Children_and_Disaster_Risk_Reduction_and

International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064

Index Copernicus Value (2016): 79.57 | Impact Factor (2015): 6.391
Children and Disaster Risk Reduction and

Management in the Context of the Rights-Based
Approach to Development; the Cases of the
Municipalities of Catarman and Laoang in the
Province of Northern Samar
Juniver P. Delorino
Master of Arts in Development Policy
Abstract: This study attempted to investigate the extent of children’s participation in the local disaster risk reduction and management
(DRRM) programs and its contribution to their rights to development towards building their future individual preparedness in responding
safely and responsibly to disaster and other emergencies. It also investigated the impact of their participation on their individual awareness,
knowledge, skills, motivation, and attitude, in relation to DRRM. The overall goal of the study was to evolve policy recommendations toward
strengthening the local DRRM and making them work as welfare-enhancing programs for the children and youth. The rights-based
approach (RBA) to development, and the United Nations Convention on the Rights of the Child (CRC) provisions on participation, were
made as reference in looking at the institutionalization of children’s participation in DRRM. The study made use of a Conceptual
Framework generally anchored on Institutional Analysis Development (IAD) model in describing the relationship of key variables under
investigation. The variables of the study were grouped according to the framework’s components, namely: exogenous variables, action
arena, interactions, evaluative criteria and outcomes. The overall anchor of this study was the RBA, with emphasis on the
partnership/collaboration between and among duty bearers – NGOs, Schools and MDRRMOs, and rights holders-the students. This study
was conducted in the municipalities of Catarman and Laoang in the Province of Northern Samar. The Respondents include MDRRMOs,
school heads of selected private and public primary and secondary schools, some local officials and parents, and some elementary students
who are at Grade V and Grade VI, and all the year levels in the secondary level and selected NGO representatives. The range of activities
under the local DRRM programs being institutionalized by the respondent-agencies include representation in decision-making in DRRM
activities; organizing and mobilizing children’s organizations; child-led risk assessment and training for delivering indigenous early warning
system; child-led theatre presentations and cultural showsrelated to DRRM; film screenings and other point activities with teachers and
school officials; coordinator of Earth Day and similar celebrations with other municipalities; tree planting and growing campaigns; support
in management of marine protected and watershed areas; adopt a tree/watershed project; promotional and educational activities for disaster
preparedness at school or in the community; first-aid and basic life support trainings; and community drills and disaster simulation
exercises. The assessment by the students themselves showed that the first two most participated activities include “tree planting and growing
campaign” and “community drills and disaster simulation exercises” while the least participated activity is “support in management of
marine protected and watershed areas”. The groupings of these option activities revealed that about 75 percent of the activities of which
children were involved was under the “preparedness” phase of disaster management, while the remaining 25 percent belonged to the
“mitigation” phase. Unfortunately, the local children have no participation in activities under the “recovery” and “response” phases of
disaster management. In terms of the extent of institutionalization of children’s participation, the school heads group revealed that more
than one-half of the activities was moderately institutionalized, MDRRMOs group, about three-fourths, highly institutionalized; and the
NGOs gave an assessment of moderately institutionalized to half to half of all the activities. Gauging the impact on the children of their
participation in DRRM activities, it was shown based on their self-assessmentsthat they were moderately aware moderately knowledgeable,
moderately skilled, moderately motivated, and neutral in attitude. A set relevant policy recommendations has been developed in response to
critical gaps as drawn from the conclusion of the study towards enhancing local DRRM programs and making children’s participation
sustainable.
1. Introduction Monetary Fund (IMF) estimated that the average economic

cost for each individual large scale natural disaster event was
The amount of damage and the impact disasters have on the over 5 percent of the Gross Domestic Product (GDP) in low
economy and humanity is far too evident for governments to income countries between 1997 and 2001; recent World Blank
remain passive and indifferent from formulating initiatives for estimates have placed this figure in the range of2-15 percent of
a safer community and prepared citizenry. GDP for low income countries (DFID, 2006).
The increasing incidence of hazards and the impacts of In 2011, the Philippines‘ National! Disaster Risk Reduction
disaster worldwide are undermining collective efforts towards and Management Council (NDRRMC) reported a total of 431
alleviating global poverty, specifically in meeting the natural and human –induced disasters, leaving 1,774 people
Millennium Development Goals (MDGs). The International dead, and affected more than three million families or 15.3
Volume 6 Issue 12, December 2017

