CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

1.1 Introduction
Philippines are exposed to a variety of natural hazards such as typhoons, storms,
floods, tsunamis, earthquakes, volcanic eruption, landslides and droughts. According to
Asian Disaster Preparedness Center, an annual average of 30 typhoons occurs in the
north-western Pacific Ocean, and 20 of which occur in the Philippines alone. According
to Centre of Research on the Epidemiology of Disasters (CRED) in 2014, 324 triggered
natural disasters were registered, 140.8 million people become victims, US$ 99.2 billion
amount of economical damages and 7823 people have been killed worldwide.
June 15, 1991 was a memorable date in Olongapo. Mount Pinatubo, 20 miles
from Subic Bay erupted with a force 8 times greater than the Mt. St. Helen eruption.
Volcanic ash blotted out the sun. Volcanic earthquakes and heavy rain, lightning and
thunder from a typhoon passing over northern Luzon made Black Saturday a 36-hour
nightmare. This caused widespread damage to the and Olongapo City and most likely
Columban College.
The effects of the eruption were felt worldwide. It ejected roughly 10,000,000,000
tonnes (1.11010 short tons) or 10 cu. km (2.4 cu mi) of magma, and 20,000,000 tonnes
(22,000,000 short tons) SO2, bringing vast quantities of minerals and metals to the
surface environment. It injected more particulate into the stratosphere than any eruption
since Krakatoa in 1883. Over the following months, the aerosols formed a global layer of
sulfuric acid haze. Global temperatures dropped by about 0.5 C (0.9 F) in the years
1991-93,and ozone depletion temporarily increased substantially.
On September 23, 2013, heavy rains and strong winds pummeled Olongapo City

in wee hours of the morning. Knocking out electric power and flooding most of the parts
of the city including Columban College. Fortunately, it happened during the early hour of
the morning and no students are in the campus and no casualties have been reported
around the campus.
1.2 Statement of the Problem
The study focused on the level of preparedness of Columban College.
Specifically, the study will answer the following:
1. What is the level of preparedness of Columban College in terms of:
1.1. Risk Assessment
1.1.1. Hazards
Identifying all of the hazards that Columban College may face.
Discussing how likely these hazards are. Some hazards are everpresent, seasonal, and some are infrequent but inevitable. Knowing
how severe each hazard present is also necessary.
1.1.2. Vulnerability
Vulnerability comprises conditions determined by physical, social,
economic, and environmental factors or processes, which increase
the susceptibility of a community, school, or certain area in a
locality to the impact of hazards.
1.1.3. Capacity
Capacity are those positive resources and abilities which are

helpful to individuals, families and community in mitigating,

preparing for, responding to and recovering from the hazard
impact.
1.2. Contingency Planning
When students are out-of school for any prolonged time, drop-out rates
increase, resulting in lifelong negative impacts. Staff unemployment
also follows. In addition to all the steps taken for hazard and resource
assessment, physical protection and response capacity development,
having a contingency plan on how to continue providing education to
students is a must.
1.3. Communication System
School faculty and staff, students, parents, and first respondents all need
to be familiar with your plans, in order for them to work effectively.
Community members have a great deal to offer the school disaster
management

process,

supporting

in

risk

reduction

activities,

participating in school drills, volunteering during response and

recovery, and providing response supplies.
1.3. General Objective
The general objective of the study is to educate and prepare the students of
Columban College about disaster preparedness and apply it when necessary.

1.4. Specific Objective

These are the following objectives that the researcher would like to achieve.
i. To examine disaster preparedness policies in our school.
ii. To identify the disaster preparedness facilities and equipment available in the
schools.
iii. To establish measures put in place to enhance disaster preparedness in schools.
iv. To come up with mechanisms on how to enhance disaster preparedness in
our school.
v. To inform and implement the students of Columban College the proper drills about
preparations for any upcoming disasters.
1.5. Scope and Delimitations
The study tackles the disaster preparedness of Columban College when a disaster
happens within the campus. It also includes the actions that will be necesarrily carried
out, and the strategies and activities before and after disaster strikes.
Due to time limitation, it was not possible to get responses from parents and the
community which would have made the study more comprehensive. Another limitation of
the study was that there is a dearth of literature on disaster preparedness in schools. The
study was also limited by the fact that most schools do not keep records on disasters that
occur in the schools. In cases where the head teacher has not served for long in a school,
he/she may not be in a position to give adequate information on disasters that occurred in
the past.

