Ef­fec­tive dis­as­ter readi­ness and risk re­duc­tion in schools

Panay News - - NEWS - By Gemma Apa- ap, Teacher I, Cabug­cabug NHS, Pres­i­dent Roxas, Capiz

WHAT does it take to make sure that the ef­forts in dis­as­ter readi­ness and risk re­duc­tion in schools be­come ef­fec­tive?

For me, ef­fec­tive dis­as­ter readi­ness and risk re­duc­tion goes be­yond ex­e­cut­ing the things needed i n earth­quake drills or first aid train­ing and other train­ing that have the sim­i­lar in­tent of less­en­ing the blow that dis­as­ters give.

Al­though it is true that we need to spend more time on learn­ing how to ex­e­cute the moves or steps in dis­as­ter readi­ness and risk re­duc­tion, there are also other things to con­sider.

We need to l earn about the in­for­ma­tion on ar­eas that are prone to land­slides, earth­quakes, and flood­ing in the lo­cal­ity in or­der for the stu­dents to avoid these places or to leave these places when storm warn­ings are ini­tially given.

We can get in­for­ma­tion on ar­eas that are prone to nat­u­ral dis­as­ters from the lo­cal dis­as­ter risk re­duc­tion and man­age­ment of­fice, through the news, and the geo­haz­ard map from the web­site of the Mines and Geo­sciences Bu­reau of the De­part­ment of En­vi­ron­ment and

Nat­u­ral Re­sources.

We can­not ap­proach dis­as­ter readi­ness and risk re­duc­tion on a generic per­spec­tive be­cause each place has its unique ge­og­ra­phy and set of vul­ner­a­bil­i­ties.

Men­tion­ing about a gen­eral per­spec­tive, dis­as­ter risk readi­ness and re­duc­tion should not be lim­ited to the con­text within the class­room as nat­u­ral or man-made dis­as­ters such as fires [if caused by a per­son(s)] can hap­pen at any place and at any time.

As for the de­tails of each kind of dis­as­ter, we are for­tu­nate enough to

have quick ac­cess to this in­for­ma­tion through the lessons in Sci­ence class that we teach to the stu­dents.

The things about ar­eas that are prone to dis­as­ter, signs that a par­tic­u­lar dis­as­ter would hap­pen, the health risks that come with the dis­as­ter, and other kinds of knowl­edge are fur­ther dis­cussed in the dis­as­ter readi­ness land risk re­duc­tion sub­ject.

Also, the terms used in weather and dis­as­ter readi­ness and risk re­duc­tion would be eas­ier to un­der­stand if it were trans­lated to Filipino and/or the lo­cal di­alect or lan­guage.

School is usu­ally the first place where the stu­dent learns about a par­tic­u­lar kind of in­for­ma­tion which is why we need to teach the stu­dents the right tips and the right in­for­ma­tion about any­thing, in­clud­ing the vi­tal sur­vival skill of dis­as­ter readi­ness and risk re­duc­tion.

Ef­fec­tive dis­as­ter readi­ness and risk re­duc­tion re­quires knowl­edge on ex­e­cut­ing the per­fect ac­tion in the right sit­u­a­tion and get­ting ac­cu­rate in­for­ma­tion about all the things re­lated to dis­as­ter readi­ness and risk re­duc­tion. ( Paid ar­ti­cle)

Newspapers in English

Newspapers from Philippines

© PressReader. All rights reserved.