Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Pagadian City Division
District
SCHOOL
Address

Contingency Plan
for Emerging and
Re- emerging
Infectious Disease
As of October 2023
 CHAPTER I.
BACKGROUND

A. Introduction

Pagadian City Profile

Pagadian City is a coastal component city in the Province of Zamboanga del Sur. It
serves as the provincial capital as well as the regional center of Zamboanga Peninsula.
It is situated in the northeastern side of the Province of Zamboanga del Sur in the
Island of Mindanao with geographical coordinates of 07 degrees 49’43” latitude and
123 degrees 20’4.61” longitude. The city has a land area of 378.80 square kilometers
or 146.26 square miles delineated by the municipal boundaries of Midsalip on the
North; Labangan on the Northwest and East; Lakewood on the West; and Dumalinao
and Tigbao on the Southwest. It is composed of 19 urban and 35 rural barangays.

Table 1. Barangays and Land Area

BARANGAY AREA IN HECTARES PERCENTAGE OF TOTAL

URBAN
Balangasan 215.0425 0.57
Balintawak 396.7566 1.05
Banale 600.5183 1.59
Buenavista 571.2944 1.51
Dao 832.9552 2.20
Dumagoc 35.9478 0.09
Gatas 14.5200 0.04
Kawit 45.7500 0.12
Lumbia 26.9400 0.07
Napolan 469.7015 1.24
San Francisco 20.3100 0.05
San Jose 41.0226 0.11
Santa Lucia 29.4400 0.08
Santa Maria 41.9800 0.11
Santo Nino 30.2625 0.08
San Pedro 24.7000 0.07
Santiago 13.1600 0.03
Tiguma 318.2241 0.84
Tuburan 306.4066 0.81
Total 4,034.93 10.65
BARANGAY AREA IN HECTARES PERCENTAGE OF TOTAL

2
RURAL
Alegria 380.4477 1.00
Baloyboan 209.8003 0.55
Bogo 311.2621 0.82
Bomba 122.1789 0.32
Bulatok 273.1367 0.72
Bulawan 578.9581 1.53
Dampalan 217.1447 0.57
Danlugan 597.6114 1.58
Datagan 1088.6300 2.87
Deborok 781.8992 2.06
Ditoray 676.7532 1.79
Gubac 462.7805 1.22
Gubang 1487.5100 3.93
Kagawasan 412.5063 1.09
Kahayagan 536.9405 1.42
Kalasan 613.0112 1.62
La Suerte 782.8921 2.07
Lala 639.2861 1.69
Lapidian 615.2861 1.62
Lenienza 278.519 0.74
Lison Valley 8719.8600 23.02
Lower Sibatang 632.1315 1.67
Lourdes 8915.3700 23.54
Lumad 512.5971 1.35
Macasing 500.1306 1.32
Manga 422.6361 1.12
Muricay 579.7294 1.53
Palpalan 326.9548 0.86
Pedulonan 333.1421 0.88
Poloyagan 352.4038 0.93
Tawagan Sur 480.6613 1.27
Tulangan 289.3943 0.76
Tulawas 367.3602 0.97
Upper Sibatang 329.5645 0.87
White Beach 16.5839 0.04
Total 33, 845.07 89.35
GRAND TOTAL 37, 880.00 100.00
Source: Tax Mapping Division, Pagadian City Assessor’s Office

3
 As per the data taken from the Tax Mapping Division of the City Assessor’s
Office, Pagadian City has a total land area of 37, 880 hectares where its urban
barangays cover a total land area of 4, 034.93 hectares while its rural barangays
settled in 33, 845.07 hectares. This had been the home of Pagadianons for decades
where friendly and sincere people peacefully live. (refer to Table 1)

The projected population of Pagadian City as per 2020 Census is at 210, 452
with its population growth rate of 1.18% (2015 - 2020). Therefore, based on the total
land area of the 54 barangays, Pagadian City has an average population density of 5,
133 persons per square kilometer on average as reflected in Table 2.

Table 1: Population and Density by Barangay (2020 Actual)

BARANGAY POPULATION LAND AREA (ha) DENSITY (p/sq.km)

URBAN
Balangasan 15,006 215 6,979.53
Balintawak 3,005 397 756.93
Banale 8,724 601 1,451.58
Buenavista 9,217 571 1,614.19
Dao 6,479 833 777.79
Dumagoc 8,522 36 23,672.22
Gatas 2,259 15 15,060.00
Kawit 9,510 46 20,673.91
Lumbia 4,226 27 15,651.85
Napolan 9,031 470 1,921.49
San Francisco 3,091 20 15,455.00
San Jose 7,991 41 19,490.24
San Pedro 8,110 25 32,440.00
Santa Lucia 5,859 29 20,203.45
Santa Maria 4,553 42 10,840.48
Santiago 3,125 13 24,038.46
Santo Nino 8,611 30 28,703.33
Tiguma 12,604 318 3,963.52
Tuburan 9,535 306 3,116.01
Total 139,458 4,035 246,809.99
BARANGAY POPULATION LAND AREA (ha) DENSITY (p/sq.km)

4
RURAL
Alegria 1,237 380 325.14
Baloyboan 1,167 210 556.24
Bogo 1,660 311 533.31
Bomba 4,124 122 3,375.38
Bulatok 5,516 273 2,019.50
Bulawan 1,237 579 213.66
Dampalan 972 217 447.63
Danlugan 4,437 598 742.46
Datagan 1,542 1089 141.65
Deborok 998 782 127.64
Ditoray 1,135 677 167.71
Gubac 1,047 463 226.24
Gubang 1,932 1488 129.88
Kagawasan 3,024 413 733.08
Kahayagan 1,569 537 292.21
Kalasan 1,604 613 261.66
La Suerte 838 783 107.04
Lala 1,886 639 295.02
Lapidian 1,602 615 260.37
Lenienza 5,053 279 1,814.24
Lison Valley 2,862 8720 32.82
Lourdes 1,313 8915 14.73
Lower Sibatang 959 632 151.74
Lumad 1,492 513 291.07
Macasing 1,890 500 377.90
Manga 4,351 423 1,029.49
Muricay 3,367 580 580.79
Palpalan 774 327 236.73
Pedulonan 401 333 120.37
Poloyagan 3,246 352 921.10
Tawagan Sur 2,529 481 526.15
Tulangan 833 289 287.84
Tulawas 1,321 367 359.59
Upper Sibatang 1,024 330 310.71
White Beach 2,052 17 12,373.45

5
 Total 70,994 33,845 30,384.54

GRAND TOTAL 210,452 37,880 277,194.53

Source: City Planning and Development Office

Climate and Topography

Pagadian City is generally characterized by sometimes steeply sloping

landscapes, influenced by the mountain networks on the north and western frontiers.
Elevation in the urban area comprising approximately 845.482 hectares or 2.533% of
the total land area of the city ranges from one (1) MSL near Pagadian Bay at about one
hundred (100) MSL in the area of Barangay San Jose.

Rising 684 feet above sea level with its base located at the intersection of the
Lanao-Pagadian-Zamboanga City Highway and the municipal boundary of Dumalinao,
Zamboanga del Sur, west of the city proper, is Sanai-like Mount Palpalan. Mount
Begong near Barangay La Suerte rises 770 feet above sea level; Mount Pinukis, 1300
feet; and Mount Sugar Loaf at Lison Valley, 1432 feet above sea level respectively.