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Licensed Under Creative Commons Attribution CC BY
Paper ID: ART20178149 DOI: 10.21275/ART20178149 616
million people while causing over Php26billion in economic In 2011, the United Nations (UN) defined DRR as the practice
damage (Philippine Disaster Report, 2011). of reducing disaster risks through systematic efforts to analyze
and manage the casual factors of disaster. There are many
The Philippines normally experiences at least 20 typhoons a opinions with regard to what the casual factors of disasters are.
year but the recent years saw more disaster events that were However, the UN determines the casual factors, or ―root
influenced by climate change. The notable changes in the causes‖ if disasters as the exposure to hazards, level of
country include increasing temperature, rising sea level and vulnerability of people and property, management of land and
increased frequency of extreme events. These changes the environment, and level of preparedness for adverse events.
eventually converted disaster–safe zones into areas that are at
nature‘s mercy. On the other hand, DRM is the process of using administrative
decisions, organization, operational skills and capacities to
Moreover, being situated in highly seismic zone as it lying implement policies, strategies and coping capacities of the
along the Pacific Ring of Fire, the country is also prone to society and communities to lessen the impacts of natural
earthquakes. The Philippine Institution of Volcanology and hazards and related environmental and technological disasters.
Seismology (PhilVolcs) reported an average of five It comprises all forms of activities, including structural and
earthquakes occurring in the country per day (FAO, undated) non-structural measures to avoid (prevention) or to limit
and their impact on the affected communities is it at times (mitigation and preparedness) adverse effects of hazards
massive and devastating. (Disaster Risk Reduction Resource Manual, 2008). For brevity
and convenience, DRMM is used to refer to both processes.
There are some of the urgent consideration for the country to
adopt disaster risk reduction and management (DRRM). The National DRRM Plan charts some strategies such as
Laying the basis for a paradigm shift to DRRM from the building the adaptive capacities of communities, increasing the
disaster preparedness was the enactment of Republic Act resilience of vulnerable sectors, and optimizing disaster
10121 otherwise known the Philippine Disaster Risk mitigation opportunities in hopes of promoting people‘s
Reduction and Management Act of 2010. This is in support of welfare and security towards gender-responsive and right-
the Philippines‘ commitment to achieve the targets set by the based sustainable development. To reinforce such strategies,
Millennium Development Goals (MDGs) and to build resilient the National Climate Change Action Plan (NCCAP) sets the
communities as expressed by its adoption of the Hyogo agenda for climate change adaption and mitigation for 2011 to
Framework of Action (HFA) in 2005. 2038. Consistent with the Climate Change Adaption (CCA)
Framework, the NCCAP‘s ultimate goal is to ―build the
To mitigate the situation, disaster risk reduction (DRR) and adaptive capacities of women and men in their communities,
disaster risk management (DRM) measures have been increase the resilience of vulnerable sectors and natural
formulated at the international, national and local community ecosystem to climate change and optimize mitigation
levels. At the international scene, the HFA was launched at the opportunities towards gender-responsive and rights-based
World Conference on Disaster Reduction (WCDR) in 2005 by sustainable development.
the 168 member states that issued the Hyogo Declaration in
support of the HFA which aims to assist the efforts of nations Policies need to be implemented to mitigate the adverse
and communities to become more resilient to natural hazards. effects of disasters and climate change. Aside from natural
disaster, governments must also prepare for manmade
The potential of a hazard to become a disaster depends on the disasters that may impact is people, environment and
population‘s vulnerability or coping capacity. The poor economy. Considering these, DRRM plans and policies have
women, the elderly or disabled, and children are often most to incorporate parameters and procedures for both natural and
vulnerable and therefore, the worst affected. Disasters do not man-made disasters to ensure compatibility, as well as to
just happen, they are a result of failures of development avoid wastage of funds, time and efforts between preparations
process which increase vulnerability and reduce coping and outcomes.
capacities, containing development further in a ―downward
spiral‖. The goal of disaster risk reduction policy is to Amid this growing anxiety about disasters are children.
contribute to sustainable development through reducing the Whatever approach is chosen to be undertaken, children‘s
burden of disasters on the poor and most vulnerable (DFID, welfare and interests should remain as one of the top-most
2006) priorities. They should not remain passive victims of disasters
