FINAL YPF RESEARCH PAPER

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


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


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.


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.


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.


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


• 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.


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.


Unless we bridge the huge gaps in will always remain a pipedream.

B. Target Beneficiaries: Disadvantaged

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 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 P

As a productive workforce, Edsa babies have powered the global success country’s BPindustry and continue to infuse young blood into the ranks of OFWs the Philippine economy. As change agents, they are at the forefront of innovative and diverse programs benefitting underprivileged Filipinos and facilitating much needinstitutional reforms.

Not every Edsa baby is a technodevelopment company. In fact, many are technoare being prepared to succeed in yesterday’s world

There is growing army of outdriven away from the formal education system because of economic hardship and lack interest in schooling. In 2003, there were old who are not attending school based on National Statistics Office’sLiteracy, Education and Mass Media Survey. The Civil Society Network for EReforms reported in September 2009 that about meaning about 15% of our population is in a state of arrested development. Unless drastic measures are implemented to address th

Unless we bridge the huge gaps in public education, achieving the goal of education for all always remain a pipedream.

Target Beneficiaries: Disadvantaged Youth and Students

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

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

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 P-Noy to the presidency.

As a productive workforce, Edsa babies have powered the global success country’s BPindustry 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 need

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

There is growing army of out-of-school youths (OSY) and young adults who have been driven away from the formal education system because of economic hardship and lack 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 EReforms reported in September 2009 that about 15 million Filipinos are out of

% of our population is in a state of arrested development. Unless drastic measures are implemented to address this situation and bridge the huge resource gaps in

the goal of education for all

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

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

en with a sense of social mission, they are movers and shakers that played pivotal Noy to the presidency.

As a productive workforce, Edsa babies have powered the global success country’s BPO 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

native who can easily work in a call center or a software century skills who

school youths (OSY) and young adults who have been driven away from the formal education system because of economic hardship and lack of

Filipino youths from 6 to 24 years 2003 Functional

Literacy, Education and Mass Media Survey. The Civil Society Network for Education are out of school,

% of our population is in a state of arrested development. Unless drastic resource gaps in


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 education expenditureamount is below the East Asian regional aaverage of 3.8 percent Since 2000, especially during the Arroyo administration, the share of educattotal government budget has shrunk consistently. (See

DEPED BUDGET SHARE IN THE TOTAL GOVERNMENT BUDGET2000

2006

2007

2008

2009

2010

2011

It is only with the ascendancy 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.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

cover the shortfalls and underinvestm

rest of our neighbors and the world.

public education, the country is poised to contend with a future generation of Edsa babies

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 ’s education expenditure was pegged at 2.6% of GDP.

is below the East Asian regional average of 3.6 percent of GDP and

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

ED BUDGET SHARE IN THE TOTAL GOVERNMENT BUDGET2000 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

given the continuing problems of access and quality. 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

advocacy believe the education resource gaps will not be fully by the proposed budget. The table below illustrates the persistence of

classroom shortage despite the new allocation for construction of more school buildings.

, the government must work harder to attain its commitment to EFA if

nderinvestment of the past several decades and catch up with

rest of our neighbors and the world.

public education, the country is poised to contend with a future generation of Edsa babies

The first and obvious problem saddling public education is its lack of sufficient resources

The Philippines ranks among the lowest education spender in Asia and the rest of the was pegged at 2.6% of GDP. The

verage of 3.6 percent of GDP and South Asia’s

Since 2000, especially during the Arroyo administration, the share of education in the

ED BUDGET SHARE IN THE TOTAL GOVERNMENT BUDGET

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

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

advocacy believe the education resource gaps will not be fully by the proposed budget. The table below illustrates the persistence of

classroom shortage despite the new allocation for construction of more school buildings.

EFA if it wants to

ent of the past several decades and catch up with


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,


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


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.


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


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

YPF Lay of the land

Identification of target area, and design of education resources inventory and evaluation plan

YPF in coordination with DepEd, school principals and local YPF partners/volunteers

Inventory and evaluation plan using instruments like score cards, checklists, surveys, FGDs and questionnaires

Formation and orientation of inventory and evaluation team

YPF with inventory and evaluation team

Unified and trained inventory and evaluation team

Actual participatory inventory and evaluation of education resources in the community

Inventory and evaluation team with local stakeholders

Education resources inventory and evaluation report

Validation of inventory and evaluation report

YPF, team and key representatives of local stakeholders

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


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 Charge/Partners

Output

One Month

Preparatory Work for Bridging education resource gaps

• Identification of target community

• Scan and review of local school data

• Community Profiling

• Roundtable meetings with stakeholders

• Design of education resources inventory and evaluation plan

• Formation and orientation of inventory and evaluation team

• Participatory inventory and evaluation of education resources in the community

• Validation of inventory and evaluation report

YPF, Dep Ed, Principals, PTAs & LGU Inventory and evaluation team

Final education resources inventory and evaluation report

Para Paaralan Training

• Identification of target beneficiaries based on the Para Paaralan criteria (see Appendix 2)

• Para Paaralan for youths

• Para Paaralan for Teachers

• Para Paaralan for Parents

YPF, Dep Ed, Principals, PTAs & LGU

300 youth graduates 35 teacher graduates 65 parent graduates

End of the month

High Profile Presentation Show and Pledging

• Invitation of stakeholders and participants

• Promotions

• Staging

• Actual Event

YPF, stakeholders, community representatives

Pledges and partnerships

Continuous Strategic planning of

• Crafting of implementing plan

Inventory and evaluation team

Updates and reports


resource mobilization, monitoring and measurement

• Actual mobilization of resources

• Instituting and implanting systems

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


Lodging and Food

Technology / Integration / Software

Communications

Staging and Production

Contingency Fund (at 10%)

TOTAL COST:

APPENDICES

1,500,000.00

Technology / Integration / Software 240,000.00

180,000.00

1,800,000.00

505,000.00

PHP 5,915,000

Appendix 1

00.00

.00

,000.00

,000.00

,000.00

5,915,000.00


Proposed Matrix of Criteria in Selecting Priority Areas for Roving Eskwela

Name of Munici-pality/ City

Pro-vince

Drop out Rate

Participa-tion Rate

Reten- tion Rate

OSY Population

Presence of 4Ps Comuni-ties

Presence of GK Com-mu-nities

Presence of YPF/Ayos NA org., allies & partners

Wireless inter-net signal

Friendly

Prin

PTCA

Dep Ed/

LGU

Appendix 2

Documents

FINAL YPF RESEARCH PAPER