The city has mixed topographic relief. The northwestern portion with strongly
sloping terrain and step hills and mountains covers an estimated area of 15, 090
hectares or around 45% of the total area of the city. The central and northern areas
which is about 47% of the total area have gently sloping to moderately sloping
landscape while the southern and most of the eastern parts of the city are level nearly
level areas which covers approximately 8% of the total land area.

Pagadian City is located within the tropics of the Northern Hemisphere which is
characterized by pronounced dry season from January to March and rainy season
from April to December. Rainfall distribution is moderate from 2500 mm to 3000 mm
annually. The prevailing winds are the southeast wind that blow shot gust wind from
over the sea during dry season going northeast, and the trade winds brought about by
the mountain range. The area rarely experienced typhoons due to its geographic
location being situated away from the typhoon belt.

The city may be prone to specific natural hazards due to its climate and
topography. These hazards can include, but not limited to, typhoons, floods, severe
heat, earthquakes and tsunami. Local authorities and communities implement

6
measures to mitigate the risks associated with these hazards and ensure the safety of
residents.

Table 4. Hazard Assessment

Hazard Assessment Explanation and Recommendation

Active faults are faults that have
moved within the last 10,000 years. An
active fault may show evidence or may
have documented history of recent
movements. Ground rupture is a
Safe; displacement along an active fault trace
Approximately 3.2 that reaches the surface.
Ground Rupture
km east of the Ground rupture hazard assessment
Dumalinao Fault is the distance to the nearest known
active fault. The recommended buffer
zone, or Zone of Avoidance, against
ground rupture hazard is at least 5
meters on both sides of the active fault
or from its zone of deformation.

All sites may be affected by ground

shaking in the event of an earthquake
and can be mitigated by following the
Ground Shaking Prone
provisions of the National Building code
and the Structural code of the
Philippines.
Liquefaction hazards can be
Generally mitigated by following the provisions of
Liquefaction
Susceptible the National Building Code and the
Structural Code of the Philippines.
Earthquake-induced landslides are
Earthquake- Date are being the downward slope movement of
Induced Landslide updated rocks, solid and other debris commonly
triggered by strong shaking.

7
 Tsunami threat to people’s lives can
be addressed by community
preparedness and a tsunami
evacuation plan. Advice for tsunami
evacuation comes from public agencies
and the local government. More
importantly, coastal communities must
Tsunami Prone
learn to evacuate themselves when they
recognize the three natural signs of
tsunami, which are 1) strong ground
shaking, 2) unusual rise or fall of sea
level, and 3) strong or unusual sound
coming from the sea.

B. Hazard Analysis

Table 8. Hazard Analysis

AVERAGE
PROBABILITY IMPACT PROBABILITY RANK
HAZARD + IMPACT 2

RATE REMARKS RATE REMARKS

Significant damages
and/or loss to property
Presence of Ponot
due to the age of
Earthquake 4 Fault and Sulu 3 3.5 3
infrastructures and
Trench
existing local
building codes

About 50% of the

barangay will be
Presence of Sulu affected by the tsunami;
Tsunami 4 4 4 2
Trench and these barangays
have the highest
population density

Damages to properties
Near the typhoon is minor considering the
Typhoon 4 2 3 4
track impact would not be
direct

8
 About 50% of the urban
Since there are barangays are affected;
Floods 5 several low-lying 3 Minor to none casualties 4 2
barangays and no significant
damages to properties

Though the city is

situated in a
At most, 5 coastal
coastal area; there
barangays will be
Storm has been no
2 2 affected but 2 to 3 2 6
Surge reported or
barangays have existing
recorded major countermeasures
incidents of storm
surge

AVERAGE
PROBABILITY IMPACT PROBABILITY RANK
HAZARD + IMPACT 2

RATE REMARKS RATE REMARKS

Some of the residential

zones or districts in
urban barangays are
Fire 3 Zoning condition 3 3 4
congested and
infrastructures are made
of light materials

Though there were

no major incidents
related to Affected
this event, but barangays
considering there are in
Terrorist/
are neighboring outskirts
Armed 3 2 2.5 5
municipalities were and
Conflict
such extremist population
groups are are just
operating, the minimal
event might
occur

4 5 Considering the mode 4.5 1

Considering the
Emerging of transmission, all
COVID-19
and population is highly
Pandemic, it is
ReEmerging affected;
likely that similar
Infectious All commercial and
infectious diseases
Diseases economic activities are
will likely to occur
also affected

9
 School Profile (Sample) (insert your school profile)

Manga Elementary School was established in 1950’s, donated by Juan Beton with the
land area of 9,399 sq.m.
MANGA ELEMENTARY SCHOOL believes in the following core values:
Excellent in Teaching: Passionate, knowledgeable, skillful teachers are the core
strength of our school system. We expect our teachers to provide a dynamic and rewarding
learning experience for students. Excellent teaching begins with strong relationships between
teachers and pupils and is nurtured by collaboration among colleagues. We are committed to
supporting a professional community that creates and sustains an atmosphere of intellectual
excitement, innovative instruction and personal growth.
Collaboration: Through collaboration we find new sources of learning and strength. The
Manga Elementary School actively promote collaborative relationships. We seek out
partnerships with community organizations that add value to our school system. We urge and
support collaboration and exchange within and across our school community.
Respect for Human Difference: We are committed to acknowledging and celebrating
the diversity within our community while affirming the importance of our common humanity.
By promoting a safe environment for questioning and challenge, we foster the growth and
value that comes from different perspectives, cultures and experiences. Our commitment is to
create an atmosphere of safety in which to acknowledge and express difference while
advancing true acceptance and respect for all.
Its logo depicts: (a) an open book at the center, symbolizing knowledge is power; (b) a
lighted torch at the center that keeps the fire burning, symbolizing endurance and persistent
enlightenment; and (c) a backdrop of glaring orange and laurels, symbolizing competent
learners and capable teachers inspired by ideals and ambitions to be achieved through
continuous educative process.
Now, with its location in Barangay Manga, Pagadian City, Manga Elementary School
teaches pupils in kindergarten and from Grades I to Grade VI. It is manned by 14 dedicated
and dynamic teachers and one (1) School Principal which caters the 401 pupils from various
barangays in the city. More so, it holds heterogeneous classes at two (2) sections per grade
level and adapts departmental teaching in the higher grade. All the pupils are beneficiaries of
government’s programs on Deworming, Dental Check- Up and Tooth Extraction and on
School-based Feeding Program.
Manga Elementary School is a child- friendly learning environment that promotes
independent, creative, and critical thought, it is equipped with competent teachers producing
quality learners who are value-oriented and do actively participate and contribute towards the
building of a decent and productive society.
In its quest to promote a culture of excellence, the school endeavors to:
• educate all students to the highest levels of academic achievement.
• enable them to reach and expand their potential; and
• prepare them to become productive, responsible, ethical, creative and compassionate
members of society.
• plan, build, and maintain school facilities conducive to learning, safe, orderly, and
accessible to all.
• establish effective communications and collaboration of all stakeholders for
meaningful and productive partnership
Teachers in Kindergarten and from Grades I to VI have been given the chance to attend
various seminars and trainings to enhance their competencies, as well as to improve their
efficiency and productiveness. They have also been encouraged to equip themselves with
necessary credentials for future promotions.

10
 Barangay Manga is the effective partner in whatever endeavors the school should
undertake. Its officials are very supportive and accommodating to the school.
Manga Elementary School has a strong workforce of 14 teachers that work together as
a team achieve the school goals and objectives.
The table below shows the school personnel with Plantilla Items with the School
Principal as School Principal 1.

