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REGION I

DIVISION OF PANGASINAN II

PILAWAN ELEMENTARY SCHOOL

Vulnerability and Capacity Assessment Report (VCA)

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TABLE OF CONTENTS

I. ACKNOWLEDMENT........................................................................ 4

II.VULNERABILITY AND CAPACITY ASSESSMENT AREA..................... 5

- 9 A. Place and time

B. Name of School

C. Date of VCA Activities

D. Background Information / Profile

E. History and Legend of the School

F. Vision

G. Mission

H. School Structure

I. School Census-School Year 2017-2018

J. Infrastructure

III. VCA OBJECTIVES

ANDMETHODOLOGIES……………………………………………10 – 13 A. Primary Objectives

B. Specific Objectives

C. Methodology

I. Preparation

ii. Internal and initial coordination

iii. Collection and review of secondary data

iv Coordination Meeting /Stakeholder’s Meeting

v. Capacity Building of VCA Team

vi. Planning in the field of Work

vii .Participatory Data Gathering

viii. Hazards- Risks Orientation

IV. PROCEEDINGS

…………………………………………………………..13 - 28

A. Participatory Data Gathering Phase

i. Direct Observation

ii. Historical Timeline

iii. Venn diagram

iv. Seasonal Calendar

v. Hazard and Risk Resource Mapping

B. Participatory Data Analysis

i. HRVC Matrix

ii. Risk Ranking

iii. Pairwise Ranking

iv. Problem Tree Analysis

v. Objective Tree Analysis

V. VULNERABILITY CAPACITY ASSESSMENT

RESULTS………………………28 - 30 1.People and Well being

2. Self –Protection

3. Social Protection

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4. Governance

VI. GENERAL RECOMMENDATIONS BASED ON

FINDINGS………………….30

VII. CHALLENGES, LESSON LEARNED AND BEST

PRACTICES……………...31

VIII. ANNEXES………………………………………………………………32

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Annex 1Particiaptory Data Gathering

1.1 Direct Observation

1.2 Historical Timeline

1.3 Venn Diagram

1.4 Seasonal Calendar

1.5 Mapping

1.5.1 Spot Map

1.5.2 Capacity Overlay Map

1.5.3 Student Led Mapping

Annex 2 VCA Action Photos

Annex 3 School Disaster Risk Reduction Management Plan

Annex 4 School Disaster Risk Reduction Management Committee

Annex 5 Roles and Responsibilities of SBDRRMC

Annex 6 Planned Field of Activities

Annex 7 Action Photos

Annex 8 List of Focal Students and VCA Team

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I.ACKNOWLEDGEMENT

In behalf of Pilawan Elementary School, I would like to express my

genuine gratitude to all the individuals, groups, and authorities, who have

in one way or another, contributed to the formulation, development and

completion of the Vulnerability and Capacity Assessment report of the

school.

To the Philippine Red Cross Headquarters Pangasinan Chapter, for

their generous and progressive Implementation of the “Building Urban

Resilience” project, with the supports of German Red Cross and

Philippines.

To Ms. Florame Sanchez Pangasinan Chapter Administrator, staff

and volunteers for their distinctive facilitation and guidance in the

implementation of project in our school.

To the Department of Education, School’s Division office in

Pangasinan II for the opportunity and active support given throughout the

implementation of VCA activities and to the Barangay Council of

Barangay Sagunto for their sincere accommodation and attesting

enthusiasm, patience and active participation in providing support and

assistance throughout the program implementation.

To all the teachers and non-teaching personnel of Pilawan

Elementary School, who participated and generously contributed their

time and efforts ,and expertise to the activities that VCA team initiated.

And above all, to the almighty God, who has been overseeing and

sanctifying splendid breaks among vulnerable schools and barangay,

towards the productive implementation and success of vulnerability and

capacity assessment (VCA) in Pilawan Elementary School, Sison District ,

Pangasinan II.

I am very grateful to be a part of this meaningful advocacy.

