1 YesPinoy Foundation

YESPINOY FOUNDATION

“Education is the most powerful weapon we can use to change the world.” – Nelson Mandela

I. About YesPinoy Foundation

A. Brief History and Projects

YesPinoy Foundation (YPF) arose out of the simple yearning of an Edsa baby named Jose
Sixto “Dingdong” G. Dantes III to help others, especially the youth, achieve their dreams
of having a better life despite poverty and powerlessness . With the support of his friends
in the entertainment, business and nonprofit sectors, YPF Founder and Chairman Dingdong
Dantes established the foundation last Aug. 21, 2009.

Initially, Dong (Mr. Dantes’ moniker), his friends and supporters focused on providing full
college scholarships to sons and daughters of fallen Philippine Marine soldiers, since Dong
is a marine reservist who is very much aware of the common soldier’s plight. In response
to pressing problems, YPF’s core program, however, grew beyond giving financial aid to
disadvantaged students.

At the height of Typhoon Ondoy, YPF carried out relief

drives in affected communities located at Pasig City and
Rizal; it launched the Oplan Restore Paaralan at public
schools devastated by Ondoy and Pepeng. Last December
2010, it partnered with the DSWD in carrying out the
Paskong Ligtas para sa Batang Kalye Program which sought
to keep away street children from the dangers of caroling
and begging along busy roads of Metro Manila by offering
alternative activities to them.

During the 25th Anniversary Celebration of the Edsa People Power Revolution, YPF
successfully spearhead the Edsa Baby Ako campaign in its capacity as the official manager
of the Youth Day Events. It held the two-day Edsa Baby Ako Symposium Trainers Training
geared to instill to the youth the lessons and
gains of the People Power revolution 25 years
ago as well as to challenge today's generation of
Edsa Babies to carry on people power in their
daily lives. It organized the Pilipinas Got Bukas
where almost 2,000 students from Rizal High
School formed a big yellow ribbon and huge huge
human banner “Ako ang Bukas” in the presence
of President Benigno S. Aquino III at the school
oval. In a festive celebration of youth excellence
and empowerment, Edsa babies – the children
and keeper of people power - showcased their
bright ideas, best performances and bold
initiatives in their schools and communities.

Yesterday, an Edsa baby started YPF as a concrete expression of his personal commitment
and social advocacy. Today, YPF has become the leading organization of Edsa babies and
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their supporters, committed to harness the immense power of the people and the youth to
make a difference in building a better future for young Filipinos.

B. Trustees

Honorary Trustees

Emily Abrera Chair Emeritus - McCann World Group

Asia Pacific

Herminio Jhay “Ogie” Alcasid, Jr President - OPM; Commissioner - Edsa

People Power Commission

Alexander Alimmudin J. Ali Former Executive Officer - YPF; Convenor

for Mindanao - Ayos Na

Dr. Samuel T. Andin President - Philippine Association of

Thoracic and Cardiovascular Surgeons, Inc.

Dr. Emilio Antonio, Jr. Chairman - Reid Foundation; former

President - Center for Research and
Communication
Harvey Camposano President – DCIK, Inc.

Hon. Dakila Carlo Enriquez Cua Representative – lone District of Quirino

Province

Corazon P. De Jesus AVP – Entertainment TV, Musical, Variety,

Magazine and Specials

Gilberto Duavit Chief Operating Officer, GMA Network, Inc.

Atty. Felipe Gozon Chairman and CEO, GMA Network, Inc.

Fr. Raymund Benedict Hizon Principal, Ateneo High School

Catherine Ilacad President, Posh Nails Inc.

Dr. Jerry Kliatchko Dean - School of Communications, IMC,

University of Asia and Pacific
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Ma. Angela Aguiluz-Lamson Vice President for Treasury of AMA Compute

University and President of JCA Systems
Corp.