Table 4 – School Personnel

Middle
No. Position Title Last Name First Name
Initial
1
2
3
4
5
6
7
8
9
10
11
12
13
14

Table 5. Enrollment Population by Grade Level

Grade Level Male Female Total

Kinder 36 28 62
Grade 1 28 23 51
Grade 2 32 31 63
Grade 3 30 28 58
Grade 4 28 23 54
Grade 5 27 28 55
Grade 6 32 25 57
GRAND TOTAL 213 186 400
Source: Enrollment Quick count as of October 25, 2023

Table 6: School Population

Population SY2020-2021 SY2021-2022 SY2022-2023

Male Female Total Male Female Total Male Female Total
No. of
Learners 325 420 745 365 183 790 342 359 701
Enrolled
No. of
Teaching 6 19 25 6 19 25 6 19 25
Personnel
No. of
Non-
0 0 0 0 0 0 0 0 0
Teaching
Personnel

11
 TOTAL 331 439 770 16533 212 815 402 378 726
Source: School LIS Data

Table 7. Disaggregated School Population

Female (Muslim)

GRAND TOTAL
Male (Muslim)

Female (PWD)

Total Female
Male (PWD)
(excluding IP,

(excluding IP,

Female (IP)

Total Male
Muslim and

Muslim and

Male (IP)
Current SY Female
PWD)

PWD)
Male

Population

No. of
Learners 342 359 0 0 0 0 0 0 342 359 701
Enrolled
No. of
Teaching 6 19 0 0 0 0 0 0 0 0 15
Personnel
No. of Non-
Teaching 0 0 0 0 0 0 0 0 0 0 1
Personnel
TOTAL
402 478 0 0 0 0 0 0 402 478 880

Emerging and Re-emerging Infectious Disease Response Plan is designed to support the
staff and teaching force in putting measures in place that will prevent the spread of virus in
Manga Elementary School.
The Emerging and Re-emerging Infectious Disease Response Plan details the policies
and practices necessary for a school to meet the Government’s ‘Return to Work Safely
Protocol’, the Department of Education and Skills plan for school reopening and to prevent the
spread of virus like COVID – 19 in the school environment. The plan incorporates current
advice about measures to reduce the spread of virus in the community issued by the National
Public Health Emergency Team (NPHET).
It is important that the resumption of school-based teaching and learning and the
reopening of school facilities comply with the protocol to minimize the risk to students, staff
and others. As the advice issued by NPHET continues to evolve, this protocol and the
measures management and staff need to address may also change.
The response plan will support the sustainable reopening of our school where the
overriding objective is to protect the health of staff and pupils while promoting the educational
and development needs of the children in the school.
In line with the Return to Work Safely Protocol, the key to a safe and continued return
to work, and re-opening of our schools requires strong communication and a shared
collaborative approach between the Board of management, staff, pupils and parents.

EMERGING AND RE-EMERGING INFECTIOUS DISEASE

Emerging infectious diseases are infections that have recently appeared within a
population or those whose incidence or geographic range is rapidly increasing or threatens to
increase in the near future.
The World Health Organization warned in its 2007 report that infectious diseases are
emerging at a rate that has not been seen before. Since the 1970s, about 40 infectious

12
diseases have been discovered, including SARS, MERS, Ebola, chikungunya, avian flu, swine
flu, Zika and most recently COVID-19, caused by a new coronavirus, SARS-CoV-2.

With people traveling much more frequently and far greater distances than in the past,
living in more densely populated areas, and coming into closer contact with wild animals, the
potential for emerging infectious diseases to spread rapidly and cause global epidemics is a
major concern.

Additionally, there is the potential for diseases to emerge as a result of deliberate

introduction into human, animal, or plant populations for terrorist purposes, as discussed in
the section on Bioterrorism Agents. These diseases include anthrax, smallpox, and tularemia.
Source:https://www.bcm.edu/departments/molecular-virology-and-microbiology/emerging-infections-and-
biodefense/emerging-infectious-diseases

Factors in the Emergence or Re-emergence of Infectious Diseases

There are many factors involved in the emergence of new infectious diseases or
the re-emergence of “old” infectious diseases. Some result from natural processes such
as the evolution of pathogens over time, but many are a result of human behavior and
practices. Consider how the interaction between the human population and our
environment has changed, especially in the last century. Factors that have contributed
to these changes are population growth, migration from rural areas to cities,
international air travel, poverty, wars, and destructive ecological changes due to
economic development and land use.

For an emerging disease to become established at least two events have to occur
– (1) the infectious agent has to be introduced into a vulnerable population and (2) the
agent has to have the ability to spread readily from person-to-person and cause
disease. The infection also has to be able to sustain itself within the population, that is
more and more people continue to become infected.

Many emerging diseases arise when infectious agents in animals are passed to
humans (referred to as zoonoses). As the human population expands in number and
into new geographical regions, the possibility that humans will come into close contact
with animal species that are potential hosts of an infectious agent increases. When that
factor is combined with increases in human density and mobility, it is easy to see that
this combination poses a serious threat to human health.

Climate change is increasingly becoming a concern as a factor in the emergence

of infectious diseases. As Earth's climate warms and habitats are altered, diseases can
spread into new geographic areas. For example, warming temperatures allow
mosquitoes - and the diseases they transmit - to expand their range into regions where
they previously have not been found.

A factor that is especially important in the re-emergence of diseases is

antimicrobial resistance - the acquired resistance of pathogens to antimicrobial
medications such as antibiotics. Bacteria, viruses, and other microorganisms can
change over time and develop a resistance to the drugs used to treat diseases caused by
the pathogens. Therefore, drugs that were effective in the past are no longer useful in
controlling disease.

13
 Another factor that can cause a disease to re-emerge is a decline in vaccine
coverage, so that even when a safe and effective vaccine exists, a growing number of
people choose not to become vaccinated. This has been a particular problem with the
measles vaccine. Measles, a highly contagious and serious infection that was eliminated
from the U.S. in 2000 and from the Western Hemisphere in 2016, has returned in
certain areas due to an increase in the number of people opting to take nonmedical
vaccine exemptions for reasons of personal and philosophical belief. This has been
driven by an anti-vaccine movement that was founded largely on an invalid and
discredited study that claimed a link between a vaccine against measles and autism. As
a result of the decline in vaccine coverage, measles cases are highest by far this decade
with more than 1,000 cases of measles reported in the U.S. in the first half of 2019.
Source:https://www.bcm.edu/departments/molecular-virology-and-microbiology/emerging-infections-and-
biodefense/emerging-infectious-diseases

14
B. Hazard Analysis

Table 8. Hazard Analysis

AVERAGE
PROBABILITY
PROBABILITY IMPACT RANK
HAZARD + IMPACT
2

RATE REMARKS RATE REMARKS

Significant damages and/or loss to

Earthquak Presence of Dumalinao property due to the age of
4 3 3.5 3
e Fault and Cotabato Trench infrastructures and existing local
building codes

Barangays that are exposed to this

Presence of Cotabato
Tsunami 4 4 hazard have the highest population 4 2
Trench
density

Damages to properties is minor

Typhoon track is quite far
Typhoon 2 2 considering the impact would not be 2 5
where the city is situated
direct

Most of the urban barangays are

affected;
Since there are several
Floods 5 3 Though only minor casualties is 4 2
low-lying barangays
expected but there are chances of
more damages to properties

Residential zones or districts in urban

Zoning condition of the barangays are congested and
Fire 3 4 3.5 3
city makes it prone to fire infrastructures are made of light
materials

