pathways / corridors
11.Plants mounted on the building railings
12.Flooding
13.Exposed chemicals and liquids
14.Lack/absence of storage for equipment
15.Unlabeled chemicals
16.Dripping ceiling
17.Open pit
18.Stagnant water
19.Unpruned trees /bushes/shrubs
20.Open/Clogged canals
21.No ramps for elevated school buildings or other facilities
22.Swing-in doors
23.Broken / dilapidated ceiling
24.Open/in complete perimeter fence
25.Presence of stray animals inside the school campus
26.Presence of electrical post/transformer near or within the school
perimeter
27.No system of release to parents during emergencies
28.No posted emergency hotlines around the school
29.Garbage Area (Segregation of Biodegradable and Non-
Biodegradable)
30.Detached or peeled off GI sheet
31.Broken toilet bowl and/or sinks
32.Broken chairs/desks/tables
33.Blocked/no emergency exits
34.Unmounted cabinets/shelves
35.Medical kits in every classroom
36.Bells / alarms
37.Condemnable building (i.e., very old structure, collapsing building
and/or prominent cracks on classroom walls)
38.Others (List as many as possible)