Lorenzo Tapia Manalang Chief Creative Officer – Lorenzotm Brand

Consultancy

Richard Alvin Nalupta National Youth Commission

Architect Jun Palafox Palafox Associates

Ma. Cristina D. Quema

William Irwin C. Tieng Representative, Buhay Party List

Antonio Tuviera President - Television and Production

Exponents, Inc.; Executive Producer – GMA

Fr. Jett Villarin Incoming President, Ateneo De Manila

University

Tim Yap TV Host, Enterpreneur, Editor and Club

Owner of Republiq, Opus, Members Only,
Masion, Robot, Encore, Manor Super Clubs
Francisco Zabala President, Stagecraft Inc.

Full Time

Jose Sixto"Dingdong" Dantes III

Jose Sixto ‘Dingdong’ Gonzales Dantes III is the Founder and Chairman of YPF.

Aside from being one of the most promising actors of today’s generation (he was awarded
the Best Drama Actor Award in the 24th PMPC Star Awards for TV last November 13,
2010), Dingdong Dantes was recently recognized by People Asia Magazine “for his selfless
advocacy to promote the welfare of the youth through his YesPinoy Foundation”.

Dong (as he prefers to be called) is the official Youth Ambassador for the Arts of the
National Commission for Culture and Arts and remains the consistent model youth leader
of the Department of Education and Sports (Dep Ed) that gave him the Youth Leadership
Achievement Award (YLAW) late last year.
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Through the YPF, Dong has been noted for his philanthropic work, providing full college
scholarships to the children of fallen soldiers of the Philippine Marines where he is a
reservist with the rank of Master Sergeant under the 3rd Technical Service Battalion PN M.
At the height of Typhoon Ondoy, the actor, together with a team from the Philippine
Marines and YPF volunteers carried out relief operations in devastated communities
located in Rizal. He took part in National Bookstore’s Project Aklat that donated school
supplies to the typhoon victims.

An early riser in life where he started working at the age of 9 as a commercial child
model, Dong’s professional success is an affirmation of his determination and good mould,
courtesy of a closely-knit and respectable family.

Joseph Aguilar

Joe is the new Executive Director of YPF. He is an experienced practitioner of Integrated

Marketing Communications (IMC) after working in key positions at K-2 Interactive,
Wishcraft Creative Events, University of Asia and Pacific Foundation. He is a founding
director of Arts and Culture Asia, Inc. and is currently the lead marketing consultant for a
World Bank IFC Group – initiated campaign through k2 Interactive, Inc. A lover of the
performing arts, Joe has been instrumental in conceptualizing various play and events.
Joe graduated from the University of Asia and Pacific and the Ateneo High School.

Rommel Lumagui

Rommel Lumagui is the Secretary of YPF Board. Rommel believes that he can contribute
to the world of business through a role that integrates his skills in business, law and
accounting. True to his belief, he has proven his business acumen in running All Greek
Trading, the leading distributor of Greek wines and oils in the country, and RDLJ Foods,
an enterprise involved in restaurant management. After graduating in UP Diliman’s
College of Business Administration and passing the CPA licensure exam, Rommel is still
pursuing a Master of Business Administration and Juris Doctor Dual Degree Program at De
La Salle University Graduate School of Business. His dream of integrating disciplines of
business, accountancy and law into his person will finally come true once he hopefully
passes the Bar in the near future."

Atty. Emmanuel Caparas

Atty. Emmanuel Caparas is the founder and creator of the first ever and most
recognizable Philippine law library of its kind, Lex Libris. He is the former Chief of the
Management Information Systems Office of the Supreme Court.

Elmer Argano

Elmer Argano is the former Executive Director of YPF. He is a veteran PR and lobby
consultant, communication specialist, advocate and organizer. During the last elections,
he served as the Regional Desk Officer of the Aquino-Roxas campaign and Secretary
General of Ayos Na. Elmer founded and continues to manage Links and Motions, a
marketing communications company, whose major clients include Macro Asia, DAR, PLPCD
and political leaders from across the country.
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Wilma Galvante

Wilma Galvante is GMA Network's senior vice president for entertainment and producer of
many TV shows. As the chief of the GMA Network's entertainment block, she experimented
with dramas, light-hearted shows and hired good writers. She revived the love team
tandem popularized in the 1970s, resurrected local comics titles and introduced fantasy
series on prime time such as Mulawin. Through her initiative, the network brought the
rights to a number of local comics titles such as Darna and Captain Barbel.

