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In 2003, the Philippines scored second to the last among 45 countries in an international ranking for science (TIMMS 2003). Low performance in school is a product of several issues: an underfunded educational system and a need for relevant curriculum.
Regular mentor check-ins, academic scores, and a project-based grading system will be used to measure individual improvement and not just test student status over time Financial sustainability through quarterly accounting
JeepNeed employs cross continent collaboration:, Samuel Guevara for biogas engine, Exploratorium Teachers Institute, Dennis Cheek (Kauffman Senior Fellow), Claudia Lʼamoreaux (Learning 2.0 Strategist), Alan Landa (Sikat Solar Car), Bayanihan Foundation JeepneED was one of the top 6 out of 200 international submissions in the Milken-Penn Business Ventures competition. KEY PARTNERS
Shaina (Mount Holyoke College) has been an educator, researcher, and curriculum builder in the Philippines, and the U.S. Erika (Fordham University) has handled business operations with several fair trade groups and research for Micro ﬁnance Institutions.
JeepneED is a community-centered approach
at educational innovation through a green mobile science lab on a redesigned jeepney.
To provide community-driven & ﬁnancially sustainable in-school support in science and technology “community-driven... Family involvement, & community ownership: Hiring from within the community, requiring a community investment, and establishing conditions in order to hand over the project to the local community after sustainability requirements are met. Place-based and Relevant Project Oriented curriculum: Hands on building and take-action projects, with special emphasis on co-building and integrating into classrooms …and ﬁnancially sustainable… Sustainable business model by exploring multiple and sources of income already integrated into jeepneED function Alternative Energy used vegetable oil, and solar power ...In-school support... Highly involved in class support highly involved and integrated into classrooms with jeepneED facilitators and in classroom teachers co-building curriculum before and during the school year ...In science and technology.” • Relevant technology 10 netbooks, 3G hub, internet connection, allowing students to simulate their ﬁndings, as well as give access to, and create relevant programming. Growth: Franchise model with a 1.5 year hand off: By 2013, 5 locations branching off from initial pilot location.
Creates ownership within the community by integrating its members, making them co-creators of the JeepNeed venture. The mobility of the educational lab will allow it to reach a larger population. A socialized payment plan and use of alternative energy will ensure its self-sustainability. It employs and redesigns a cultural symbol of resilience and ingenuity.
Currently seed stage with $9,420 in seed funding
from Kickstarter campaign, growing a curriculum resource from multiple sources, negotiating ﬁrst community contacts
Seeking individual investments in order to grow existing seed capital. Building corporate ad space on the side of the JeepneED 615,000 pesos ($14,000) needed for ﬁxed assets, and 885,500 pesos ($20,125) for working capital. 2
As a nation, the Philippines depends heavily on human capital as it’s greatest resource. The global economy depends on us for nurses, engineers, and telecommunications ofﬁcers. Along with 10 Billion dollars worth of remittances in the last 10 years, Filipino immigrants also run half of California’s health care system. Amidst this promise, the Philippine educational system is leaving the coming generation a severe injustice. In 2003, the Philippines scored second to the last among 45 countries in an international ranking for science (TIMMS 2003). Low performance in school is a product of several issues. An underfunded educational system: The Department of Education (2010) spends 6 Pesos (13 cents) a day per student, with a curriculum that is heavily patterned to the U.S. equivalent that spends at least $82.5 on a student daily. Need for relevant curriculum: 33% of elementary students drop out before the sixth grade because of a lack of relevance of this same curriculum (UNICEF 2005). The Philippines is left to explore the question of how better to prepare, and enable the coming generation of leaders. Call for strategic solutions: Mastery of science concepts was shown to be heavily affected by certain factors. Access to a shelf of books (24% of participants) increased the score by 36 points Regular use of a computer (14% of participants) increase their score by 60 points Hands on science activities (30% of participants) increased the score by 146 points (TIMMS 2003) Students without an additional daily science class scored 105 points higher than those without additional science classes. Surprisingly, this tells us that mastery isn’t about the amount of time, but the quality of the activity and the outside support.