nor as indirect beneficiaries of DRR initiatives. Rather, they
Consequently, DRR and DRM efforts have been adopted by should be capacitated and be made as active participants to
governments all over the world. As a means of incorporating such arrangements. As the most vulnerable and less prepared
DRR-related policies in national and local legislation, group, they need to be given attention by the government
education has been identified as a venue in promoting to through promotion of develop men t policies such as DRR
children the culture of preparedness to disasters and awareness campaigns that are intended to promote their rights and well-
to DRR policies. As a result of these efforts to institutionalize being.
DRRM, it is has been deemed necessary to understand its
concept, goals and functions.
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2. Objectives of the Study Table 1 (a): Proponent Agencies and its Collaborators
A. Proponent Sample Institutions B. Collaborating
Generally, this study attempted to determine how children‘s Agency Agencies/Institutions
participation local disaster risk reduction and management Department of Bureau of Fire Protection
Education-12
programs contributed to their rights to development towards Elementary Schools Department of Education
building their future individual preparedness in responding and 7 secondary
safely and responsibly to disasters and other emergencies. schools in the NGOs/CBOs/POs
Specifically, it hoped to achieve the following objectives: Department of Municipalities of Municipal of Barangay
1) To describe the profile-characteristics of the local DRRM Education Catarman and Disaster Risk Reduction
programs. Laoang, including Management Offices.
2) To determine how children‘s participation in DRRM their respective
efforts and activities are institutionalized by concerned principal/school Armed Forces of the
local government un its, elementary and secondary schools heads Philippines
Philippine National
and other proponent organizations; Police
MDRRMO LGUs-Heads of
3) To discover how proponent agencies or organizations of Catarman MDRRMOs
promoting or institutionalizing children‘s participation MDRRMO of the two Chalice
impact on the level of children‘s awareness, knowledge, of Laoang municipalities
skills, motivation , and attitude towards DRRM; and DSWD (PSWD/MSWD)
4) To recommend policy reforms anchored on the major
findings of this study towards strengthening the local Philippine NGOS-Heads of DILG (Brgy. Council
DRRM programs and ensuring the sustainability of Red Cross PLAN /Assoc. of Brgy Captains
children‘s participation over the long term. international
(Phils.) and Red DOH
Cross DTI
3. Methodology Office of Civil Defense
(OCD)
Generally, the study was undertaken in the Province of PLAN Business and Private
Northern Samar which is one of the provinces comprising International Sector
Samar Islands (the other two are Samar and Eastern Samar
provinces). Northern Samar is bounded by the Pacific Ocean
on the east, the San Bernardino Strait on the north, Samar Sea Table 1(b): Existence of DRRM Program for Children
on the west, and the Samar and Eastern Samar provinces on Existence of DRRM With DRRM Without DRRM
Program for Children Program Program
the south. It ranks thirty-seventh (37th) in size among the 80
School Head 19 0
provinces of the Philippines and accounts for practically 1.2
MDRRMO 2 0
percents of the total land area of the country. It is located at NGOs 2 0
the eastern edge of archipelago with an area of 369,293
hectares. About 52 percents of the total land area is covered by Title and Status of DRRM Programs
forest and 42 percent is classified as alienable and disposable. In terms of DRRM program/project titles, there were fifteen
(15) titles presented and the earliest of which was
4. Findings implemented in 1947 (Disaster Management Services) and the
least was in 2013 (School Disaster Risk Program). Notably,
Profile of the DRRM Programs most of these programs have been implemented on a
The profile of the DRRM programs for the sample continuing basis (Table 1c).
municipalities is characterized in terms of the proponents‘
agency, existence of the DRRM program, program title, Table 1 (c): Title and Status of DRRM Programs
budget and funding source, and provision of incentive and/or Program Status
protection (Tables 1a; 1c to 1f). C. Title of DRRM Program Start of Termination/
Implementation Completion
The existence of the DRRM programs has been confirmed by Catarman I Central School Disaster
2012 2013
the school heads, NGOs, and MDRRMO groups (Table 1b). Risk Condition Management Program
The activities in said DRRM programs were mostly Catarman SPED Disaster Risk
2013 continuing
undertaken once a year or based on the availability of funding Reduction Program
and the appropriateness of said activities to be held based on School Disaster Risk Reduction
2013 continuing
Management program
the school celebrations and national celebrations, e.g. National
Tree Planting and Growing Campaigns 2010 continuing
Fire Prevention Month, Earth Day, among others. School-based DRRM Information
2011 continuing
Drive
School Disaster Management
2011 continuing
Committee
The Environmentalists 1999 continuing

