Senior High School

Disaster Readiness and Risk

Reduction
Module 15:
Community-Based Practices for
Managing Disaster Risk to Specific
Hazards

AIRs - LM
LU_Disaster Readiness and Risk Reduction_Module 15
DISASTER READINESS AND RISK REDUCTION
Module 15: Community-Based Practices for Managing Disaster Risk to Specific Hazards
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.

Development Team of the Module

Author: Aurie Amor T. Quiňones

Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Evaluator: Jodel Maria L. Regpala
Language Evaluator: Joan Guerrero
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Jasper N. Arciaga

Management Team:

Atty. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph D
Assistant Schools Division Superintendent
German E. Flora, Ph D, CID Chief
Virgilio C. Boado, Ph D, EPS in Charge of LRMS
Rominel S. Sobremonte, Ed D, EPS in charge in Science
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by: _________________________

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
Email Address: launion@deped.gov.ph

LU_Disaster Readiness and Risk Reduction_Module 15

 Senior High School

Disaster Readiness and Risk

Reduction
Module 15:
Community-Based Practices for
Managing Disaster Risk to Specific
Hazards

LU_Disaster Readiness and Risk Reduction_Module 15

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

LU_Disaster Readiness and Risk Reduction_Module 15

 Target

The Philippines is not new to community-based disaster management

(CBDM). Its experience with recurring disasters and a long history of self-help efforts
at the grassroots facilitated the adoption of CBDM. After many years of
implementation, there is now general recognition that CBDM does work in the
country and is an effective approach for reducing disaster frequency and loss. The
practices associated with community involvement in disaster management now form
part of a rich body of CBDM knowledge and practice here and abroad. (Victoria,
2003)

This module will provide you with information and activities that will help you
understand the different community-based practices for managing disaster risk.

After going through this learning material, you are expected to:

1. discuss different community-based practices for managing disaster risk to

specific hazards (DRR11/12-IIg-h-44); and
2. develop a community preparedness plan (DRR11/12-Iig-h-45)

1 LU_Disaster Readiness and Risk Reduction_Module15

PRE-TEST

Choose the letter of the correct answer. Write your answer on a separate sheet of
paper.

1. What is Community-based Disaster Risk Management? An approach and

framework that evolved from experiences of __________.
A. Local government unit in dealing with incoming disaster for them to
respond quickly and reduce the impact
B. National NGOs in helping high-risk communities in responding to the
needs of the community during and after the disaster
C. National government in helping all communities in preparing and
responding disasters as well as reducing the negative effects to the
community
D. Local NGOs in helping vulnerable communities in preparing for hazards,
responding to the needs during disasters, and helping reduce the
negative impacts of disasters in their communities
2. What is disaster prevention?
A. The outright avoidance of adverse impacts of hazards and related
disasters
B. The lessening or limitation of the adverse impacts of hazards and related
disasters.
C. Measures that ensure the ability of affected communities and/or areas to
restore their normal level of function by rebuilding livelihood and
damaged infrastructure and increasing the communities’ organizational
capacity.
D. The provision of emergency services and public assistance during or
immediately after a disaster in order to save lives, reduce health impacts,
ensure public safety and meet the basic subsistence needs of the people
affected.
3. The following are activities during response/relief phase EXCEPT _________?
A. Food security assistance
B. Search and rescue evacuation
C. WASH and psychosocial services
D. Stockpiling of equipment and supplies

4. Community-based Disaster Risk Management is practiced around the world.

A. True B. False
C. Cannot be determined D. Undecided
5. Disaster rehabilitation and recovery is in accordance with ________ principle.
A. Build back better B. Build better best
B. Build back build D. Build build build
6. The government agency that is responsible for disaster rehabilitation and recovery
A. Department of Science and Technology
B. Department of Interior and Local Government
C. Department of Social Welfare and Development
D. National Economic and Development Authority

