HAND-OUT 1.

DepEd CONTINGENCY PLANNINGG GUIDE

The contingency planning guide will provide the step by step process for the participants to come
up with a contingency plan.

DEPED CONTINGENCY PLANNING GUIDE FOR REGIONS/DIVISIONS

I. BACKGROUND
 Include the following:
o Location of your region
o Demographics
o Economy; poverty index
o Geophysical (climate; major rivers and mountains; topography; etc.)
o Existence of DRRMC and members and if active/not active

II. OBJECTIVES
 Put the following sentences in this section.
“This 2016 Contingency Plan covers (no.) ____ of divisions in Region _____. It focuses on
(hazard/s).”
 Then state the objectives of your Contingency Plan. Please note that the objectives
should capture why you are preparing for the specific hazards you have prioritized
for this Contingency Plan.

III. HAZARDS
 Put MAP of hazards affecting your region. You can check the availability of the
map in PAGASA, MGB, PHIVOLCS websites. Discuss the hazard/s that your region
is vulnerable to. You can further narrate the degree or level of vulnerability of your
provinces to the hazard/s in the map, if indicated.
 State that your prioritization of the hazard/s for this Contingency Plan is based on
the hazard map/s of the ________ (agencies) and PAGASA’s Climate Outlook and
Tropical Cyclone and Rainfall Forecasts for 2016 (if your priority hazards are
typhoon, flood and landslides). You can also indicate MGB’s Geohazard Maps if
you are including landslide as one of your priority hazards.
 If you have earthquake as a priority for the Contingency Plan, please state basis
(e.g. hazard map of your region; historical occurrence and impacts). You can
indicate presence of faults (name them) that makes your provinces (where your
divisions) and region to earthquake.
 For Metro Manila, you can use the Metro Manila Earthquake Impact Reduction
Study (MMEIRS) of JICA, PHIVOLCS, and MMDA. You can also use the matrix/table
of DRRMS which identifies the top 100 schools vulnerable to earthquake which
 combines World Bank’s data of fatality and PHIVOLCS’ identified schools along the
West Valley Fault System.

IV. DISASTERS, IMPACTS AND VULNERABLE DIVISIONS

 Connect section II narrative to your narrative in this section.

 Please state that the identification of vulnerable divisions is based on the impacts
of disasters to school buildings, particularly classrooms. The impacts focus on the
damage on classrooms according to three categories: totally damaged, partially
major damaged, minor damaged. Furthermore, explain that the damage
according to each category corresponds to a cost for reconstruction and repair
which is the basis for ranking the vulnerability of the divisions.
 You should be able to state the ranking of your vulnerable divisions per year and
the overall ranking, taking the top 3 per year.
 After your summary/narrative, your table will follow.

TABLE 1: DISASTERS, IMPACTS and RANKING OF MOST VULNERABLE DIVISIONS

TROPICAL CYCLONE (USE CONSOLIDATED RADAR)

YEAR TROPICAL IMPACT HISTORICAL IMPACTS RANKING
CYCLONE
CLASSIFICATION &
NAME
NO. OF NAME OF NO. OF NO. OF NO. OF MINOR TOTAL
SCHOOLS DIVISIONS TOTALLY PARTIALLY DAMAGED COST
DAMAGED MAJOR (MDC) (TDC+
CLASSROOMS DAMAGED CLASSROOMS PMDC+
(TDC) AND (PMDC) AND COST MDC)
COST CLASSROOMS
AND COST
2013
2014
2015

V. CAPACITIES AND VULNERABILITIES

 Summarize your capacities and gaps/vulnerabilities, followed by your
matrix/table. You can make your own categories/clustering for your summary.
 Please note that capacities and gaps/vulnerabilities should be in relation to
preparedness for response, rehab and recovery.