The study confined itself to Columban College Inc, and therefore the results can
only be generalized with caution. The study identifies whether our school has adequate
resources for disaster preparedness and how they utilize those resources to protect
themselves.
1.6. Significance of the Study
The findings of this study if of importance not only in Columban College, but to
other schools in the country and the whole country in general experiencing similar
challenges with the recommendations that will provide probable approach to minimizing
the impacts of natural and human-induced disasters.

CHAPTER 2 REVIEW OF RELATED LITERATURE

2.1. Conceptual Framework

The increase in the frequency of disasters and the effects in terms of casualties
and damage means disaster preparedness (especially disaster mitigation and prevention)
has gained importance in recent years. The core idea is to minimize the risks and
potential impact of disaster.
Disaster management consists of pre-disaster risk management and post-disaster
crisis management. Figure 1 shows that pre-disaster risk management begins with risk
assessment and extends over prediction and early warnings. Risk management includes
many actions, such as identifying, assessing and monitoring disaster risks and enhancing
early warning systems, reducing the underlying risk factors, using knowledge, innovation
and education to build safety and resilience at all levels, and strengthening disaster
preparedness for effective response. Expenditure on these actions is the focus of the
present guidance. The remainder of the management cycle is concerned with post-disaster
crisis management.

Fig 1. Disaster Management Cycle

2.1.1. Risk Assessment

Once risks have been identified, they must then be assessed as to their
potential severity of impact (generally a negative impact, such as damage or loss)
and to the probability of occurrence. These quantities can be either simple to
measure, in the case of the value of a lost building, or impossible to know for sure

in the case of the probability of an unlikely event occurring. Therefore, in the

assessment process it is critical to make the best educated decisions in order to
properly prioritize the implementation of the risk management plan.
2.1.2. Mitigation&Prevention Measures
A better disaster management with minimum vulnerability is possible
only by means of preparedness and mitigation measures. The maximum the
disaster preparedness, the minimum the vulnerability. Neither a disaster can be
prevented nor diverted to any other place. The only possible thing is to minimize
the effect. The changing concept of disaster management has taken its birth in
mere hypothesis.
2.1.3. Preparedness Measures

2.1.4. Prediction and Early Warnings

Early warning of disasters and its dissemination to Columban College is
an important preparatory measure to reduce the losses of life and property during
disasters. Investing on installation, operation and management of early warning
systems is a plus and it is also considered as an essential component of structural
mitigation.
2.1.5. Emergency Response
Environmental emergencies are incidents or events that threaten public
safety, health, and welfare and include hurricanes, floods, wildfires, industrial
plant explosions, chemical spills, acts of terrorism, and others. While these events

range in size, location, cause, and effect, most have an environmental component.
Emergency response is the organizing, coordinating, and directing of available
resources in order to respond to the event and bring the emergency under control.
The goal of this coordinated response is to protect public health by minimizing
the impact of the event on the community and the environment.
An emergency response plan must provide the resources and information needed
to evaluate the human and environmental health impacts of the event, assess and
reduce human exposures to contaminants, and develop science-based strategies
for remediation and rebuilding.
2.1.6. Recovery
The goal of recovery, from the school perspective, is to restore the
schools infrastructure and return to learning as soon as possible. Although
returning to the classroom does not ensure that children are ready to address
learning tasks, evidence points to the restorative power of the educational routine
in guiding children through emotional crises.
2.1.7. Rehabilitation and Reconstruction
Reconstruction must be fully integrated into long-term development plans,
taking into account future disaster risks and possibilities to reduce such risks by
incorporating appropriate measures. Damaged structures and services may not
necessarily be restored in their previous form or location. It may include the
replacement of any temporary arrangements established as part of emergency
response or rehabilitation.