RODOLFO C. LIBATIQUE

Teacher-In Charge

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II. VULNERABILITY AND CAPACITY ASSESSMENT AREA (VCA) A. Place and time of the VCA

Region: Region I, Pangasinan II, Sison Distrct

Name of Municipality: Sison

Name of Barangay: Sagunto

Name of School: Pilawan Elementary School

Date of VCA Activities:

B. Name of School

Pilawan Elementary School

C. Date of VCA

December 21, 2017

D. Background Information / Profle

Pilawan Elementary School is located at the Eastern part of Sison

Pangasinan. In the school’s Northern part , you’ll see the barangay road, On

it’s Eastern part you’ll see the way to Palina, on the Southern part you’ll see the

house of Mr. Redentor Chamos and on its Western part you’ll see the mango

plantation of Mr. and Mrs. Pio Pacio.

E. History and Legend of the School

Pilawan Elementary School was built in the year 1972, under the

administration of Mrs. Lolita O. Dumo who was the school administrator under

the Presidential Decree No. 464. The 500sq.meter land area was donated by

Mr.and Mrs. Julia Castillo.Pilawan Elementary School is one of the 28 schools of

District of Sison, Division of Pangasinan II. Pilawan Elementary School serves as a

molding institution of the young children of Sitio Pilawan. It also serves as a

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vehicle to the growth of the people and made them lead and boost barangay

for further development. We should also not forget the perseverance of the

elders to give their children higher education, that is why PES produced many

professionals.

F. Vision

We dream of Filipinos who passionately love their country and whose

competencies and values enable them to realize their potential and

contribute meaningfully to building the nation. As a learner-centered public

institution, the Department of Education continuously improves itself to better

serve its stakeholders.

G. Mission

To protect and promote the rights of every Filipino to equality,

equitable, culture-based, and complete basic education where:

1. Students learn in a child-friendly, gender-sensitive, safe, and

motivating environment.

2. Teachers facilitate learning and constantly nurture every learner

3. Administration and staff, as stewards of the institution, ensure an

enabling and supportive environments for effective learning to happen

4. Family, community, and other stakeholders are actively engaged

and share the responsibility for developing lifelong learners.

H. School Structure

RODOLFO C. LIBATIQUE Teacher-In Charge

CEFREDA BAQUERO Teacher I

CRISTINE JOY E. ASPURIA Teacher I

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I. School Census-School Year 2017-2018

School Year 2017-2018

STUDENTS TEACHERS

MALE 21 1

FEMALE 19 2

TOTAL 40 4

Previous School Year Population

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J. Infrastructure

Infrastructure is one of the primary concerns of Department Education in

order to meet the large numbers of students throughout the country.

Structures / facilities serve as focal points of services, assemblies and

development for learner’s progress. Improving the quality of school facility is

an expensive undertaking that needs the help and cooperation of

Government, stakeholders, pupils, parents and the community.

Pilawan Elementary School facilities include the following

1. 1 ,2 storey building

2. 1 old building with 2 rooms

3. 2 comfort rooms for every floor

4. 1 Library / Guidance / DRR Room

5. 1 Clinic

6. 1 Principal’s Office/Computer Room

7. 1 Storage Room

8. 1 handwashing Facility with 3 faucets

GRADE LEVEL MALE FEMALE TOTAL

KINDER 2 8 10

GRADE 1 2 1 3

GRADE 2 6 0 6

GRADE 3 2 2 4

GRADE 4 3 0 3

GRADE 5 3 5 8

GRADE 6 3 3 6

TOTAL 21 19 40

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III. Objectives of the VCA

A. Primary Objectives

Vulnerability and Capacity Assessment is one of the most

comprehensive methodologies for reduction of any kind of risk. It is a tool

of investigation that identifies risks that people might encounter in their

community, their vulnerability to, those risks and their capacity to cope

up with and recover, would help the school to become more prepared

in handling disaster. Its Primary objective is to “Increase the Disaster

Resiliency and Disaster risk Awareness of Pres. Corazon C. Aquino

Elementary School and the community”.

B. Specific Objectives

At the end of the VCA activity, the school should be able to:

1. Increase Disaster awareness and preparedness of teachers, pupils,

and community.