Michelle Lim- Gankee

Michelle Lim Gankee is the Marketing Director of Sterling Paper Products. Managing a
business like Sterling runs in the blood of Michelle since she is the niece of Sterling
President Gerry Lim. As Marketing Director, she spearheads innovative brand building and
marketing of quality products that Sterling is noted for.

Michelle graduated at DLSU with a degree on Business Administration major in computer

applications. She immediately put to use his expertise by implementing the SAP system to
computerize the company’s supply chain when she first worked there as planning and
control analyst.

Over the past two years, she has strongly supported YPF programs, particularly programs
which benefit children and marginalized youths. It is but timely that she has become a
part of the YPF family.

C. Vision and Mission

Vision: "A nation worth living for, one that we will never leave behind."

Mission: To make nation-building a way of life by empowering the Filipino Volunteer

Sector through the institution of permanent initiatives that engender Collaboration
and Communication.

Nation-building, a Way of Life

Filipinos have proven their worth in uniting and working together as a people around a
common noble cause like toppling a dictator in the historic Edsa People Power Revolution,
lending a helping hand to disaster victims at the height of Ondoy and ensuring the
unprecedented electoral victory people power President Noynoy Aquino. After the dust of
struggles had settled down and rebuilding a new order from rubbles begin, most Filipinos,
however, return to their old habits of indifference and simply leave to government and
other institutions the too important task of nation building.

Filipinos are ready to stake their own lives to unseat corrupt and authoritarian
governments, but they usually fall short in doing small but right things in their everyday
lives: cleaning one’s trash, following simple traffic rules, helping a disadvantaged
neighbor, paying the right taxes and many more.
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Nation building is never an on-and-off affair; it is a continuous concerted effort of vigilant

and responsible citizens. Helping and working together must become every Filipino’s way
of life - from the rich tycoon to the poor street vendor.

Through YPF, the ordinary person and the rich tycoon, whether here or abroad, Filipino or
not, can all participate in nation-building as they are connected to a network of NGOs
involved in diverse advocacies and programs. By acting as a bridge builder, YPF provides
the channel where Filipinos can contribute, big or small, to advocacies and programs of
their own choice. In this way, each one's ability to contribute is not hindered by financial
capabilities or status in life. If a Filipino wants to help those in need, he or she will be
empowered by YPF to contribute effectively and efficiently.

Filipino Volunteer Sector

There is a powerful movement in the country. It is far different and bigger and unique
than anything we have seen. It flies under the radar of the media far and large. It is non-
violent; it is grassroots. No one is in charge of it but many are shepherding it. It has no
orthodoxy; it is guided by the most basic human craving to connect and be of service to
others.

This movement is the most diverse the country has ever seen. It is composed of millions of
volunteers in communities, schools, churches and workplaces who want to make a
difference in building a better future for themselves and the country. Whether preparing
for disasters or protecting the fragile ecosystems, whether educating marginalized youths
or training young adults to earn a living, whether developing appropriate technologies to
improve agricultural productivity or using new technology to fight disease, they all belong
to what can now be called as the Filipino volunteer sector – the concrete expression of
People Power in the 21st century.

Unlike established local and international NGOs and foundations, the Filipino volunteer
sector remains saddled with both managerial and logistical limitations which become
stumbling blocks in pursuing bold and daring initiatives in the grassroots.

In this context, YPF is committed to harness the immense power of the Filipino volunteer
sector by acting as bridge builder, integrator and communicator of the sector’s causes and
programs. By using Integrated Marketing Communications, YPF works to complete the loop
which will transmit and connect the core messages of volunteer organizations to potential
donors and volunteers, at the same time, channel support from the public back to the
Filipino volunteer sector and ultimately, to target beneficiaries.