Terrorist/ 3 Though there were no 2 Affected barangays are in outskirts 2.5 4

15
 AVERAGE
PROBABILITY
PROBABILITY IMPACT RANK
HAZARD + IMPACT
2

RATE REMARKS RATE REMARKS

major incidents related to

this event, but considering
there are neighboring
Armed
municipalities were such and population are just minimal
Conflict
extremist groups are
operating, the event might
occur

Emerging Considering the mode of

Considering the COVID-19
and Re- transmission, all population is highly
Pandemic, it is likely that
Emerging 4 5 affected; 4.5 1
similar infectious diseases
Infectious All commercial and economic
will likely occur
Diseases activities are also affected

16
C. Hazard to Plan for: Emerging and Re-Emerging Infectious Diseases

Emerging and Re-emerging Infectious Disease Response Plan is designed to support the staff and teaching force in putting
measures in place that will prevent the spread of virus in Manga Elementary School.
The Emerging and Re-emerging Infectious Disease Response Plan details the policies and practices necessary for a school
to meet the Government’s ‘Return to Work Safely Protocol’, the Department of Education and Skills plan for school reopening and
to prevent the spread of virus like COVID – 19 in the school environment. The plan incorporates current advice about measures
to reduce the spread of virus in the community issued by the National Public Health Emergency Team (NPHET).
It is important that the resumption of school-based teaching and learning and the reopening of school facilities comply
with the protocol to minimize the risk to students, staff and others. As the advice issued by NPHET continues to evolve, this
protocol and the measures management and staff need to address may also change.
The response plan will support the sustainable reopening of our school where the overriding objective is to protect the
health of staff and pupils while promoting the educational and development needs of the children in the school.
In line with the Return to Work Safely Protocol, the key to a safe and continued return to work, and re-opening of our
schools requires strong communication and a shared collaborative approach between the Board of management, staff, pupils and
parents.

EMERGING AND RE-EMERGING INFECTIOUS DISEASE

Emerging infectious diseases are infections that have recently appeared within a population or those whose incidence or
geographic range is rapidly increasing or threatens to increase in the near future.
The World Health Organization warned in its 2007 report that infectious diseases are emerging at a rate that has not been
seen before. Since the 1970s, about 40 infectious diseases have been discovered, including SARS, MERS, Ebola, chikungunya,
avian flu, swine flu, Zika and most recently COVID-19, caused by a new coronavirus, SARS-CoV-2.

With people traveling much more frequently and far greater distances than in the past, living in more densely populated
areas, and coming into closer contact with wild animals, the potential for emerging infectious diseases to spread rapidly and
cause global epidemics is a major concern.

Additionally, there is the potential for diseases to emerge as a result of deliberate introduction into human, animal, or
plant populations for terrorist purposes, as discussed in the section on Bioterrorism Agents. These diseases include anthrax,
smallpox, and tularemia.
Source:https://www.bcm.edu/departments/molecular-virology-and-microbiology/emerging-infections-and-biodefense/emerging-infectious-diseases

17
Factors in the Emergence or Re-emergence of Infectious Diseases
There are many factors involved in the emergence of new infectious diseases or the re-emergence of “old” infectious
diseases. Some result from natural processes such as the evolution of pathogens over time, but many are a result of
human behavior and practices. Consider how the interaction between the human population and our environment has
changed, especially in the last century. Factors that have contributed to these changes are population growth, migration
from rural areas to cities, international air travel, poverty, wars, and destructive ecological changes due to economic
development and land use.

For an emerging disease to become established at least two events have to occur – (1) the infectious agent has to be
introduced into a vulnerable population and (2) the agent has to have the ability to spread readily from person-to-person
and cause disease. The infection also has to be able to sustain itself within the population, that is more and more people
continue to become infected.

Many emerging diseases arise when infectious agents in animals are passed to humans (referred to as zoonoses). As
the human population expands in number and into new geographical regions, the possibility that humans will come into
close contact with animal species that are potential hosts of an infectious agent increases. When that factor is combined
with increases in human density and mobility, it is easy to see that this combination poses a serious threat to human
health.

Climate change is increasingly becoming a concern as a factor in the emergence of infectious diseases. As Earth's
climate warms and habitats are altered, diseases can spread into new geographic areas. For example, warming
temperatures allow mosquitoes - and the diseases they transmit - to expand their range into regions where they previously
have not been found.

A factor that is especially important in the re-emergence of diseases is antimicrobial resistance - the acquired
resistance of pathogens to antimicrobial medications such as antibiotics. Bacteria, viruses, and other microorganisms can
change over time and develop a resistance to the drugs used to treat diseases caused by the pathogens. Therefore, drugs
that were effective in the past are no longer useful in controlling disease.

Another factor that can cause a disease to re-emerge is a decline in vaccine coverage, so that even when a safe and
effective vaccine exists, a growing number of people choose not to become vaccinated. This has been a particular problem
with the measles vaccine. Measles, a highly contagious and serious infection that was eliminated from the U.S. in 2000
and from the Western Hemisphere in 2016, has returned in certain areas due to an increase in the number of people
opting to take nonmedical vaccine exemptions for reasons of personal and philosophical belief. This has been driven by an
anti-vaccine movement that was founded largely on an invalid and discredited study that claimed a link between a vaccine
18
 against measles and autism. As a result of the decline in vaccine coverage, measles cases are highest by far this decade
with more than 1,000 cases of measles reported in the U.S. in the first half of 2019.
Source:https://www.bcm.edu/departments/molecular-virology-and-microbiology/emerging-infections-and-biodefense/emerging-infectious-diseases

Table 9. Anatomy of the Hazard

HAZARD TO PLAN FOR Emerging and Re-Emerging Infectious Diseases

EXISTING
ROOT CAUSES SYMPTOMS RISK FACTORS
MITIGATING MEASURES
 Previously undetected  Fever  Factors that have contributed  Measures include:
or unknown  Rash to these changes are - ensuring a safe water
infectious agents  joint pain population growth, migration supply
 Known agents that  Diarrhea from rural areas to cities, - effectively managing
have spread to new  Belly pain international air travel, - sewage treatment and
geographic locations  Red eyes poverty, wars, and destructive disposal
or new populations. However, each person is ecological changes due to - initiating food safety
 Previously known unique, and your symptoms economic development and - animal control
agents whose role in may be different land use. - vaccination
specific diseases has  Climate change is programs.
previously gone increasingly becoming a
unrecognized. concern as a factor in the
 Re-emergence of emergence of infectious
agents whose diseases.
incidence of disease  A factor that is especially
had significantly important in the re-
declined in the past, emergence of diseases is
but whose incidence antimicrobial resistance - the
of disease has acquired resistance of
reappeared. This pathogens to antimicrobial
class of diseases is medications such as
known as re-emerging antibiotics.
infectious diseases.

19
20
 D. Scenario

The severity of a pandemic outbreak may vary depending on a number of

factors. As an outbreak develops, planners may update their response based on the
local severity. The level and degree to which a strategy is implemented will vary as
the severity of an outbreak varies.

Impacts of COVID – 19

Situation Bad Scenario Worse Worst

Scenario Scenario
Impact on The COVID – 19 The COVID – 19 The COVID – 19
Human Virus spread and Virus spread and Virus spread
Lives infects most of the infects most of the and infects in
learners and causes learners and causes the locality and
severe illness to the deaths to the causes severe
learners learners mass deaths in
the locality
Impact on School classrooms are School Facilities School Facilities
Infrastructur used as quarantine will be will be
e, Facilities, facilities for COVID-19 contaminated by Hazardous for
and infected patients. the COVID – 19 any occupancy
Environment Virus. to
teachers
and
learners.
Response Teaching personnel not School personnel's Deaths of school
Capabilities capable and trained on front lining will be personnel acting
handling infected infected by the as front liners.
patients can be used virus.
as front liners.

