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    STRENGTHENING BUSINESS FOUNDATIONS - TESDAs FINANCIAL AND MANAGEMENT SKILLS PROGRAM FOR ABM STUDENTS

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    STRENGTHENING BUSINESS FOUNDATIONS - TESDAs FINANCIAL AND MANAGEMENT SKILLS PROGRAM FOR ABM STUDENTS

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    aries49552614
    7 views6 pages
    Concept paper related to ABM strand

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    STRENGTHENING BUSINESS FOUNDATIONS_TESDAs FINANCIAL AND MANAGEMENT SKILLS PROGRAM FOR ABM STUDENTS

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    Concept paper related to ABM strand

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    © All Rights Reserved
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    7 views6 pages

    STRENGTHENING BUSINESS FOUNDATIONS - TESDAs FINANCIAL AND MANAGEMENT SKILLS PROGRAM FOR ABM STUDENTS

    Uploaded by

    aries49552614
    Concept paper related to ABM strand

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    Republic of the Philippines

    DEPARTMENT OF EDUCATION
    Region IV-A CALABARZON
    Division of Rizal
    Binangonan Sub-Office
    DON JOSE M. YNARES SR. MEMORIAL NATIONAL HIGH SCHOOL

    STRENGTHENING BUSINESS FOUNDATIONS: TESDA’S FINANCIAL AND


    MANAGEMENT SKILLS PROGRAM FOR ABM STUDENTS

    Nilgie C. Clores

    TESDA

    09670968077 II [email protected]

    October 29, 2024


    I. INTRODUCTION

    Technical Education and Skills Development Authority (TESDA), is a government


    agency in the Philippines dedicated to enhancing technical education and skills
    development. Known for its role in bridging skills gaps across various sectors, TESDA
    has made a significant impact in training programs that prepare students for industry
    demands, especially in vocational and technical fields. TESDA’s expertise and
    infrastructure in delivering comprehensive training programs position it well to undertake
    this project, aiming to support ABM students by providing them with practical business
    skills.

    Supporting this project aligns with TESDA’s commitment to empower future


    business leaders by equipping them with essential knowledge in financial management,
    marketing, and business operations. By investing in the development of these students,
    TESDA aims to contribute to economic resilience and support the next generation of
    entrepreneurs who can positively impact the Philippine economy. This project
    represents an important step towards reducing the gap between academic knowledge
    and the practical skills required for success in today’s competitive business
    environment.

    II. RATIONALE OR BACKGROUND

    In the Philippines, many ABM students face a significant gap between classroom
    learning and real-world business applications. While students are exposed to business
    theories, they often lack the practical knowledge needed to make informed financial
    decisions, manage operations, and engage in entrepreneurial activities. This gap limits
    their readiness for the business world and their ability to contribute meaningfully to
    economic growth.

    According to recent studies, only a fraction of Filipino students entering business-


    related fields have the practical financial literacy and management skills needed to
    thrive. The Financial Literacy in S&P Global Flinlit report highlights a lack of
    understanding of key business concepts among students, such as budgeting,
    investment management, and customer relations, which are critical for aspiring
    entrepreneurs. Addressing this gap is essential for building a skilled workforce and
    fostering economic development in the country.

    By providing ABM students with practical training in business and financial


    management, this project seeks to enhance their decision-making abilities and
    entrepreneurial skills. This initiative aims to empower students to become financially
    literate, confident, and capable of managing their own ventures, thereby contributing to
    the local and national economy.

    III. PROJECT DESCRIPTION

    A. Objectives

     To provide ABM students with practical knowledge in business management,


    including financial planning, customer relations, and digital marketing.
     To develop the financial literacy of students, equipping them to make sound
    financial decisions in both personal and business contexts.
     To foster an entrepreneurial mindset and practical business skills among
    students, encouraging them to consider starting their own business.

    B. Methodology (Action Plan/Timeline)

    Activities Timeframe Details


    Curriculum Development Month 1-2 Collaborate with
    professionals to create a
    curriculum covering
    essential business skills for
    ABM students, including
    budgeting, financial
    literacy, and customer
    service basics
    Recruitment and Month 1-2 Partner with schools to
    Enrollment identify and enroll eligible
    ABM students. Conduct an
    orientation session to set
    expectations and introduce
    program structure.
    Training Sessions Month 3-4 Conduct workshops and
    practical exercises on
    budgeting, financial
    planning, customer service,
    and digital marketing.
    Emphasize hands-on
    activities and real-life case
    studies.
    Internship Placements Month 5 Arrange internships or job
    shadowing in local
    businesses, allowing
    students to apply skills
    gained from the training in
    a professional setting.
    Final Evaluation and Month 6 Assess the entire
    Program Assessment program’s effectiveness
    and outcomes through
    evaluations, surveys, and
    feedback sessions.
    Compile a report on skill
    acquisition, challenges,
    and program success.

    D. Anticipated Outcome
     Improved financial literacy and practical management skills among ABM
    students.
     Enhanced hands-on experience through internships, allowing students to apply
    classroom knowledge in real-world business settings.
     Increased confidence in financial decision-making and business operations.
     Greater preparedness for employment, equipping students with the skills needed
    to enter business-related roles or start their own ventures.

    IV. ROJECT NEEDS AND COST

    ITEM QUANTITY UNIT COST TOTAL COST

    Workshop 200 sets ₱100.00 ₱20,000.00


    materials

    Speakers/Trainers’ 10 ₱5,000.00 ₱50,000.00


    Fees

    Venue Rental 5 days ₱4,000.00 ₱20,000.00

    Multimedia 1 ₱10,000.00 ₱10,000.00


    Equipments

    Instructor Service 5 ₱5,000.00 ₱25,000.00

    Marketing and 1 package ₱10,000.00 ₱10,000.00


    Promotion

    Evaluation and 200 sets ₱50.00 ₱10,000.00


    Feedback
    Administrative ₱10,000.00 ₱10,000.00
    Costs

    Total: ₱155,000.0000

    B. Personnel

    Personnel Responsibility

    Project Manager Oversees the project implementation,


    manages timelines, coordinates with
    TESDA and ABM schools, and ensures
    project goals are met.
    Training Coordinator Manages training sessions, coordinates
    with venues, ensures availability of
    materials, and schedules sessions with
    speakers.
    Workshop Trainers Delivers workshops on topics such as
    financial literacy, business fundamentals,
    and digital marketing; engages students
    in practical exercises.
    Marketing Specialist Develops outreach strategies to promote
    the program to ABM students, creates
    promotional materials, and manages
    social media channels if needed.

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