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Contents

1. Our Team 4

2. Our Structure 6

3. Our Identity 7

4. Executive Summary 7

5. The Scenario 8

6. Demographics 10

7. Our Vision 11

8. Objectives 14

9. Implementation of Objectives 16

10. Life Guides Job Description and Training 18

11. Measurements of Outcomes 20

12. Sustainability of the Project 21

13. Final motivation 22

14. Contact Us 22

Confidentially agreement

The undersigned reader acknowledges that the information provided by PYM61 in this business plan is confidential; therefore, the reader agrees not

to disclose it without the PYM61 written permission of PYM61.

It is acknowledged by reader that the information in this business plan is in all respects confidential in nature, other than information which is in the

public domain through other means and that any disclosure or use of same by the reader may cause serious harm or damage to PYM61.

Upon request, this document is to be immediately returned to PYM61.

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1.

Our team We operate in the community in the way that the community operates.

Our management has an open-door policy. We work, play, laugh and cry together.

Debbie-Ann Dreyer – Founder Debbie-Ann has a Bachelor’s degree in further education with a specialization in

Guidance and Counselling. She has 13 years of experience in youth ministry. Debbie-

Ann also has a qualification in hockey coaching and -umpiring and has utilized these

skills in many ways to broaden the horizon of possibilities for ministry and empowering

of youth. She is graced with an ability to relate to teenagers. She has a passion to see

the youth thrive through a core transformation. She is driven by a hunger to see the

teenagers of this generation utilize their God-given gifts to full potential.

Johan Dreyer – Co-founder Johan has an honour’s degree in Bcom Informatics. He is an astute businessman. This

gives him an advantageous edge on stewardship, ministerial structuring, drive,

governance and sustainability. He serves the family of Jesus unconditionally. He is

an evangelist on fire for revival amongst youth. Johan has seen multitudes of

youngsters convert in movements he has led. With his spiritual gifts, he dares where

others fear to tread.

Liza Wolfaardt – Director Liza has a degree in Linguistics as well as in Counselling. She has worked with youth

as a school teacher and mentors for the past 20 years. She serves the youth through

love and acceptance. She is the Creative Producer of several evangelical events from

crowds as small as 3 learners, up to 15 000. She is married to a businessman with

immense insight into the administration of running an organization.

Lourens Heyns – Director Lourens has been involved in different ministry-related activities for the past 10 years.

He is currently studying for a degree in community development and he has completed

the World Missions School in Ukraine. He was involved in planting missionary schools

in the old Soviet Union for a few years. Upon his return to South Africa, he immediately

joined a rural community project in KZN where he ran various community up-lifting

programmes.

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Chané Hendricks – Life Guide Mentor Chané matriculated from Bergrivier Secondary School in 2003. She is an independent

woman,strong leader, eager and fast to learn and loves transformation. She enjoys

being a life guide because it gives her the opportunity to invest in the lives of children,

to serve God’s people and help them to want to become a better people. It is her dream

to teach the youth to take a stand for the good, to dream, to reach for the stars and to

believe that anything and everything is possible if they just believe that they can.

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2.

Our Structure We envision a sustainable 15-year strategic plan of which the main regional focus would fall on the

Drakenstein Valley. For the sake of transparency and accountability, a non-profit NPC was established with

a duo of advisors.

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3.

Our Identity

The PYM61 identity is inspired by Promethium, which is used in luminous paint, batteries and for measuring

the thickness of materials.

Our purpose is thus to: - Glow in the “dark”

- Supply “energy” to the weary

Hence the science-themed logo in the colour of Promethium and the red “Y” was added in in the same way

that a facilitator would correct a learner’s written work.

4.

Executive Summary This vision has been in the making over the last 13 years.

The Dreyer’s, as founders, invested nearly half of their lives to the Youth Ministry with many success stories

to share. They have witnessed thousands of kids turn their lives around with long-lasting relationships that

matured and multiplied into further ministries. PYM61 is a holistic ministry that utilizes full-time salaried Life

Guides as the community catalyst from within a school.