2 LU_Disaster Readiness and Risk Reduction_Module15

7. Community-based Disaster Risk Management developed overnight of work in
vulnerable communities
A. True B. False
C. Cannot be determined D. Undecided
8. What is the main goal of disaster prevention and mitigation?
A. Reduce vulnerabilities and exposure, and enhancing capacities of
communities
B. Restore and improve facilities, livelihood and living conditions and
organization capacities of affected communities
C. Establish and strengthen capacities of communities to anticipate, cope
and recover from the negative impacts of emergency occurrences and
disaster
D. Provide life preservation and meet the basic subsistence needs of affected
population based on acceptable standards during or immediately after
a disaster
9. The concept of the thematic areas in disaster risk reduction management
framework are not mutually exclusive, their concepts and activities involved
overlapped, with no clear distinction over time
A. True B. False
C. Cannot be determined D. Undecided
10. The goal of this government agency is to provide life preservation and meet the
basic subsistence needs of affected population based on acceptable standards
during or immediately after a disaster
A. Department of Science and Technology
B. Department of Interior and Local Government
C. Department of Social Welfare and Development
D. National Economic and Development Authority

3 LU_Disaster Readiness and Risk Reduction_Module15

 Jumpstart

ACTIVITY 1: WHAT TO DO!

Every now and then our locality is visited by a typhoon. Some were destructive
while others were not. But the question is, “Is your family ready for this impending
typhoon?” How does your family prepare for it? In two to three paragraphs, narrate
how you and your family prepare for typhoon Maring. Also, what you do during the
typhoon and how you and your family overcome the aftermath of the typhoon.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Discover

COMMUNITY-BASED DISASTER RISK REDUCTION AND MANAGEMENT

Community-based Disaster Risk Management (CBDRM) is an approach and
framework that evolved from experiences of local NGOs in helping vulnerable
communities in preparing for hazards, responding to the needs during disasters, and
helping reduce the negative impacts of disasters in their communities. This was
developed through years of work in vulnerable communities and after witnessing
that any development achieved in these areas were only “lost” to disasters.

In this self-learning module, four initiatives done in different parts of the world
are presented. These are considered good practices; they provide an indication of the
successes achieved so far and an idea of what could be achieved in the future.

There are two projects about raising awareness, namely: School Children as
Disaster Reduction Catalysts and Initiators (Thailand) and Teaching Guide and Quiz
Competitions Help Enhance Preparedness (Grenada). Another two in promoting

4 LU_Disaster Readiness and Risk Reduction_Module15

prevention, namely: Children Assess their Own Vulnerabilities, Plan Risk Reduction
(Philippines) and Annual “Earthquake and Safety” Drills in all Schools across the
Country (Iran).

SCHOOL CHIDREN AS DISASTER RISK REDUCTION CATALYSTS AND

INITIATORS (THAILAND)
Only after the December 2004 Asian Tsunami disaster that disaster risk reduction
has been a focus of interest in Thailand. In 2006, a project called “Child-Led
Disaster Risk Reduction (CLDRR) in Thailand Project” was initiated. The basic
principle of the project was “children and youth can play an active role in community
affairs that are relevant to them, especially if they are appropriately trained and
supported by adults.”

This is done by:

(1) building children’s knowledge of disaster risk reduction (DRR) and
community risk;
(2) building the capacity of children for DRR actions within their
communities through educational campaigns; and
(3) sensitizing adults (schools and communities) on the importance of
involving children in DRR and other issues relevant to them.

The role of the project is to:

1. Promote the idea of “child-led DRR among tsunami-affected
communities” among its local partners by means of material, presentations
and visits;
2. Build the CLDRR capacity of local partners’ staff and volunteers
through training workshops on key DRR concepts, how to develop
community risk and resource maps, how to conduct an educational
campaign for DRR in a community setting, and other refresher training as
needed by local partners; and
3. Provide technical and other support for the Project design and
implementation process, including developing a training toolkit/manual on
CLDRR, on-the-job training for partners, and regular monitoring visits to
Project locations.
IMPACTS LESSONS LEARNED
• Children and teachers have received • Support from adults, especially
information and instruction on how to from teachers, community
cope better with disasters. members and project staff, is a key
• Teachers have been exposed to new success factor
alternative approaches to child-centered • Children can and are willing to
learning, new issues on disaster risk participate
reduction and a starting point for • Children participatory projects
including DRR into their school curricula. must involve both children and
• Targeted communities have benefited adults
from learning from the children and are
making use of the children’s outputs such
as risk and resource maps and
educational campaigns.