We believe in a community-oriented approach in investing in education in rural areas in order to enable future development in these spaces.
To provide community-driven, ﬁnancially sustainable in-school support in science and technology “...community-driven... Family involvement & community ownership JeepneED’s goal is to directly connect immediate experiences and hands on activities to scientiﬁc concepts. Thus, we hire from within the community, require a minimal participation fee, and establish conditions in order to increase ownership and eventually hand over the project to the local community after sustainability requirements are met.
Place-based and Relevant Project Oriented curriculum Hands on building and take-action projects, with special emphasis on co-building and integrating into classrooms. Science is fun when you realize it happens in the kitchen, in the air, in the bathroom. It becomes especially interesting when students see it as a tool to build for and contribute to their community. ...and ﬁnancially sustainable... Sustainable business model: by exploring multiple and sources of income already integrated into jeepneED functions, namely as a distributor of technology and by offering jeepneED functions at an affordable price, after school hours. Alternative Energy: used vegetable oil, and solar power build both a teachable moment on caring for the environment as well as decrease our operations costs. In-school support Highly involved in class support: highly involved and integrated into classrooms with jeepneED facilitators and in classroom teachers co-building curriculum before and during the school year, as well as following up with student’s learning over time. We will be able to provide feedback on student progress in real time in order to appropriately support their learning. In science and technology.” Relevant technology: having a computer does not simply mean it will be put to the most appropriate uses, we build and train in order to increase the capacity of both students and teachers to integrate this into the curriculum as well as choose the most appropriate technology for the speciﬁc environment.
Vision: Relevant High Quality Education for all
Going beyond infrastructure High quality education cannot be achieved by simply building a mobile lab. We’re about integrating and maximizing the uses and the possibilities on our environment. Add value to the learning experience It’s a mobile lab, not a food truck. We’re designing and building a space to encourage collaboration, team work and fun in learning Small differences contribute to lasting change It’s about the details. We still remember what that wonderful third grade teacher told us to encourage our dreams. That’s why we value the little-big things. Valuing local insight and knowledge. A community knows their needs, their history, and their dreams for their future. We only enable the wealth that has always been present, and this is how we are of service. Build to last. Change is difﬁcult, it takes time, and we have to build in order to sustain that change from the very beginning.
JeepneED is a registered non-stock corporation with the Philippines’ Securities Exchange Commission and Bureau of Internal Revenue. It redesigns the jeepney to be a mobile science and technology lab that runs on used vegetable oil and solar panels.
Our pilot speciﬁcally focuses on the years with the highest drop out rates: Grade 6 and ﬁrst year high school. We plan on growing every year from that point onward. Our goal is to graduate both academics and farmers. We want to reconnect the disparity between everyday science and the science of inventors. We know there are complex science concepts to be taught and learned from tamia toy engines (energy), slow cooked food (chemistry), and irrigation (physics). JeepneED is built in a community centered approach to provide appropriate resources to schools by integrating facilities and curriculum supplements as support for teachers in exceeding DepEd standards.
Mobile Lab ★Serves as an engaging outdoor learning lab. This puts a classroom in any drivable location. ★Provides trained facilitators, and teacher support in order to integrate the activities and program offerings consistently in schools. This is built to enhance and enable existing science classes and teacher potential, NOT to replace them. ★Provides a. Internet connection where available b. 10 netbooks, c. Printer d. Scanner and photocopier e. Supplementary projection devices (ELMO or handheld projector) f. Scope on a rope What can all this do? ✴ Gives students access to online books, international libraries, allows students to post stories and have conversations with classrooms around the world ✴ Printers give students the opportunity to bring the information home ✴ Projectors provide a chance for effective whole class instruction Advertisement space provider Internet cafe on evenings Other options suggested by community
Meets each class once a week : Consistency = Mastery Two JeepneED Facilitators will be responsible for collaborating with teachers, scheduling and organizing the lab before class time, suggesting and collaborating with classroom teachers on the most favorable lessons. We have a speciﬁc focus on studying global to local issues in a scientiﬁc way. Integrated grading system after each class gauges student capacity to apply information learned. Outside of test scores, this is meant to measure critical
thinking and creativity in order to present a more complete understanding of student development. Track 20% of graduates in the next 10 years. JeepneED’s commitment to sustainability requires that we track students across time. How does education transfer into the real world? We are committed to ﬁnding out. Hands on Teacher Training: Before school begins, teachers will execute almost every activity available on the JeepNeed. From using a junk box of scrap parts to build rockets, to using online games, using free simulations, building science blogs, editing Wiki Pages and building their own games, and videos. JeepneED exceeds DepED standards by using hands on and relevant project based real-world curriculum to fulﬁll level standards. JeepneED provides a supplementary certiﬁcate during graduation for each student who has fulﬁlled its program requirements.
