MISSION VISION

To improve the quality of life of the Filipino To be the leading foundation committed to: by contributing to the eradication of poverty in all its forms. • Developing servant-leaders; • Developing social technologies to empower and uplift lives; • Facilitating universal access to knowledge and learning; • Creating alliances and social consortia to manage projects; • Instilling pride in being a Filipino with a strong commitment to national development. C O M M I T M E N T

2 The Chairman’s Message 4 The President’s Message 6 At a Glance 14 Operational Highlights 36 Q& A with the President Contents 38 Ayala Foundation at 50 40 2010 Board of Trustees 42 Ayala Foundation Management and Staff 2010 43 Report of Independent Auditors 82 Acknowledgments 88 Directory The CHAIRMAN’S MESSAGE

2 Dear stakeholders,

he work of foundations anywhere in the world is constantly The efforts of the Filipinas Heritage Library in going evolving. This can be partly attributed to the changing needs beyond the role of a traditional library are also noteworthy. Tof the people and communities that foundations serve, Through such events as Bravo! Celebrating the Filipino and and partly by the complex web of political, social, cultural, and Lit Out Loud: The First International Literary Festival, other factors that impinge on our lives. In response, foundations FHL has harnessed its resources and partnerships to become a themselves enter periods of re-examination and re-evaluation catalyst and advocate for our culture. Such programs highlight of their vision, their mission, their goals, and objectives. our rich heritage and make it available to a larger audience. In the past 49 years, Ayala Foundation has had its share of FHL also started MyLibrary, an ambitious project that aims organizational changes, as it has responded to major events in the to build or rehabilitate community or school-based libraries nation’s history or shifts in lifestyles. Through those evolutions, around the country. Through these libraries, FHL and its partners however, it has constantly worked to help Filipinos make a hope to instill in people of all ages, especially the youth, a love difference, in their lives and in the lives of their communities. of reading and a greater appreciation of their local history That Ayala Foundation continues to serve the country and culture. In its first year, MyLibrary helped the city of Tiwi, is a testament to the long-term vision of our founders, Col. Albay, to upgrade its community library and to launch a reading Joseph McMicking and Mrs. Mercedes Zobel-McMicking; to the campaign. resilience of our organization; and to the continuing relevance of For its part, the Ayala Museum continued to organize our mission, which is to contribute to the eradication of various innovative exhibits and special events to showcase our country’s forms of poverty afflicting the country and its people. history, art, and culture. We are pleased that this year, over We at Ayala Foundation cannot take sole credit for the 90,000 visitors came to the museum to view our exhibitions longevity of our organization. Our partners, benefactors, donors, and participate in our educational programs. supporters, and project beneficiaries have made significant Aside from the permanent collections, the museum’s contributions to ensuring the success of our programs. Without changing exhibitions featuring our National Artists and exciting their faith in our organization, Ayala Foundation would not be fresh talents offered a fascinating glimpse into the country’s one of the biggest and most respected corporate foundations vibrant art scene. In addition, the Ayala Museum’s inventive in the country today. Their commitment and support allow us approach to education proved to be a hit among students and to continue designing strategic programs and expanding our adults, particularly historian Ambeth Ocampo’s intriguing lectures reach. on Philippine history and the DesignTalks series, which featured For 2010, the foundation remained steadfast in its some of the most renowned Filipino artists and designers. commitment to education and leadership development, These are just a few of the projects that Ayala Foundation entrepreneurship, environment and sustainability, community actively pursued during the year, but none of these would have development, as well as art, history, and culture. succeeded without you, our stakeholders. It is your continued We continue to have great hope for the nation’s future faith and confidence that has kept Ayala Foundation alive and after another successful run of the Ayala Young Leaders’ Congress vibrant in the past 49 years. For that, we offer you our most (AYLC). On its 12th year, AYLC attracted a total of 81 young heartfelt appreciation. leaders representing 52 colleges and universities across the The year 2011 marks Ayala Foundation’s 50th anniversary. country—all of them making the pledge to become the nation’s It will be a wonderful time for all of us to look back on our next wave of servant-leaders, whatever field of endeavor they achievements, on our partnerships, and on our plans for the next may choose to enter. 50 years. As we all look forward to this milestone, allow me once It was heartening to see AYLC alumni enthusiastically again to thank all of you for helping Ayala Foundation become leading voters’ information seminars in the months leading up to what it is today. We trust that you will stay with us for at least the country’s first fully automated general elections. They helped 50 years more, developing and implementing programs that will voters to realize the power that they had in their hands—the continue building on our vision of a poverty-free Philippines. right to elect the country’s leaders. I am proud to say that these AYLC alumni made significant contributions to the success of the May 2010 elections.

Jaime Zobel de Ayala

3 Dear stakeholders,

he elections of May 2010 galvanized an entire organized seven municipal education forums for consortium of 15 organizations for Project Noah’s nation to work together for the common local education stakeholders and local government Ark, a project that pledged to identify and develop Tgood. When new leaders were elected in officials, to ensure that the education programs potential evacuation centers for typhoon-prone the country’s first-ever nationwide automated being implemented in the communities were communities. Aside from providing a temporary elections, a new era of governance seemed to be aligned with the actual needs of the residents. After shelter in case of emergency, Noah’s Ark also aims upon us, one marked by transparency, efficiency, its successful run, ELSA is scheduled for completion to provide the communities with training in disaster and accountability. Despite the intense heat of the in the first quarter of 2011. management and risk reduction. The consortium summer, millions of Filipinos came out in droves In addition, the Center of Excellence in made the first important step in realizing its to cast their votes, a testament to their faith in the Public Elementary Education (CENTEX) continues dream of equipping communities in the face of possibility of national transformation. to provide students with quality education. This natural disasters when it piloted the program in The elections served as an affirmation of year, CENTEX embarked on intensive teacher- barangay Malanday, Marikina City, which was one Filipinos’ readiness to participate in nation- training programs. Teachers from both the Manila of the communities severely damaged by typhoon building and to face the challenges of this brave and Batangas campuses were sent abroad to Ondoy. new world. undergo a teacher-training program designed to Even as AFI expands its reach in the These events allowed us at Ayala Foundation help them improve their teaching methodologies Philippines, AFI continues to recognize the to strengthen our resolve in fulfilling our mission of and their skills in classroom management. CENTEX importance of Filipino communities abroad. contributing to the eradication the different forms also launched A Class of Your Own, a fund-raising The transformation of Ayala Foundation USA that poverty takes. They affirmed our commitment to activity inviting donors to commit themselves to (AF USA) into Philippine Development Foundation piloting social innovations and scaling up successful supporting the education of an entire class of (PhilDev) was another highlight of the year. After ones in the service of our mission. They helped us kindergarten students, hopefully until they graduate 10 years, the operations of AF USA was formally engage more supporters, donors, partners, as well from elementary school. turned over to its natural stakeholders—the Filipino as national and local government units, to widen The partnerships that CENTEX nurtured also diaspora community in the United States. During our growing support base. We remain ever vigilant, translated to more and more students receiving the forum and gala held in San Jose, California, no making sure that our methods and strategies can scholarships to quality high schools and colleges less than President Benigno Aquino III was present respond to the evolving challenges of the times. nationwide. As of school year 2009–2010, there to witness the birth of PhilDev, an organization Education remains at the forefront of our were 13 CENTEX alumni enjoying scholarships from committed to building an ecosystem of science and efforts to uplift the lives of more Filipinos. some of the country’s most prestigious universities— technology-based entrepreneurship and innovation We are proud to share that Gearing Up Internet two from the University of the Philippines and three for economic development in the Philippines. Even Literacy and Access for Students (GILAS) has now from the University of Asia and the Pacific, to name with the transformation, PhilDev continues to give connected more than 3,000 schools to the Internet, a few. priority to harnessing the resources and energies opening the door to a world of possibilities for as AFI also continues to champion the of the Filipinos abroad for meaningful social many as three million public high school students. entrepreneurial spirit among Filipinos through development initiatives in the Philippines. During Even schools located in remote areas—including the Ayala Technology Business Incubator. In 2010, the year, AF USA/PhilDev raised $1,668,040 for its some parts of the country that are as yet unreached Ayala TBI held five TechBootCamps—workshops partner nonprofit organizations engaged in areas by such basic services as electricity—now have designed to help teams and start-up companies such as health care, education, environment, and access to computers and the Internet. grow and develop their products for the global disaster relief. Also gratifying is the fact that the national market. As many as 77 business ideas were pitched In 2011, Ayala Foundation will be celebrating government has recognized the contributions of to a panel of experts composed of angel investors, its 50th anniversary. In every one of those 50 years, the GILAS consortium to improving the quality industry experts, and corporate venture funders. the foundation’s desire to contributing to uplifting of education in the country. In the 2010 progress These concepts focused on addressing issues such the lives of Filipinos has never wavered, has, in report on the steps taken by the country toward as environmental protection and food production, fact, evolved, strengthened, even found new ways achieving the Millennium Development Goals, the critical issues that could affect both the present to express itself. All of this would not have been National Economic Development Authority cited and future generations. possible without the support of our volunteers, GILAS as a best practice. This year, AFI took its commitment to friends, and donors, who make up the lifeblood Another project showcasing the power of environment and corporate social responsibility of our organization. Their generosity has helped technology to bridge the gap between the rich and one step further by creating Ayala Foundation’s our advocacies flourish and soar to even greater poor is Text2Teach. This year, Text2Teach brought Environment and Sustainability Division, which heights. The challenges and opportunities of the interactive educational materials to a total of consolidates the foundation’s activities in times may change, but our commitment to the 180 elementary schools. The Text2Teach alliance sustainability, solid-waste management, clean air, Filipino people remains essentially the same: to continues to gather more support from both the water management, and energy efficiency. This eradicate the myriad forms of poverty and provide private and public sector to make learning more year alone, over 1,680 tons of assorted recyclables this generation, as well as the next, with a better dynamic and fun for our public school students. worth close to P13 million was collected from the quality of life. Our educational initiatives in Mindanao, 280 participating buildings at the Makati Central We invite you to read our annual report and through the Education and Livelihood Skills Business District. A total of 85 Ayala Recyclables celebrate AFI’s successes, which are yours as much Alliance (ELSA) project, actively reached out to Fairs were held, generating 70 tons and 2,500 as ours. Thank you, and we hope you journey with Filipinos living in the Autonomous Region of pieces of assorted recyclables. us in the years to come. Muslim Mindanao, Region X, and Region XII. Aside AFI also reaffirmed its commitment to serving from providing training in resource mobilization the needs of poor communities in the Philippines. for 105 parent–teacher associations, ELSA also In the aftermath of Ondoy last 2009, AFI joined a

4 Victoria P. Garchitorena The PRESIDENT’S MESSAGE

5 At a glance EDUCATION & LEADERSHIP DEVELOPMENT

Ayala Foundation’s Education and Leadership Development division develops, implements, and sustains projects that hope to contribute to solving perennial challenges in education, particularly in the public sector, and nurturing the growth and development of the country’s future leaders. REACH & IMPACT

AFI’s educational initiatives have reached well over 3,000 public HIGHLIGHTS elementary and high schools in virtually all geographic regions in the country, directly responding to some of the needs of over three million students, teachers, and school officials nationwide. AFI has also contributed significantly to the development of social consortiums committed to improving the quality of education in • Connected 523 the country. public high schools to the Internet through the Gearing up Internet Literacy and Access for Students (GILAS)

• Celebrated the • Received from • Organized 14 • Wrap up the connection of over 3,000 Toshiba Corporation 100 voters’ education forums, third phase of Text2Teach public high schools to the laptops with Internet access, which were attended by close by bringing the project to an Internet in a special event with which were turned over to 10 to 3,000 participants STRATEGIC additional 170 schools, to reach partners, donors, and supporters public high schools in Laguna INITIATIVES the target of 350 schools

• Cited as a best • Brought • Launched • Wrap up the • Bring in a third- practice by the National Text2Teach technology Leadership Communities GILAS project, which will party evaluator to review Economic Development and educational materials to (LeadCom) be officially turned over to the impact of Text2Teach’s Authority (NEDA) in the 2010 83 public elementary schools the Department of Education third phase on beneficiary country report for the Millennium (DepEd) schools Development Goals

• Conducted • Reached a total • Organized • Help prepare • Form • Wrap up the resource-mobilization the first LeadCom in training for 105 of 180 schools in Luzon, a plan to connect the Leadership Communities ELSA project in view of parent–teacher associations since the launch of the third Catanduanes, attracting 79 remaining schools through for the areas of Oriental its completion, scheduled in in Sarangani, South Cotabato, phase of Text2Teach in late 2007 delegates the joint GILAS–DepEd Technical Mindoro, Cebu, Pampanga, and March 2011 Sultan Kudarat, North Cotabato, Working Group Bulacan and Cotabato City, under the banner of the Education and Livelihood Skills Alliance (ELSA)

• Organized • Organized • Formally turn • Officially launch the 12th Ayala Young seven municipal over GILAS to DepEd Enabling Education education forums for local Leaders Congress, which education stakeholders and Communities, an initiative that was attended by 81 student local government officials, also seeks to empower members of 6 leaders representing 52 academic under ELSA a community to work together institutions for the improvement of public education At a glance CENTER OF EXCELLENCE

IN PUBLIC The Center of Excellence in Public Elementary Education (CENTEX) is committed to giving highly ELEMENTARY intelligent but economically disadvantaged children an education whose quality equals that offered by EDUCATION the best private schools in the country. CENTEX takes a holistic approach to education, offering an environment where students are empowered to excel in academics, develop their leadership skills, nurture their artistic skills, and become upstanding Filipino citizens. REACH & IMPACT

CENTEX operates in two public elementary schools in the country—one in Tondo, Manila, and another in Bauan, Batangas. CENTEX also actively supports its alumni by helping them secure scholarships in top high schools, colleges, and universities in the country.