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School-based Disaster Risk Reduction Lesson/integration in the 3 2 0 1 0
2011 2016(5years)
Program curriculum 6 1 2 1
Rawis Central School Disaster Risk Evacuation/Earthquake/
2010 continuing
Reduction Program Fire/Flood 3 2 0 0
Disaster Risk Reduction Management Start of Drills
continuing
Program sponsorship Tree planting
UEPLLHS Disaster Programs 2005 continuing
Catarman National High School Provision of Protection or Incentives for Children
2012 continuing
Disaster Risk Program On whether the DRRM programs provide incentive or
School Disaster Risk Programs 2013 2014 protection to children, the MDRRMOs and NGOs were both 1
Disaster Emergency Drills and out 2 under the same category while school heads were tied
Exercises, Capability Building
with seven (7) each for those ―with‖ and ―without‖ incentive
Seminars of Municipalities Volunteers
on Rescue and Response, Celebrations 2011 2013
or protection, but five (5) school head-respondents did not
of National Disaster Consciousness categorically state their choice. On the area of program‘s
Month, Quarterly Meetings, Kampanya protection and incentives in comparison to what were provided
Pagpangandamsa Kalamidad by the MDRRMOs and NGOs.
Disaster Management Services 1947 continuing
From start of Table 1(f): Provision of Incentive and Reward for Children
BatangLigtas(Child Protect) continuing
program Without
Provision of Incentive
With Incentive or Protection
Program Funding/Budget Incentive or Or
In regard to budget (Table 1d), the school heads indicated that Protection Protection
they have allocated budget (but no specific amounts were Frequency Aspect
provided) taken from the school funds (MOOE and PTA) and  Children‘s/Student‘s
PLAN Phils; the MDRRMO group indicated the Municipal Help Desk
 Seminars provide
Calamity Fund (MCF) as their source; and the NGO-from the
awareness to students
Red Cross‘ donors and PLAN‘s national organizations. on how to protect
themselves in times
Table 1d. Funding Source/Budget of calamities
D. Funding Source  Added items for dry
No Approved ration
With Approved Budget
Respondents Budget  Advocacy
Frequency Funding Source Frequency  Protection is based
School Funds (MOOE on sufficiency of
School and PTA) materials and
19 0
Heads PLAN Phils. technical expertise of
Municipal Calamity Fund Schools 7 7
the ones conducting
PLAN National the program
MDRRMO 2 0
Organizations  Incentive came in the
NGO 2 Red Cross‘ Donors 0 form of knowledge
shared with
Program Components Involving Children participants
The proponent-groups representing three institutions, namely  Protection through
the schools, local government units and NGOs, also assessed parents‘ consent and
their respective DRRM programs as to component-activities insurance are issued
involving children. The school heads ranked evacuation/  Promotion of
earthquake/ fire/flood drills first; lessons/integration in the children‘s
curriculum, second, and the rest they ranked third (Table 1e). participation/children
‘s voice before all
mandated bodies
Table 1(e): Program Components Involving Children MDRRMO 1 1
E. Components Involving Children
NGO 1 1
School MDRRM
NGOs
Heads Os
Specific Activities
Frequen Ran Frequen Ran Frequen Ran Children’s Participation in DRRM-Related Activities
cy k cy k cy k Children‘s participation of interest in this study involved with
Lecture or Awareness the processes in which they engage with other people around
campaign on DRR AND 2 1 disaster management-related issues that concern their
Climate change 2 3 1 1 0 individual and collective life conditions.
Capacity-building/ 2 3 2 1
Capability Training The participation of children in practically all the activities
Film Showing 2 3 0 0 1 though in varying degrees, is a good indication of their
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meaningful participation in DRRM (Table 2.1a.1, 2.1a.2 and related to DRM
Table 2.1b) Support in management of marine protected and
Preparedness
watershed areas
Table 2.1 (a): Participation Identified by Students Other activities Mitigation
List of DRRM-related activities participated in Total
by children Frequency
Rank School Heads’ Assessment of the Extent of
Tree planting and growing campaigns 667 1 Institutionalization of Children’s
Community drills and disaster simulation Participation in DRRM
605 2
exercises
First—aid and basic life support trainings 501 3 On the school heads‘ assessment, of the range of option-
Promotional and educational activities for activities, bout 33 percent was rated ―highly institutionalized‖
disaster preparedness at school or in the 435 4 and these are “child-led theatre presentation and cultural
community shows “coordination of earth day and similar celebrations
Film screenings and other point activities with
255 5 with other municipalities” “first aid and basic life support
teachers and school officials
Adopt a tree/watershed projects 220 6
trainings: and “community drills and disaster simulation
Representation in decisions-making in DRRM exercises”. These activities obtained weighted mean valued
217 7 ranging from 4.5 to 5.0.
activities
Organizing and mobilizing children‘s
180 8 ―Moderately institutionalized‖ assessment was accorded to
organization
Coordination of Earth Day and similar about 58 percent of the activities, ranging from the
164 9
celebrations with other municipalities “representation in decision-making in DRRM”’ “organizing
Child-led risk assessment and training for
141 10 and mobilizing children’s organizations” up to “promotional
delivering indigenous early warning systems and educational activities for disaster preparedness at school
Child-led theater presentation and cultural shows
133 11 or in the community”. This group activities has a range of
related to DRM weighted mean values of 3.5 to 4.1 (Table 2.3).
Support in management of marine protected and
98 12
watershed areas
Other activities 81 13
The MDRRMOs Assessment of the Extent of
Institutionalization of Children‘s
Groupings of DRRM Activities by Phases of Disaster
Management Participation in DRRM
Table 2.1c shows that nine (9) or 75 percent of the activities Considering the very limited number of respondent-
that were participated in by the local children belonged to the MDRRMOs (only 2 of them), the results of their assessments
―preparedness‖ phase. While the remaining three (3) or 25 on the extent of DRRM institutionalization may not give a
percent of the DRR activities were under the ―mitigation‖ realistic picture in relation to the actual situation on the field.
phase. The children have no involvement in the ―recovery‖ Their evaluation revealed that about 75 percent was
and ―response‖ phases of the local disaster management ―moderately institutionalized‖ (Table 2.4)
Table 2.1(c): Classification of Children‘s DRRM-Related NGOs’ Assessment of the Extent of Institutionalization of
Activities by Phases of Disaster Management Children’s Participation in DRRM
Phase of
The assessment of the NGO representatives presented a more
Activities Disaster spread ratings on the activities which ranged from ―not
Management institutionalized‖ to ―highly institutionalized‖. More specially‘
Tree planting and growing campaigns Mitigation ―highly institutionalized‖ assessment was given 17 percent of
Community drills and disaster simulation the activities; ―moderately institutionalized‖ to the 50 percent
Preparedness
exercises of the activities; ―institutionalized‖ to two other activities
First—aid and basic life support trainings Preparedness (17%); and another 17 percent was rated ―less
Promotional and educational activities for disaster institutionalized‖. Only one (8%) of the activities was assessed
Preparedness
preparedness at school or in the community to be ―not institutionalized‖ (Table2.5).
Film screenings and other point activities with
teachers and school officials Adopt a Preparedness
Impact of Children’s Participation
tree/watershed projects
The impact of the children‘s participation on their awareness,
Representation in decisions-making in DRRM
Mitigation knowledge, skills, motivation and attitude in relation to
activities
Organizing and mobilizing children‘s DRRM programs were assessed by the same group-
Preparedness respondents (Table 3a-3e).
organization
Coordination of Earth Day and similar
Preparedness
celebrations with other municipalities This research sought for a comparative data between and
Child-led risk assessment and training for among students, school heads, MDRRMOs and NGO
Preparedness
delivering indigenous early warning systems representatives in terms of their respective assessment of the
Child-led theater presentation and cultural shows Preparedness impact of children‘s participation in DRRM. The reason
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behind this comparative assessment is anchored on the idea subject the study to biases of the students as children
that these stakeholders have a differing view on how children themselves and would have rendered this study as intrinsically
should participate. To consider the student‘s view alone would flawed altogether.
Table 3 (a): Impact on Awareness