JeepneED in Action
Mock Up: An Ideal day driving JeepneED
School Activity Samples: Rockets: hands on building via the Junk Box, How we ﬂy, electronics, aerodynamics and transportation (potential simulations via netbooks)
Logistics 6pm-11pm 3-4 classes Internet in each Cafe school
Elem 1 Elem 2
Elem 3 Elem 4
3-4 classes Internet Build a Game Application: How do Cafe we distribute, trade, sell, and grow our in each school food and the food in other countries 3-4 classes Internet Examining our water system: Cafe student solutions on a better system in each for distributing water or gathering and school purifying rain water 3-4 classes Internet What is in our soil?: Using Cafe presentations from student ﬁlmed and in each edited videos (Scope on a Rope 500x school microscope, hand held projectors, netbooks to edit clips) JeepneED Pharmacy: Guest visitor connects locally available materials students research generic brands and medical beneﬁts matched up to available medicines (are there distribution issues? what are the solutions? are there locally available solutions? Internet Cafe
Elem 5 Elem 6
Elem 7 HS1
7am12pm Weeke nd Works hop Event
1pm5pm Weeke nd Works hop Event
School Activity Samples: Private schools / communities/ parks and barangays: hands on activities, demoing available technology, open use for community Mobile Wiﬁ spot, functioning as distributor, fun science games, and outdoor events
Logistics 6pm-11pm City or central town
Department of Education JeepneED has contacted Yolanda Quijano, Undersecretary for programs and projects for the Department of Education who has submitted JeepneED as a project under review by the Education Board. She has also given the founders a list of district superintendents from regions I, III, V, VII, and CAR where Science and Mathematics achievement are drastically lower than the national average (TIMMS, 2003). They have agreed that these regions are where it is best to begin. Schools JeepneED has a list of criteria that needs to be met before a partnership is established with a community, the conditions are as follows: 1. Must involve leaders from the following local organizations: Parent Associations, NGOs, LGUs, and teachers and principals for every school included in the program. 2. Engage in an initial assessment to cater design, and technology offerings to needs of area. 3. Per school cost of 25,00-35,000 Pesos each for 8-12 schools per year for the ﬁrst two years. Each school raises 5,000 Pesos for succeeding years to go toward a maintenance and upgrades fund. 4. Community agrees to after school JeepneED functions to sustain its efforts ﬁnancially. This criteria ensures that the vehicle is used to its full potential, working at capacity on its ﬁrst year for 1,200-2,000 students from 8-12 schools, and increasing technology and/or expanding its services if schools decide additional grade levels will make use of the service. JeepneED will use its non-proﬁt, u n i v e r s i t y, a n d D e p a r t m e n t o f Education networks to educate potential communities about its services.
Advertisement Space JeepneED requires an added educational value from investors and advertisers. It promotes socially responsible businesses by restricting its channels of distribution.
Internet Cafe JeepneED Team and facilitators will determine high volume locations where internet connectivity after school is most needed. Summer Workshops JeepneED Team and facilitators will invite experts from different ﬁelds to give oneday workshops for a small fee (Php 200/$5) per student.