STRATEGIC INITIATIVES

• Updated its • Developed • Intensify special vision, mission, and values a set of rubrics on training programs for statement, and formulated a classroom observation and CENTEX teachers strategic plan to help realize its teacher mentoring to be used in HIGHLIGHTS long-range goals evaluating teacher performance

• Organized a • Sent three • Held the • Welcomed • Plan the week-long advanced teachers to participate in annual teacher-training Maria Victoria Lagoutte, expansion of teacher- computer training workshop international teacher-training workshop for 63 CENTEX a teacher from the American training programs to attended by intermediate programs teachers in October School of Paris, who conducted accommodate teachers from students and teachers from three writing workshops for other public schools CENTEX Batangas CENTEX teachers and students

• Assisted alumni • Partnered with • Partnered with • Continued • Strengthen in securing high school Steps Dance Studio, various individuals and the implementation partnerships with and college scholarships which invited 33 grade two organizations, who provided of the English Access benefactors, volunteers, and and grade three students to support for several CENTEX Microscholarship Program, friends who have consistently participate in the 16th Summer projects, including A Class of a project initiated by the supported CENTEX initiatives Dance Workshop Your Own United States Embassy in the 7 Philippines and the US Department of State ENVIRONMENT & SUSTAINABILITY At a glance

Ayala Foundation’s Environment and Sustainability division serves as the convener of the Ayala group of companies’ corporate social responsibility (CSR) initiatives, and takes the lead in developing, implementing, and sustaining programs in environmental protection, including solid waste management, clean water, clean air, and energy efficiency. Through its programs, the division seeks to engage stakeholders from various sectors in implementing projects geared toward environmental protection, as well as in inspiring others to work under the triple-bottom-line approach to sustainable development. REACH & IMPACT

Aside from consistently implementing its programs in the Makati Central Business District and other Ayala-managed properties, the environment and sustainability division • Prepared for the • Mobilized reached out to other communities and publication of the second over 200 Ayala group groups so they can also develop and sustain sustainability report of the employees for Paint Ayala their own environmental projects. AFI’s HIGHLIGHTS Ayala group of companies Avenue Clean! Activity, in celebration of Earth Day in April environment and sustainability group also actively pursued partnerships with private organizations and government agencies committed to clean air, clean water, and energy efficiency. This way, AFI’s green • Conducted 17 • Collected over • Established initiatives and advocacies could reach a SWM orientation sessions, 1,680 tons of assorted community-based SWM program within the wider network of stakeholders and have with a total of recyclables worth close to Bases Conversion Development STRATEGIC 1,590 participants P13 million were recovered from Authority (BCDA) property greater impact. the 280 participating buildings and medium-rise buildings in INITIATIVES from the MCBD barangay Ususan, Taguig City

• Organized • Partnered with • Participated in • Release the • Strengthen and hosted the Solid the International Finance organizational meetings second Ayala group existing partnerships and develop new ones to achieve Waste Management Review Corporation to develop a to establish the multi- sustainability report, with an series of four workshops with greater reach and impact public awareness campaign participants representing 41 stakeholder Sustainable Energy application level of B, based on in environmental initiatives, organizations, from national and poster on energy efficiency Network the framework set by the Global particularly in such areas as solid- local government, civil society, Reporting Initiative waste management, energy and industry associations efficiency, clean air, and clean water

• Gathered • Participated • Co-organized • Conduct a baseline data on in the technical working with the Center for workshop series on emissions from public utility group of the Department Advanced Philippine Studies sustainability jeepneys plying three specific of Science and Technology (CAPS) the first International 8 routes in Makati City in drafting the Science and Sustainable Sanitation Lecture Technology R&D road map to featuring Water Recycling and address water pollution. Reuse The foundation’s entrepreneurship group is committed to providing invaluable support for technology start-ups and entrepreneurs so they can successfully launch their business. Through the Ayala Technology Business Incubators, the entrepreneurship group aims to identify, develop, and promote technology entrepreneurs providing innovative solutions not only to problems related to technology, but also to such social issues as access to health care, clean water, and energy, opening a track for social enterprises that focus on addressing the needs of those at base of the economic pyramid. REACH & IMPACT

The entrepreneurship group strengthened its partnership not only with start-ups and aspiring entrepreneurs, but also venture capitalists, “angel” investors, representatives from corporate ENTREPRENEURSHIP venture funds, and industry experts. Aside from hosting 30 start-ups in four business incubators, the entrepreneurship group reached out to other potential innovators and techno-entrepreneurs At a glance in different parts of the country through the TechBootCamps, Kape + Teknolohiya forums, and Innovation forums.

HIGHLIGHTS

• Oversaw the operation of technology business incubators in four different locations—two in the University of the Philippines Diliman, one in UP Cebu, and another at the Asian Institute of Management

• Held a total of five TechBootCamps in Luzon, Visayas, and Mindanao

• Attracted a total • Conducted • Connect • Leverage of 82 proposals for the six Kape + Teknolohiya locators to critical players foundation resources TechBootCamps forums at the UP– in the technology ecosystem, with partners in both the TechnoHub in Quezon City STRATEGIC including industry, experts, and public sector (such as the mentors Department of Science and INITIATIVES Technology and Philippine Economic Zone Authority) and the private sector, including global players such as Google

• Tracked 12 • Held six • Strengthen ties • Develop a promising business Innovation Forums in with industry partners, social enterprise track to concepts from the Makati City including venture capitalists advocate use of technologies TechBootCamp alumni teams and funding organizations, as for pervasive social problems well as representatives from in providing solutions to such business and academia perennial problems as access to 9 health care, clean water, and energy At a glance COMMUNITY DEVELOPMENT

Ayala Foundation’s community development program seeks to respond to the development needs of specific sectors, to • Continued to build and enable capacities of local communities so they supervise the operation of the Buklod Bahayan Daycare can respond to the needs that they face, and ultimately to Center in Cavite, overseeing the allow assisted communities to define their own development HIGHLIGHTS education and nutrition of 270 direction. preschool children REACH & IMPACT

The community development program reached out to the • Provided • Monitored the residents of a number of key communities in the country, educational assistance installation and turnover implementing projects covering such areas as education, to 42 high school and college to the local government of livelihood development, eco-tourism and heritage students, preschool assistance to Baclayon, Bohol, of a floating wharf, STRATEGIC 57 pupils, daily supplemental feeding to be used in activities related to preservation, housing, and disaster preparedness. It has also to 175 elementary pupils, and health aquatic research and eco-tourism INITIATIVES partnered with various groups, including local government assistance to 350 patients monthly in connection with the Iraya units and community-based organizations. Mangyan community project in Oriental Mindoro

• Piloted the • Facilitated • Turn over the • Continue • Finalize turnover disaster-preparedness capacity-building activities management of the Buklod providing educational, to local stakeholders of program, Project Noah’s Ark in in Malanday, Marikina City, so Bahayan Daycare Center to the health, and housing assistance Zobel-initiated projects in Malanday, Marikina City the community could organize its homeowners’ association, while for Iraya Mangyans, in cooperation Dauis, Bohol barangay disaster-risk-reduction continuing the monitoring of budget with the Sisters of Charity of St. Anne and management committee, identify use and project implementation the risks the community faces, set up warning and communication systems in case of emergencies

• Supervised the • Implement • Assist in the construction of 20 toilets Project Noah’s Ark in second formalization of the deed of and four common kitchens, as pilot site of donation for the homes well as provided rain gauge and constructed in Bayanijuan, Calauan, kitchen utensils, at the designated Laguna evacuation area in Malanday, 10 Marikina City AYALA MUSEUM

Envisioned by the pioneering painter Fernando Zóbel in the 1950s as a At a glance museum of Philippine history and iconography, Ayala Museum now stands as a premier private museum of Philippine fine art and history, and one of the most renowned cultural hubs in the country. Local and international guests are drawn to its dynamic programming, which includes culturally relevant exhibitions, engaging events and education programs, and distinctive performances by notable local and foreign artists and musicians. REACH & IMPACT HIGHLIGHTS Ayala Museum successfully increased its visitorship and widened its reach by actively offering various programs that tapped new audiences. Its strengthened • Partnered • Nurtured new partnership with various institutions, with organizations such and existing partnerships including Ayala Land Inc., allowed the as the Purita Kalaw-Ledesma with embassies and such museum to make use of other venues, Foundation, Filipino Heritage international organizations Festival, and the Ninoy and Cory as Goethe Institut and Alliance most particularly public spaces, to bring Aquino Foundation in exhibiting Française de Manille art closer to the public. historically and culturally significant collections

• Presented • Supported • Brought art • Launched • Energize exhibitions that exhibitions with to public spaces such DesignTalks, a lecture exhibitions by offering featured well-known and Conversations, a lecture series as malls, parks, and the Ayala series featuring professionals complementary programs up-and-coming artists in such that focused on the depth and Triangle Gardens through the from various design fields STRATEGIC (including lectures, workshops, fields as painting, sculpture, and significance of the contributions ArtPark and Dasmanila exhibitions INITIATIVES performances, and/or curators’ installation art of currently featured artists, and talk) during their run the publication of exhibition catalogues

• Launched the • Partnered with • Encouraged art • Introduce an • Invite a History Comes Alive! New Slang in holding appreciation among the art appreciation lecture diversified set of design lecture series with historian Grade School for Yuppies youth by holding summer art series professionals for DesignTalks Ambeth Ocampo workshops and by introducing to expand the range of featured A Day at the Museum, a special fields, especially in new and rising project for underprivileged creative fields children

• Honored • Launched the • Maximize the • Hold lectures • Strengthen educators through the Filipino version of the use of new media to on contemporary current and pursue summer-long Teachers’ Day audio guides for the Dioramas increase online visibility Philippine history alongside future local and international program of Philippine History the exploration of history during partnerships colonial times

• Booked 21 • Released • Became • Publish a • Continue shows for ArtistSpace well-crafted and stylish the preferred venue series of children’s books with the successful jazz merchandise for Museum Shop for numerous musical inspired by the works of concert series and also explore performances, publication and National Artists other genres such as classical and Original Pilipino Music (OPM) product launches, and forums 11 At a glance FILIPINAS HERITAGE LIBRARY

As a leading library specializing in all-Filipiniana materials, the Filipinas Heritage Library (FHL) hopes to promote and advance education and literacy in Philippine history, art, and culture. Aside from actively building its collection of books, periodicals, and other resources in traditional and nontraditional media, FHL stepped up its efforts in developing programs that promote appreciation of Philippine history, literature, and cultural heritage in the form of workshops, lectures, exhibits, and special events. In addition, FHL established partnerships for its MyLibrary program, an effort to build or rehabilitate community libraries. REACH & IMPACT

While remaining true to its core mission of serving as a research and resource center, FHL reached out to a much wider audience by organizing and participating in lectures and conferences, as well as presenting cultural programs and festivals. Also, FHL made use of information and communication technology to make some of its resources accessible to a greater number of people, whether in the country or abroad. Lastly, FHL reached out to members of different schools and communities in different parts of the country through book donations, reading campaigns, and the rehabilitation of community libraries.