The Life Guides will be rolling out a curriculum developed for Unashamedly Ethical to develop a keen

understanding of morals and ethics by discussing the 10 commitments of the youth pledge in depth over a

period of 10 months. The Life Guides will also be providing a platform for ministries from the area to speak to

specific needs while strengthening the school’s position in providing support. This also assists school

management to be more effective with a support toward learners without increasing their workload.

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The Life Guide will address the below specifically identified,

general, needs:

1. Support

2. Empowerment

3. Setting up boundaries and expectations

4. Constructive time management

5. Commitment to learning and developing

6. Positive values and ethics

7. Social competencies

8. Positive identity

These Life guides will be mentored on a weekly basis for in-depth life coaching and training. We believe that

the model’s success lies in this part of the strategy. Life guides are further equipped with life skills and tools

to assist them in the rollout of their respective futures.

5.

The Scenario The crisis that our youth is facing is not a new challenge and although the symptoms may vary the problem

has remained the same for many generations. Many parents and guardians are absent because of work;

many are absent out of choice and sadly, so many are absent because of tragic events, illness or

incarceration.

Western Cape is notorious for its high prevalence of gangs and resulting in gang violence. This area of South

Africa further has elevated substance abuse statistics. Gangs and drugs are inextricably linked and often

affecting innocent bystanders. This places a significant strain on the health, social welfare and defence

sectors but most of all places the future of our youth in jeopardy by making learning and education near

impossible in some areas.

Because of the high numbers of gangs and people involved in gangs many of our youths grow up with a

negative role model in their lives leading to a large need in terms of raising children to understand a healthy

and positive set of ethics and morals. This occurrence affects the quality of our youth’s core beliefs and

character negatively.

Although statistics are hard to come by, the following statistics, supplied by the Human Sciences Research

Council (Umthente Uhlaba Usamila: the 3rd South African National Youth Risk Behaviour Schools Survey

2011), demonstrates the current reality at schools:

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The youth totals 25% of the

population in the Drakenstein

area. 32% of our youth aged

15-24 years are found to be

unemployed and not in

education or any form of

training. It is thus clear that

the potential of our youths is

being missed and lives of

crime, poverty and substance

abuse are lurking.

We believe that our model

can help to significantly

reduce these numbers in our

valley. These issues need to

be addressed in some way,

but the reality is that the

school and community seem

overwhelmed, overworked

and under-equipped to tackle

this enormous task.

PYM61 will, therefore, be placing Life Guides within the schools to capitalize on the opportunity of a captive

audience as well as to strengthen the hands of the schools that have in, so many communities become a

refuge and oasis for the youths and community. These Life Guides will position themselves as role models

for the youths, but will also pursue opportunities to restore the lives of the adults that are involved at the

school and community members that are willing be drawn into the possibility of a second chance.

”Young people are capable, when aroused,

of bringing down the towers of oppression and raising

the banners of freedom.“ Nelson Mandela

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6.

Demographics We need to understand the demographics for our strategy to be effective. The Drakenstein Municipality

statistics conclude that the clear majority grouping within our area can be classified as Coloured, followed by

Black and then White. The minorities are Indian/Asian and other racial groups. We have a large contingency

of Afrikaans speaking people, followed by isiXhosa and then English. isiZulu and Sepedi also appear in very

small percentage representation.

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What does our youth need to thrive?

7.

Our Vision PYM61 has a desire to see bridges built and communities unite. Today’s teens and young adults hold many

keys to forgiveness, reconciliation and freedom from our past mistakes. We know how to tap into this ability

and help them become prominent spearheads in leading to change in our country.

Unashamedly Ethical is an association of individuals and organizations guided by a

founding vision to transform society by taking a stand for ethics, values and clean

living. UE confront corruption and injustice through coordinated, targeted and

impactful advocacy and campaigns to advance ethical behaviour.

Their objective is to reach a tipping point where ethical behaviour becomes the norm.

they do this through lobbying commitment to support ethics, providing support to achieve sustainability

through an independent ombudsperson. UE has decided to also reach out to the youth and have partnered

with PYM61 to develop a UE youth strategy.

In this pilot project for the roll-out of the UE youth strategy, we will pioneer an effective and fine-tuned model

to apply countrywide through other projects like PYM61.

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PYM61 aim to answer to the following:

Character Development

Character and emotional skills development can play a key role in stemming the tide of violence, bullying,

suicide, substance abuse, depression, pregnancy, apathy towards learning and the dropout rate of learners.