2. Promote cooperation and partnership among the school, community

and stakeholders to support the school’s disaster work plan.

3. Strengthen school capacity to prepare and respond to disaster.

C. VCA PROCESS

VCA is composed of five steps which are Preparatory, Data Gathering,

Analysis,

Participatory planning, and Reporting. There will be a selection of

experienced and diverse VCA Team, that will gather enough secondary

information, and will study and plan ahead of time, of what they think they

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can do to the possibilities of encountering challenges during the disaster. The

Focal group discussions were done to come up with multiple ideas on how the

VCA would go and think about possible issues and concerns

that may arise during the process. The school also expands their partnership

and work with experts who can support the VCA process.

D. Methodology

i. Preparation

Preparatory is the first step of the VCA, the Focal Team was identified with

the

help of the school principal, in which she appointed eight teachers to be the

focal team of VCA. The team undergoes orientation and different trainings

about first Aid and Disaster Management. Later a group of Junior Red Cross

Youth student was created. The team reviewed the VCA steps and assigned

different tasks and responsibilities. Inquiries and discussions were done on how

the process would go and possible concerns and issues that may arise were

answered, followed by the planning of VCA implementation.

ii. Internal Preparation & Initial Coordination

The VCA team together with the PRC-GRC staff prepared the terms of

reference

for the VCA with proposed timeline, followed by coordination with the PRC

Pangasinan chapter to the Department of Education, Division of Pangasinan

II Schools and LGU’s to gain their commitment and support to the entire

activity.

iii. Collection and Review of Secondary Data

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After the Coordination done with the DepEd, Division of Schools, LGU’s,

LDRRMO and Barangay Batasan Hills, The school conducted gathering and

review of secondary data. The data gathered was the School Demographic

Profile. This data was used by the VCA team for an initial assessment of the

school background and status. (See Annex 1)

iv. Coordination Meeting/ Stakeholders Meeting

The team collected and reviewed secondary data and administered

stakeholder meetings on November 21, 2017, to the General Parents, Teachers

Associations (GPTA) headed by Mr. Napoleon Mendoza. The VCA team

discussed the VCA process and the implementation of the projects. They

agreed that participants are composed of teachers, non-teaching personnel,

parents, representatives from barangay and group of pupils such as the JRCY.

Their involvement, roles and responsibility were presented during the meeting.

The team identified the kind of support they need for the VCA implementation

and drafted schedule of the VCA activities. It was agreed that the activity

should be done after school hours to avoid disruption of classes. Stakeholders

gave their commitment and Support to implement the VCA.

v. Capacity Building of VCA Team

Capacity Building aimed to orient the VCA team, teachers and

representatives about the used of the different tools of the VCA and its

significance. The VCA Team was trained about School Disaster Risk Reduction

Management at Pilawan Elem. School on December 21 2018 conducted by

PRC-GRC Staff Ms. Twiggy Corpuz headed by and Occupational First Aid

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Training conducted last September 24-25 and October 1, 2016. The

reorientation and review of the VCA tools was conducted prior to the conduct

of VCA activity.

vi. Planning for the Field of Work

The VCA team presented the proposed work plan and finalized the

sequence of the activities. The participant was reminded of their task and

prepared the things needed to

implement the plan, such as transportation, materials, activities and

participants. The activity was facilitated primarily by the focal teachers and

the SDRRMC.

vii.. Participatory Data Gathering

Data Gathering is one of the significant parts of the VCA. It helped us to

understand the cultural and Historical context in which the research will take

place. Including the physical condition of the community. Various VCA tools

were used to gather information about the school such as the Spot and

Hazard/Resource mapping wherein different capacities, risks and hazard and

of the school were identified.

viii. Hazards- Risks –Orientations

The VCA team together with the representative from the barangay,

SDRRMC Committee and Red cross Youth underwent an orientation about the

Hazard, Risk, Vulnerability and Capacity. The hazard pertains to a dangerous

phenomenon; substance, human activity or condition that may cause loss of

life, injury or other health impacts, damage of property, loss of livelihood,

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services, social and economic disruption, or environmental damage. While risk

is a combination of the probability of an event and its negative

consequences. The participants identified the different hazards and risk that

can be found inside and outside the school premise using the standard

checklist. After identifying the hazards and risk the participant had a post

conference about the said activity and discussed its cause/effect. Later the

result was consolidated the and placed it on a map. Identified the hazards

such as earthquake, typhoon, lobbying and fire.