Frequency
Respondents *level of Awareness N Weighted Interpretation
1 2 3 4 5 Mean
NGO 0 0 0 1 1 2 4.5 highly aware
Students 0 0 0 9 4 13 3.9 moderately aware
School Head 46 80 187 226 347 886 3.7 moderately aware
MDRRMO 0 1 0 0 1 2 3.5 moderately aware
Average Weighted Mean 3.9 Moderately Aware
*4.2-5.0 highly aware; 3.4-4.1 moderately aware; 2.6-3.3 aware; 1.8-2.5 less aware; 1.0-1.7 not aware
Table 3 (b):.Impact on Knowledge

Frequency
Respondents N Weighted Interpretation
*level of Knowledge
Mean
1 2 3 4 5
NGO 0 0 1 0 1 2 4.0 moderately knowledgeable
Students 0 1 4 5 4 14 3.9 moderately knowledgeable
School Head 26 81 194 359 248 908 3.8 moderately knowledgeable
MDRRMO 0 1 0 1 1 2 3.0 knowledgeable
Average Weighted Mean 3.7 Moderately Knowledgeable
*4.2-5.0 highly knowledgeable; 3.4-4.1 moderately knowledgeable; 2.6-3.3 knowledgeable; 1.8-2.5 less knowledgeable; 1.0-1.7
not knowledgeable
Table 3 (c): Impact on Skill