5 LU_Disaster Readiness and Risk Reduction_Module15

 TEACHING GUIDE AND QUIZ COMPETITIONS HELP ENHANCE
PREPAREDNESS (GRENADA)
Grenada is a Caribbean state that gets affected by tropical cyclones. Poor
preparedness and response during Hurricane Ivan in 2004 indicated that the
awareness and understanding of risk were insufficient in all sectors of their society.
A teaching guide intended for Grade 3 to 5 learners on disaster preparedness was
developed under the joint coordination of the Ministry of Education and UNICEF
in Grenada. Training sessions were also conducted to train teachers on how to
prevent disasters. The teaching guide helped the teachers organize the annual
“National Disaster Awareness Week Primary School Quiz” competition and prepare
their learners for the event.
IMPACTS LESSONS LEARNED
• An increase in the participation • A single teaching guide can make
and level of knowledge of Grade 6 a difference in increasing awareness
learners in the “National Disaster and knowledge of disaster reduction
Awareness Week Primary School among school learners, teachers and
Quiz.” the public at large.
• As a result of the training, disaster • Organizers had to be sensitive
related discussions began in school, about the competing schools’
where teachers and school workload at that time of year, which
administrators shared their includes school activities and
experiences of Hurricane Ivan and commitments
stressed the importance pf • School quiz requires coordinator
psychological first aid resources. with excellent organization skills to
• Subsequently, disaster managers manage the scope of preparations
learned to incorporate psychosocial necessary for a national-level activity.
first aid into their presentations to Also, the support from the body which
schools and school groups.
has control over primary schools (i.e.
DepEd)

CHILDREN ASSESS THEIR OWN VULNERABILITIES, PLAN RISK

REDUCTION (PHILIPPINES)
More than half of the population at risk in the Philippines is children, yet their
specific vulnerabilities, needs and capacities have not been addressed, nor has
their potential role in disaster risk reduction (DRR) been recognized. To address
this, a project called “Child-Oriented Participatory Risk Assessment and Planning”
(COPRAP) was implemented. The project promoted disaster planning for children
through development of tools that help children identify their own needs,
vulnerabilities and capacities. Subsequently, the community adopted DRR
measures that benefited both the children and the rest of the community. More
importantly, the Project paved the way for local-level initiatives towards an
integrated and sustainable approach to development.

6 LU_Disaster Readiness and Risk Reduction_Module15

 IMPACTS LESSONS LEARNED
• The project was sustainable, and it • Children can play specified roles
paved the way for local level before, during and after a disaster
initiatives toward an integrated and such as preparation of supplies or
sustainable approach to other basic needs.
development.
• It debunked the notion that disaster • In addition to food and clothing,
management is solely the children have a primary need for
responsibility of adults. educational material such as books,
bags, pencils and notebooks.
• Questionnaires and activities help
understand the needs of a community
before, during and after a disaster.

ANNUAL “EARTHQUAKE AND SAFETY” DRILLS IN ALL SCHOOLS

ACROSS THE COUNTRY (IRAN)
Iran has sought to educate children and youngsters on disaster preparedness at
all school levels on a national scale, in both urban and rural areas. “Earthquake
and Safety” programs have been carried out in the country since 1991 by the Iran-
based International Institute of Earthquake Engineering and Seismology (IIEES),
and school safety programs have been under way since 1996.