Unashamedly Ethical has partnered with PYM61 to develop a character and ethics curriculum based on the

10 Commitments of the Youth Pledge.

This curriculum will be rolled out in schools according to their individual and specific time available but will

focus on kindling a well-grounded knowledge of the meaning and value of each commitment. The program

will focus on the 10 Commitments Unashamedly Ethical requires from a Youth member. These 10

Commitments will be dealt with and elaborated on in-depth in the booklet that will be given to the teachers of

each school or presented by the Life Guide. Each key element is extrapolated over a period of a month with

visual, verbal and practical material. These booklets can be used as the daily welcome message or it can

also be used during assemblies or specifically designated time slots to be arranged as suited to the specific

school.

These commitments will be distributed between the 10 months of active school time and will be promoted via

posters, forums, events and talks on a regular basis. An achievement incentive award will be implemented

wherein learners that present and consciously strive to model one of the values is acknowledged and others

are motivated to do more to achieve the same recognition.

The Learner who receives the most recommendations and badges during the year will be named the Ethics

ambassador of the school and will receive a Certificate. These ambassadors will then be presented with the

opportunity to attend an interschool camp for the selected ambassadors. These community leaders will be

further equipped in more advanced courses that will encourage a positive appreciation for their identity and

potential. An ambassador of ambassadors will be chosen and presented with the opportunity to develop his

or her own small-scale community upliftment project. A sponsor from the community will be recruited on an

annual basis to help fund this youth’s mini-project.

The School staff, -children and –parents will be involved by attending arranged events, small groups (Forums)

and talks that will involve all sectors of the school. The community at large will also be invited to participate

by coming to these arranged opportunities as well as taking part in preparations and planning for the events

and by sharing in their own experiences and knowledge and expertise.

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Peer programmes

Peer programmes will mainly consist of forums (small groups) that will be set up during times that will suit

each school’s unique opportunities. The Life Guide will spend time with and identify possible leaders for each

sector within the school and will strive to equip and mobilize these groups of people in becoming the hands

and feet within their own sector and lead forums, help arrange events and encourage attendance and growth.

The Life Guide will also arrange and involve ministries and projects from the area and community to become

involved in leadership development etc.

Spiritual input

The Life Guides will actively be involved in a close relationship with the churches and spiritual leaders within

the community. They will refer learners to these leaders and get these institutions involved in the program by

allowing input and taking ownership of parts of the unique programs.

Mentoring program

The Life Guide will directly be mentoring the learners of the school, but peer mentors will also be identified

within the different sectors. These individuals will be equipped and supported continuously. We have

partnered with some of our country’s most effective mentoring programs and will be making use of content

that has been tried and tested in many communities and for many years.

Skills workshops

Various very effective and successful programs within the Drakenstein area have been identified and

partnered with to optimize the opportunity for people to be equipped and uplifted in the skills arena. The

parents and community members will also be involved in training opportunities.

Life skill training

The Life Orientation teacher will be assisted by providing the opportunity to involve programmes and content

to enhance the basic curriculum that the Department of Education provides.

Sports, academic and arts support

Many youths don’t have a safe refuge outside of the schoolyard and after school they get exposed to the

reality of their living circumstances. The Life Guide will be equipped to set up and present an after-school

care program that will help the learners to fill their time with constructive input and gain skills and wisdom as

an extra added service and input. The community will be involved by identifying trainers, facilitators and

tutors to get involved and equipped. In turn these individuals also receive an opportunity to be involved in

something positive and uplifting. Many partners have been identified that have excellent content and

programs available for the Life Guide to tap into.

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8.

Objectives

At the core of our project lies the desire to instil measurable, consistent and evident life change by presenting

our communities with enrichment programs and our youths with an alternative role model. We believe that

once we can establish a strong foundation of healthy values and can present these values as a “common

ground” we will have made strides in a process to facilitate reconciliation in our segmented society.

The following objectives have been set out:

Enabling

Enable a Life Guide to become a person of peace within the community via his/her involvement in a school

in the community. Solution:

a. Train the Life Guide to be skilled in interpersonal relationships.