TABLE 2: CAPACITIES AND GAPS/VULNERABILITIES

KEY AREAS FOR DETAILS CAPACITIES GAPS/VULNERABILITIES
PREPAREDNESS (REGION/DIVISIONS) (REGIONS/DIVISIONS)
RISK UNDERSTANDING 1. Understanding of hazards
and their characteristics
2. Conduct of risk assessment
CONTINGENCY PLAN 1. Preparedness/Contingency
AND DISSEMINATION Plan
2. IEC
COMMUNICATION 3. Understanding advisories
including warning signals
4. Understanding and
implementation of DO 21,
s 2015
5. Equipment
COORDINATION 1. RDRRMC
2. P/M/CDRRMC
3. LGUs
4. Partners
MONITORING 1. Monitoring of
preparedness/contingency
plans of schools
2. Monitoring of hazard
situation, including
communicating with
schools
3. Monitoring RADAR
completion, validation and
submission to Central
Office
4. Monitoring of
implementation of support
for learning continuity
5. Transportation
CONVERGENCE 1. Interface with other offices
in the region/
divisions
2. Existence of DRRM Team
(which includes Frontline
Responder Team)
3. Command system
4. Twinning with other
regions/
divisions
SUPPORT FOR 1. Implement and monitor
LEARNING Temporary Learning
CONTINUITY Spaces (TLS)
KEY AREAS FOR DETAILS CAPACITIES GAPS/VULNERABILITIES
PREPAREDNESS (REGION/DIVISIONS) (REGIONS/DIVISIONS)
2. Buffer stocks for Learning
Materials
3. Alternative Delivery Modes
(ADMs)
4. Psychosocial Support
DRILLS 1. Regular conduct
2. Existence of Protocols –
command system;
evacuation route, safe
place, reunification
3. Coordination with relevant
agencies and partners
during drills
FUND SOURCES

VI. PREPAREDNESS MEASURES

 Have a summary/narrative. Indicate in your narrative that your Preparedness
Measures are based on the following (please see which is/are appropriate based
on your priority hazard/s for your Contingency Plan):
o PAGASA’s Climate Outlook for 2016
o PAGASA’s Forecast of Tropical Cyclone for 2016
o PAGASA’s Rainfall Forecast for 2016
o MGB’s Geohazard Map
o PHIVOLCS’ Fault Zone Maps; MMEIRS; etc.
o Vulnerable Schools/Divisions/Regions
o Capacities
o Gaps/Vulnerabilities
 Provide a narrative of your measures, summarizing categories/clusters with
emphasis on important measures.
 If you have tropical cyclones and flood, emphasize measures that are to be taken
from June to July, then from August to September, then from September to
October, then November to December. This breakdown reflects the increasing
probability of a tropical cyclone occurring as the months go by as well as the level
of rainfall amount increasing with the possibility of a La Niña episode that would
aggravate and result to flooding.
 Then your table follows your narrative. The columns of your table should be
explained.
 Please note that your preparedness measures should be concrete and addresses
gaps. You can still have measures that are already being done (i.e. under your
capacities), but you need to address the gaps. You can make use of the Key Areas
 for Preparedness as a guide for your categories, but DO NOT copy the details in
the capacities and vulnerabilities matrix. Develop your own concrete measures
under each Key Areas for Preparedness, or you can create your own
categories/key areas for preparedness, and identify the actions that are under
those categories/key areas.

TABLE 3: PREPAREDNESS MEASURES

Tropical Cyclone Rainfall Vulnerable Preparedness Timeframe
Forecast for 2016 Forecast for Divisions based Measures (use Key (color code the month for implementation)
2016 on overall Areas for Preparedness
(Region) Ranking as categories; you can
(Table 1) add to the Key Areas;
under each key area,
identify concrete
preparedness J F M A M J J A S O N D
measures)
June 0-1
July 1-3
August 2-4
September 2-4
October 2-4
November

VII. PREPOSITIONED MATERIALS AND EQUIPMENT

Provide first a summary statement of materials, e.g. buffer stocks of LMs, and equipment,
e.g. radio, vehicle, that you have and are prepositioned/available when a disaster strikes.

TABLE 4: PREPOSITIONED LEARNER MATERIALS

GRADE/YEAR LEVEL TITLES QUANTITY

TABLE 5: PREPOSITIONED EQUIPMENT (include transportation; TLS, if you have)

EQUIPMENT DESCRIPTION QUANTITY
VIII. IMPLEMENTING PARTNERS
First provide a summary narrative of your table, introducing your partners, their areas of
work and collaboration you have with them. Then indicate the areas of preparedness
work they can support you with.

TABLE 6: COLLABORATION WITH PARTNERS

For column 1, use the preparedness measures you have identified in table 3.
PREPAREDNESS MEASURES PARTNERS INVOLVED SPECIFIC ROLES OF/
SUPPORT FROM PARTNERS