The initiative, called “Earthquake and Safety Drills in Schools,” is part of a series
of activities aimed at protecting people, especially children, from the impacts of
future earthquakes. The initiative also involves developing and implementing a
comprehensive program that addresses all groups in society.
IMPACTS LESSONS LEARNED
• The drills have helped expand a • Education plays a key role in
seismic safety culture, spread the promoting safety measures against
“drill” experience to non-school areas, earthquakes and spreading them in
and make “Earthquake and Safety” a the society.
national activity. • A major challenge initially was to
• Promotes a culture of safety at all secure the cooperation of many
levels of society. institutions and organizations such as
• Increase children’s knowledge, and mass media. This was overcome
share this knowledge with their through persistent advocacy and
families, friends and community. continuous follow-up to secure
cooperation of many institutions.

7 LU_Disaster Readiness and Risk Reduction_Module15

COMMUNITY PREPAREDNESS PLAN
Good Practices for DRR

The National Disaster Risk Reduction and Management Plan aims to provide policies,
plans and programs to deal with disasters in the Philippines. It also serves as “the
principal guide to disaster risk reduction and management (DRRM) efforts to the
country…” The Framework envisions a country of “safer, adaptive and disaster
resilient Filipino communities toward sustainable development.”

Four themes in disaster risk reduction management framework

A. Disaster prevention and mitigation

B. Disaster preparedness
C. Disaster response
D. Disaster rehabilitation and recovery

Definition of Terms

Disaster prevention – the outright avoidance of adverse impacts of hazards and

related disasters. It expresses the concept and intention to completely avoid
potential adverse impacts through action taken in advance such as construction of
infrastructure to eliminate certain risks, land use regulation that do not permit any
settlement in high-risk zones and seismic engineering designs that ensure the
integrity of building in an earthquake.

Disaster mitigation – the lessening or limitation of the adverse impacts of hazards

and related disasters. Mitigation measures encompass engineering techniques and
hazard-resilient construction as well as improved environment policies and public
awareness.

Disaster preparedness – the knowledge and capacities developed by governments,

professional response and recovery organizations, communities and individuals to
effectively anticipate respond to, and recover from the impacts of likely, imminent or
current hazard, events or conditions.

Disaster response – the provision of emergency services and public assistance

during or immediately after a disaster in order to save lives, reduce health impacts,
ensure public safety and meet the basic subsistence needs of the people affected.

Disaster rehabilitation and recovery – the restoration and improvement where

appropriate, of facilities, livelihoods and living conditions of disaster-affected
communities, including efforts to reduce disaster risk factors, in accordance with the
principle of “build back better.”

Rehabilitation – measures that ensure the ability of affected communities and/or

areas to restore their normal level of function by rebuilding livelihood and damaged
infrastructure and increasing the communities’ organizational capacity.

8 LU_Disaster Readiness and Risk Reduction_Module15

 The concepts of the thematic areas discussed above are not mutually
exclusive, their concepts and activities involved overlap, with no clear distinction over
time.
(1) They mutually reinforce each other – Activities under each of the areas
may affect each other. For instance, appropriate prevention and mitigation
can complement the level of preparedness in a community.
(2) They do not, should not and cannot stand alone – Equal attention
should be given to all areas.
(3) They have no clear starting or ending points – Activities can be under
several priority areas.
Note: Reduce people’s vulnerabilities and increase their capacities.

The outcomes of the activities could be focused on a specific area but should be
considered as a part of the whole plan. The table below lists the activities involved
and illustrates the overlap between the different thematic areas.

EVALUATION
PREVENTION PREVENTION
REHABILITATION
AND PREPAREDNESS RESPONSE AND
AND RECOVERY
MITIGATION MITIGATION

Disaster risk reduction in

national and local plans and
programs. Hazard and risk
mapping.

Activities related to ensuring

the (a) people are prepared
and (b) response will be
carried out efficiently and
effectively.

Restoration of lines and basic

infrastructure. Early recovery.

Long term recovery and

prevention and mitigation –
“building back better.”

9 LU_Disaster Readiness and Risk Reduction_Module15

To better understand how this applies to disaster planning, the following are the
roles and overall goals of some government agencies in the context of the four
thematic areas.