To amplify the two definitions, following a damaging hurricane the rehabilitation

of the power lines would aim to restore the system as rapidly as possible so that t
he essential services would continue to function. Whereas, reconstruction of the
power lines should aim to rebuild the rehabilitated system to a higher or safer
standard than before so that the future risks to the power lines from a similar
damaging event would be reduced.
2.2. Definition of Terms
2.2.1. Disaster
2.2.2. Hazard
2.2.3. Disaster Preparedness

Chapter 3 Methodology
This chapter explains the procedures and the methods that were used in this study to
assess the disaster preparedness in Columban College. The objective is to develop an
emergency response plan that ensures the safety and well-being of students, faculty and
staff before, during and after a disaster occurs.
Response procedures can be as simple as a checklist, but it is important that all staff
is familiar with the procedures and that a wide range of possible events have been
discussed in the preparation of those procedures.
Theoretical Consideration
School Building
Columban college main(photo)
Columban college barretto(photo)
Drainages and Pipes
Drainage is an essential part in disaster preparedness as it reduces flood damage by
carrying water away.

Figs. ___. Drainages in Columban College barretto.

Fire exits
A fire exit is a special kind of emergency exit. It provides a method of escape in the
event of a disaster mainly earthquakes and fire that makes the stairwells inside a building
inaccessible.(kung may maidagdag pwede din)

Figs. ___. Fire exits in Columban College main

Fig. _. Fire exit in Columban College barretto.

Earthquake(lalagyan pa ba ng photo?)
An earthquake is a sudden, rapid shaking of the earth caused by the breaking and
shifting of rock beneath the earths surface. Earthquakes strike suddenly, without
warning. Earthquakes can occur at any time of the year and at any time of the day or
night. (padagdag kung pwede)
Storm(lalagyan pa ba ng photo?)(isama pa ba natin to?)
A storm is any disturbed state of an environment or astronomical body's atmosphere
especially affecting its surface, and strongly implying severe weather. It may be marked
by significant disruptions to normal conditions such as strong wind, hail,thunder and
lightning, heavy precipitation and strong winds.(padagdag kung pwede)

Flood(lalagyan pa ba ng photo?)
A flood occurs when water overflows or overwhelms land that's normally dry.
(padagdag kung pwede)
Theoretical Design
School safety is the job of the entire school community. This effort requires
leadership and coordination by school administration, and involvement and participation
from all sectors of the school community.
To oversee disaster risk reduction and preparedness Columban College should
establish and maintain an ongoing School Disaster Management Committee (also called a
School Safety Committee, or School Disaster and Emergency Management Committee).
This committee develops, adapts, implements, and updates the school disaster
management plan. It will typically meet intensively at the beginning of each school year
and monthly during the school year. It will encourage personal and organizational
preparedness, guide mitigation work, assure two fire and building evacuation drills
annually, lead one full simulation drill annually, evaluate the results, and adjust the plan
accordingly. Ideally, the committee is empowered by and maintains formal links between
school and disaster management authorities.
School Disaster Management Committee members need strong leadership. The
committee is most effective when it involves representatives of all major stakeholder
groups, such as those listed below:

 School administration;
Teachers larger schools should make sure that all major departments or
sections of school faculty and staff are represented;
Staff this includes facilities, maintenance, nutrition, security, health,
counseling, transportation etc.
Parents this should be linked to the parent-teacher association or similar
school welfare committee;
School neighbors this includes neighborhood civic association, large
businesses, and public safety officials. It may be accomplished through
communication and liaison where appropriate with police, fire services,
emergency management authorities, neighborhood association, local
business partners, school board, neighborhood elected officials and so on;
Students ideally, this will be an elected representative from the student
body.

Members should remember that resilience is not accomplished all at once, but is a
continuous process that can be broken down into small steps. Every small step is
important in reaching the goals of safety and educational continuity. The committee
might start by creating a calendar of activities to develop awareness and build momentum
throughout the school year. Major milestones include:
Form or re-form committee;

 Distribute Family Disaster Plan forms to staff, students and families;

Complete School Hazard Impact Assessment;Identify vulnerabilities and capacities;
Prioritize mitigation activities;
Develop staff training plan;
Review basic emergency and standard operating procedures;
Conduct school and neighborhood hazard hunt;
Check School Evacuation Route Maps posted in each classroom and corridor;
Check fire suppression equipment;
Identify campus and neighborhood risks, and resources on maps;
Post neighborhood and school campus maps prominently;
Check and re-supply administration, nursing office, and classroom Go-Bags;
Request student comfort kits from families;
Check and re-supply first aid kits and emergency supplies;
Communicate student-family reunification procedures to parents;
Update student emergency release permissions;
Schedule fire drill and full simulation drills;
Practice drills with each class;

 Minimum of two annual fire and building evacuation drills;

Implement full simulation drill for other hazards.
Evaluate drill and revise plans and procedures.