The key in accomplishing YPF’s overarching mission is in relying on these two

indispensable tools:

Collaboration

YPF employs corporate organizational methodologies in facilitating multi-sector

collaboration through

• research-based determination of priority development areas

• consolidation and classification of NGOs according to KRAs
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• results-driven, collaborative management and monitoring of KRAs

• development of scientific measurement tools that capture and process performance
values
• provision of digital technologies that systematically link networks of benefactors and
beneficiaries

Communication

To complement collaboration as a co-dependent mission, YPF capitalizes on the

transformational value of Integrated Marketing Communications (social media, PR,
mainstream, digital technologies, performing arts) in

• increasing awareness of national issues from grassroots to macro levels

• instilling urgency, inspiring action, and building resolve
• capturing and processing feedback
• inducing positive and measurable behavioral outcomes
• ensuring sustainability of YPF's primary mission of Collaboration through sponsorships
and partnership building

II. OUR FLAGSHIP PROGRAM: PARA PAARALAN

Para Paaralan is a roving bus caravan equipped with 28 units of networked computer tablets
with wireless internet connection, DVD-CD writers, printers, multi-media equipment and
sound system, and serves as a classroom where marginalized youths learn specially-designed
alternative education modules through the medium of digital technologies and
performing/visual arts.

Para Paaralan is more than just a roving bus but YPF’s main vehicle in reaching the
marginalized youths and strengthening learning communities that will sustain local initiatives
in bridging education resource gaps.
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Through Para Paaralan, YPF goes the distance in providing better access to education to
marginalized Edsa babies.

A. Education resource gaps: Barriers to Better Access to Education

No less than 92% of Filipino youths and children are enrolled in the 38,500 public
elementary schools and 5,000 public high schools in the country. However, the Philippine
public school system has been plagued with huge resource gaps, affecting its quality and
serving as barrier to disadvantaged youths to have better access to formal schooling.

The litany of sad stories depicting the state of public education has been repeatedly told
in the news, PTCA meetings and official government reports for too long.

The school is literally far away from many school children living in the countryside.
According to UNICEF, thousands of Filipino children walk about six kilometers if only to
get to school every day.

In the cities, many classes are congested, with as many as 70 to 100 students in a class. In
these classes, three to four students either have to share desks intended for two or sit on
the floor.

Shortage of textbooks remains a perennial problem and students in many schools have to
share copies among themselves, if there are any. Too often, many of these textbooks are
of poor quality.

As many as up to 600 students share a single computer in most Philippine schools. Worst,
the available computers in most public schools are not used to their potential as powerful
learning machines – they are being used as glorified typewriters!

Teachers have no reference materials or necessary teaching devices like charts, meter
sticks, and the like.

There are many schools without a library or enough toilets.

In the present school year, we lack 152,580 classrooms nationwide, 4 M armchairs, 34.7 M
textbooks and need 49,699 public school teachers.

Worst, out of ten students entering grade 1, only six will finish grade 6. Five will enter
high school and only four will finish 4th year. Two will enter college and only 1 will be
able to finish it.

In the picture below, the National Youth Commission made a graphic presentation of the
journey of 100 children across the school system from elementary, high school, college
until they graduate and enter the work force. Out of 100 kids of school age, 90 will enroll
in Grade 1, 40 will finish high school, 12 will graduate from college and only one will land
a job after graduation.
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Unless we bridge the huge gaps in public education, achieving the goal of education for all
will always remain a pipedream.

B. Target Beneficiaries: Disadvantaged Youth and Students

Today’s youths, the so called Edsa babies belong to the generation of Filipinos who were
either born, grew up or came of age during and between the two Edsa people power
uprisings.

Born into freedom, Edsa babies are often described as techno and social media savvy;
they are multitaskers but have a tendency to be detached to social issues. But when they
are driven
en with a sense of social mission, they are movers and shakers that played pivotal
roles in both Edsa Dos and the people’s campaign that installed PP-Noy
Noy to the presidency.

As a productive workforce, Edsa babies have powered the global success country’s BPO
BP
industry and continue to infuse young blood into the ranks of OFWs – the new heroes of
the Philippine economy. As change agents, they are at the forefront of innovative and
diverse programs benefitting underprivileged Filipinos and facilitating much needed
need
institutional reforms.

Not every Edsa baby is a techno

techno-native
native who can easily work in a call center or a software
techno-outcasts without 21st century skills who
development company. In fact, many are techno
are being prepared to succeed in yesterday’s world – not tomorrow’s.