• Launched the MyLibrary program, which aims to build or rehabilitate community libraries in different STRATEGIC HIGHLIGHTS parts of the country INITIATIVES

• In partnership • Facilitated the • Organized • Intensify with Chevron Philippines, delivery of over 4,000 the second LibraryLink efforts to gather support completed the rehabilitation of art books, donated by the Bard conference, which carried the for MyLibrary, so that more two community libraries, in Tiwi, Graduate Center in New York, to theme, Preservation: Trends and communities can enjoy new or Albay, and San Pascual, Batangas schools and community libraries in Challenges revitalized libraries different parts of the country

• In partnership • Partnered • Partnered with • Introduce • Step up its with the Ayala group of with the National Book the NBDB in organizing innovations to workshops— literacy advocacy, in the companies, organized Bravo! Development Board (NBDB), Lit Out Loud: The First Manila more engaging photo classes form of special classes, reading Celebrating the Filipino, a festival the Book Development Association International Literary Festival and trips, and bringing writing campaigns, and others that paid tribute to the artistry of the Philippines (BDAP), and classes online and ingenuity of Filipinos in the Vibal Foundation Inc. in hosting fields of visual arts, music, dance, the country’s first-ever digital photography, fashion, and film publishing conference, which carried the theme. The Future of the Book

• Completed • Conducted • Prepare • Develop and May Sining at Musika 22 photo workshops and activities in line with produce new publications, sa Kasaysayan at Sibika: An trips, 22 writing workshops, the celebration of FHL’s 15th not only in print format but also ArtConnection Resource Book for and 10 special workshops for the anniversary in e-book format Teachers Department of Trade and Industry 12 PHILIPPINE At a glance DEVELOPMENT FOUNDATION

Philippine Development Foundation (PhilDev), formerly Ayala Foundation USA (AF USA), is a public charity registered with the United States Internal Revenue Service. PhilDev’s focus is on building an ecosystem of science and technology-based entrepreneurship and innovation for social and economic development in the Philippines. As part of its commitment to diaspora philanthropy, PhilDev also generates resources from United States–based donors for nonprofit organizations in the Philippines. REACH & IMPACT

After 10 years as AF USA, PhilDev channeled over $10 million for projects initiated by a total of 161 nonprofit, educational, community-based, and charitable organizations in the Philippines. PhilDev also established a total of 10 volunteer groups all over the United States.

HIGHLIGHTS

• Raised over • Added 33 new • Support the $1.6 million for its organizations to its list of establishment of an Philippine nonprofit partners partners, which now total 161 ecosystem for the growth and development of science and technology in the Philippines

• Established and • Raised $485,000 • Hold a forum maintained partnerships for the Gearing up Internet on innovation and with companies such as Goldman Literacy and Access for Students entrepreneurship for a globally Sachs, Chevron, Seafood City, (GILAS) project competitive Philippines STRATEGIC and Jollibee Foundation INITIATIVES

• Held the first • Raised over • Convene a Philippine Development $213,600 at a live auction Multi-Sectoral Alliance on Forum and Gala in San Jose, held during the PhilDev gala Science and Technology (MAST) California

13 EDUCATION & LEADERSHIP DEVELOPMENT

Operational Highlights

Ayala Foundation’s projects in education and leadership development are committed to helping bridge the gap between privileged and underserved students. By taking an active role in organizing and nurturing partnerships and consortiums, the foundation pursues various initiatives that seek to address perennial problems in education, particularly in the public sector.

Gearing up Internet Literacy governments, legislators, schools, local communities, powered computers with peripherals and Internet and Access for Students and overseas Filipinos through Philippine connection. The teachers also received training on Development Foundation (formerly Ayala Foundation how to operate the computers, use basic software, n November the Gearing up Internet Literacy USA), to support its cause. troubleshoot the hardware and solar panel system and Access for Students (GILAS) celebrated the Some of the 523 public high schools connected problems, and maintain the computers. Iconnection to the Internet of over 3,000 public to the Internet during the year were in areas that Toshiba Corporation, one of the most active high schools. This represented 43 percent of all had limited access to even the most basic services. supporters of the GILAS project, turned over 100 public high schools in country—a significant growth One such school was the Canumay extension of units of brand new laptops with Internet access to from the time GILAS was launched in 2005, when the Antipolo National High School, located in 10 public high schools in Laguna. This was the third only about six percent of the country’s public high Purok Canumay, Sitio San Isidro, Barangay San year of Toshiba’s four-year commitment to support schools had some form of Internet access. Jose, an outlying area in Antipolo City. The school GILAS. This milestone was celebrated in a special event and the whole community did not have access As it continued its mission of promoting held at the Intercontinental Manila, during which to electricity. In partnership with Sow Asia, Solar information literacy among the nation’s youth, GILAS donors, partners, and supporters were brought LEAP, the University of the Philippines’ department was cited as a best practice case in the Philippines’ together. of electrical and electronics engineering, the Millennium Development Goals (MDG) 2010 progress Organized as a multisectoral consortium where Department of Education–Division of Antipolo report, released in September by the National AFI serves as the secretariat and project manager, City, Ayala Land Inc., and the Antipolo City local Economic Development Authority (NEDA). The GILAS brings together various corporations, local government unit, the school was given 10 solar- report acknowledged the significant contributions 14 of information and information communication take the lead in promoting ICT in their school and level of use of mobile phones to deliver educational technology (ICT) to the country’s development by taking care of the laboratory. materials to the classroom. providing innovative applications and improving To make sure that each school could keep At present, the organizations from the private the knowledge and skills of Filipinos. GILAS was its computer laboratory in good condition, the and public sectors comprising the Text2Teach cited for addressing two of the MDGs. These were Department of Education allocated funds to aid Alliance continue to make sure that high-quality MDG number 8, or “developing a global partnership the schools in the procurement of computer units and interactive educational materials in English, for development”; and target F of MDG number 8, or through the DepEd Computerization Program (DCP) science, and mathematics reach different public “making the benefits of new technologies available, and cover Internet service fees through the DepEd elementary schools across the country. especially information and communications, through Internet Connectivity Program (DICP). With these The first phase of the project successfully brought cooperation with the private sector.” programs, a joint GILAS-DepEd technical working these educational materials to 81 public schools Beyond connecting schools to the Internet, group was formed to work for the connection of all in Metro Manila, Batangas, Laguna, Cotabato City, providing technical support, doing school visits, and of the public high schools in the country. Oriental Mindoro, Antique, and Cagayan de Oro. validation, GILAS also provided training for teachers The second phase, meanwhile, reached out to 124 and ICT coordinators, covering such topics as Internet Text2Teach public elementary schools in Region XII and the literacy, local area network administration, computer Autonomous Region of Muslim Mindanao. maintenance and troubleshooting, and program When Text2Teach was launched in 2003, it sought In 2007, Text2Teach and Nokia signed an sustainability. School heads also received training to take advantage of the country’s robust mobile agreement to expand the project to 350 schools in ICT sustainability and leadership to help them technology infrastructure and the Filipinos’ high in Luzon, bringing the project to its third phase. 15 Under the agreement, Nokia made a commitment to Youth Leadership Development national elections in May. The group held a total of provide a grant of P27 million, to be matched 1:1 by 14 voter’s education sessions, attracting as many as the local alliance. Leveraging resources to generate The foundation’s youth leadership development 2,740 participants. local government contribution to the project began unit focuses on forming servant leaders across the The Leadership Communities (LeadCom) program in late 2008, while the implementation was officially country. Every year, it oversees the Ayala Young aims to develop, inspire, empower, and nurture started in the first quarter of 2009. Leaders Congress (AYLC), the annual gathering of leaders among young Filipinos and promote the By the end of 2010, the third phase of Text2Teach the best student leaders across the country. value of servant leadership among student leaders reached a total of 180 elementary schools, 83 of The 12th edition of the congress, held in Alfonso, in various parts of the Philippines. LeadCom brings which were given access to Text2Teach technology Cavite, in February, attracted 81 young leaders together partner colleges and universities from a during the year. representing 52 colleges and universities across defined area (city or province) to form a community By the end of 2011, Text2Teach is expected to the country. This brings the total number of AYLC that will champion youth leadership development in bring the project to 170 more schools to reach the alumni to 882. their respective schools. They are also encouraged to 350 schools targeted for the project’s third phase. The youth leadership development unit, through work together so the program spreads to all higher As soon as the project ends, a third-party evaluator YouthVote Philippines, was also actively involved learning institutions in their area. The community will come in to review the project and determine in voters’ information and education in the months serves as the mechanism and platform for synergy its impact on the beneficiary schools. leading up to the country’s first fully automated and cooperation among partner schools and other

16 Funds raised by GILAS 2008 2009 2010

P47,244,646 Cash P54,474,401 P51,821,020

P6,328,510 In Kind P6,195,000 P2,854,004

Number of Internet- connected high schools in the Philippines, as of December, 31, 2010 3,040 (43%) 4,057 (57%) 7,097 Connected Still to be Total number of connected schools

Number of public high schools connected by GILAS

679 642 523 448 2000-2005* 2007 415 2010 333 2008 2009 2006 *Connections made from 2000 to 2005 facilitated by Youth Tech; connections from 2005 to 2010 facilitated by GILAS

local institutions for youth leadership development. Education and Livelihood Skills Alliance same time, ELSA held a total of seven municipal The ultimate goal of the program is to have a education forums in select areas in Sarangani, sustainable community of locally based schools Ayala Foundation served as one of the lead South Cotabato, Sultan Kudarat, North Cotabato, and and individuals committed to the formation and partners for Education and Livelihood Skills Alliance Cotabato City. Each of these forums was attended development of youth leadership by conducting (ELSA), an alliance that sought to implement the by stakeholders from the local education sector various related programs on a regular and sustained Education Quality and Access for Learning and as well as representatives from local government basis. Livelihood Skills (EQuALLS2) project funded by the units. The forums were held to ensure that the The first LeadCom was held in Catanduanes United States Agency for International Development educational programs being implemented by the and brought together 79 participants from seven (USAID). ELSA was committed to contributing to local government were aligned with the needs of partner schools. AFI hopes to bring LeadCom to raising the quality of education, as well as improving the communities. Cebu, Bulacan, Pampanga, and Oriental Mindoro in access to learning and livelihood skills, for Filipinos EQuALLS2 was initiated by the USAID in 2011. in Mindanao, particularly the Autonomous Region 2006 and is scheduled to run until 2011. Ayala of Muslim Mindanao (ARMM), Region X, and Region Foundation’s ELSA-related activities are scheduled XII. for completion on March 30, 2011. During the year, ELSA conducted a series of community-based resource mobilization, reaching as many as 105 parent–teacher associations. At the 17 CENTER OF EXCELLENCE IN PUBLIC ELEMENTARY EDUCATION

Operational Highlights

The Center of Excellence in Public Elementary Education (CENTEX) is a public elementary school, designated as a laboratory school and managed by Ayala Foundation. Operating under a tripartite memorandum of agreement involving AFI, the Department of Education, and the local government unit, CENTEX aims to provide highly intelligent but economically disadvantaged children with education whose quality is equal to that of the best private schools in the country.

CENTEX Manila was ranked third among public and private schools in Manila in the National Achievement Test for 2010. In addition, several students from CENTEX Manila and Batangas participated in division- level and national-level competitions in academics and athletics.

Focus on Training of the Classroom. Modules on values education and Enhancing Pedagogy Skills for Teacher Trainers, the character development, out-of-the-box teaching course included topics on classroom management ENTEX undertook a major strategic planning to methodologies, and cultural identity were highlighted and motivation, providing for individual differences help realize the long-range goals of the school, in the two-day workshop. in learning and teaching, evaluation and assessment Cwhich included the continuous development In February and July, Maria Victoria Lagoutte, for effective learning, and developing creativity in of teachers. This was incorporated into the revised a lower school English teacher at the American the learning environment. Divina Gracia Barrientos, a vision, mission, and values statement of CENTEX: University of Paris and a regular attendee of the sixth-grade teacher from CENTEX Manila, underwent “CENTEX shall pursue its vision to become a model Columbia University Teachers College Reading and a special program called Training the Trainer in Early public school learning environment where achievers Writing Project, conducted creative writing workshops Childhood Education, also held in Singapore. Another and servant leaders are developed, and best teacher for both CENTEX schools. The writeshop introduced CENTEX Batangas teacher, Sheryll Taroma, attended a practices and classroom technologies are shared and students and teachers to a wide repertoire of structure special summer training program at Punahou School disseminated through teacher-training institutes.” and elaboration techniques, and mechanics and in Honolulu, Hawaii. She received training in teaching Part of the teacher-training program was the conventions of the written language. The last day English as a foreign language. development of standards and rubrics for classroom of the workshop saw the participants composing observation and mentoring. This would become narratives about their lives. Partnerships significant as CENTEX embarks on training teachers CENTEX teachers were also awarded individual outside its two campuses. scholarships to attend training programs outside CENTEX partnered with various organizations Sixty-three teachers from CENTEX Manila and the country. Rhea Medilla, a third-grade teacher and individuals to ensure that its students would Batangas participated in the teacher-training seminar from CENTEX Batangas, participated in a two- continue to receive quality education. Among the held in October at the Old Swiss Inn in Makati City. week training course in Singapore sponsored by partnerships CENTEX nurtured during the year were The training carried the theme, Building the Heart the Ministry of Foreign Affairs in January. Entitled with such corporate donors as Integreon Managed 18 Solutions, Thomson Reuters, JP Morgan Chase, and from developing students’ capacity for creative students. As of school year 2009–2010, the following others, as well as private sponsors and volunteers expression and boosting their self-esteem, the dance are the partner schools where CENTEX Dreamcatcher (including Ms. Lagoutte, Mark Floro, Maja Fajardo, scholarship also aimed to promote health, discipline, scholars are enrolled: Santa Isabel College, Manila; and Taft Consultacy Group) who rendered hours of and diligence by way of aesthetic pursuit. UST Education High School; St. Bridget College, selfless service and assistance. On its second year, the English Access Alitagtag, Batangas. A number of CENTEX elementary CENTEX also sought to engage more partners and Microscholarship Program (Access Program) continued graduates have also been admitted as scholars in the supporters by launching A Class of Your Own. A Class to attract participants from both CENTEX Manila and following schools: Philippine Science High School, of Your Own is an initiative that encourages donor Batangas. An initiative of the United States Embassy Manila Science High School and De La Salle Lipa. companies to support a class of 25 kindergarten in the Philippines and the US Department of State, the students, in the hope that the they will continue Access Program encourages students to study English A number of CENTEX alumni also received college supporting the same class until it graduates from in after school classes through intensive activities. In scholarships. At present, there are 13 CENTEX alumni grade school. The sponsorship package for an entire October, Access scholars went to Davao City to attend enjoying scholarships from top institutions of tertiary class of 25 kids from either CENTEX Manila or CENTEX a week-long writing workshop organized by the US education—two from the University of the Philippines, Batangas is P375,000 or $8,750 a year. Embassy and Kasilak Foundation. three from the University of Asia and the Pacific, and Thomson Reuters was among the first to support from other colleges and universities. In addition, as A Class of Your Own, “adopting” a kindergarten class Scholarships for Alumni many as 63 students from the first and second batches from CENTEX Manila. A private donor also adopted of CENTEX Manila alumni are enjoying scholarships one class in CENTEX Batangas. CENTEX established its Dreamcatcher program from national government offices (such as the CENTEX also partnered with Steps Dance Studio as a way to help its alumni look for high school Department of Science and Technology) and the City to provide second- and third-grade students the scholarships. Since its establishment in 2005, the Government of Manila. opportunity to develop their talent in dance. Aside Dreamcatcher program has helped a total of 270