Frequency
Respondents *level of Skill N Weighted Interpretation
1 2 3 4 5 Mean
NGO 0 0 1 1 0 2 3.5 moderately skilled
Students 0 0 1 1 0 2 3.5 moderately skilled
School Head 63 120 269 254 160 866 3.4 moderately skilled
MDRRMO 1 2 6 5 1 15 3.4 moderately skilled
Average Weighted Average 3.7 Moderately Skilled
*4.2-5.0 highly skilled; 3.4-4.1 moderately skilled; 2.6-3.3 skilled; 1.8-2.5 less skilled; 1.0-1.7 not skilled
Table 3 (d): Impact on Motivation

Frequency
Respondents *level of Motivation N Weighted Interpretation
1 2 3 4 5 Mean
NGO 0 0 4 8 2 14 3.8 highly motivated
Students 0 0 1 4 0 2 3.5 highly motivated
School Head 65 133 265 238 169 870 3.4 moderately motivated
MDRRMO 0 0 2 0 0 2 3.0 motivated
Average Weighted Average 3.4 Moderately Motivated
*4.2-5.0 highly motivated; 3.4-4.1 moderately motivated; 2.6-3.3 motivated; 1.8-2.5 less motivated; 1.0-1.7 not motivated
Table 3 (e):.Impact on Attitude

Frequency
Respondents *level of Attitude N Weighted Interpretation
1 2 3 4 5 Mean
NGO 0 0 0 2 0 2 4.0 moderately positive attitude
Students 0 1 4 9 0 14 3.6 moderately positive attitude
School Head 65 99 216 290 221 897 3.5 moderately positive attitude
MDRRMO 1 0 1 0 0 2 2.0 negative attitude
Average Weighted Average 3.3 Neutral Attitude
*4.2-5.0 highly positive attitude; 3.4-4.1 positive attitude; 2.6-3.3 neutral attitude; 1.8-2.5 negative attitude; 1.0-1.7 very negative
attitude