IV. Proceedings

A. Participatory Data Gathering

i. DIRECT OBSERVATION

With the help of the Red Cross youth, teachers, barangay representatives

and together with the PRC, the team was able to identify the hazards around

the vicinity of the school. During direct observation the group collected data

and information listed below:

Distribution of population:

85% of the school populations are students and rest are school staff in

which 10% are male and 90% are female.

Daily route:

The school is found in the Sitio Pilawan of Sagunto , it is in the

mountain part. The pupils need to walk 2 hours to reach the school.

The School has no canteen so the students needs to bring their for

the whole day.

Infrastructure and lifelines:

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The School buildings were made of concrete materials surrounded with

concrete walls

.The Guidance and Library is on the old building. The computer room is on the

Principal’s office.

Essential Services:

The school offers Counseling, Dental and medical services to all pupils and

school personnel. It is also surrounded with different government offices; the

clinic of the barangay is inside the school vicinity.

ii. Historical Timeline

The VCA team was asked to look back and recall all the significant events

that happened in the school. They are going to write it down on a matrix and

arranged it chronologically as they happened. Participants were divided into

different groups and simultaneously do the historical timeline alongside with

the Venn diagram and stakeholder analysis.

Participants were able to arrange the events and activities that have

significantly influenced the growth and development of the school. It also

presented understanding of the background, physical structure and location.

The Historical Timeline of PES shows the present situation of the school and the

causal link between past and present in terms of development, health issues,

hazards and vulnerabilities. One of the major events that happened in PES was

putting a new building a 2 storey classrooms .The new building gives new hope

for all the people of Pilawan.

iii. Venn Diagram

Venn diagram is a VCA tool in which circular areas represent groups of people

sharing common goals. It is used to identify various types of supports available,

which can help to increase the capacity of an institution or group. The team

was asked to list down all the government and non-government institutions or

organizations that always support and contributed for school progress and use

the Venn diagram and stakeholder analysis to identify the kind of support and

the group of people involved in the organization.

Each circle in the Venn diagram represents a different stakeholders and the

size, location, shows their support to the different school projects. The bigger

the circle the more activities and/or support the agency or organization is

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providing the school. In terms of the distance per circle, the closer the circles,

the stronger the linkage or coordination with each organization or agency.

Circles that overlap each other mean that the organizations/agencies have

the same project/program implemented in the school. Circles found outside

the school circle means inactive and those circles found inside the school

circle are the organizations or agencies that are still active in supporting the

school.

PILAWAN ELEMENTARY SCHOOL Venn Diagram

Venn Diagram above shows the different stakeholders that give support

to materialized school projects. Red Cross, LGU’s, DSWD, and DEPED are our

primary stakeholders. Outside the circle is inactive organizations that

contributed to the school progress for the past school years. Based upon the

result of stakeholder analysis, Red Cross supported the school through

trainings / seminars about disaster management and first aid. They also

provided Early warning equipment and Small scale mitigation for school

improvement. The LGU’s (Barangay /SAgunto Hall) always give assistance in

conducting earthquake drill and transportation as well as security /traffic

assistance among pupils and school personnel. GPTA, SGO and Teachers

Club were actively supporting all the school projects, safety and rights of the

pupils/teachers and BRIGADA ESKWELA. Alongside with this Organization is

DSWD that catered the undernourished through feeding program and 4Ps.

(Pantawid Pamilyang Pilipino Program).