There is growing army of out

out-of-school
school youths (OSY) and young adults who have been
driven away from the formal education system because of economic hardship and lack of
interest in schooling. In 2003, there were 11.6 million Filipino youths from 6 to 24 years
old who are not attending school based on National Statistics Office’s 2003 Functional
Literacy, Education and Mass Media Survey. The Civil Society Network for Education
E
Reforms reported in September 2009 that about 15 million Filipinos are out of school,
meaning about 15% % of our population is in a state of arrested development. Unless drastic
measures are implemented to address th this situation and bridge the huge resource gaps in
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public education, the country is poised to contend with a future generation of Edsa babies
deprived of education.

C. Identifying the Problems

The first and obvious problem saddling public education is its lack of sufficient resources
for educating the country’s big population of young Filipinos.

The Philippines ranks among the lowest education spender in Asia and the rest of the
world. In 2007, the country’s
’s education expenditure was pegged at 2.6% of GDP. The
amount is below the East Asian regional a
average
verage of 3.6 percent of GDP and South Asia’s
average of 3.8 percent

Since 2000, especially during the Arroyo administration, the share of education
educat in the
total government budget has shrunk consistently. (See table below.)

DEPED
ED BUDGET SHARE IN THE TOTAL GOVERNMENT BUDGET
2000 14.035
2006 12.74%
2007 12.19%
2008 11.90%
2009 11.87%
2010 11.36%
2011 12.16%

It is only with the ascendancy of the new Aquino administration that government finally
poured in more funds for education in recognition on the part of the new administration
about the urgency of addressing the persisting crisis of education in the Philippines and
the need to catch up given the continuing problems of access and quality. Based on P-
Noy’s approved “Reform Budget”, the education sector has the biggest increase in the
2011 budget law in the amount of P750 million. Even with such increase, however, NGOs
involved in education advocacy believe the education resource gaps will not be fully
addressed by the proposed budget. The table below illustrates the persistence of
classroom shortage despite the new allocation for construction of more school buildings.

Indeed,, the government must work harder to attain its commitment to EFA if it wants to
cover the shortfalls and underinvestm
nderinvestment
ent of the past several decades and catch up with
rest of our neighbors and the world.
11 YesPinoy Foundation

Based on the UNESCO’s EFA Development Index (EDI) which measures overall Education for
All achievement, the Philippines ranked 85th out of 128 countries in 2007, falling behind
most Asian countries such as China, Malaysia and Indonesia. What is worse is that the EDI
score of the Philippines has been decreasing since 2003 when it ranked at 75th of 125
countries (See Appendix 1). This confirms the observation that the Philippines has been
under-performing in education, with key indicators way below what might be expected of
a middle-income country. The sad reality is that the Philippines is being left behind, while
most other countries in the world are making significant strides towards universal primary
education.

To catch up with the world in attaining EFA goals, government places much importance in
forging public-private partnership to roll out its programs, especially those dealing with
solving resource gaps, in the face of funding shortfalls. It recently launched the Bayanihan
Program with LGUs and invited Private Partners in purchase of school materials.

Government realizes that it cannot solve the problem alone; it needs broad social support
in solving the education crisis.

There is a lot of room for partnership building and multi-stake holders’ collaboration in
public education. There exist school structures and learning communities such the Parents
Teachers Community Association and Brigada Eskwela Plus which can be tapped and
mobilized for bridging resources gaps.

The challenge then is how to work with these learning communities and strengthen their
capacities in the formidable task of reaching marginalized youths.

D. Objectives and Key Result Areas

In the main, Para Paaralan seeks to attain two objectives:

Strengthen Learning Communities

Bridge Resource Gaps in the Public School

1. Strengthen Learning Communities

An old African proverb popularized by Hillary Clinton states: “It takes the whole
village to raise a child”.

In the context of addressing the pressing problems of public education, YPF has
modified the proverb: “It takes the whole community to educate marginalized Filipino
youths.”