19 ENVIRONMENT & SUSTAINABILITY Operational Highlights

he year saw two key programs—the Ayala As secretariat of the Sustainability Council, AFI, in of the Building for Ecologically Responsive Design Social Initiatives and Ayala Green Resources partnership with Boysen Paints, mobilized employee Excellence (BERDE), a rating system for buildings, Tfor Environmental Education and Networking volunteers to participate in the Paint Ayala Avenue the Philippines’ counterpart to the United States’ (GREEN) being put under the umbrella of Ayala Clean activity in celebration of Earth Day in April. Over Leadership in Energy and Environmental Design (LEED) Foundation’s Environment and Sustainability division. 200 employees from the Ayala group volunteered to rating system. AFI is also a member of the PhilGBC’s The division brought together AFI’s knowledge and paint plant boxes and underpass entrances along special committee on waste. experience in driving corporate social responsibility Ayala Avenue. AFI continued to be an active member of the Solid projects and pioneering sustainability initiatives, as The division also took the lead in the Ayala Waste Management Association of the Philippines, well as environmental education and advocacy. group’s participation in the annual Corporate Social the Partnership for Clean Air, and the Clean Cities AFI, through the Environment and Sustainability Responsibility Expo organized by the League of Makati Coalition. AFI is also a member of the Informal division, continued to serve as the convener of the Corporate Foundations (LCF). As a member of the Waste Sector Committee and Zero Basura Olympics for Ayala Sustainability Council, which continued its LCF’s Environment Committee, AFI helped organize the Business Sector Technical Committee. preparation for the publication of the second Ayala Green Lifestyle exhibit, which featured different booths AFI remained committed to implementing its solid group sustainability report. The report, scheduled for showcasing different ways to adopt an environmentally waste management program in the Makati Central release in 2011, covers the sustainability performance friendly lifestyle. AFI also sponsored the solid-waste Business District, and other Ayala properties outside of the Ayala group of companies in 2009 and 2010. management booth, where it featured products made of Makati. At the MCBD, over 1,680 tons of assorted Following the reporting framework set by the Global from recycled materials. recyclables worth close to P13 million were recovered Reporting Initiative, the Ayala sustainability report In partnership with the Philippine Green Building from the 280 participating buildings. will be a B-level report. Council (PhilGBC), the Environment and Sustainability A community-based SWM program was also division participated in the development and launch established in the Bases Conversion and Development 20 Recyclables Recovered from the Makati Central Business District

2008 2009 2010

1,300 Weight (in tons) 1,407 1,682

P6,980,440 Value/Amount P9,269,410 P12,877,449

Authority (BCDA) housing project and medium-rise value of P560,000. In addition, five special recyclables AFI also participated in a series of organizational buildings in Barangay Ususan, Taguig City. In addition, events were held during the year. meetings to set up the Sustainable Energy Network, AFI provided assistance in promoting livelihood With the support of the Rockefeller Foundation, composed of representatives from advocacy groups, activities, using recycled materials, for women, AFI organized the Solid Waste Management Review, a service providers, and the academe. students, and out-of-school youth. series of four workshops that assessed SWM activities Meanwhile, AFI gathered baseline data on air quality AFI also monitored the weekly Recyclables Recovery and programs in the country, and to develop new in Makati City through smoke emission testing in Program in seven schools in barangay Ususan, ways to step up SWM efforts. For the lecture series, three public utility jeepney (PUJ) routes with terminal collecting three tons of assorted recyclables, worth AFI gathered stakeholders from the private sector, stations at car parks operated by the Ayala Property more than P8,000 from 4,639 participating students government, and civil society. Management Corporation. The participating PUJs will during the first quarter of 2010. AFI’s partnership with During the year, AFI intensified its participation in be the subject of a case study in 2011 for a program the Brgy. Ususan schools concluded in school year programs for energy efficiency, clean air, and water on proper engine maintenance, eco-friendly driving, 2009–2010. management. and a road courtesy training program. The Ayala Recyclables Fair (ARF) continued in six Together with the International Finance Corporation In partnership with the Department of Science Ayala malls, four Ayala properties, and two university (IFC), AFI helped develop a public awareness campaign and Technology’s technical working group, AFI helped campuses. During the year, the ARF was introduced in poster on energy efficiency for the MCBD. AFI was also draft the Science and Technology Research and MarQuee Mall, a new commercial center in Pampanga tapped by IFC and the European Chamber of Commerce Development road map to address water pollution. AFI developed and operated by Ayala Land Inc. in the Philippines to help organize a roundtable also co-organized the first International Sustainable A total of 85 ARFs were held, attracting as many as discussion on the Energy Smart Program, which aims to Sanitation Lecture on water recycling and reuse with 800 participating sellers and generating 70 tons and encourage the business sector to promote, support, and the Center for Advanced Philippine Studies (CAPS). 2,500 pieces of assorted recyclables, with an estimated implement energy efficiency programs in business.

21 ENTREPRENEURSHIP Operational Highlights

yala Foundation’s thrust in was held in Cebu in June, and was supported the country, including access to clean water, entrepreneurship is driven by its Ayala by Filipinnovation Network, the Department of environmental problems, and sufficient food ATechnology Business Incubator (Ayala TBI) Science and Technology (DOST), and the DOST production. Eleven business concepts positioned program, which spots and enables teams, start- regional offices in Central, Eastern, and Western as social enterprises were pitched. ups, and enterprises in science and technology Visayas. Fourteen business propositions were The third camp was conducted for UP to grow domestically and compete in the global pitched by teams and budding technology Diliman’s Enterprise Program in November. Eleven market. entrepreneurs to the TechBootCamp’s panel of teams from the UP Departments of Engineering, venture capitalists, “angel” investors, industry Chemistry, Business, Home Economics, and Food TechBootCamp experts, and corporate venture funds. Technology as well as locators from the two TBI The second camp in September was held facilities within the campus, pitched business In cooperation with partners from the in cooperation with the University of the concepts. Venture capitalists, angel investors, public and private sectors, Ayala TBI conducted Philippines Business Administration Student industry players, and social venture fund five sessions for its enterprise flagship, Council (UPBAC), and targeted business concepts managers from different parts of Asia comprised TechBootCamp. The year’s first TechBootCamp that aimed to address pervasive problems in the pitch panel.

22 The fourth boot camp was conducted in with concepts involving the use of technologies The Ayala TBI group also organized a total Davao in November, again with the support of the in environment, ICT, food, health, and energy. of 12 technology forums to draw together Filipinnovation Network, the DOST, and the DOST stakeholder communities in the fields of regional office in the Davao Region/Southern Technology Business Incubators technological innovation, intellectual property, Mindanao. Sixteen teams from the region and and entrepreneurship, as well as funding General Santos City presented various business The foundation oversees the operation of agencies. The forums also serve as a venue for concepts covering such fields as the environment, four Technology Business Incubators in different networking as well as the exchange of ideas and information and communication technology, food, locations—two facilities in the UP Diliman best practices. health, and energy. campus, another in UP Cebu, and the last at the Six Kape + Teknolohiya sessions featured The last camp for the year was held in Los Asian Institute of Management in Makati City. visiting scientists and technology experts and Baños, Laguna, in December. It was held in The TBIs operate under a partnership agreement were hosted at the UP–AyalaLand TechnoHub. cooperation with the Philippine Economic Zone between academic institutions and industry Meanwhile, six Innovation Forums were held Authority (PEZA), DOST, Filipinnovation network, partners, particularly Ayala Businesscapes of in Makati to showcase technology trends and and the DOST regional office in Southern Luzon. Ayala Land Inc. markets. Twenty-five business propositions were pitched, 23 COMMUNITY DEVELOPMENT Operational Highlights

yala Foundation continued to reach out to shelters in the event of disasters; and equip members Buklod Bahayan Daycare Center various communities in different parts of the of the community with the knowledge and skills that Acountry, implementing both short-term and will allow them to minimize, even prevent, damage to Since1996, the Buklod Bahayan Daycare Center in long-term programs that seek to respond to the property, injuries, or deaths. Silang, Cavite, provided quality preschool education, communities’ respective needs, be they in education, In September, AFI piloted Project Noah’s Ark in as well as nutritional support, for the children of livelihood, health, or housing. Malanday, Marikina City, which was one of the hardest- community members. hit communities during the onslaught of typhoon For school year 2009–2010, a total of 270 preschool Project Noah’s Ark Ondoy in 2009. Several capacity-building activities students were enrolled at the AFI-operated daycare were held to empower the community into organizing center. At the daycare center, they were given ample Given the continuing threat of typhoons and its own barangay risk-reduction and management academic, physical, psychosocial, and spiritual support flooding, AFI joined a consortium of 15 organizations committee, as well as identifying the risks its residents so they could be prepared for primary education. in setting up “Building Noah’s Ark in Flood-Prone were facing, setting up a warning and communication After taking the lead in the operation of the Buklod Communities,” or Project Noah’s Ark, a community- system to be used in the event of a typhoon or a flood, Bahayan Daycare Center for almost 15 years, AFI set based disaster response and preparedness program. and conducting an evacuation drill dry run. into motion the plan to turn over the management of The program aims to identify safe spots in the AFI also supervised the construction of 20 the daycare center to its natural stakeholders—the community and develop them into potential evacuation toilets and four common kitchens at the designated parents and teachers of the students. The process centers; improve school buildings and other community evacuation site. of officially turning over the management of the facilities, so that they may serve as adequate temporary daycare center to the Buklod Bahayan Homeowners’ 24 Association was started during the year, and will be Talipanan Elementary School, knowing that nutrition House-Building Activities in Calauan, Laguna fully implemented in 2011. AFI’s role at the daycare helps improve learning, and serves as an incentive for center will include monitoring of the use of financial children to keep attending school. The Ayala group of companies made a commitment resources, and assessing the progress of the project. In cooperation with the Sisters of Charity of St. Anne, to build houses in Bayanijuan, Calauan, Laguna. Aside AFI also provided health assistance for as many as 350 from house-building, the initiative also aimed to Iraya-Mangyan Project Iraya-Mangyans every month. provide support for over a thousand informal settlers relocated from the banks of the Pasig River, through The implementation of projects for the Iraya- Bohol Projects vocational technical education, job placement, and the Mangyan community in Sitio Talipanan, Barangay construction of health and livelihood facilities. Aninuan, Oriental Mindoro, continued to be one of the The AFI-assisted eco-tourism projects in Baclayon, To implement the program, AFI’s community priorities of AFI’s community development group. Bohol, were chosen as the beneficiary for the successful development group served as a convener for the Its commitment to helping the indigenous Iraya- 2010 Condura Run. As much as P523,000 was turned organizational meetings among the Calauan project Mangyans gain access to basic services remained over to AFI, Baclayon Recreational and Aquatic Activities stakeholders. Among the issues they discussed were strong during the year, particularly in the area of of Bohol (BRAABO), and the local government of parameters for land use and project components. education. Forty-two Iraya-Mangyans in high school Baclayon. The amount was used to fund the installation or college received educational support, as did 57 of a floating wharf to be used by researchers and whale preschool students. AFI also remained focused on its watchers. feeding program for 175 elementary students at the