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Recommendations Suggested by the Respondents-Groups organizing and mobilizing children‘s organization; child-led
The following matrix (Table 4) lists the range of risk assessment and training for delivering indigenous early
recommendations that were put forward by the concerned warning-systems; child-led theatre presentations and cultural
groups of respondents in the hope of enhancing the shows related to DRRM; film screenings and other point
involvement children in DRRM programs. Of the 10 activities with teachers and school officials; coordination of
recommendations, the students‘ group gave the top most Earth Day and similar celebrations with other municipalities;
urgency to ―motivate students that they can save others and tree planting and growing campaigns; support in management
self‖ and was rated rank 1. The second urgent of marine protected and watershed areas; adopt a
recommendation is ―budgetary support from the government‖. tree/watershed projects; promotional and educational activities
The ―more promotion of the existence of the DRRM for disaster preparedness at school or in the community; first-
programs‖ ranked third among the range of recommendations. aid and basic life support trainings; and community drills and
Interestingly, the students group elicited the highest number of disaster simulation exercises.
recommendations over the other groups of respondents. This
may reflect their understanding of the importance of DRRM So far, the first three rankings of these DRRM-related
and that they have started to embrace their potential roles in activities, which were mostly participated in by the children
the program. include the ―tree planting and growing campaigns‖,
―community drills and disaster simulation exercises‖ and ―first
5. Recommendations aid and basic life support training‖.
Summary.The proponents of DRRRM programs in the The clustering of these DRRM activities by phases of disaster
sample municipalities of Catarman and Laoang in the Province management showed that 95 percent of the option activities
of Northern Samar include the Department of Education belonged to the ―preparedness‖ phase while other 25 percent
(DepEd), Local Government Units (LGUs), Non-Government were under the ‖mitigation‖ category.
Organizations (NGOs)-more specifically Philippine Red Cross
and PLAN Philippines. Most of these agencies‘ DRRM Interviews with key informants as well as follow-up
Programs have components involving children and have been interviews with school heads respondents revealed the absence
implemented on a continuing basis. Conversely, a number of assessment and evaluation on the completed programs.
these programs were providing a range of incentive or
protection for the participating children. In terms of the extent of institutionalization of these activities
involving children‘s participation, the school head-
Apparently, there were only a number of agencies all respondents indicated that 62 percent of these activities were
collaborating institutions that have been tapped in moderately institutionalized. The MDRRMOs group gave an
institutionalizing children‘s involvement in DRRM in the assessment that 45 percent were highly institutionalized while
Municipalities of Catarman Laoang. These proponent-agencies the NGO-respondents indicated that about 50 percent were
have been allocating fund for their DRRM programs or moderately institutionalized.
activities from specific sources. For instance, DepEd (schools)
was getting part of their budget from the MOOEs, PTA funds Furthermore, with regard to the impacts of the
and the PLAN Phils; LGUs through the MDRRMOs from the institutionalization of the DRRM programs and activities, the
calamity funds; and NGOs (Red Cross and PLAN Phil) were children respondents themselves revealed that they are on the
sourcing out from PLAN national organizations and some basis of awareness, knowledge, skills, attitude and motivation-
donors organizations. These institutional funds, however, have moderately aware, moderately knowledgeable, moderately
been assessed by select group of key informants to be very skilled;, neutral in attitude; and moderately motivated,
inadequate vis-ẚ-vis the aggregate funding needs for their respectively.
DRRM programs to become sustainably operational and in
turn capacitate children. The municipal LGUs‘ institutionalization of children‘s
participation in DRRM is still a work in progress. While
There is variable degree of implementation of programs and Catarman has yet to implement children‘s participation, more
activities allowing children‘s participation in DRRM. Children importantly, it has to craft an MDRRMF in order to comply
were greatly involved in the physical or more tangible aspects with the mandate of R.A. 10121. Laoang, on the other hand,
of DRRM like community drills and disaster simulation had already started incorporating children‘s participation in
exercises (rank 1) and tree planting and growing campaigns DRRM. During the interviews however, there were
(rank 2 for both elementary and secondary students. On the admissions coming from key informants that the proposed
other hand, representation in decision-making was ranked last budget specifying children‘s participation in DRRM was not
by the elementary students and ranked seventh by the yet included/implemented in the past year and this year.
secondary students.
6. Conclusions
The range of activities under the local DRRM programs being
institutionalized by the respondents-agencies include Generally, the findings revealed that there was low children‘s
representation in decision-making in DRRM activities; participation in the DRRM-related activities because the
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opportunities were practically not made available to them by involvement of children such as tree planting, Earth Day
concerned institutions, both public and private. This scenario celebration, among others. The latter activities have to do with
has to some degree constrained the children groups from the the development of children‘s capability and disaster
exercise of their rights to participation in the development preparedness. These agencies should as much as possible