Exposed school’s learners, and personnel

Public
Public School
Public School
Division Public Schools Non-
School Teaching
Learners Teaching
Personnel Personnel
Pagadian Manga Elementary
400 15 1
City School
Division

21
 Table 10: Scenario Generation for Natural Hazard

WORST SCENARIO

Male (Muslim)

Female (PWD)
(excluding IP,

(excluding IP,

Total Female
Muslim and

Muslim and

Male (PWD)
Female (IP)

Total Male
(Muslim)
PARTICULARS

Male (IP)

GRAND
Female

Female

TOTAL
PWD)

PWD)
Male
No. of Affected Learners
(100% of learners; provide actual 219 182 3 3 5 4 2 3 229 192 421
number of learners)
No. of Dead Learners
(Ranging 5%-10% of learners but
0 0 0 0 0 0 0 0 0 0 0
should not be more than 20;
provide actual number of learners)
No. of Infected Learners
(At least 10% of learners but should
20 15 1 1 5 4 2 3 23 23 46
not be more than 50;
provide actual number of learners)
No. of Affected Teaching Personnel
(100% of personnel; provide actual 1 14 0 1 0 0 0 0 1 15 16
number)
No. of Dead Teaching Personnel
(Ranging 5%-10% of personnel but
should not be more than 20 for both 0 0 0 0 0 0 0 0 0 0 0
Teaching and NTPs;
provide actual number)
No. of Infected Teaching Personnel 0 1 0 0 0 0 0 0 0 2 2

22
 WORST SCENARIO

Male (Muslim)

Female (PWD)
(excluding IP,

(excluding IP,

Total Female
Muslim and

Muslim and

Male (PWD)
Female (IP)

Total Male
(Muslim)
PARTICULARS

Male (IP)

GRAND
Female

Female

TOTAL
PWD)

PWD)
Male
(At least 10% of personnel but
should not be more than 50;
provide actual number)
No. of Affected Non-Teaching
Personnel
0 0 0 0 0 0 0 0 0 0 0
(100% of personnel; provide actual
number)
No. of Dead Non-Teaching Personnel
(Ranging 5%-10% of personnel but
should not be more than 20 for both 0 0 0 0 0 0 0 0 0 0 0
Teaching and NTPs;
provide actual number)
No. of Infected Non-Teaching
Personnel
(At least 10% of personnel but
0 0 0 0 0 0 0 0 0 0 0
should not be more than 50 for both
Teaching and NTPs;
provide actual number)
TOTAL 21 16 4 5 5 4 2 3 32 28 60

23
 EFFECTS AND DAMAGES
PARTICLARS DESCRIPTIONS
(CAN BE CUSTOMIZED)
- School classrooms are used as quarantine facilities for COVID-
Infrastructure* 19 infected patients.
- Impact on Infrastructure, Facilities, and - School Facilities will be contaminated by the COVID – 19 Virus.
Environment - School Facilities will be Hazardous for any occupancy to
teachers and learners.
- Learning has been altered, distance learning was commanded
by the education secretary to be implemented for education.
- Interrupted learning, confusion, and stress for teachers, parents
Education
unprepared for distance and homeschooling, creating,
maintaining, and improving distance learning, rise in dropout
rates.
- The COVID-19 pandemic has changed the Philippines’ digital
Communication landscape. Data protection mechanisms makes the Philippines
extremely vulnerable to cyber-attacks and incidents.
- The COVID19 pandemic led to depressed energy demand due to
shutdowns and closure of energy-consuming industries.
Power/ Electricity Because of this, we experienced an oversupply of energy during
the first half of 2020, but this was compensated with the
resumption of the economy in the second half.
- Travel restrictions and guidelines implemented by the
government caused a reduction in the service capacity of
Transportation transport systems. As a result, a shortage in supply was
observed, specifically in public transportation in Metro Manila
(Ramos, 2021).

24
 EFFECTS AND DAMAGES
PARTICLARS DESCRIPTIONS
(CAN BE CUSTOMIZED)
Environment - The pollution from tourism and industrial activities had
decreased during the lockdown.
- Teaching personnel not capable and trained on handling
Response Capabilities infected patients can be used as front liners.
- School personnel's front lining will be infected by the virus.
- Deaths of school personnel acting as front liners.
- Loss of income and job opportunities were overarching
Government Trust
challenges in poor communities in the Philippines.
- The health impact of COVID-19 has been devastating. By mid-
October 2021, 240 million people had contracted the virus with
Health nearly 4.9 million dying from it. Moreover, millions of survivors
suffer from long-lasting symptoms that prevent a return to
normal life. Mental distress has increased substantially.

Table 11: Affected Learners and Personnel

AFFECTED POPULATION DISPLACED POPULATION

25
 NO. OF NO. OF
NO. OF NO. OF
LEARNERS PERSONNEL
LEARNERS PERSONNEL
NO. OF NO. OF INSIDE INSIDE REASONS FOR
SCHOOL LOCATION OUTSIDE OUTSIDE
LEARNERS PERSONNEL EVACUATION EVACUATION DISPLACEMENT
EVACUATION EVACUATION
CENTER CENTER
CENTERS CENTERS

Schools are use

as quarantines
and isolation due
to over population
Manga 400 16 150 180 5 5
of patients in the
hospitals who
were infected with
the virus
TOTAL

26
 CHAPTER II. GOALS AND OBJECTIVES

A. Goal

This Emerging and Re-emerging policy outlines our commitment as a school to

implement the plan and help prevent the spread of the virus. The policy will be signed and
dated by the Principal and Chairperson of the Board of Management and brought to the
attention of staff, pupils, parents and others. And is committed to providing a safe and healthy
workplace for all our staff and a safe learning environment for all our pupils. To ensure that,
we have developed the following COVID-19 Response Plan.

B. General Objective(s)

All school staff are responsible for the implementation of this plan and a combined effort
will help contain the spread of the virus. We will:
1. Minimize the spread of the pandemic organism.
2. Maintain essential school services.
3. Maintain continuity of learning for all students.
4. Minimize social disruption for families and staff.
5. Minimize economic losses for families and staff.
6. Coordinate efforts with partners.