25 AYALA MUSEUM

Operational Highlights

uring the year the Ayala Museum showed featured works by some of the key Filipino artists artworks from the artist’s family’s collection. noteworthy and memorable exhibitions. in the 20th century, from the collection of the The works of contemporary Filipino artists DMany of these exhibits were the result Purita Kalaw-Ledesma Foundation. inspired admiration, as shown by the positive of the strong partnerships established between In celebration of National Heritage Month in feedback to such exhibitions as Claude Tayag’s the museum and various local and international May, the exhibition Images of Nation: Vicente Stations of the Cross and Olivia d’Aboville’s organizations, including foundations, embassies, Manansala as a Social Realist, held in partnership Chasms of Fantasies. The 100 best entries to the and corporations supportive of Philippine art. with the Filipino Heritage Festival and the Friends 43rd Shell National Student Art Competition, The achievements of key figures in Philippine of Manansala Foundation, presented powerful presented in cooperation with Pilipinas Shell art and history were honored through several images with a strong social message by the Petroleum Corporation, were also exhibited at exhibitions. Through an exhibit entitled A Vision National Artist. the museum. of Philippine Art, the museum highlighted the The fourth quarter stood witness to the Strong links with international organizations significant contributions of Purita Kalaw-Ledesma, incomparable artistic contributions of a leading brought several memorable exhibitions to the founder of the Art Association of the Philippines, figurative expressionist in In My Life: Soul Portaits Ayala Museum. White Hot, featuring contemporary to the growth and development of art. The exhibit by Onib Olmedo, featuring never-before-seen glass art by Australian artists, was presented in 26 partnership with the Embassy of Australia in the Group for ArtPark, which featured sculptures and Australia in partnership with De La Salle College Philippines. With Goethe Institut Manila, the installations in various Ayala malls. Six ArtPark of St. Benilde and a group of craftswomen from museum presented German Jazz, an exhibition exhibits were held, featuring the works of Jose Dasmariñas, Cavite. of photographs showing the history of jazz in Mendoza, Rachy Cuna, Lor Calma, Bernardo post–World War II Germany. A special performance Pacquing, the Tam-Awan Village artists, and Education Programs by the Berlin-based group Hyperactive Kid was Norman Tiotuico. The museum also worked with also featured. Meanwhile, partnership with the Ayala Land Inc. in bringing the sculptures of Numerous lecture series, most of which were Embassy of Spain brought the El Prado Project: National Artist Arturo Luz to the Ayala Triangle launched during the year, proved to be great Dialogue with the Masters. This exhibition Gardens in an exhibit called Luz at the Gardens. successes not just in terms of audience turnout featured the works of Filipino artists, who had Finally, hundreds of handcrafted flowers made but also in providing creative luminaries a venue paid homage to paintings from the Museo del from recyclable materials were on display at to interact more directly with the public. Prado collection. the Museum Plaza for the exhibition entitled Through the Conversations series, the artists In its aim to bring art closer to the public, the Dasmanila: Recycling Garbage, Restoring Heritage, whose works were on display or the curator of the Ayala Museum partnered with the Ayala Malls organized by the University of New South Wales in exhibit had the opportunity to discuss with the

27 2008 2009 2010 Ayala Museum Visitorship (Tours)

Public schools 2,576 6,309 11,270

Local private school 33,136 34,338 52,121 students/Senior citizens 16,528 Local adults 14,598 14,338

Foreign students/ 2,476 2,284 Senior citizens 2,736

Foreign adults 7,016 5,968 5,856

Complimentary 3,074 4,671 7,851

TOTAL 63,135 70,290 93,720

public various issues related to artistic production Ocampo, who discussed intriguing details from Slang, a group of young writers. and exhibition. The DesignTalks series, meanwhile, Philippine history. Among the topics he discussed A number of summer art activities were also featured Filipino designers who showed their were the following: Chastity Covers and Penis organized by the museum. These included a creativity and artistry in different fields of Implements: Pre-Spanish Philippines Revisited; course on Chinese painting for kids, the month- design. The speakers featured in Design Talks Thomas Edison’s Funny Films: The Philippine- long Summer Art Festival at Greenbelt, and the I were furniture designers Kenneth Cobonpue, American War Revisited; What Did Bonifacio Really AM Art series. Ann Pamintuan, Budji Layug, and Royal Pineda; Shout When He Tore the Cedula: The Philippine A Day at the Museum, meanwhile, allowed lighting designer Florian Theuer; architect Ed Revolution Revisited; and What Did the Founding children from public schools and poor Calma; fashion designer Rajo Laurel; floral Fathers Eat: The Malolos Congress Revisited. communities to tour the museum for free, and designer Rachy Cuna; and fashion designer and Meanwhile, Grade School for Yuppies was a engage in art workshops. In addition, the museum milliner Mich Dulce. series of prompt-based storytelling sessions with gave visiting teachers free admission to honor Also launched was History Comes Alive! young participants from the art, literary, film, and their contribution to the education of children. led by popular writer and historian Ambeth music scenes. The series was organized by New 28 Finally, with the support of the Catawamteak partners also held a series of concerts featuring can do to participate in nation-building (Guillermo Fund, the planned translation into Filipino of the both established and rising musical acts. There Luz, AFI executive vice president, was one of the audio guides for The Diorama Experience came was Jazz at Ayala Museum and Jam Sessions speakers); and the launch of the Aquino Museum into fruition, with actor Cesar Montano serving and Workshops organized with the Philippine Redesign Competition and an exhibition of Aquino as narrator. International Jazz Festival Foundation, Sunset memorabilia, organized by the Ninoy and Cory Dreamscapes with 106.7 DreamFM, and The Aquino Foundation. Events POP! Shoppe with Lilystars Records and NU107. Also, Agnes Locsin, a Davao-based dancer and To encourage more people to visit, the Ayala choreographer, performed the original dance Museum organized a series of concerts featuring piece Sayaw Sabel. local and foreign musicians. Stanley Jordan Live at Other events held at the museum were 100 Ayala Museum and The Manu Codjia Trio Concert French Wines by the group Sommelier Selection; were both well attended. The museum and its Now What, a forum which discussed what Filipinos

29 FILIPINAS HERITAGE LIBRARY Operational Highlights

he year 2010 saw the Filipinas Heritage where books can be stored, but for these stakeholders also expressed interest and support Library (FHL) actively exploring creative structures to be used as a hub for community for FHL to build more libraries in other parts of Tways to promote knowledge and to activities. In addition, MyLibrary hopes to promote the country. advance Philippine culture. In the process, FHL a culture of reading in the community, and to FHL is also committed to donating books has expanded its reach through print and digital create a venue where local culture and history to public schools and community libraries. publications, education programs, community will be celebrated. The Literacy Fund of the library, which gathers programs, and cultural celebrations. During its first year, MyLibrary received funds from our various programs and projects, overwhelming response. In partnership with merchandise sales, and donations from partner Community Programs Chevron Geothermal Philippines Holdings Inc., institutions, is allotted for book donations. The FHL conceptualized, designed, and facilitated following schools became the beneficiaries of FHL embarked on an ambitious project to build the establishment of community libraries in FHL’s Literacy Fund: Pitogo Reading Center in or rehabilitate community libraries in different Tiwi, Albay and San Pascual, Batangas. The Taguig; Bolo Elementary School at Genorangan, parts of the country. Dubbed MyLibrary, the local government of Ligao City also partnered Lagonoy, Camarines Sur; Pamantasan ng Lungsod project hopes not only to establish structures with FHL to set up a community library. Other ng Valenzuela; Brotherhood of Destiny Inc. 30 2008 2009 2010 Library Visitorship 1,216 1,663 Researchers 964

Tour Participants 658 935 56

Ryodan International Chapter; and the Nazarene of information and communication technology, National Commission for Culture and the Arts, Catholic School in Quiapo. FHL laid the groundwork for the creation of and was attended by representatives from Metro In addition, FHL facilitated the distribution to online classrooms for writing workshops and Manila, Cagayan, La Union, Pangasinan, Cavite, individuals and institutions of 4,159 volumes of heritage talks to reach teachers, librarians, and Laguna, Naga, Cebu, Bohol, and Ozamiz City. art books and exhibit catalogues donated by the other Filipinos outside Metro Manila. FHL intensified its teacher-training advocacy Bard Graduate Center in New York. LibraryLink, the online union catalogue of over by offering a special lecture series for teachers 100 Filipiniana libraries in the country, continued who wish to explore pop culture as a platform in Education Programs to provide a venue for interaction for library teaching Filipino values, art, and culture to their professionals by hosting the Second LibraryLink students. The Pop Culture and the Arts Lecture FHL sustained its education programs for Conference with the theme, Preservation: Trends Series held in November covered Philippine librarians, teachers, and writing and photography and Challenges. The conference aimed to explain popular music, visual arts, literature, and mass enthusiasts. Experts from the academe were different issues in digital archiving and the media. invited to serve as resource people in conferences, preservation of library and archival materials. lecture series, and workshops. To maximize the use The three-day conference was supported by the

31 Festivals and Celebrations women in history, government, business, the Future of the Book. The two-day conference arts, and culture. For Filipina, Bravo!, FHL carried the theme, Book Publishing in the Global With the support of partner institutions, the conceptualized and researched the photos and Digital Arena, and presented discussions on the library helped set the stage for celebrations of stories exhibited in different Ayala malls in the following topics: the changing landscape of Philippine art and culture in the form of exhibits, country. In connection with this, a fashion show publishing, the rise of e-books, and how Filipino fashion shows, concerts, and literary festivals. was organized, highlighting the works of some of readers, writers, and publishers can make the best Following the success of the Bravo Filipino the most influential female style stalwarts who of these changes. concert in 2008, the Ayala group of companies have shaped the Filipina’s appreciation of beauty In celebration of the 14th Philippine Book mounted Bravo! Celebrating the Filipino, a and fashion. Development Month in November, NBDB, in month-long festival that paid tribute to Filipino In September, the National Book Development partnership with FHL and National Book Store, artistry and ingenuity in music, dance, visual arts, Board (NBDB), the Book Development Association presented the First Manila International Literary photography, fashion, and cinema. of the Philippines (BDAP), FHL, and Vibal Festival. LOL: Literature Out Loud brought Part of the festival was Filipina, Bravo!, Foundation Inc. held the country’s first-ever together nationally and internationally acclaimed which honored the achievements of Filipino digital publishing conference aptly titled, The writers, local and foreign publishing experts, 32 teachers of literature, and fans of various developed by the Department of Education, office of Ayala Now, the official newsletter genres of writing to discuss the present state and was developed to provide teaching of the Ayala group of companies, which is of literature. resources that can help enrich classroom published six times a year. methodologies and expand the knowledge In February, during the anniversary of the Publications and Other Services base for Makabayan. Battle of Manila of 1945, FHL received over The library produced monthly articles on 700 books on World War II from Roderick The completion of May Sining at Musika Philippine art, culture, and history on the Hall, the son of Alaistair Hall and Consuelo sa Kasaysayan at Sibika: An ArtConnection library website (www.filipinaslibrary.org.ph), McMicking. Consuelo was the sister of Joseph Resource Book for Teachers was the which received almost 53,000 hits by the McMicking, the husband of Mercedes Zobel and culmination of the three-year program end of the year. Articles and special features considered as one of the pillars of behind the sponsored by Charities Aid Foundation- were also posted on the website of the Himig development if the Makati Central Business Australia, through the League of Corporate Collection (www.himig.com.ph), which had District. Foundations, and in partnership with FHL. The almost 26,000 hits. resource book was guided by the curriculum FHL also continued to serve as the editorial

33 PHILIPPINE DEVELOPMENT FOUNDATION Operational Highlights

fter serving as a “bridge of hope across Over a thousand guests witnessed the 10 years ago. One of the key features of the gala the seas” since 2000, Ayala Foundation transformation of AF USA into PhilDev during was a live auction, which sought to raise funds AUSA (AF USA) was transformed into the a forum and gala held in San Jose, California, in for the Center of Excellence in Public Elementary Philippine Development Foundation (PhilDev), September. Guest of honor was President Benigno Education (CENTEX). As much as $213,600 was an organization that empowers its natural Aquino III, who not only acknowledged the efforts raised during the gala. stakeholders—the Filipino diaspora community of the Filipino community in the United States to During the year, PhilDev/AF USA raised over in the United States. reconnect to their homeland, but also promised to $1.6 million for various projects organized by As PhilDev, the foundation is envisioned to lead his government in providing an atmosphere a significant number of Philippine partner serve as an organization focused on creating where long-term initiatives geared toward poverty organizations. an ecosystem of science, technology, business, alleviation may be more fully realized. For the Gearing up Internet Literacy and Access and education for the social and economic The forum and gala was also a celebration of for Students (GILAS) alone, PhilDev/AF USA raised development of the Philippines. all the accomplishments of AF USA since it began around $485,000. Because of the continuing 34 Funds Raised by Ayala Foundation USA/Philippine Development Foundation