processes. Apparently, there have been some gaps that exist accord priority to these kinds of activities that would cultivate
between the roles of the children and the concerned empowerment and at the same time enhance children‘s rights.
institutions. On the part of the institution, there were relatively
poor exercise of their respective responsibility and As duty bearers, the schools, LGUs and NGOs have failed to
accountability vis-ẚ-vis providing children access to allow the children to make a meaningful participation within
participation in the local DRRM, as well as allowing them to the context of the RBA. The children, for their part, have filed
be more involved in decision-making process. to demand entitlement to such a right (to participation). Even
the SK, the representatives and alter-ego of the children within
The following are the specific inferences based on the the political process went remiss in its obligation to be:1)
problems presented: accountable to the children with is failure to ensure that
DRRM programs and activities were fully institutionalized;
1. In terms of proponents agencies and its collaborators, what and 2) assert participation (as a matter of right)e.g. selection of
can be gleaned is the lack of resourcefulness that had been programs to funs/implement.
exerted by respondent agencies in securing funding support
from external sources. Specifically, there was over-reliance by 3. That despite several moderately institutionalized DRRM-
the schools on its MOOEs and/or PTA funds which in essence related activities, only a few are actively participated in by the
impinges on the sustainability of DRRM programs. children groups. Also, the majority of these activities have
been found to have limited number of children actually
That the current institutional DRRM budgets of the schools, participating. This finding further strengthens the clamor
local government units, and non-governments were very among students for more DRRM projects and activities. There
inadequate in relation to the total funding needs for their were only a few, interesting DRRM-related activities that
respective targeted DRRM activities. The limitation in budget children can participate in. children find the campaigns to be
has resulted in the weak or non-implementation of several of lacking in appeal since promotion of and awareness campaigns
these DRRM activities which may have constrained children‘s for these activities or programs were poorly executed.
involvement or participation.
4. That the impact of children‘s participation in DRRM-related
Those programs with minimal budget were often ran on a activities upon themselves was still at a relatively moderate
yearly (to continuing) basis while those with big budget or level which implies the necessity to increase or enhance their
established funding were ran on a 5-year term (to indefinite awareness, knowledge, skills, and attitude in relation to
termination period). The respondents-school heads disclosed DRRM in general. Their heightened level on these parameters
that this is based on the DRRM School Plan with is to be are necessary measures of their degree of empowerment and
complied with on a yearly basis. Otherwise, clearances and/or can immensely contribute as to how they will value their
salaries may be put on hold by the DepEd. In economic terms, future involvement in DRRM-related activities.
minimal to zero budget is a threat to the sustainability of the
programs. 5. That this study has provided some leads as to its
contribution to child-based rights literature which generally
The disinterest in conducting assessment and evaluation on the embraces the inalienable rights of children in all circumstances
accomplished programs and activities in indicative of the including disasters when they are at their most vulnerable and
needs for transparency and accountability mechanisms that are the right to participate in decisions that ultimately affect them.
requisites for a more rights-based and sustainable undertaking. The present state of the local DRRM with reference to
2. That schools have a good number of DRRM-related children‘s participation is still relatively low in terms of
activities in comparison with the LGUs and NGOs, and the institutionalization and resource-support and that serious
most of these activities have some built-in incentive or efforts and allocation of the much-needed resources by the
protection component catering to children in particular. The concerned government agencies and people‘s organizations
very limited number of activities engaged in by the LGUs and have to be given top-most priority. Disaster risk reduction
NGOs may have something to do with their priority programs children about disaster risk and empowering them to use the
or thrusts at the time the study was conducted. Moreover, the knowledge that support life, survival and their development.
low ranking received by ―representation in decision-making in Further, this study has specifically identified some kinds in the
DRRM activities” from the students spoke of their perceptions existing DRRM policies which have to be addressed through
that they should be more involved in decision-making for policy recommendation meant to ensure viable and sustainable
DRRM-related activities. It can be gleaned from the foregoing participation of children in disaster in risk reduction efforts.
that children were made to be involvedin the ―physical‖
component of DRRM activities, rather than the character- References
shaping or personality-defining or empowerment aspect of
DRRM. The former set activities simply require physical
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International Journal of Science and Research (IJSR)

ISSN (Online): 2319-7064

Children and Disaster Risk Reduction and

1. Introduction Monetary Fund (IMF) estimated that the average economic

Volume 6 Issue 12, December 2017

Volume 6 Issue 12, December 2017

Table 3 (a): Impact on Awareness

Table 3 (b):.Impact on Knowledge

Table 3 (c): Impact on Skill

Table 3 (d): Impact on Motivation

Table 3 (e):.Impact on Attitude

Volume 6 Issue 12, December 2017

Volume 6 Issue 12, December 2017

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