School Building Safety Checklist

Identifying any structural safety concerns that may require further investigation is a
must. The location, design and construction of a building can increase or decrease the
schools vulnerability in the case of earthquake, flood or storm. A checklist will help
identify any issues that the school may have. This includes:
1. Location and soil

Marshy soil.

On top or next to fault line.

On a steep slope

Below or on a landslide-prone slope.

In a flood plain or stream bed.

Soil not compacted prior to construction.

2. Age of Building and Building Codes

Constructed prior to implementation and enforcement of building codes.

Constructed without regard for compliance with building codes.

Building codes do not address the hazards that the school will face.

3. Load Carrying System

Reinforced concrete building with discontinuous, uneven, or poorly

connected moment frame.

Masonry, stone, and adobe without an earthquake tie beam.

Adobe with no horizontal or vertical reinforcement.

Masonry without regular cross-walls and small window and door openings.

4. Building Height

4 + storey poorly constructed reinforced concrete.

2 + storey unreinforced masonry.

5. Design

Different stories have same height, but have openings of different sizes and
locations

Different stories have different heights.

Very long and narrow rectangular building

L-shaped, H-shaped, T-shaped, or cross-shaped building without

isolation joints

Flood water cannot flow easily through or around the building

6. Construction Detailing

Insufficient or non-overlapping vertical steel in columns and beams

Traverese steel not clogged 135 degrees

Uncleaned sand and aggregate mixed with concrete

Concrete not vibrated to remove air bubbles

Roof not securely fastened to structure

7. Water Damage

Rainwater leaks from roof inside the building

Interior dampness or odor

Earthquake Preparedness
Unlike storms and some other natural hazards, earthquakes strike suddenly and
without warning. Nevertheless, if Olongapo City is in a region at risk for earthquakes
there are things that we can do to reduce the chances that those who attend or work in the
schools will be injured, that school property will be damaged, or that school functioning
will be unduly disrupted by an earthquake. These activities all fall under the concept of

preparedness, because to be effective, they must be done before earthquakes occur.

Before an earthquake

Identifying safe places such as under a sturdy piece of furniture or against an

interior wall so that when the shaking starts, the student
will know
where places are safe and are not.
Practicing Drop, Cover and Hold
Securing items that could fall and cause injuries(e.g., bookshelves, mirrors,
light fixtures).
Storing of critical supplies and documents
Assessing structural safety checklist
During an Earthquake

Staying in one place until the shaking stops.

Dropping down onto hands and knees

Covering of head and neck with arms to protect from falling debris

Holding onto sturdy covering until shaking stops

After an Earthquake

When the shaking stops, looking for a clear path and leaving away from
damaged areas is the priority.

If trapped, do not move or kick up dust

Having a cell phone is an advantage to call or text for help

Once safe, monitor news for emergency information and instructions

Prepare to Drop, Cover, and Hold because an aftershock will probably

occur

Storm Preparedness
Follow early-warning instructions. Shelter-in place.

Stay off all telephones. Telephone lines can conduct electricity. Unplug
televisions, computers and other appliances. Lightning can cause power

surges and travel through electric lines. Stay away from running water in
faucets and sinks. Electricity from lightning can come inside through
plumbing. Close window coverings, then stay away from windows.

If lightning is about to strike squat low to the ground so that the charge can
go back through the ground. Placing hands over ears and bending the head
down. Do not lie flat on the ground.

Flood Preparedness
Before a Flood

Monitor surroundings

If a flash flood warning is issued, get to the highest ground immediately.

Assemble disaster supplies( Food, First-aid, Flashlight etc.)

Preparing for evacuation( Identifying places to go, Identifying alternative

routes)

During a Flood

Avoid already-flooded areas

Stay away from power lines and electrical lines

Never try to walk or swim away through flowing water.

After a Flood

Wait until it is safe to return

Do not return to flooded areas until authorities says it is safe to do so

Follow recommended routes

Stay away from downed power lines

Check for structural damage.