2008 2009 2010

$2,254,310 Cash $1,195,795 $1,668,040

In Kind $248,207 $242,113 $237,322

support of government organizations, private existing ones. Among the significant partnerships sustained by its natural stakeholders. What the organizations, individual partners, and donors that the organization nurtured during the year transformation of AF USA into PhilDev ultimately both in the Philippines and the United States, were with Goldman Sachs, Chevron, Seafood City, proved is that it is possible to turn over a project GILAS successfully connected over 3,000 public and Jollibee Foundation. to the very community it sought to empower. high schools across the country to the Internet. By the end of the year, PhilDev/AF USA added a For CENTEX’s A Class of Your Own project, total of 33 new organizations to its list of partners, PhilDev/AF USA raised as much as P1.5 million, which now total 161. These partners work in the which was enough to support the educational areas of education, health, women and children, needs of four CENTEX kindergarten classes for environment, entrepreneurship, and disaster an entire school year. relief. Aside from GILAS and CENTEX, PhilDev/AF USA With the change in name, thrust, and strategic established new partnerships and maintained direction, PhilDev became an organization run and

35 For many years Ayala Foundation has initiated and implemented various projects in education. In what way does MyLibrary contribute to the foundation’s thrust in education?

e at Ayala Foundation have always Wbelieved in the pivotal role education plays in national development, but we also know that in order for us to help make education into the transformative force that it should be, we have to ensure that each of our efforts addresses a very real need in a strategic manner; it can be replicated in other communities or target groups, but can be scaled to fit their requirements; and its operations as well as its benefits can be sustained. MyLibrary is one such undertaking. Initiated by the Filipinas Heritage Library, MyLibrary is committed to rehabilitating or establishing community libraries in different parts of the country. Through partnerships with the public and private sectors, each of these libraries is envisioned to become an information hub and an activity center for the beneficiary community. The residents will then have their own place where a culture of reading is encouraged, where literacy is actively promoted, and where local culture and history are treasured. In many ways, MyLibrary complements Ayala Foundation’s existing educational initiatives, which now cover practically all levels of formal education, and even beyond: preschool (daycare centers in Cavite and Oriental Mindoro), grade school (the Center of Excellence in Public Elementary Education and Text2Teach), high school (Gearing up Internet Literacy and Access for Students), college (college scholarships for Iraya-Mangyan students and assistance in securing college scholarships for CENTEX alumni), continuing professional education (training programs for public school teachers and librarians), and innovative programs that continue to highlight the country’s rich history and cultural heritage (as initiated by the Ayala Q&A Museum and the Filipinas Heritage Library). WITH VICTORIA GARCHITORENA PRESIDENT, AYALA FOUNDATION, INC.

36 One of the problems that MyLibrary seeks to address is literacy. How widespread is illiteracy in the country, and how will MyLibrary contribute to alleviating this Please burden? tell us about the first community or many years we have seen studies showing library established Fthe high level of literacy in the country. More or revived under the often than not, the literacy rate in our country, MyLibrary program. these studies reveal, is above 90 percent. A 90-plus-percent literacy rate is indeed high, How especially when compared with some of the poor would you countries in the world. However, there is a need s early as 2009 Chevron Philippines describe the response for us to look beyond the 90-plus-percent rate Apartnered with the Filipinas Heritage of beneficiaries, donors, to recognize the extent of the literacy problem Library and the local government of Tiwi, and partners to in the country. Albay, for a literacy campaign. But the project MyLibrary? First, we must realize that this rate speaks only evolved, as the partnership recognized that the of basic literacy: that is, the ability to read and community deserved an initiative that offered write, in its most fundamental level. When we a more sustained response to the fight against begin speaking of functional literacy—the kind illiteracy—not to mention something in which the e are encouraged by the response that we are that involves reading, writing, and computing community members could participate actively. Wreceiving for MyLibrary. The Tiwi Municipal skills—the number begins to dip. For instance, Thus was born MyLibrary, which rehabilitated Library, for example, has become a learning hub the 2008 Functional Literacy and Mass Media the Tiwi Municipal Library. The library was just a for many students in the municipality. But it’s Survey revealed that even though as many as room with a few books, used only for storage and not just students who go there—teachers, very 61 million Filipinos (90 percent) between 10 as a meeting area. Through MyLibrary, the room young children, and senior citizens also visit the and 64 are considered literate, only 58 million became a fully functional library with a reading library. The local government is also planning to are considered functionally literate. When we area, a reference desk, a computer area, and a transfer the library to a 17th-century heritage start talking about reading comprehension, the children’s corner. structure, which is undergoing restoration. Once number goes even lower: according to the survey, Chevron and FHL brought additional books— fully restored, the building will become a cultural 20.1 million Filipinos between 10 and 64 lack children’s storybooks, heroes’ biographies, and and heritage center for the town. comprehension skills. books on Filipino and Bicolano culture—to We have also collaborated with Chevron for Of course, keeping children in school is still enrich the library’s collection. FHL also provided the community library in San Pascual, Batangas. an important factor in developing children’s training for the persons who would be in charge Another important partner is the local government literacy skills, whether basic or functional. of the daily operations of the library. In addition, of Ligao City, Albay. There are also many other ways to promote the the Gearing up Internet Literacy and Access Other individuals and organizations have also continued development of Filipinos’ literacy and for Students (GILAS) consortium provided five expressed their interest in partnering with us comprehension skills, and this is where MyLibrary computers with Internet connectivity. Aside from for MyLibrary. One of our new partners is Apl. comes in. Through these community libraries, being used by the staff and volunteers for library de.Ap, who is a member of the international pop residents both young and old will have access work (such as cataloging), the computers also group Black Eyed Peas, and who has committed to high-quality learning materials in various serve as terminals for Internet research. himself to also establishing a music library formats. But aside from making reading materials High schools in Tiwi were invited to design in his hometown of Angeles, Pampanga. The available and accessible, MyLibrary hopes to make their own campaigns on how to encourage growing number of supporters for MyLibrary reading an important component in the life of the their students to develop a love for reading. only shows that the country shares our belief in community. We hope to achieve this by providing The winning school—the Virgin of Carmel High the importance of promoting literacy and love of training for reading advocates such as teachers, School—set up a mini-library in each classroom, reading among Filipinos of all ages. community librarians, parents, and volunteers; invited students to come up with reflection papers holding regular reading campaigns and other on books they read recently, came up with a “word cultural activities; and finding ways to sustain bank” where they “deposited” three words every the library’s needs and programs. day, and even held a special parade promoting the joys of reading.

37 Envision

AT AYALA FOUNDATION 50 nvision, empower, excel—these three imperative in virtually all geographic regions of the Philippines. After the People Power Revolution of 1986, Filipinos words best epitomize the goals and ideals that AFI traces its beginnings to the signing of the were motivated to help the government rebuild EAyala Foundation has championed since its Science Act of 1958, which sought to “integrate, the nation. And so in 1990, one year shy of its 30th establishment in 1961. coordinate, and intensify scientific and technological anniversary, FFI was renamed Ayala Foundation Inc. In all of its projects, the foundation envisions research and development and to foster invention.” Col. (AFI), signifying the Ayala group’s renewed commitment individuals and communities whose lives are Joseph McMicking and Mercedes Zobel-McMicking were to respond to the needs of a changing society. significantly improved and transformed. With this goal, among the first to respond to this call. Believing in the The revitalized AFI became actively involved in the foundation develops programs that facilitate access need to “push the frontiers of knowledge and abolish livelihood and social development. AFI championed to technologies and resources that in turn empower poverty and privation in whatever form among the skills training among out-of-school youth and jobless underprivileged and marginalized Filipinos. Ultimately, people of the Philippines,” the McMickings established women. It also pursued community development the foundation’s vision is to see these empowered Filipinas Foundation Inc. (FFI) three years later. projects. Aside from offering assistance to the Iraya persons and groups excel, expanding by themselves FFI invested in scientific studies and made sure Mangyans of Mindoro Oriental (most notably with sustainable programs that reach a greater number of that these projects benefited Filipinos. FFI also regard to reclaiming the indigenous group’s ancestral Filipinos. offered scholarships and gave special attention to domain) and the Aetas displaced by the Pinatubo As a testament to its vision and continued service, the vocational education of out-of-school youths. In eruption in 1991, AFI reached out to communities Ayala Foundation has, since 1961, contributed to 1967, it established the Ayala Museum, which initially in Cebu, Cavite, and conflict areas in Mindanao. The improving the quality of life of well over three million housed an impressive collection of archaeological foundation’s empowering approach to community people from more than 3,000 schools and communities materials, artworks, and rare coins. development was brought to many different parts of

38 Ayala Foundation’s Operating Budget 2010

Education and Leadership Development 30% P83,721,280.97

Ayala Museum P61,923,578.54 22%

Community Development P43,246,653.06 15% FHL P34,762,785.58 12%

7%

6% Executive Offices & Resource 5% Development Unit Entrepreneurship 2% P18,411,480.67 P5,919,690.93 Finance & Corporate Services Environment 1% CENTEX P15,710,612.83 P3,437,717.24 P14,309,045.60 Excel

Total P281,442,845.42

Empower

the country, and involved running a daycare center in consortiums, AFI introduced Text2Teach and Gearing entrepreneurship evolved to support startups and Cavite, implementing environmental and livelihood up Internet Literacy and Access for Students (GILAS). new businesses in the burgeoning field of information projects in Bohol, and setting up disaster preparedness Beyond issues of access, AFI hoped to nurture the most technology. programs in high-risk areas, among others. promising student leaders in the country through the Today, AFI continues to strengthen its programs and AFI’s commitment to the nation’s art, history, and prestigious Ayala Young Leaders Congress. develop new ones to remain relevant. The foundation culture likewise remained strong. The Filipinas Heritage AFI also pioneered environmental programs. The operates in nearly all of the country’s regions. As the Library, founded in 1996, is now a leading Filipiniana entire Makati Central Business District and other Ayala- corporate social responsibility arm of the Ayala group, library and literacy advocate in the country. The Ayala managed properties adopted its successful solid-waste AFI develops, implements, and sustains programs in Museum, meanwhile, expanded operations and moved management program in the 1990s. Over the years, education and leadership development; environment to its world-class building in 2004, thus creating more the foundation’s environmental initiatives expanded and sustainability; technology and entrepreneurship; space for innovative and culturally relevant exhibits. to cover such urgent concerns as clean air, clean water, community development; art, history, and culture; As AFI looked for innovative solutions to deep- energy efficiency, and sustainability. and diaspora philanthropy. To widen the reach and seated educational problems, it introduced the The foundation’s programs in entrepreneurship strengthen the impact of its programs, AFI nurtures Center of Excellence in Public Elementary Education took various forms in the past few decades. Aside from partnerships with government, nongovernment, (CENTEX) in 2000, and developed programs that microfinance programs, AFI provided scholarships corporate, and community-based organizations, as sought to address issues of access to educational for hundreds of individuals who wished to hone well as private individuals. tools. Capitalizing on developments in information their vocational skills, and nurtured community- technology and spearheading multi-stakeholder based enterprises. Over the years, AFI’s initiatives in

39 2010 AYALA FOUNDATION, INC. BOARD OF TRUSTEES

JAIME ZOBEL DE AYALA Chairman of the Board and Executive Committee

FERNANDO ZOBEL DE AYALA Co–Vice Chairman of the Board and Executive Committee

GERARDO ABLAZA JR. Member of the Board of Trustees ERNEST CU Member of the Board of Trustees VICTORIA GARCHITORENA President SOLOMON HERMOSURA and Member of the Board of Trustees Corporate Secretary

40 JAIME AUGUSTO ZOBEL DE AYALA II Co–Vice Chairman of the Board and Executive Committee MERCEDITA NOLLEDO Member of the Board of Trustees AURELIO MONTINOLA III Member of the Board of Trustees