JEEPNEED EDU ROADTRIP
Launch + Research and Development + Community Building The JeepneED Launch in June 2011 consists of a 3 month tour of 6 key regions in Luzon (Northern Philippines) The team will spend 2 weeks in each region in order to introduce the community to the activities JeepneED can offer. This will allow us to solidify relationships with interested regions, and allow the community to experience the range of activities on the JeepneED. We expect the community to invest in our services through a participation fee, it is therefore our responsibility as well to provide an opportunity to test, try, and inspect the services they will avail of. Instead of ﬁnancial support for this 1/3rd of the school year, we will be asking schools to provide us with the necessary used vegetable oil in order to drive us to our next location. This 9 day agenda outlines how we will demo JeepneED’s activities in each province. We plan to make room for the nitty gritty important pieces that change plans on the ground. This schedule speciﬁcally details the work we expect to be doing in preparation and during the actual launch.
Prep Contact Community decision maker (district head, barangay kagawad, or school principals) Arrange home stay, JeepneED parking and schedule Contacting science teachers personally and explaining jeepneEDʼs services Matching school activity to preferences of teachers Contact principals and schedule time & location Ask permission of owners of market area and business owners Matching school activity to preferences of teachers Matching school activity to preferences of teachers Matching school activity to preferences of teachers Matching school activity to preferences of teachers Making connections with parents during PTA meeting
Demo Day Day 1
Activity - Survey distance of schools - Finalize timeline of school visits - Collect data on available resources, number of students, test scores exchange favorite science activities
Day 3 Weekend 4
demo jeepneed to a target of 8 classes in two different schools meet and greet school principals and PTA members Demo JeepneED Park in central town area - open jeepneed library and internet cafe DEMO with schools DEMO with schools DEMO with schools DEMO with schools Meeting with 5 parents on what they think of the project Collating Data gathered from student progress TEAM evaluation (how do we improve for the next school) Evaluation from teachers (special after school meeting) Meeting with parents and children on what they thought of the activities Meeting with PTA, key decision makers Community lead activity, goodbyes, compile and edit jeepneed video update TRAVEL DAY
Day 6 Day 7 Day 8 Day 9 Day 10
Making arrangements during meeting with PTA Introduce concept on Day 1 map out roads and alternate routes - food stops etc
Weekend 12 Day 13
Prep map out roads and alternate routes - food stops etc
Demo Day Day 14 TRAVEL DAY
Shaina Tantuico (Mount Holyoke, Policy, Schooling and the Arts) has been an educator, researcher, and curriculum builder in both the Philippines, and the U.S. Her research on the resilience in Underserved youth surred the thinking behind simple wholistic solutions that affect a students trajectory over time. She willl focus on teaching and curriculum development for JeepNeed. Erika Pineda (Fordham University, Psychology, Fair Trade and Microﬁnance) has handled business operations with several fair trade groups. She co-constructed assessments for Fordham’s microﬁnance institution, and will focus on business partnerships for JeepNeed. Both partners were ﬁnalists for JeepneED idea in the Milken Penn Educational Business Ventures Competition as top 3% out of 200 applicants. That was when JeepneED was truly born.
Dennis Cheek is a global consultant focusing on learning in formal and informal settings, social and for-proﬁt entrepreneurship, philanthropy, and nonproﬁt management. He is former Vice President of the Ewing Marion Kauffman Foundation and is currently a Senior Fellow at the Foreign Policy Research Institute, Founder and Principal at Global Consulting Services, and a lecturer at the Graduate School of Education and Wharton School at the University of Pennsylvania. Claudia Lamoreaux is a recognized world expert on Immersive Collaboration and Learning Environments. She has provided leadership on Internet Education, Culture and Sustainability projects in the U.S., Brazil, Fiji, Europe, and the Middle East since 1985. Claudia's work has been featured on New Dimensions World Broadcasting Network and BBC World Radio Radio. She coauthored the book Creating Learning Communities (Solomon Press, 2000). Edmond Gaible provides program design, management and evaluation in relation to the use of information technology in developing countries. His work focuses on civil-sector initiatives in areas such as education, healthcare and microenterprise, with a strong emphasis on empowering local communities to access, create and exchange useful and timely information. His clients have ranged from the World Bank and the Bill & Melinda Gates Foundation to local NGOs, such as the Zenzele Women's Development Group in Matabeleland South, Zimbabwe. He is currently principal consultant of The Natoma Group. Manuel Hernandez is Founder and Executive Director of the Mobile Science Workshop, a 40 foot traveling science lab with satellite technology that visits schools, events, and organizations in Fresno, California. The informal learning environment gives hands-on opportunities in science and technology to encourage participants to take an interest in a science ﬁeld.
