JeepneED Incorporated

Shaina Tantuico & Erika Pineda

E-mail us: drive@jeepneed.org
Visit us: www.jeepneed.org

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Executive Summary
Need
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.
JeepneED is a community-centered approach
at educational innovation through a green
mobile science lab on a redesigned jeepney.
Mission
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.
Measuring Progress
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
Partnerships
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.
Competitive Advantage
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
Needs
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.
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Problem (Opportunity)

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.

JeepneED is
a
community‐centered
approach
at
educational
innovation
through
a
green

mobile
science
lab
on
a
redesigned
jeepney.

We believe in a community-oriented approach in investing in education in rural areas

in order to enable future development in these spaces.

Mission
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.

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 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

Philosophy
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.

Solution

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.

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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.

JeepneED Services

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

JeepneED functions
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

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 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

Day 7am- 1pm- School Activity Samples: Logistics 6pm-11pm

12pm 5pm

Monday Elem 1 Elem 2 Rockets: hands on building via the 3-4 classes Internet
Junk Box, How we fly, electronics, in each Cafe
aerodynamics and transportation school
(potential simulations via netbooks)

Tuesday Elem 3 Elem 4 Build a Game Application: How do 3-4 classes Internet
we distribute, trade, sell, and grow our in each Cafe
food and the food in other countries school

Wednesday Elem 5 Elem 6 Examining our water system: 3-4 classes Internet
student solutions on a better system in each Cafe
for distributing water or gathering and school
purifying rain water

Thursday Elem 7 HS1 What is in our soil?: Using 3-4 classes Internet
presentations from student filmed and in each Cafe
edited videos (Scope on a Rope 500x school
microscope, hand held projectors,
netbooks to edit clips)

Friday Island Island JeepneED Pharmacy: Guest visitor Internet

Elem HS
connects locally available materials - Cafe
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?

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 Day 7am- 1pm- School Activity Samples: Logistics 6pm-11pm
12pm 5pm

Saturday Weeke Weeke Private schools / communities/ parks City or

nd nd
and barangays: hands on activities, central
Works Works
hop hop demoing available technology, open town
use for community
Sunday Event Event Mobile Wifi spot, functioning as
distributor, fun science games, and
outdoor events

Market Strategy

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
c a p a c i t y o n i t s fi r s t y e a r f o r
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.

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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 one-
day 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.

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 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
Making arrangements during
meeting with PTA
Introduce concept on Day 1
map out roads and alternate
routes - food stops etc
Demo Day Activity
Day 1 - Survey distance of schools
- Finalize timeline of school visits
- Collect data on available resources,
number of students, test scores
Day 2 exchange favorite science activities
Day 3 demo jeepneed to a target of 8 classes
in two different schools
Weekend 4 meet and greet school principals and
PTA members
Demo JeepneED
Weekend 5 Park in central town area - open
jeepneed library and internet cafe
Day 6 DEMO with schools
Day 7 DEMO with schools
Day 8 DEMO with schools
Day 9 DEMO with schools
Day 10 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)
Weekend 11 Meeting with parents and children on
what they thought of the activities
Meeting with PTA, key decision makers
Weekend 12 Community lead activity, goodbyes,
compile and edit jeepneed video update
Day 13 TRAVEL DAY
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 Prep Demo Day Activity

map out roads and alternate Day 14 TRAVEL DAY

routes - food stops etc

Entrepreneurs

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.

Advisory Board
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 co-
authored 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.

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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

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 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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