27
CHAPTER III. RESPONSE ARRANGEMENTS

A. COORDINATION

This plan outlines operational priorities and responsibilities for

making decisions necessary to manage an outbreak. This includes
responsibility for preparing and maintaining the plan, making policy
decisions, coordinating tasks, and mobilizing additional resources.
1.Steering Committee
The steering committee has primary responsibility for developing and
managing the plan. Coordinate with external partners and manage public
information. Serve as liaison with local health departments and key
response partners. Coordinate the distribution of public information with
the local health departments. Recommended committee members:
 School Principal (chair)
 School DRRM Coordinator
 School board member
 Teachers
 Supreme Pupil Government Volunteers
2. Operations
Responsible for the core operations necessary to support the school
management of a pandemic outbreak. Coordinate surveillance activity with
local health department. Implement infection control practices to prevent
spread of disease.
 Recommended committee members:
 School Nurse (chair)
 Principal
 Teachers
 Barangay Office Support Staff
 Health department
3. Command and Control
Manage delivery of services to support operations and goals during
an outbreak. Includes services necessary to maintain school facilities, food
services, transportation and communication. Recommended committee
members:
 Facilities manager
 Transportation service
 Nutrition services
 Information Technology

28
 ORGANIZATIONAL STRUCTURE (Sample)

HEAD OF OFFICE
JANET T.
School Head

INCIDENT CHIEF COORDINATOR

AIMELYN A. GIVA
School DRRM Coordinator

HEALTH and NUTRITION IT/COMMUNICATION

FACILITIES COORDINATOR COORDINATOR TRANSPORTATION SERVICE
SERVICES
ELEONOR A. REGALADO ANGELIE B. RANADA ERNESTO P. CUBIO FE G. LUZON
School Facilities Coordinator School Health Coordinator Safety Officer/School IT Evacuation Team Leader
Coordinator

MEMBERS:
MEMBERS: MEMBERS:
MEMBERS:
1. MA. ALLYN
SAHISA 1. JEROLYN J.
2. GENELYN D. 1. ROSALIE L. 1. DEBON C.
CABALUNA DE
DAGUANAN ESTOR
3. RAZIEL 2. JOCELYN D. MANZANA
LABAYO 2. GINA D.
JANE A. 2. FE B.
OMPOCO ORNOPIA
ZAMORA

29
 EDUCATION CLUSTER

Lead Agency: Department of Education

Member Agencies:
1. CHED
2. DILG/CLGOO (BLGU)
3. CMO
4. CEO
5. CIO
6. DICT

SCENARIO (COVID - 19)

The severity of a pandemic outbreak may vary depending on a number of
factors. As an outbreak develops, planners may update their response based on the
local severity. The level and degree to which a strategy is implemented will vary as the
severity of an outbreak varies.

Impacts of COVID – 19

Situation Bad Scenario Worse Scenario Worst Scenario

Impact on The COVID – 19 The COVID – 19 The COVID – 19
Human Lives Virus spread and Virus spread and Virus spread and infects
infects most of the infects most of the in the locality and
learners and causes learners and causes causes severe mass
severe illness to the deaths to the deaths in the locality
learners learners
Impact on School classrooms are School Facilities will School Facilities will be
Infrastructure, used as quarantine be contaminated by Hazardous for any
Facilities, and facilities for COVID- the COVID – 19 occupancy to
Environment 19 infected patients. Virus. teachers and
learners.
Response Teaching personnel not School personnel's Deaths of school
Capabilities capable and trained on front lining will be personnel acting as front
handling infected infected by the virus. liners.
patients can be used
as front liners.

Exposed school’s learners, and personnel

Public
Public Public School
Division Public Schools School School Non-
Learners Teaching Teaching
Personnel Personnel
Pagadian Manga Elementary
400 15 1
City School
Division

The following are the required tasks that must be undertaken in

response to any disaster or emergency. Such tasks are organized into
clusters with the corresponding lead agency and contact information:

RESPONSE LEAD CONTACT PERSON & CONTACT DETAILS

CLUSTER AGENCY POSITION (Telephone, Mobile,
Landline, Email,

30
 Radio Frequency,
etc.)
Search, Rescue
and Retrieval
Cluster
Richard Fabria
Logistics Cluster CDRRMO 09505054320
City DRRM Officer
Early Recovery
Cluster
Management of the
Dead and Missing CHO
Debbylene T. Ildefonso
(062) 214 1966
Health Cluster City Health Officer
CHO

Camp Coordination
and Camp
CSWDO
Management
Cluster
Evangeline A. Poquita
Food and Non-Food City Social Welfare & (062) 214 7324
Items Cluster CSWDO
Development Officer
Shelter Cluster
CSWDO

Mindanao Cluster 1 Maria Teresa M. Camba

DICT (062) 214 2633
ASRD
Education Cluster Dr. Felix Romy A.
Triambulo
Schools Division (062) 215 1716
Superintendent
DEPED SDO – Pagadian City
Teodora M. Ortiz
SDO Pagadain City 09179202391
DRRMO
Law and Order Gilzen Nino R. Manese
Cluster CPS Police Lieutenant Colonel 09109348220

31
SPECIFIC OBJECTIVES

1. Continue to monitor our COVID-19 and other infectious diseases’ response

and amend this plan in consultation with our staff.
2. Provide up to date information to our staff and pupils on the Public Health
advice issued by the City Health and Local Government Unit.
3. Display information on the signs and symptoms of COVID-19 and other
infectious diseases and correct hand-washing techniques.
4. Agree with staff, a worker representative who is easily identifiable to carry
out the role outlined in this plan in relation to summer provision.
5. Inform all staff and pupils of essential hygiene and respiratory etiquette and
physical distancing requirements.
6. Adapt the school to facilitate physical distancing as appropriate in line with
the guidance and direction of the Department of Education and LGU.
7. Keep a contact log to help with contact tracing.
8. Ensure staff and pupils engage with the induction / familiarization briefing
provided by the school and LGU.
9. Implement the agreed procedures to be followed in the event of someone
showing symptoms of COVID-19 while at school.
10.Provide instructions for staff and pupils to follow if they develop signs and
symptoms of COVID-19 during school time.
11.Implement cleaning and disinfecting in line with City Health Office and LGU
advice.

ROLES AND RESPONSIBILITIES

Generally, the following are the roles and responsibilities of the education
cluster:
1. Protect learners and education workers from death, injury, and harm in
schools.
2. Plan for educational continuity in the face of expected hazards and threats
3. Safeguard education sector investments
4. Strengthen risk reduction and resilience through education.

Moreover, there are required tasks to be done by the School DRRM Teams as
mandated by DepEd Order No. 21, s. 2015:
1. Ensure the establishment of an Early Warning System (i.e. bulletin board for
weather advisories, bell/siren emergency signal and the like);
2. Conduct an annual student-led risk identification and mapping within and
around the school premises to ensure a safe environment that is conducive
to teaching and learning;
3. Maintain close coordination with local DRRM Council on the conduct of
preparedness activities and on response needs, among others;
4. Provide capacity building activities for teachers, non-teaching staff and
learners on DRRM;
5. Maintain, disseminate, and post relevant and updated emergency hotlines in
strategic locations throughout the school;
6. Post safety and preparedness measures and evacuation plans;
7. Conduct disaster preparedness measures, including but not limited to
quarterly multi-hazard drills applicable to school’s identified hazard such as
earthquake, fire and flood;
8. Maintain the safekeeping of vital school records and learning materials;
9. Organize school DRRM team to support the implementation of preparedness
and response measures;
10.Ensure the availability of updated baseline education data of the school;
11.Integrate DRRM in regular school programs and activities and school
improvement plan (SIP);
12.Pre-identify possible Temporary Learning Spaces (TLS) and alternative
delivery modes of education;

32
 13.Monitor the effects of hazards, including the use of the schools as
evacuation center;
14.Track all school personnel during disasters and/or emergencies;
15.Prepare and submit reports on the effects of any hazard;
16.Ensure implementation of DepEd Order No. 43, s. 2012 or the “Guidelines
on the Implementation of Executive Order No. 66 s.2012 (Prescribing Rules
on the Cancellation or Suspension of Classes Weather Disturbances, and
Calamities)” and DepEd Order No. 37, s.2022 or the “Guidelines on the
Cancellation or Suspension of Classes and Work in Schools in the Event of
Natural Disasters, Power Outages/Interruptions, and other Calamtities”;
17.Conduct rapid assessment of damages after every hazard and submit
RADaR within 72 hours;
18.Facilitate immediate resumption of classes to track learners;
19.Monitor recovery and rehabilitation interventions being implemented in the
school.