By giving him/her communication-, conflict management - and lay counselling skills.

b. Allow the Life Guide to being debriefed, encouraged and advised daily.

c. Set out concise and deliberate opportunities for networking within the community.

Network

Set up a network with already established ministries and programs that can address some of the specific

issues in the school and community. The Life Guide should facilitate the schedule and monitor these

applications for effectiveness to address the identified need.

Strategy

The diagram on the next page describes the ground level strategy that we will be following to sow seeds in

each sector of the school. We foresee that the effective and diligent implementation of these simple

opportunities will accumulate into lasting and visible transformation.

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9.

Implementation

of Objectives Placement of Life guides in schools

Relationships with schools within the Drakenstein area are in place already and the project has received

widespread support within the network relationships that have been put into place and are continually

nurtured.

During introduction meetings, the School principals and governing bodies will receive a copy of the

implementation strategy and a short presentation will be given. These individuals will then be given the

opportunity to analyse and study the document after which a follow-up meeting will be arranged for questions

and answers.

Once the School is happy with the strategy the suitable Life guides will be identified and matched. Life guides

are only invited to interviews once they have filled in the application form and have undergone the necessary

background checks. During the interview process, the Life guide will be probed to ascertain that the

individuals truly are committed to getting involved in wholeheartedly. This appointment is a calling, not a job.

Networking and partnerships

Partnerships with other ministries, churches and programs situated in the close community play an integral

part in the overall success of this project. We believe in the potential and call on other individuals for specific

sets of initiatives.

The scope of the problem is so large that the only effective way to address some of these issues would be

to take hands and to function as a body. The Life guide will be encouraged to position him/ herself as a

person of peace and to build relationships that encourage involvement in all activities in and around the

school. The school will be the door to the community and the key to unlocking a revival of hope, peace and

prosperity.

Many relationships have been established and a basic network of experts is made available to each Life

Guide. The following ministries/organizations have been recognized as possible allies and dialogues have

been taken up with regards to how we can support each other’s programs within the Valley.

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We are constantly aware and on the lookout for existing projects within the areas where we will be operating.

• The Emerald Foundation – Healthy body, healthy mind

• Popups – Life skills

• Swop shop – Community cleanup

• Touching hearts – Spiritual healing

• Khula – Learner drop-out support

• Salt and light – Discipleship

• Partners for possibility – Principal support and leadership development

• Character Wise – Character education

• Second harvest – Feeding schemes

• Mbekweni Youth centre – Career development and skills training

• Unashamedly ethical – Character education, corporate governance

• The world needs a father – Mentoring and healthy families

• Ready, set, go – Life skills training thru the sport

• Work for a living – Training and placement for unemployed adults

• And many more.

It is important to note that a school presents an ideal channel for community transformation as most

segments/ components of society, all have some form of relationship with the schools. This opens a channel

through which they can also be reached and impacted.

The teachers and parents will also be equipped and supported by presenting lay counselling sessions, group

meetings and events that will be specifically aimed at the needs of these groups. The below diagram indicates

the broad strategy divided within a recommended minimum of 3-year commitment at a school:

Year 1 Year 2 Year 3 Discovery Implement Impact Visibility

Become enlightened of the community culture and needs.

Build relationships.

Implement programmes

from the community partners

to address specific needs that

have been identified.

Outcomes become clearly measurable. Programme

effectiveness can be observed.

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10.

Life Guides Job

Description and Training A Life Guide must have the ability to:

• Clearly communicate with principals, teachers and parents of any school in their area of operation.

• Relate well with people of different backgrounds and beliefs.

• Solve problems and resolve conflict.

• To get involved in community activities.

• Easily adapt to social requirements within respective communities.

Responsibilities:

• Support teachers in identifying and referring to learners that need special attention with regards to any

aspect of life.

• Establish a relationship of trust with the teachers, parents and learners and network with specialists

from the community.

• Launch a support and enrichment program within the school to cater to the school community.

• Establish, mentor and assist a committee of learners that will help organize all events and become peer

mentors to a forum.

• Gain support and input from the community ministries, churches and individuals.

• Analyze the current need in the school and area to establish criteria for organizations with which

partnerships must be established.

• Assemble support teams.

• Equip and motivate the community and school leaders.