ANTONINO AQUINO Member of the Board of Trustees

ARTHUR TAN Member of the Board of Trustees

41 Jaime Zobel de Ayala Chairman Center of Excellence for Miguel Carlos Acosta Erwin Gopez Public Elementary Education Maria Loreta Busto Odrie Joy Gungab Jaime Augusto Zobel de Ayala Lilia Patricia Cornelio Mark Anthony Mariano Fernando Zobel de Ayala Ramon Miranda Claire Julia Cruz Ronnie Marquez Co–Vice Chairmen Director Marie Julienne Ente Daniel Mejia Paula Nikola Fernandez Michelle Mendoza Victoria Garchitorena Mariecar Fernando Jo Ann Gando Niño Carlo Nevado President Jessieree Anne Matienzo Justin Dominic Gatuslao Escolastica Nonog Christine Joy Sarigumba Marinella Andrea Mina Maria Cindy Poyaoan Guillermo Luz Josie Viaña Rosalinda Navera Clarissa Reforsado Executive Vice President Staff Antonio Par Joan Paula Ruiz Maria de las Nieves Kathrine Sison Education and Leadership AYALA Pedraja Monet VIllanueva Development Community Development Elena Robles Staff FOUNDATION, Pablo Ruiz Mario Deriquito Tito Gonzalo Rivera Arnold Torrecampo Senior Director Manager INC. Staff Executive Offices Dino Rey Abellanosa Maria Paz Baylon Sarah Sevilla Tita Aquino Maria Alea Evangelista Filipinas Heritage Library Office of the President Julie Bergania Joseph Navarro Management and Staff Maria Sergia Rosario Catangay Staff Maria Antonia Ortigas Maureen Bañaga Joseph Anthony Quesada Director Office of the Executive Archimedes Velasco Vice President Managers Entrepreneurship Suzanne Yupangco Deputy Director Mary Grace Abdon Mercedes Barcelon Resource Development Joysen Accad Manager Graciella Cayton Joneil Año Cecilia Cruz Mario Deriquito Mary Rose Erika Barja Dennis Mateo Alexander Gregorio II Senior Director Elisabeth Baumgart Staff Managers Thello Jay Cardente Chiara Cruza Edward Dawatan Jhoanne Abubakar Cecilia Palma Florence Ann de Castro Environment and Michelle Ancheta Managers Ireneo Demecais Jr. Sustainability Jennifer Bascoguin Erika Dimaguila Faye Johanna Cura Jo Anne Coruña John Christopher Paul Gulay Aileen Diaz de Rivera Marjorie de Asis-Villaflores Ma. Carmela Anna Sanima Kamenza Director Jin Paul de Guzman Saavedra Abdulnasser Macarimbang Gilbert de Jesus Sharon Sanchez Rodelyn Mañalac Adelia Licos Rosemarie Figuerres Staff Mildred Ople Manager Micaella Angelica Mary Grace Parungao Gonzales Pepito Rabago Mariel Carla de Jesus Maria Cecilia Ingusan Hannah Vina Traviña Kristine de la Cruz Jose Reginald Juanico Melissa Yamson Staff Maria Natividad Karaan Maricar Yulo Mary Clare Lambino Staff Arnaldo Legaspi Ayala Museum Jaime Martinez January Salvador Guillermo Luz Staff Director Finance and Corporate Kenneth Esguerra Services Ma. Bernadette Samson Rinnah Sevilla Wilma Zapata Aprille Tijam Senior Director and Chief Judy Villacruz Financial Officer Managers Jose Barcelona Leonardo Lim Araceli Oasan Managers

Wilma Theresa Alaban Christian Martin Andrada Arwin Ayson Teresita Cailo Marilyn de Chavez Maria Louella Dizon Francis Estolano Imelda Fatalla

42                                       

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BOA/PRC Reg. No. 0001 SEC Accreditation No. 0012-FR-2                                             

44

                                       

45           

  

                   

                   

  

     

          

                           

46                                                                                                                                                                                                                                                                                                                                                                

47                        

                                                                                   

48                                                                                                

49       1.       a.   b.    c.   d.    e.   f.                                

50 - 2 -

       2.                           v       

51 - 3 -

  v        v     v       v        v                 v                    v      v   

52 - 4 -

v     v    v     v     v        v           v      v     

53 - 5 -

         v        v         v       v           

54 - 6 -

       v                            v                

55 - 7 -

  v     v       v       v        v          v         v       

56 - 8 -

                                                

57 - 9 -

                                               

58 - 10 -

                                                

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                          

a.  b.   c.                 

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                                                         

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                                           

62 - 14 -

                                                 

63 - 15 -

             3.                                          

64 - 16 -

                                                    

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         4.                          5.                                                 

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6.                      7.                                                                                                                                                                                                                                                                                             

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  8.                                           9.                                10.        

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                                                                                                         

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                                                                                                                                                                                          11.               

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                                                                                                                   

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                                                                                

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                                                                                                                                                                                                                                                                                                                                                     

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                                                                                                                                                                                                                       

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                                                                                                                                                                                                                                                                                                                                                                                                      

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                                                                             

76                                                                                                              - 28 - -                                                                                                                                                                                                                                                                        

77                                                                                                                                                                                    - 29 - -                                                                                                                                                                  

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                                                              

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                     a.                             b.                          

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                                                   

81 Acknowledgments

Ayala Foundation wishes to thank the partners, donors, benefactors, and supporters who helped ensure the success of its undertakings in 2010.

Ayala Diplomatic Group of Corps Companies Embassy of Australia Embassy of Finland, EEF Ayala Land, Inc. Asia Bank of the Philippine Embassy of France Islands Embassy of Germany Inc. Embassy of Japan Integrated Micro-Electronics, Inc. Embassy of Singapore Company, Inc. Embassy of Spain Government Honda Cars Makati Inc. Embassy of the United Kingdom Partners National Isuzu Automotive Dealership, Inc. Embassy of the United States of Commission Ayala Property Management America Department of Budget for Culture Corporation The European Union Management and the Arts Ayala Malls US Department of State Department of Education National Book Development BPI Express Remittance Corp. Department of Energy Board BPI /MS Insurance Department of Environment National Solid Waste Integreon Managed and Natural Resources Management Commission Solutions Department of Finance Cultural Center of the Philippines MyAyala.com Department of Science and Philippine Charity Sweepstakes Technology Office Department of Social Welfare and Philippine International Trading Development Center Department of Tourism Makati City Department of Department of Trade and Environmental Services Industry Muntinlupa City Environmental Civil Service Commission Sanitation Center Commission on Higher Quezon City Environmental Education Protection and Waste Management The Division Aklan House of Agusan del Norte Representatives Antique Congressional District of Aurora South Cotabato Batanes First District, Cavite Benguet First District, Palawan Camiguin First District, Negros Oriental Cebu Lone District of Antique Compostela Valley Lone District of Biliran Davao del Norte Lone District of Lapu Lapu City, Cebu Davao del Sur Ilocos Sur Abra de Ilog, Occidental Mindoro Isabela Alaminos City, Pangasinan La Union Antipolo City, Rizal Leyte Asingan, Pangasinan Misamis Oriental Bacarra, Ilocos Norte Negros Occidental Badoc, Ilocos Norte Northern Samar Bago City, Negros Occidental Palawan Banna, Ilocos Norte South Cotabato Batac, Ilocos Norte Surigao del Norte Bislig, Surigao del Sur Surigao del Sur Buenavista, Agusan del Norte Burgos, Ilocos Norte Cabadbaran, Agusan del Norte Calbayog City, Samar Candon City, Ilocos Sur Caras, Ilocos Norte Carmen, Agusan del Norte

82 Cawayan, Masbate Sta. Barbara, Dagupan City, Pangasinan Pangasinan Talisay City, Negros Davao City Occidental Dimasalang, Masbate Tanauan City, Batangas Esperanza, Masbate Tiwi, Albay Iloilo City Tuguegarao City, Cagayan Jabonga, Agusan del Norte Tubay, Agusan del Norte Kitcharao, Agusan del Norte Upi, Shariff Kabunsuan Las Nieves, Agusan del Norte Urdaneta City, Pangasinan Ligao City, Albay Vigan City, Ilocos Sur Milagros, Masbate Villasis, Pangasinan Mobo, Masbate Mulanay, Quezon Fourth District, Manila Naga City, Camarines Sur Barangay Magallanes, Makati City Nasipit, Agusan del Norte Barangay San Lorenzo, Makati City Nueva Era, Ilocos Norte Pagudpud, Ilocos Norte Donor and Partner Organizations Palanas, Masbate Paluan, Occidental Mindoro A. Magsaysay, Inc. Parañaque City ABS-CBN News Channel Puerto Galera, Oriental Mindoro ABS-CBN News Desk Rosales, Pangasinan A-HA Learning Center San Isidro, Nueva Ecija Abang Lingkod ni Maria Santiago, Agusan del Norte Aboitiz Group Santiago City, Isabela Adarna House Sarrat, Ilocos Norte Adobo Magazine Air21/FedEx Ateneo School Sibalom, Antique Agencia Española de Cooperación Alabang Commercial of Science and Silang, Cavite Internacional para el Center Engineering Silay City, Negros Desarrollo Alba Restaurente Español Audio-Video Solutions Occidental Alliance Française Corporation America-Mideast Education & Australian Agency for International Training Services Development Antique Development Foundation Avid Sales Corporation Anvil Publishing Axantis Productions, Inc. Aon Insurance & Reinsurance Brokers Ayala Business Club Cebu, Inc. Phils., Inc. Ayala Center Association Asia-Europe Museum Network Ayala Theaters Management, Inc. Asia Foundation Ayala Young Leaders Alliance Asia Pacific Committee, Licensing BabyPips.com Executives Society International Bahay Tsinoy Asia Society Banco de Oro Asian Civilizations Museum, Singapore Bato Balani Foundation Asian Institute of Management Bayan Telecommunications, Inc. Asian Tigers Lane Moving & Storage Bayanihan Fundraisers Assissi Foundation Belrewmond Trading, Inc. Business Mirror Association of Foundations BHP Billiton Matched Giving Business World CHS North America Ateneo de Manila University, Program Buy & Share proceeds Foundation, Inc. High School department Bistro Filipino Cabugao Sons & Daughters Citibank Ateneo Art Gallery Bluprint Assn. Hawaii Cityscape (ANC) Corullon Holdings ClickThe City.com British Council Calibre Billionaire The CLSA Chairman’s Trust Canadian International Consuelo Foundation Development Agency Contemporary Art of the Career Executive Philippines Service Board Cotecna Inspection Philippines Carlos A. Cordeiro Foundation Council of Foundations Carpel Trading Creative Industries Initiative Caucus of Development NGO Credit Lyonnais Securities Asia, Networks Asia Pacific Market Cebu Pacific Crucible Gallery Chateau 1771 Daily Tribune Chevron Philippines Dasmariñas Women in Chevron United States Recycling Children’s Hour Chimara Cafe

83 ERDA Foundation De La Salle College European of Saint Benilde Chamber De La Salle University, of Commerce Dasmariñas of the Philippines De la Salle University, European Press Agency Manila Evelio Javier Foundation Del Monte Foundation, Inc. Expat Deutsche Bank AG Families and Children DMCI Holdings, Inc. for Empowerment DreamFM 106.7 and Development Elija Holdings Far Eastern University Elite Force FBC Holdings Emerald Headway FCB Worldwide, Inc. Fercat Holdings, Inc.

IMC Financial Filipino Heritage Festival, Inc. Market and Asset Flow Management Ford Foundation Information Gateway (Indonesia) Instituto Cervantes FortmanCline Intel Microelectronics Friends of Manansala Foundation, Inc. Philippines, Inc. Fundación Santiago International Container G2VC Terminal Services, Inc. Geostate Development Corp. International Council of Museums Gifts and Graces International Finance Corp Gilmon Holdings International Youth Foundation Give2Asia IOM Globaltronics, Inc. IPO Philippines GMA Network, Inc. Isla Lipana & Company GMA News Desk Japan Foundation Goethe Institut Jaram Hauling Services Goldman Sachs Je Suis Gourmand GR8 Car Inc. Jessie Mendez Salon Habitat for Humanity Jewelmer Hear! Hear! Jollibee Hewlett Packard Jollibee Foundation HIPP JP Morgan & Chase Little Candles HMR Envirocycle Kariton Classroom Foundation Homestyle KFC Logic Management Inc. Memorare Foundation Hybridigm Consulting Lamoiyan Corporation Lonely Planet Mercedes Benz Hystra League of Corporate Foundations Lopez Group Foundation Metro Society IBM Philippines, Inc Lehman Brothers Foundation Lopez Museum Metropolitan Museum of iBOP Asia Project Lifestyle Asia Mabuhay Magazine Art, New York ICCP Lilystars Records MacArthur Foundation Microsoft Corporation I-Mag Magsaysay Maritime Corp. Microsoft Philippines,Inc. Makati Commercial Estate Mitsubishi Corporation Association Museo Pambata Makati Foundation for Museum Café Education Narra Venture Makati Public Schools National Gallery of Australia, Malaya Canberra Manila Bulletin National Heritage Board, Manila Electric Company Singapore Manila Ocean Park National Museum Manila Standard Today National University of The Manila Times Singapore Press McCann-Erickson Newsbreak Magazine Philippines Nicanor P. Jacinto Jr. Mega Foundation, Inc.

84 Philstar Global Ninoy and Cory Aquino Corporation Foundation, Inc. PhilVenCap Nokia Corporation Phinma North Triangle Development Pilipinas Shell Petroleum Corporation PinoyME Northwest Airlines PLM Brotherhood of Medical Scholars NSTEDB, DST, India Planet Sports, Inc. NU 107 PNPA Cadets Olive Magazine Polystyrene Packaging Council of the Phils. Oriental Assurance Corporation Polytrader Plastic Products, Inc. Pacific and Asian Affairs Council Premium Wine Exchange Pamatec Renewable Preview Patisserie Filipino Purita Kalaw-Ledesma Foundation Peace Corps Ramon Magsaysay Awards PESO Foundation Philippine Army Reginald F. Lewis Foundation, Inc. Philippine Business for the Environment Reinosa Holdings Philippine Council for NGO Certification Restaurant CiCou Philippine Daily Inquirer RockEdPhilippines Philippine Green Building Council Rocking Moon Foundation, Inc. Philippine International Jazz Festival Rogue Foundation Rural Health Physician of the The Philippine Star Community Philippine Tatler Primary Hospitals, Negros Oriental The Philippine White Rustan Supercenters, Inc. Helmets–RPUNWHC Samsung Philips San Puente Holdings, Philstar.com Inc.