PROTOCOLS (based from DO21,s.2015)

Coordination Protocols

Adapting Section 15: Coordination During Emergencies of RA 10121

The corresponding DepEd offices based on the following conditions shall

activate and lead the EOC in preparing for, responding to, and recovering from the
effects of any disasters or emergencies:
1. Two (2) or more schools are affected – SDO
2. Two (2) or more divisions are affected – RO
3. Two (2) or more regions are affected – CO direct intervention. However, the
CO may and will intervene in cases where the impact is beyond the capacity
of the corresponding office and/or as it sees fit, e.g. direct threat to life.

All reports must still be submitted and coordinated to the DepEd CO DRRMS
regardless of the scope of the situation.

Tracking of Local DepEd Key Officials

During disasters and/or emergencies, all local key DepEd officials are required
to report their status to ensure that their safety and local leadership are maintained.
This will also guide the necessary provision of support from the immediate governing
level. This is particularly crucial in rapid onset hazards such as earthquake and
tsunami.

Reporting of Local Disasters and/or Emergencies and its Effects

The RD and SDS, or DRRM Coordinators shall submit regular and real-time
updates to DepEd CO DRRMS when their AOR is affected by any hazard and during
disasters and emergencies.

DRRM Coordinators shall submit their vetted reports to the immediate higher
office (i.e. DO, RO and CO, whichever is applicable). In cases wherein the reports
should be submitted directly to CO, the immediate higher office should be copy
furnished with the same report. All monitoring results are consolidated and processed
by the DepEd CO DRRMS for reporting to the Executive Committee (EXECOM).
Information Management Protocols

In the event of any hazard, the DepEd CO DRRMS shall collect from and
disseminate consolidated reports to all affection regions, divisions and schools the
following information:
1. Before
a. Hazards advisories and occurrences

33
 b. Baseline data
c. Prevention and mitigation measures undertaken
d. Preparedness measures undertaken
2. During and After
a. Personnel affected
b. Personnel tracking
c. Learners affected
d. Schools used as evacuation centers
e. Class suspension and resumption
f. Classroom damages
g. Temporary learning spaces
h. Other interventions

Immediately after the occurrence of any hazard, all affected schools are required
to submit the effects in their respective AOR using the RADaR App via online or SMS.
All RADaR should be submitted within 72 hours after any hazard or emergency to
facilities the immediate determination of needs and necessary provision of assistance.

All submitted reports will be consolidated and reported to DepEd Management,

NDRRMC, Education Cluster and affected regions and divisions.

School/Division-Wide DRRM Teams (adapted from DO44, s.2018)

There are two sub-teams which composes the Division-Wide DRRM Team:
Quick Response and Recovery Team (QRRT) and Prevention and Mitigation, and
Preparedness Team (PMPT).

Teams Functions
QRRT  Immediately after the onslaught of the disaster to save lives,
minimize the impacts of secondary hazards, and ensure safety
and learning continuity
 Intended to restore normalcy by repairing and reconstructing
damaged infrastructure and facilities, ensuring adherence to the
“build back better” principle
PMPT  Undertaken during peace time or non-emergency periods
 Linked to regular development programs, projects, and activities
 To anticipate, respond to, and recover from the risks and impacts
of hazards
 Hazard-specific drills, evacuation, family reunification,
communication and coordination, capacity building, contingency
planning, service continuity plan, etc.

DEPED PAGADIAN CITY

DISASTER RISK REDUCTION AND MANAGEMENT (DRRM) TEAM

OVERALL DIVISION DRRM CHAIRPERSON - FELIX ROMY A. TRIAMBULO, CESO V

Schools Division Superintendent

CO-CHAIRPERSON - MA. COLLEEN L. EMORICHA, EdD, CESO VI

Assistant Schools Division Superintendent

HEAD OF THE OPERATION - MA. MADELENE P. MITUDA, EdD

Chief Education Supervisor-SGOD

ASSISTANTS HEAD OF OPERATION - TEODORA ORTIZ

PDO-II, DRRM
SANNY BOY I. ASIM, EdD

34
 EPS-SGOD

I - QUICK RESPONSE AND RECOVERY TEAM

Safety and Security Team - SALEM UYAG -Education Program Supervisor

DEXTER FIEL -Education Program Supervisor
JOVITA DUGENIA - Education Program Supervisor
HUBERT PATRIARCA – Education Program Supervisor

Medical and Rescue Team - DR. RYPATH MOLLION- Medical Officer

DR. ALMA REAL – Dentist
DR. – Dentist
NEDIE TO – RN
LUCILA CAGOCO – RN

Transportation Team - RICHEL L. REDUCTO - PDO 1

CARLOS FUERZAS – Administrative Officer- V
REYNALDO NODADO - Planning Officer III

Psychological First Aid/Psychosocial

Support Team - MARYJANE AMPONG -RN
RENE DURIAS – RN
ALVIC RODA - RN
ELIZABETH GRACE ALBELLAR – RN
ROLANDO PABAYO - RN

Damages Assessment and Validation

Team - Engr. ALEJANDRO SAMONTE – Div. Engineer
Engr. JEFFREY LABAJOSA – Div. Engineer
MYRIEN GILE T. MIER - Division Accountant

II - PREVENTION AND MITIGATION, AND PREPAREDNESS TEAM

Information and Communications Team - LOCKE D. JUSAY- SEPS-SMME

JOEL BATERNA – Div. ITO
All Public Schools District Supervisors

Logistics Team - SUZETTE S. SARAUSA – Division Supply Officer

CHISTOPHER JAY S. GOMEZ - ADAS 3
VIRGILIO PEROCHO - EPS-II (ALS)

35
 RESPONSE ACTIVITIES

RESPONSIBLE AGENCIES/
TIMEFRAME RESPONSE ACTIVITIES
OFFICES
School Watching and Hazard Mapping;
Community Hazard Mapping;
D-6 months Building Inspection; DepEd, CHED
Basic Education Profiling;
School Risk Assessment
D-5 months (Re)organize/revitalize School DRRM Teams; DepEd, CHED, DILG/LGOO
Update and post emergency hotlines; (BLGU)
(Re)establish School (Student-Family) Reunification Plan;
Update and post evaluation protocols and procedures;
(Re)orient students and family on Family Preparedness Plan