DISASTER PREVENTION AND MITIGATION

GOAL: Avoid hazards and mitigate their potential
impacts by reducing vulnerabilities and exposure and
enhancing capacities of communities.
DEPARTMENT OF
SCIENCE AND • Reduce vulnerabilities and exposure of
TECHNOLOGY communities to health hazards
• Enhance capacities of communities to reduce
their own risks and cope with the impacts of all
hazards

DISASTER PREPAREDNESS
GOAL: Establish and strengthen capacities of
communities to anticipate, cope and recover from the
negative impacts of emergency occurrences and
disasters

• Increase level of awareness of the community to

DEPARTMENT OF threats and impacts of all hazards
INTERIOR AND LOCAL • Equip the community with necessary skills to
GOVERNMENT cope with the negative impacts of a disaster
• Increase the capacity of a community
• Develop and implement disaster preparedness
policies and plans
• Strengthen partnership among all key
stakeholders

DISASTER RESPONSE
GOAL: Provide life preservation and meet the basic
subsistence needs of affected population based on
acceptable standards during or immediately after a
disaster
DEPARTMENT OF
SOCIAL WELFARE • Decrease the number of preventable deaths and
AND DEVELOPMENT injuries
• Provide basic subsistence needs of affected
population
• Immediately restore basic social services

10 LU_Disaster Readiness and Risk Reduction_Module15

 DISASTER REHABILITATION AND RECOVERY
GOAL: Restore and improve facilities, livelihood and
living conditions and organization capacities of affected
communities, and reduce disaster risks in accordance
with the “build back better” principle

NATIONAL ECONOMIC • Restore people’s means of livelihood and

AND DEVELOPMENT continuity of economic activities
AUTHORITY • Restore shelter and other installations
• Reconstruct infrastructure and other public
utilities
• Assist in the physical and psychological
rehabilitation of persons who suffered from the
effects of disaster

Explore

Choose a hazard, give at least three practices in Disaster Risk Reduction

Management you can introduce in your (a) school and (b) community to manage
disaster risk.
Areas of 4 3 2 1
Assessment
Ideas Present ideas Present ideas Ideas are too Ideas are
in an original in a consistent general vague or
manner manner unclear
Organization Strong and Organized Some No
organized organization organization
attempt
Understanding Writing shows Writing shows Writing shows Writing shows
strong a clear adequate little
understanding understanding understanding understanding
Sentence Sentence Sentence Sentence No sense of
Structure structure structure is structure is sentence
enhances evident; limited; structure or
meaning; flows sentences sentences need flow
throughout mostly flow to flow
the work

11 LU_Disaster Readiness and Risk Reduction_Module15

 Deepen

With the thematic areas in mind, formulate a disaster plan in your community by
thinking of at least two activities in each area that you can locally done for a common
hazard.
Areas of 4 3 2 1
Assessment
Ideas Present ideas Present ideas Ideas are too Ideas are
in an original in a consistent general vague or
manner manner unclear
Organization Strong and Organized Some No
organized organization organization
attempt
Understanding Writing shows Writing shows Writing shows Writing shows
strong a clear adequate little
understanding understanding understanding understanding
Sentence Sentence Sentence Sentence No sense of
Structure structure structure is structure is sentence
enhances evident; limited; structure or
meaning; flows sentences sentences need flow
throughout mostly flow to flow
the work

12 LU_Disaster Readiness and Risk Reduction_Module15

 Gauge

B. Read the statements carefully. Choose the letter of the correct answer. Use a
separate sheet of paper for your answer.