Sue Kilpatrick, Margaret Barrett and Tammy Jones put forward the definition of
learning communities for the twenty-first century. To wit:

“Learning communities are made up of people who share a common purpose. They
collaborate to draw on individual strengths, respect a variety of perspectives, and
actively promote learning opportunities. The outcomes are the creation of a vibrant,
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synergistic environment, enhanced potential for all members, and the possibility that
new knowledge will be created.”

Thus, YPF firmly believes that to educate the youth to become educated and
productive citizens of a digitally-wired world, it takes a family, it takes teachers, it
takes clergy, it takes business people, it takes community leaders, it takes those who
protect our health and safety, and it takes all of us. A true learning community true
consists of students, parents, teachers, school administrators, local officials,
entrepreneurs, corporations, civil society, churches and other sectors that have a
stake in making public education responsive to the needs of the youth and national
development.

Strengthening and empowering the learning community focuses on inspiring and

enabling all stakeholders to contribute in attaining the goals of quality public
education for the poor and neglected sectors: changing mindsets, forming social
organization and creating support groups to ensure that the necessary resources and
manpower are available for the sustainable operation of the public school.

a. YPF strategy in strengthening the learning community is anchored on Para

Paaralan’s innovative module.

In contrast to existing alternative learning programs and mobile ICT seminars, Para
Paaralan three-day core module revolves around the following subjects, namely:

FAITH IN THE FILIPINO

Identity

The primary mission of teachers and parents is to have the youth internalize the
proper standards of morality and honor. Standards that are simply imposed from
outside will be ignored whenever outside pressure is absent; but standards that are
part of a person's very being will always influence his actions. Unfortunately, it
seems that in many circles, theories of education lurch wildly between ephemeral
ideas of self-esteem, and rigorous knowledge-based learning. That a student's
identity can be influenced, carefully and judiciously, to provide an anchor and a
beacon for him in his life, seems to have fallen by the wayside in professional
circles.

Granted, much of this has to do with the grueling demands of an information

society. Parents and teachers feel that they need to teach vast amounts of data
and skill for their students to have a chance in life. This seems to be approaching
the problem from the wrong direction. Would it not be more effective to teach a
student to love learning, to make it a part of his identity, so that he himself will
be motivated to learn what he needs? It is better to spend that time helping
students construct an identity that will benefit them in life.

As a society, Filipinos need to re-learn the importance of fashioning a collective

identity, and teaching the youth personal identities, that will help guide and
inspire moral, honorable and effective habits. There is a difference between
rolling a heavy stone across a flat field, and rolling it down a sloping hill. People
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tend to go where they are inclined to go; therefore, education must pay attention
to their inclination, and influence it as best as possible.

Universal Values

Today’s youth don't live in a "friendly" world. Society poses a problem in providing
positive youth development. Most of them face serious ethical issues and problems
such as teen pregnancy, drug addiction and violence. The long-term solution to
solving these problems is to develop a societal norm based on a number of core
values.

Children and youth are in dire need of positive youth development premised on
character development. Every child has the right to develop his or her character so
that he or she will be able to differentiate “right" from "wrong" and from there
make decisions that will show his/her character and competence.

YPF believes that it is important to develop the character of children and youth by
teaching a set of core values that their parents and other adults must also be able
to demonstrate to them.

Practical Life Skills

The youth must be oriented to activities that would eventually develop in them the
“I can do it myself” attitude. The must be exposed to activities that will help
him/her develop his motor skills, cognitive development, self-confidence and
personality.

LOVE FOR COUNTRY

Patriotism

The love for one’s country with emphasis on making it better is one important
value that must be inculcated in today’s youth because the youth of today will be
the ones to inherit the nation tomorrow. History has been replete of patriots who
have sacrificed their lives to make the nation better. They should inspire today’s
youth on the meaning of patriotism.

Global Citizenship

Globalization has made the world interconnected and has made people global
citizens. Barriers to communication, education and learning have been dismantled
with people getting to learn and know more about their counterparts like they
have never done before.
The quality of education is one important determinant of the country’s level of
productivity, of its ability to compete in the global marketplace and raise the level
of our living standards.
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FOR THE FUTURE

Vision

If one is to be successful, one must be taught how to create clear mental pictures
of what and how he/she wants to achieve. This is differentiated from vague
dreams, wishes and hopes. The youth must be able to picture real results from real
efforts in order for them to become productive members of society.