Curt Gabrielson developed East Timor’s entire Physics curriculum and worked with students and teachers in East Timor to create the Multimedia Encyclopedia of Science and Mathematics in Our Daily Lives, Volume I. The Ministry of Education is currently working to incorporate this content into their national curriculum. He has also worked with the Watsonville Environmental Science Workshop and UNESCO Science and Mathematics Teacher Training. Alan Landa is a Product Developer and Consultant, and is currently part-time faculty at the De LaSalle University College of Engineering. His work focuses on electronic systems, (RF/wireless or embedded systems), renewable energy, and energy Harvesting. He is also a faculty adviser for the Philippines' solar race cars, SIKAT and SIKAT II. Chips Guevara is president and founder of Alterenergy Systems Inc. He is a mechanical engineer, trained by Unilever Philippines, and holds a Masters in Business Administration from Manchester Business School, University of Manchester UK. He designed and manufactures the Veggie Oil Car System, a conversion kit that allows diesel engines to run on used cooking oil. He hopes to get all jeepneys running on waste vegetable oil to curb air pollution, help slow down global warming, and help jeepney drivers stabilize their income.
Milestones and Timeline
2010 June Finalists in Milken Penn Educational Business Plan Competition Dennis Cheek as adviser July Samuel Guevara as adviser for SVO engine and green efforts adviser Alan Landa as adviser for solar and mobile electric systems August-September Built education network with Curtis Gabrielson (East Timorʼs Physics curriculum), authors of Snack Books (small hands-on activities from Exploratorium in San Francisco), and Manual Hernandez (Executive Director of a mobile lab in Fresno) October Site assessment in Bohol Launched fundraising campaign on crowdfunding site Kickstarter November-December Raised $9,420 on Kickstarter Fiscal sponsorship with Bayanihan Foundation Financial services including bank transfers with Adamson University 2011 January Purchased second-hand Mitsubishi Canter Received a donation from big bikes group Mad Dogs Erwin Elechicon (Jollibee Food Corps.) as adviser
February Registered as a non-stock corporation with the Securities Exchange Commission Applied for Mayorʼs Permit Registered with the Bureau of Internal Revenue Corporate bank account with the Bank of the Philippine Islands Established partnership with CSB-Industrial Design department to design laptop carrying cases Finalized logo, relaunched website March Finished repairs on canter and SVO engine Identify ﬁnal design and technology Approval by Twestival Begin fabrication of JeepneED shell March-June Grow core group to include a designer, technologist, and community organizer Fundraise for ﬁrst year of operations Collaborate with local agencies to Philippinize curriculum Create a curriculum database Identify six rural communities for launch, conduct preliminary site assessments Raise funds and map out route for 3-month Edu Road Trip Design research study for Edu Road Trip sites Determine homestays, detailed schedule Finish fabrication of JeepneED, install technology and electric systems, test drive Establish volunteer base Collect used vegetable oil June-August EDUCATIONAL ROAD TRIP • Introduce JeepneED services to students, teachers, parents, community members • In-depth study of communities, not limited to education and achievement scores but to local industry as well, including case studies • September-2012 Identify location for 1-1.5 year pilot from six locations visited Assess weekly, make necessary adjustments Determine income generating activities Grow curriculum database, enlist help of public school teachers, students, parents Solidify operations Follow up with other interested sites, begin fabrication of JeepneEDs 2-6 Solidify partnerships with local universities, other local institutions Facilitate year end community hand over: allow community to transition into taking core roles in JeepneED functions 2013 LAUNCH IN FIVE MORE LOCATIONS
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