1. What is Community-based Disaster Risk Management? An approach and

framework that evolved from experiences of _________.
A. Local government unit in dealing with incoming disaster for them to
respond quickly and reduce the impact
B. National NGOs in helping high-risk communities in responding to the
needs of the community during and after the disaster
C. National government in helping all communities in preparing and
responding disasters as well as reducing the negative effects to the
community
D. Local NGOs in helping vulnerable communities in preparing for hazards,
responding to the needs during disasters, and helping reduce the negative
impacts of disasters in their communities
2. Community-based Disaster Risk Management developed overnight of work in
vulnerable communities.
A. True B. False
C. Cannot be determined D. Undecided
3. Community-based Disaster Risk Management is practiced around the world.
A. True B. False
C. Cannot be determined D. Undecided
4. What disaster prevention?
A. The lessening or limitation of the adverse impacts of hazards and related
disasters.
B. The outright avoidance of adverse impacts of hazards and related
disasters.
C. Measures that ensure the ability of affected communities and/or areas to
restore their normal level of function by rebuilding livelihood and
damaged infrastructure and increasing the communities’ organizational
capacity.
D. The provision of emergency services and public assistance during or
immediately after a disaster in order to save lives, reduce health impacts,
ensure public safety and meet the basic subsistence needs of the people
affected.

13 LU_Disaster Readiness and Risk Reduction_Module15

5. The following are activities during a response/relief phase EXCEPT _____.
A. Food security assistance
B. Search and rescue evacuation
C. WASH and psychosocial services
D. Stockpiling of equipment and supplies
6. Disaster rehabilitation and recovery is in accordance with _____ principle.
A. Build back better B. Build better best
C. Build back build D. Build build build
7. What is the main goal of disaster prevention and mitigation?
A. Establish and strengthen capacities of communities to anticipate, cope
and recover from the negative impacts of emergency occurrences and
disasters
B. Provide life preservation and meet the basic subsistence needs of affected
population based on acceptable standards during or immediately after a
disaster
C. Reduce vulnerabilities and exposure, and enhancing capacities of
communities
D. Restore and improve facilities, livelihood and living conditions and
organization capacities of affected communities
8. The concept of the thematic areas in disaster risk reduction management
framework are not mutually exclusive, their concepts and activities involved
overlapped, with no clear distinction over time.
A. True B. False
C. Cannot be determined D. Undecided
9. The government agency that is responsible for disaster rehabilitation and recovery.
A. Department of Science and Technology
B. Department of Interior and Local Government
C. Department of Social Welfare and Development
D. National Economic and Development Authority

10. Identify which thematic area an activity falls under.

A. Risk and hazard maps
B. Strengthen rescue operations
C. Disaster Risk Reduction in school curricula
D. Design and construction of resilient school buildings
E. More efficient insurance system
F. Increase community capacities

14 LU_Disaster Readiness and Risk Reduction_Module15

15 LU_Disaster Readiness and Risk Reduction_Module15
PRE TEST
1. D
2. A
3. B
4. A
5. A
6. D
7. B
8. A
9. A
10. C
JUMPSTART
Answers may vary
EXPLORE
Answers may vary
DEEPEN
Answers may vary
GAUGE
1. D
2. B
3. A
4. C
5. D
6. A
7. C
8. A
9. D
10. Prevention and mitigation/Preparedness
11. Response
12. Preparedness
13. Preparedness/ Rehabilitation and recovery
14. Mitigation/ Preparedness/ Recovery/ Response
15. Mitigation/ Preparedness
Answer Key
References
Books:

Celso B. Dulce, Jr., Sindhy B. Obias, Ansherina Grace Talavera, Jennifer N.

Furigay, Xyla A. Ortinero,

Remina P. Plomos, et al. . (2012). Training on Disaster Preparedness and

Contingency Planning. Quezon City: Assistance and Cooperation for Community
Resilience and Development Inc.

Disaster Reduction and Risk Management-Core Teacher's Guide. (2017). Pasig City:
Department of Education.

Quebral, V. S. (2016). Disaster Readiness and Risk Reduction. Quezon City: Lorimar
Publishing, Inc.

Victoria, L. P. (2003). Retrieved from www.jstor.org.

16 LU_Disaster Readiness and Risk Reduction_Module15

 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@deped.gov.ph
lrm.launion@deped.gov.ph

17 LU_Disaster Readiness and Risk Reduction_Module15