TriBE (Net-25) Trust International Paper Sculptor and Art Educator Corp. Seafood City Supermarket TV5 SEAIR InFlight UBS Hong Kong Employees SEAMEO Innotech UBS Securities Phils. Singapore Art Museum United Laboratories Sisters of Charity of St. Anne United Nations Development Program SGV United Nations Children’s Fund SGV Foundation, Inc. United States Agency for International Shell Companies in the Development Philippines University of Asia and the Pacific Smart / PLDT University of New South Wales–OMNIUM Smart Gilas National Team University of Santo Tomas Smashbox Productions Education High School Society for the Preservation of University of the East Dental Philippine Culture Health Team Alumni Association Solid Waste Management Association University of the Philippines of the Philippines (SWAPP) University of the Philippines Electrical Sommelier Selection and Electronics Engineering Institute St. Bridget College Vasquez & Co. LLP Sta. Isabel College Venture for Fund Raising Starweek Virlanie Foundation Steps Foundation Virtual Collection of Masterpieces Sunday Inquirer Magazine Walter-Gastreich-Stiftung Taft Consultancy Group Wine Depot YKL/Fujifilm Thomson Reuters Manila World Bank YouthVotePhilippines Elizabeth Asuncion Toshiba Asia Pacific Ltd., Singapore World Bank Institute Zuellig Pharma Carol Atacador Toshiba Information Equipment XL Insurance Company Ltd. Corporation Lilian Atun Philippines, Inc. Yahoo Employee Ramon Bacani Town & Country Foundation Individual Partners Nina Baker Trend Micro Inc. YGARC Trading Donato D. Balderas Olivia d’Aboville Julie Balmilero Emily Abrera Dado and Maria Banatao Neric Acosta Maureen Barreiro Eduardo Alba Nina Barrientos Margie Alba Corazon Bautista Sandra Albert Cathy Bengzon Afredo Alforque Rick Bennett Jay Alonzo Marie A. Billings Roland Amman Deanna Go-Bio Maria Calma Amogawin Joseph and Gretheline Bolandrina May Jennifer Amolat Alfonso “Coke” Bolipata Gisella Olmedo- Araneta Adela Hielen Bondoc Rene and Anna Teresa Arellano Gerardo K. Borja Margarita Arguelles Theresa M. Borowy Cecillia Aribuabo Helen and Ray Bowman Winston Arpon Don Brodeth Ma. Antonia Odelia Laarni T. Bulan G. Arroyo 85 Jan Michael Bundalian Veleria Cavestany Mike and Ana Burciaga Ryan Cayabyab Sherri Burke Didier and Vicky Chalumeau Regina Busuego and family Stanley Chan Cesar Caballero Betty Go Roxas Chua Ben Cabrera and Annie Sarthou Heidi Chua Leynard S. Caballes Timothy and Candice Cipullo Chelsa Cacaldo, MD Josie P. Clausen Amanda Caitlin Nelson G. Co Erickberth Calupe Ben and Mely Cobangbang Randy and Arturo Camacho Jorge A. Consunji Karina David Rene Encarnación Edson and Shiela Marie Camama Carlos A. Cordeiro Miguel Angel de Alba Michelle Maria Evaristo Joselito D. Campos Jr. Yolanda Crisanto Regina R. Castillo-de Castro Sitio Ezpeleta Sergio S. Cao Myra Cruz Angeles de Leon Jerry and Jeri Espinoza Ana Francisca Capit Ernest Cu Hazel de Mesa Maja Fajardo Stuart and Josephine Card Betty Chickie Custodio Rolando and Josefina de la Cruz Karen Fassio Romel M. Carlos Madeline C. Cutino Rory de la Paz Danilo and Lorraine Feliciano Victoria Casila Vangie Dakay James and Yolanda Denice Felice Fernandez Trish Castro Tim and Catherine Daniels Sandra Lumjuco Denton Alipio Fernández Teresa Whitney Joseph M. Dasbach Margaret Desouza Susie Feung Cavalazzi Mabi David Erno B. Diaz Rosemarie Flores Marievic Dimaculanga Mark Floro Hilda Lorenzo-Dizon John and Evelyn Forbes Zenaida Domingo Joel and Meg Frias Mary Dooley Lorrain and Nelly Frias Lito and Espie Dulay Ludy Fuentes Dr. and Mrs. Fortunato Rene R. Fuentes Elizaga Alelie Funcell Greg Elphinston Romulo Galicano David and Morena Gallagher

Paul John Bing Jose Mary Kay Gallagher Dino Kachhi Victoria Garchitorena-Arpon Grace Marie Katigbak Aldrin Garvida Paul Kazarian Amando and Prudence Gaspar Sakakura Kazumasa Lourdes Dalupan Genato Roger Keyes Aimee Gloria Elizabeth Villanueva Kilayko Fely Gonzales Jeannette E. Kossuth Linda Gonzales Janette Lachica Elisea Gozun Augusto C. Lagman Jean Goulborn Chona Colayco-Lagoutte John and Debbie Green Emmanuel and Jenny Laguio Rowena Cristina L. Guevara Crispian Lao Alice Guillermo Tida Lao Keith Guirao Cecillia Lazaro Esther Gutierrez Carmela Lazatin Roderick Hall Ada Mabilangan Ledesma Don Hattala Suzanne Ledesma Maria Concordia Hawley Benito Legarda Connie Hegre Eliza Legaspi Mary Ann Hillman Michael Levinson Patrick R. Hogan Christina S. N. Lewis James A. Holland Loida Nicolas Lewis Pia Hontiveros Francisco Licuanan Anton and Nina Huang Thomas and Maria Lichauco G. Ignacio Rubi Lichauco Allen and Elaine Isidro Larry Ligunas Rina Jimenez-David Benjamin Lim Nida Jocson Chery and David Lim Jenny Lim

86 Jacqueline Palma Kinney Palma Bernabe and Angie Moyano Allie Paradiso Amanda Muñoz Nina Patawaran Joseph Muñoz Marciano A. Paynor Jr. Maria Muñoz Robina Pe Jeffrey Jubal Nalupta Josephine Pedralvez Josie Natori Erlinda Pefianco Jennifer Navarro Efren Peñaflorida Dennis R. Neal Leigh A. Talmage Perez Prudencia G. Nelson Vince Perez Ricardo Nicanor Anton and Lisa Periquet Socorro Niro Steven Perry Nix Nolledo Avelina C. Pimo Roger Lim Ambeth Ocampo Jesus and Maritess Pineda Annie Limcolioc Kathleen Mangan Aurora Ocampo Veronica A. Pineda Jocelyn Limkaichong Paolo Tolentino Estelle Oloresisimo Anita Po Reynaldo T. Llamas Sr. Mangubat Vincent Charles Ong Sofia Podlusky Cecilia Locsin Patricia Maningat Deanna Ongpin-Recto James and Kathy Prescott Erwin C. Locsin Magdalena Manzo Ma. Isabel G. Ongpin Paulino and Hetty Que Leandro Y. Locsin Jr. Damian Domingo O. Mapa Ramon and Lay Ann Orlina Steven Raga Carlos Lopez Mercy and Ging Marchan Sari Ortiga Viraluz Raguindin Evelyn Lopez Bullit Marquez Eduardo Ortigas Guillermo Ramos Oscar Lopez Joji M. Martinez Rina Ortiz Marietta Ramos Richard Lopez Elvira Mayo Benjamín and uana Pabellón Edwin Raquel Ma. Chiara Lubich Joanne McArdle Edna Pacheco Cecille Rebong Suzanne Lucanic Jim and Loretta McDonald Hanna F. Pacua Geraldine Reyes Secretary Armin Luistro David and Sarah McMeans Sonette C. Padama Oscar Reyes Arturo R. Luz Teresa Medina Georgina Padilla Susan Reyes Judith Macalisang Blenda Michael Joe and Marivic Padilla Richard and Marisol Manny and Lyra Maceda Eduardo Montesclaros Evangeline Palencia Ricamonte Anita Magsaysay-Ho Lourdes Montinola Cynthia Rivera Cecile Manalansan Danny Moran Janis B. Mandac-Dy Linda Moretti Marlon Manalo Andrey Roco Jeffrey Tarayao David and Teya Rojas Claude Tayag Carolynn Romana Irene Taylor Jose Manuel G. Romualdez Frank Thong Ricardo J. Romulo Maria Aurora Tolentino Ardis Roseberry Alma Ruby Torio Thelma Ruham Arlene Torralba Rosalinda Rupel Jose Mari Trenas Robert and Elena Ryan Ginger Trumpbour Jay and Shy Sala Tom Y. Tseng Letty Sala Pauline C. Uy Sharon Nina Salazar Carlo and Jane Valeroso Juvenal Sansó Marlon and Melody Valeroso Paul Santiago Oscar and Alice Valeroso Teodoro and Lilia Santiago Rene and Aimee Valeroso Mylene Santos Roll and Norma Valeroso Columba Sanz Reynaldo Velasco Rogelio and Nadine Sarreal Mario R. Ver Diana Sciamama Teresita Villacorta Victoria M. Segovia Jocelyn Villanueva Stanislav and Liliya Sergiyenko Roberto Villanueva Lilia Sesperes Antonio A. Villegas Jr. Howie Severino Marites Vitug Joselito H. Sibayan Maria L. Wallenstein Stephen and Ronna Sieh Daniel Wolbert Maria Sipin Harry and Rosemary Wong Luis G. Sison Ann Wizer Ria Sison Tessie Wyatt Victoria Sison Fr. Steven Zabala Imelda Lane-Smith Jose C. Zalamea Lia Sophia Carlito Zaplan Teresa Ada Suan Mercedes Zobel Merci Suleik Beatriz Susana Zobel de Ayala Josephine Swin Jaime and Beatriz Zobel de Ayala Odelia Tablit Jaime Augusto and Elizabeth Zobel de Ayala Bienvenido A. Tan Jr. Fernando and Catherine Marie Zobel de Ayala Elinor Tan Sofia Zobel-Elizalde Lorenzo Tan Marichu Zuelke Rosita Tan Annie Tanchangco Gregory L. Tangonan Albert and Carmen Tantoco Lilia Tantoco

87 DIRECTORY

Ayala Foundation, Inc. 10F Ayala Wing, BPI Building 6768 Ayala Avenue corner Paseo de Roxas Makati City, Philippines Tel (632) 752 1101 to 02 Fax (632) 813 4487 to 88 www.ayalafoundation.org

Ayala Foundation, Inc. Visayas Operations 4F Krizia Building Gorordo Avenue, Lahug Cebu City, Philippines Tel/Fax (6332) 412 2405

Ayala Foundation, Inc. Mindanao Operations 2F Climbs Building, Tiano Pacana Street Cagayan de Oro City, Philippines Tel (638822) 729 497

Ayala Technology Business Incubator Room 201, Tech Portal University of the Philippines–Ayala Land TechnoHub Commonwealth Avenue, Diliman Quezon City, Philippines Tel (632) 501 9817 Fax (632) 441 1561 www.ayalatbi.org

Ayala Museum Makati Avenue corner De la Rosa Street Ayala Foundation, Inc. Greenbelt Park Annual Report 2010 Makati City, Philippines Tel (632) 757 7117 to 21 Production Fax (632) 757 2728 Filipinas Heritage Library www.ayalamuseum.org Ayala Foundation, Inc. Editorial and Art Direction Filipinas Heritage Library Maritoni Ortigas Makati Avenue, Ayala Triangle Paul de Guzman Makati City, Philippines Mia Saavedra Tel (632) 892 1801 Design, Layout, and Photo enhancements Fax (632) 892 1810 Sergio Bumatay III www.filipinaslibrary.org.ph Photography Erik Liongoren Philippine Development Foundation US Office Additional Portraiture 1065 E.Hillsdale Blvd. Ste.105 Wig Tysmans Foster City, CA 94404 Cover Concept and Design Tel (1 650) 288 3937 K2 Interactive (Asia), Inc. Fax (1 650) 288 3916 to 17 www.phildev.org

Philippine Office The cover of the 2010 Ayala Foundation Annual Report is (Ayala Foundation, Inc.) printed on FSC©- certified Mohawk Options, which is made 10F Ayala Wing, BPI Building with 100-percent post-consumer waste. The inside pages, 6768 Ayala Avenue corner Paseo de Roxas meanwhile, are printed on Limited Edition Sinar Woodfree, Makati City, Philippines also made from 100 percent recycled materials. Tel (632) 752 064 Fax (632) 813 488

88 About the Cover:

In its 49 years, Ayala Foundation continues to recognize the importance of building and nurturing partnerships. This is why the foundation chose the image of the historic balangay as the cover image for its annual report. The balangay is where the Filipino word “barangay” comes from—a symbol of Filipinos coming together to build communities across these islands. AFI continues to establish and nurture partnerships—a key strategy for the continuing development of the nation.