Participation

Participation in activities is an important value to develop among the youth

because not only does it boost their social skills, confidence and social awareness,
it also boosts their future decision making skills.
YPF believes that the standard of living can be raised with a good primary
education curriculum supported by contributions from local populations in the
construction of schools and provisions of school materials and equipment with
special emphasis given to the training of teachers.

b. The target audience of Para Paaralan’s core module consists of the following:

Audience Brief Description

Youth In-school youths (high school, college and vocational students), out-of-school
youths, working youths belonging to the 13 to 19 age bracket)
Teachers High school, college and vocational teachers who are willing to learn and teach
the module to their students and marginalized youths in their community.
Parents Officers of Parents Teachers Associations, parents of marginalized youths, leaders
of 4Ps communities and other people’s and faith-based organizations

The Para Paaralan core module is customized according to the nature, conditions,
needs, issues and challenges faced by its target audience. There is a Para Paaralan
for youths, Para Paaralan for teachers and Para Paaralan for parents.

2. Bridge Resource Gaps in Public Education

Para Paaralan is also a high profile campaign to bridge identified education resource
gaps in the town, city, district or province where it is rolled out. Towards this end, it
carries out the following key tasks:

a. Identify and link up with stakeholders inside and outside the target community.

YPF employs community profiling as the main tool in identifying stakeholders.

Community (or stakeholder) profiles are a useful way of developing an
understanding of the people in a geographical area or a specific community of
interest. This understanding can assist in the development of a community
engagement plan and influence who the key stakeholder groups are and how the
local bridging the resource gap project develops. Profiles can illustrate the makeup
of a community and could include information about the diversity within the
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community, their history, social and economic characteristics, how active people
are (i.e. the groups and networks used) and what social and infrastructure services
are provided. A community profile can also provide information on the level of
interest community members may have in being actively involved in bridging the
resource gap project and their preferred method of engagement.

After the stakeholders are properly identified, the project is discussed with them
during consultation meetings and their reactions and proposals to it are inputted in
the plan. Working arrangements and partnerships between YPF and stakeholders
are then forged.

b. Determine specific resource gaps and their corresponding key result areas (KRAs).

YPF estimates that this process can be accomplished within a month as long as
stakeholders, especially local DepEd officials, principals, teachers and PTCAS,
support and participate it.

Method Group in charge/Partners Output

Scan and review of local
school data
Identification of target area,
and design of education
resources inventory and
evaluation plan
Formation and orientation of
inventory and evaluation
team
Actual participatory inventory
and evaluation of education
resources in the community
Validation of inventory and
evaluation report
YPF
YPF in coordination with
DepEd, school principals and
local YPF partners/volunteers
YPF with inventory and
evaluation team
Inventory and evaluation
team with local stakeholders
YPF, team and key
representatives of local
stakeholders
Lay of the land
Inventory and evaluation plan
using instruments like score
cards, checklists, surveys,
FGDs and questionnaires
Unified and trained inventory
and evaluation team
Education resources inventory
and evaluation report
Final education resources
inventory and evaluation
report

c. Stage a high-profile event to solicit pledges from or build partnerships with

stakeholders to address specific resource gaps.

This is the culmination of the project where key stakeholders from within and
outside the community are gathered in a high-profile assembly cum presentation
show. In the presence of community members and through the power of
infotainment, the Education Resources Inventory and Evaluation Report and the
positive impact of addressing education gaps on plight of potential beneficiaries
are laid out and explained to them.

The highlight of this event is the soliciting of pledges from or building of

partnerships with stakeholders to bridge specific resource gaps. It is suggested that
an implementing plan should be mapped out by all parties concerned after the
event
16 YesPinoy Foundation

d. In partnership with partners in leading academic institutions, YPF will develop and
provide the tools for measuring and monitoring KRAs to the community. The
guiding principles behind these tools are plain and simple: user-friendly, easily
accessible, scientific and verifiable.