• Communicate regularly with the support teams.

• Build a strong relationship with the community members, learners, teachers and support teams.

• Organize, facilitate and implement training, discipleship and prayer sessions.

• Monitor & evaluate the implementation of the Pym61 operational flow chart.

• Establish a value-based culture in the community/school with the main Unashamedly Ethical Values

as a foundation.

• Constantly keep a finger on the pulse for needs from the teachers as well as the learners.

• Implement a prayer culture.

• See to it that monthly newsletters or feedback is given to the Operations support manager who will in

return

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• give feedback to:

o School

o Parents

o Sponsors

o Community

o Unashamedly ethical partners.

• Liaise with community and support team representatives for ongoing input strategies and support.

Formal training will consist of:

Phase 1 / Year 1 Life Guides will be trained in the following aspects

• Basic South African schools act

• Character education facilitation

• Identity enhancement courses

• Project management

• Conflict resolution skills

• Communication skills

• Spiritual mentoring and disciplining

• Lay counselling

• Pym61 training

• Team building

• Leadership identification and development

Phase 2 / Year 2

• The custom programme for each individual Life Guide

• The custom programme for each individual community and

school

• Spiritual input

• Peer counselling

• Intensive mentoring

Phase 3 / Year 3

• Equip Life Guides for training in Phase 1 and Phase 2

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Training and development

Life Guides will be trained, mentored and assisted daily via the “Lifeline” that is set up by PYM61 mentors.

This lifeline consists of something very simple, but hugely effective: LIVING LIFE TOGETHER. They will

purposefully be encouraged to talk about struggles and victories weekly with each other and mentors.

11.

Measurements

of Outcomes Because each community and school are a unique living organism it is important for us to have our finger on

the pulse without missing a beat, therefore the effectiveness of the PYM61 project will continually be

measured in a formal as well as an informal structure.

The following informal methods will be used to measure whether the outcomes have been reached:

Source How to get information

They tell you or third party tells us

Record casual feedback. Questionnaire.

Interviews. Leadership meetings. Diaries. Visual

evaluation tools.

We see behaviour change Observation notes. Witness statements. Case

studies.

Records Attendance sheets. Records of activities.

Hard evidence Comparing and tracking statistics.

Assessment Awards. Tests. Quizzes. Quality Standards.

Qualifications. Badges. Rating scales.

KPI’s:

Our program will be very flexible to accommodate the unique needs of every school and community. As can

be seen in the illustration below we plan to roll out the project over a three-year period, with specific goals

set out for each year to cultivate an effective in-depth solution that can become deep enough to initiate lasting

change.

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12.

Sustainability

of the Project:

We understand the challenge to ensure so-called “self-sustainability” specifically pertaining to funding. The

fact of the matter is that even profitable businesses face challenges to be “self-sustainable”.

Organisational capacity and expertise:

Ensure that the work is clearly defined and that there are clearly set goals and targets in the short-, medium-

and long-term. Also, ensure that the programs and projects being undertaken by employees are professional

and that adequate resources are in place.

Good legal standing and compliance:

Good governance, sign off on audited financial statements and assurance that all fiduciary reporting

deadlines are met.

Growth of partnerships:

That will build strong relationships with local business and government, encouraging cooperation and sharing

lessons learned with other organisations. This includes working with many people and organisations to make

a difference in communities and in the country.

We believe that the fruits of an opportunity to live out the dream, vision and passion that has been deposited

in our hearts and souls will, in turn, open doors and motivate other funding organisations and projects to

become involved.

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13.

Final motivation Scientists at Rensselaer Polytechnic Institute have found that when just 10 per cent of the population holds

an unshakable belief, most of the society will inevitably adopt their belief.

If PYM61 can get involved in at least 5 schools in the Drakenstein area we will be targeting 10 percent of the

schools and once most them have adopted our program, we have moved into above 10 percent of the

population of the Drakenstein area. This cycle will then continue outward into the rest of South Africa.

14.

Contact us

Pym61 Telephone: 082 303 3349

Email: debbieann@pym61.org

Fax: 086 606 0013

Address: Zomerlust Office Park Unit 2, Cnr Bergsig Ave & Bergrivier Boulevard, Paarl

Website: www.pym61.org