PES DepEd

BEKKI

RIDERS

DOH

DSWD

LGU

Red

Cross

BSP

GSP

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While the Deped DOH is for the wellness. They provided an annual

medical and dental services to the pupils and teachers. ( See 1.3 p. 38

stakeholder analysis)

iv. SEASONAL CALENDAR

Seasonal calendar provides a holistic view of the situations and

activities in school. This information is vital to identify aspects that appears on

a seasonal basis like rainfall, dry season, and festivities. It also provides an

understanding of its periodic exposure to risk and the available resources and

seasonal distribution and differences between variables (events, conditions,

activities, etc.) and the cause and effect between them, and identifying

periods of stress and hazards, including those associated with a changing

climate and those times of the year when different social groups are more or

less vulnerable.

During the month of July and August Sitio Pilawan Sagunto Sison n

Pangasinan experience heavy rainfall due to typhoon. Heavy Rain causes

class suspension that leads to absence of pupil in the urban areas. Illnesses

such as dengue, fever, cough and pneumonia are very prominent. Different

Health activities were conducted by the school in partnership with the

Barangay and private sector, such as clean up drive, fumigation, and de

clogging during the rainy season. The VCA team used the seasonal calendar

for planning and timely implementation of DRR activities. The seasonal

calendar below help us to understand and identify some of mitigation, and

coping strategies, people used, including those that have emerged as a

result of climate change. Each indicator shows corresponding

events/activities that take place in different seasons from past to present.

v. HAZARD AND RESOURCE MAPPING

B. Participatory Data Analysis

i. HRVC Matrix

HRVC Matrix summarized all the collected information during the data

gathering. It helped us to initiate and facilitate the pre-analysis of data

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gathered by the VCA team prior to the actual analysis by the school. The

identified hazards are Earthquake, Typhoon, lobbying, fire and vehicular

accidents.

HAZARD RISK ELEMENTS

AT RISK

COMPONENTS VULNERABILITY CAPACITY

TYPHOON

Damage

to

Properties

Children

Teachers

Persons

with Dis

ability

Self

Protection

Livelihood

Classroom

Made of Light

Materials

Trainings

and

Seminar

Earthquake

Damage

to

Properties

Injury

Children

Teachers

Persons

with Dis

ability

Self

Protection

Livelihood

Classroom

Made of Light

Materials

Quarterly

Earthquake

Drill

Fire

Damage

to

Properties

Injury

Children

Teachers

Self

Protection

Inability of

Fire Extinguizer

Quarterly

Fire Drill

Skin Disease

Skin

Infection

to the

Pupils

Children

Teachers

Improper

Hygiene

Lack of Hand

Washing

Facilities.

Inability of

Clean Water

Hygiene

Promotion

First Aid kit

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ii. Risk Ranking

The PES focal team conducted a group discussion as part of the

Analysis in VCA process, they used the risk ranking to prioritize the identified

risks associated with the chosen hazard and to assist and identify practices

and interventions that can help the school to be better prepared for future

disasters. It also helps to assess the probability that an identified risk would

happen and their effect. The combination of both likelihood and impact

determines the overall risk.

iii. Pair -Wise Ranking

This part of the VCA plan compares the identified hazards based on the

given indicators such as the scope of impact, number of people likely to be

affected and the frequency. It also identifies the order of priorities with

regards to the capabilities of the school. With the use of pair wise ranking,

VCA team identified, which from the following hazards; EARTHQUAKE,

TYPHOON, VEHICULAR ACCIDENT, LOBBYING, and FIRE, are to be prioritized.

Based on the ranking, EARTHQUAKE gathered the number of arrows, followed

by Typhoon, then lobbying and lastly vehicular accidents and fire.

iv. Problem Tree Analysis

Problem Tree is used to show the causes of risks and their impact and

analyze school’s exposure and vulnerability. The lower part of the problem

tree are the identified vulnerability and root causes of the given problem, on

the upper portion are the primary and secondary effects of the problem.

TYPHOON

FIRE

SKIN DISEASE

VEHICULAR ACCIDENT

EARTHQUAKE

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iv. Objective Tree

Objective tree is the mirror image of the problem tree. It identifies the

different strategies and solution that will induce specific activities to lessen

vulnerabilities and increase capacities, turning the vulnerability of school into

capacity.