3. Para Paaralan Roll Out Phasing

Time Frame Task Activity Group in Output

Charge/Partners
One Month Preparatory • Identification of target YPF, Dep Ed, Final
Work for community Principals, PTAs education
Bridging • Scan and review of & LGU resources
education local school data inventory and
resource gaps • Community Profiling evaluation
• Roundtable meetings report
with stakeholders
• Design of education
resources inventory
and evaluation plan
• Formation and
orientation of Inventory and
inventory and evaluation team
evaluation team
• Participatory inventory
and evaluation of
education resources in
the community
• Validation of inventory
and evaluation report
Para Paaralan • Identification of YPF, Dep Ed, 300 youth
Training target beneficiaries Principals, PTAs graduates
based on the Para & LGU 35 teacher
Paaralan criteria (see graduates
Appendix 2) 65 parent
• Para Paaralan for graduates
youths
• Para Paaralan for
Teachers
• Para Paaralan for
Parents
End of the High Profile • Invitation of YPF, Pledges and
month Presentation stakeholders and stakeholders, partnerships
Show and participants community
Pledging • Promotions representatives
• Staging
• Actual Event
Continuous Strategic • Crafting of Inventory and Updates and
planning of implementing plan evaluation team reports
17 YesPinoy Foundation

resource • Actual mobilization of

mobilization, resources
monitoring • Instituting and
and implanting systems
measurement

YPF Scholarship Program

While continuing its pledge to provide full college scholarship programs to sons and
daughters of fallen Marine soldiers, YPF has broadened the reach of its scholarship
program to include marginalized but deserving youths from poorest of the poor. These
new YPF scholars will be selected in every Para Paaralan sortie across the country.
Essentially, the selection of new scholars is based on the following criteria:

· the beneficiaries are marginalized youths as defined by Education for All

standards;
· the beneficiaries belong to a poorest of the poor families without or with
limited capacity to support the youths education (families under the DSWD 4Ps
program are prime examples);
· the beneficiaries have displayed great interest in learning new knowledge
and skills and have pledged to serve their community either as Para Paaralan
facilitators or change agents in the course of the Para Paaralan training.

Funding the scholarships of these marginalized but deserving students will be done
through partnerships and counter-parting mechanisms between YPF and sponsors.
Thus, the burden of providing for the education of these scholars will not be solely
shouldered by YPF but by all concerned stakeholders.

4. Expenses

CAPITAL EXPENSES (1 Caravan)

COMPONENT ESTIMATED COST

Pre-owned tourist bus w/ refurbishments 3,750,000
Pre-owned event truck w/ refurbishments 3,000,000
28 computer tablets 750,000
Printers 25,000
Multi-media equipment (w/ 2 OHPs) 250,000
Generator set 1,500,000
Contingency fund (at 10%) 1,025,000
TOTAL COST: PHP 11,275,000.00

OPERATING EXPENSES (12 months, 12 areas, 4,800 beneficiaries)

COMPONENT ESTIMATED COST

Salary of Driver + Mechanic + Security Officer 720,000.00
Allowance of 4 volunteer facilitators & 6 performers 650,000.00
Training kits 140,000.00
Advocacy materials 180,000.00
18 YesPinoy Foundation

Lodging and Food 1,500,000.00

00.00
Technology / Integration / Software 240,000.00
.00
Communications 180,000.00
,000.00
Staging and Production 1,800,000.00
,000.00
Contingency Fund (at 10%) 505,000.00
,000.00
TOTAL COST: PHP 5,915,000.00
5,915,000

APPENDICES

Appendix 1
19 YesPinoy Foundation

Proposed Matrix of Criteria in Selecting Priority Areas for Roving Eskwela

Name Pro- Dro Parti Rete OSY Presen Prese Presen Wire Friendly
of vinc p cipa- n- Pop ce of nce ce of less
Munic e out tion tion ulat 4Ps of GK YPF/A inter Pri P De LG
i- Rat Rate Rate ion Comun Com- yos NA -net n T p U
pality e i-ties mu- org., sign C Ed
/ nities allies al A /
City &
partne
rs

Appendix 2