D-5 months Review/enhance Education Continuity Plan per school DepEd, CHED, DILG/LGOO
(BLGU)
D-5 months Identification of potential Temporary Learning Spaces (TLS) per barangay DepEd, LGU, DILG/LGOO
(BLGU)
D-4 months Inventory of Instructional Materials DepEd, CHED
D-4 months Mapping of potential service providers for TV-based and Radio-based mode of DepEd, PIA (Local Information
learning Agencies), Local TV/Radio
Stations, NTC
D-3 months Prepositioning of TLS DepEd, LGU, DILG/LGOO
(BLGU)
D-3 months Conduct drill DepEd, LGU, DILG/LGOO
(BLGU)
D-3 months (Re)organize and (re)train personnel on TV-based and Radio-based production DepEd, DICT, PIA (Local
Information Agencies)
D-2 months Scan and upload Instructional Materials to cloud services DepEd, DICT
D-1 month Prepositioning of printing supplies and materials for instructional materials DepEd, LGU, DILG/LGOO
(BLGU)
D day Suspension of classes DepEd, CHED, LGU,
May 08, 2023 DILG/LGOO (BLGU)
D+1 day Monitoring on the effects of the hazard DepEd, CHED, LGU,
36
 RESPONSIBLE AGENCIES/
TIMEFRAME RESPONSE ACTIVITIES
OFFICES
DILG/LGOO (BLGU)
D+1 day School personnel and learner tracking DepEd, LGU, DILG/LGOO
(BLGU)
D+3 days School Clean-up DepEd, LGU, DILG/LGOO
(BLGU)
D+3 days Rapid Assessment (RADaR) and Situation Report DepEd, LGU, DILG/LGOO
(BLGU)
D+5 days Deployment/establishment of TLS DepEd, LGU, DILG/LGOO
(BLGU)
D+5 days Conduct of PSS/PFA activities DepEd, PGCA (as partner)
D+14 days Implementation of alternative delivery mode of education (e.g. TV, radio, online, DepEd, DILG/LGOO (BLGU),
self-guided modules) DICT, PIA (Local Information
Agencies), NTC
D+14 days Implementation of class resumption at TLS and other alternative delivery mode of DepEd
education

RESOURCE INVENTORY

37
AGENCY/ RESOURCE QUANTITY REMARKS
OFFICE
DepEd School Campuses
School Buildings Good condition structures only (excluding buildings
needs minor/major repairs, for
condemnation/demolition, on-going construction)
Classrooms Instructional rooms only
Covered Court
Mini Gymnasium
Teaching Personnel
Non-Teaching Personnel
Registered Guidance Counselors
Self-Guided Modules
Social Media Page/Group
Trained Personnel for MHPSS/PFA
Add as necessary

RESOURCE PROJECTION

38
 COST SOURCE OF
GAPS
ESTIMATES FUNDS
(NEED ACTIVITIES/ SOURCES TO FILL
RESOURCE NEED HAVE (FILL-UP ONLY (FILL-UP ONLY
– THE GAPS
WHEN WHEN
HAVE)
APPROPRIATE) APPROPRIATE)
Temporary Procurement/Construction of TLS;
Learning Spaces Secure MOU/MOA with LGU/BLGU to
establish TLS in strategic areas in the
barangay (P180,000 per unit)
Self-Guided Procurement of service provider for
Modules reproduction of self-guided modules
(P150 per set)
Learner’s Kit
Procurement (P1,700 per learner)
Social Media
Page/Group
Channel for TV
Station Program
(dedicated Secure MOU/MOA with existing TV
channel for local stations
station and cable
TV)
Slot/segment for
Radio Station
Program Secure MOU/MOA with existing Radio
(4 hours block- stations
time for daily
classes)
Multimedia
Workstation
Trained Personnel Training of locally trained
for MHPSS MHPSS/PFA personnel
(1 personnel per (P500/pax/day X 3,500 pax X 3
40 learners per days)
session; 1
personnel x 4
39
 COST SOURCE OF
GAPS
ESTIMATES FUNDS
(NEED ACTIVITIES/ SOURCES TO FILL
RESOURCE NEED HAVE (FILL-UP ONLY (FILL-UP ONLY
– THE GAPS
WHEN WHEN
HAVE)
APPROPRIATE) APPROPRIATE)
sessions a week)
PFA Kit

Procurement (P450 per learner)

Teaching
Personnel
(F2F classes,
blended modality)
Teacher’s Kit
Procurement (P7,000 per teacher)
QRRT

Fuel for Vehicle Procurement/Augmentation

(Consumption: 7kms/L)

TOTAL

RESOURCE GAP SUMMARY

40
 Response Cluster Total Resource Gaps Total Cost Estimates
Education Cluster 180,000 per unit 180,000
Self-guided modules 150 per set 60,000
Learners kit 1,700 per learner 680,000
Trained personnel 500/day/3days 15,000
PFA Kit 450 per learner 180,000
Teachers Kit 7,000 per teacher 112,000
Fuel for vehicle 7kms/L 27,600
TOTAL 1, 092,600

41
B. Directory of School Disaster Risk Reduction and Management Team (SDRRMT)

SDRRM Team Directory

SCHOOLNAME:
LOCATION:
CONTACT INFORMATION
Primary Alternate
Landline: N/A Satellite Phone: N/A

Mobile: Radio Frequency: N/A

Email Address: Others:

Social Media:

Others:
SDRRM TEAM
POSITION NAMES AND ADDRESS CONTACT INFORMATION
(CUSTOMIZE AS (PRIMARY AND (PRIMARY AND
APPROPRIATE) ALTERNATE) ALTERNATE)
School Head

School DRRM Coordinator

School Nurse/Clinic
Teacher
SPTA President

SPTA Vice-President

SELG/SPG President

Punong Barangay
Add if necessary

PREVENTION, MITIGATION AND PREPAREDNESS TEAM

Prevention & Mitigation
Team Leader
Preparedness Team Leader
Add if necessary (thematic)

QUICK RESPONSE AND REHABILITATION TEAM

Evacuation Team Leader
Search, Rescue and
Transfer Team Leader
Fire Response Team Leader
Medical Response Team
Leader
Add if necessary
C. COMMAND AND CONTROL

EMERGENCY OPERATIONS CENTER

INCIDENT COMMAND SYSTEM

INTEROPERABILITY

Response Clusters
(CSWDO)

SRR MDM Health CCM Shelter

Law & Food & Emergency Early

Logistics Education
Order NFI Telecom Recovery

Emergency
Operations Center
(EOC)

Incident Commander

Public Information Officer

Liaison Officer

Safety Officer

Operations Planning Logistics Finance/Admin

Section Chief Section Chief Section Chief Section Chief
 CHAPTER IV. ACTIVATION

START
Trigger:
WHO/DOH
Warning
with at least either of the
following: 10 infected
learners/personnel
DRRMC
Warning

1
2

EOC on red alert Yes Activate No

contingency EOC on blue
status alert status
plan?

RO convenes the Responders

clusters at the conduct normal
EOC 3
operations using
ICS

RO mobilizes and
deploys IMT Clusters provide
continuous support
to responders
Clusters and IMT
operate based on
contingency plan
No
Situation
3
normalize
No d?
Situation
1 Yes
improved?
IC recommends
Yes demobilization

IMT recommends
deactivation of RO approves recommendation
contingency plan for demobilization

RO directs deactivation Responders and clusters demobilize.

of contingency plan Clusters for early recovery operate.

2 EOC returns to white

status
Non-Activation END
Note: Contingency Plan will be maintained as a continuing (perpetual) plan or will be integrated
in the overall DRRM plan when not used. The plan will undergo continuous testing, evaluation,
and updating.

ANNEXES

Working Group

Purpose:

The Working Group will be responsible for the refinement, finalization, testing,
evaluation, packaging, updating and improvement of the CP.

Duties and Responsibilities:

1. Facilitate the refinement and finalization of the CP to include testing, evaluation,

packaging, updating and improvement;
2. Develop work plan for the completion and updating of the CP;
3. Organize consultation meetings with the planners and relevant technical experts
regarding the development of the CP; and
4. Facilitate the presentation and endorsement of the CP to the authorities for
comments and approval.

Prepared by: Noted:

School DRRM Coordinator School Head

Checked and Reviewed: Recommending Approval:

TEODORA M. ORTIZ MA. MADELENE P. MITUDA,EdD

PDOII-Divison DRRM Coordinator SGOD Chief

Approved:
MA. COLLEEN L. EMORICHA,EdD, CESO VI
Assistant Schools Division Superintendent