Parts of the objective tree on the lower portion are the capacities and

activities that will address the problem and vulnerabilities, and on the upper

portion are the expected outputs. During the visit of PRC staff focal teachers

were asked to identify activities that could address the vulnerabilities and

problems identified in the problem tree

I. VULNERABILITY AND CAPACITY ASSESSMENT RESULTS

1. People and Well being

Pilawan Elementary School has 4 active Focal teachers, two of them

are Red Cross Coordinator and SDRRMC Chairman. The Dental and Medical

Health service were given twice a year to all the pupils, teachers and non-

teaching personnel.

2. Self – Protection

The School is geographically situated along the west valley fault line

and can be devastated once struck by an earthquake. School is composed

of 2 concrete 4 storey buildings, surrounded by huge walls and 2 huge gates

that served as protection for the entire school population. It also has a well-

structured School Disaster Committee, equipped with trainings such as

Occupational First Aid and Disaster Management. Another specialized

training for Psychosocial, Earthquake and fire to all the teachers and non-

teaching personnel was held at school ground on August 26-27, 2017. The

trainings and workshops given by the Red Cross taught the school how to be

resilient and prepared for the disaster. After the trainings a regular earthquake

drill was done twice a month to train the pupils and school personnel, how to

evacuate quickly and safely, using individual head gear and improved

disaster equipment. Pupils were also encouraged to undergo disaster

trainings, first aid and Road Safety for their own protection. They encourage

pupils to join the Junior Red cross Youth (JRCY).

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3. Social Protection

The VCA team with the help of SDRRMC and the School Principal, the

school itself, was able to strengthen social protection among the pupils,

teachers and other school personnel through the help of different

organization / stakeholders; The Guidance Office caters academic and

psychosocial needs; Gender and Development (GAD) is for gender equality;

Grievance Committee provides assistance for internal and external problems;

Continues Improvement Plan (CIP)

monitor pupils’ development; General Parents Teachers Assoc.(GPTA)

supports school projects .The Barangay also assist in disaster drill and security

assistance by providing traffic enforcer to ensure safety of the entire school

populations.

The school established a good partnership with Redcross, DSWD and

other stakeholders to equip pupils and teachers about disaster preparedness,

road safety awareness, financial assistance and nourishment of the pupils.

They also give support to school projects and activities.

4. Governance

The School Disaster Risk Reduction Management Committee (SDRRMC) and

the VCA team orient and designate the roles and responsibility of every

committee. They were given specialized trainings and equipment to ensure

safety and preparedness during disaster. Each session (AM and PM) has a

disaster chairman and assigned personnel for each committee, that will

manage the disaster drills, security and safety of the school populations. In

addition the focal teachers

Pilawan Elementary School Vulnerability Capacity Assessment Report

conducted extracurricular activities that involve pupils, parents and teachers'

participation, such as; Gardening, Mass hand washing, GAD Seminars, Reecho

of Disaster Management to teachers and student, poster making and Road

Safety teaching demonstrations. These activities helped them to be aware of

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what is happening in their community and be involved to learn how to be safe

and prepared during a disaster.

The VCA team also administered school improvement facility through small

scale mitigation given by Red cross by providing aluminum stair nosing to HB

and SB building, retractable tent and early warning equipment. Teaching

Disaster Management was also strengthened by using colorful charts, disaster

board games and Disaster workbook, filled with information and exercises

about the disaster. A wide bulletin board was also provided for SDRRMC

projects and activities.

vii. GENERAL RECOMMENDATION

1. Working together in harmony is a vital process to make a plan and

implement the project.

2. Networking with public and private organizations would greatly help the

team to acquire trainings, skills and equipment needed to carry out the

Disaster Improvement Plan. 3. Specialized Disaster Trainings and Acquisition of

complete and well improved Disaster equipment will help a lot in achieving an

immediate emergency response and a stable SDRRMC.

4. A well-structured School Disaster Committee should be established to be

efficient and effective in administering disaster and safety, inside and outside

the school premise.

5. The School Disaster Plan should be well planned, systematic, effective and

attainable to be implemented.

6. Partnership with Barangay in working with Disaster Management is important

to strengthen working relationships, exchange of ideas and strategies in

responding to emergency and disaster

7. Open and Safe area are needed for evacuation.

8. Coordination with the entire SDRRMC, School administrator and other LGU’s

are important to make a plan and implement a plan.

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viii. CHALLENGES, LESSON LEARNED AND BEST PRACTICES

1. Scheduling of activity - was a great deal to the teachers and pupils because

of classes, class suspension and different school activities. But teachers are well

determined to finish the task and find ways to implement the project. They

conducted their VCA activities, seminars, trainings and meetings as well as

Disaster preparedness projects on opposite sessions and weekends. They also

integrate disaster management in different subject areas for wide

dissemination of information.

2. Participation of pupils and coworkers – are very relevant because they are

part of the task and the recipient of the program. We encourage pupils and

teachers' participation by giving them different responsibilities and committees

in the SDRRMC. They also received specialized training for Disaster. The

creation of Junior Red Cross Youth and Young Road Safety Advocates

contribute to pupil’s preparedness and leadership.

3. Availability of Space for Conferences – due to the huge population of

teachers and pupils, availability of space is a big problem, but VCA team is

resourceful enough to conduct meetings, seminars and red cross activities

along corridors school ground and library with the help of PRC-GRC Volunteer

and Barangay.

4. Availability of Transportation – Outdoor activity such as ABC Camp and

trainings of pupils outside the school was carried out with the use of Barangay

service vehicle and Stakeholders free transportation service. A good

partnership among LGU’s and other stakeholders were established.

VIII. Annexes

Annex 1 Participatory Data Gathering Phase 1.

1.Direct Observation: Demographic Profile of Pilawan Elem. School

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SCHOOL GROUND

DRR Room

Library and Guidance

Office and Computer Room

Store room

2 Storey Building

1st floor

Kindergarten and Grades 1& 2 Room

2 comfort rooms

2nd Floor

Grades 3 & 4 Room and Grades 5 & 6 Room

2 comfort rooms

11.3 Venn Diagram/ Stakeholders Analysis

PILAWAN

Elementary

School

RED

CROS

S

CRO

SS

OFW

RHU

LGU

Brgy.

Council

DepEd

BIKI

RIDERS

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Stakehold

ers

Activities Contact

Person

Timeline

Impact

Impa

ct

Status Influence

DEPED

Tooth

Cleaning,

Oral

Hygiene

disseminati

on

Atty.

Donato

Balderas

October High Active Emphasize

the

importance

of tooth

brushing

DOH School

Based

Immunizati

on

Ms.

Ziphora

Cabradill

a

Septemb

er

High Active Promotes

health and

wellness

among the

teachers

and pupils

RED CROSS First Aid,

Leadership

Training for

Teachers

and

selected

pupils,

Medical

Assistance

Ms.

Twiggy

Grace

Corpuz

All year

round

High Active Teachers

and pupils

become

aware of

disaster

preparedn

ess

Information

disseminati

on about

First Aid

DSWD 4 P’s Mrs.

Chamos

All year

round

High Active Help the

less

fortunate in

financial

aspect.

BEKKI

RIDERS

Feeding

Program,

Gift Giving

program,

distribution

Mr.

Albert

Bilog

August High Active Lessen the

Malnourish

pupils and

support,

cooperate

25

of rain

boots

about

different

school

projects,

programs,

that will

help pupils

to develop

their

potential.

NGO’S Distribution

of School

Supplies,

Mrs. Che

de Jesus

Septemb

er

High Active and

support ,

cooperate

about

different

school

projects,

programs,

that will

help pupils

to develop

their

potential.

LGU Man power Mr.

Marcos

Pis-o

All year High Active Supports

school

activities

BSP & GSP Camping Faculty Novemb

er

Small Inactiv

e

Promotes

discipline

26

VCA ACTION PLAN

27