Assessment-driven module development framework for business training involving small scale Malaysian entrepreneurs
List of Authors
  • Nor Tutiaini Ab. Wahid , Zuraimi Zakaria

Keyword
  • Financial Literacy, Inisiatif Pendapatan Rakyat, Business Training, Module, Development Framework

Abstract
  • This paper presents the Quality Assured Module Maker (QAMM) framework, a strategic conceptual tool crafted for the development of high-quality training modules and continuous program evaluation of the Financial Literacy Program (FLP). Providing business training to 3,000 small-scale Malaysian entrepreneurs under the B40 socioeconomic category, FLP operates under the auspices of the Income Enhancement Initiative (Inisiatif Pendapatan Rakyat or IPR), led by the Ministry of Economy. The program offers financial incentives to aid small-scale entrepreneurs in starting and enhancing their business operations. The FLP strategically aims to strengthen financial literacy, managerial skills, and future financial capacity of its participants, thereby contributing to the sustainability of their businesses. The large scale and participant base of the program necessitate the importance of high-quality modules for successful training outcomes. The QAMM framework is central to the development of 45 comprehensive modules across five thematic areas within FLP. Unique in its approach, the framework integrates educational assessment theories and methodologies, serving as a pivotal instrument for ensuring uniform and consistent training delivery. It employs constructive alignment to align training delivery with skill acquisition goals, thereby fulfilling intended objectives and ensuring high content validity. This paper articulates the theoretical foundations, components, elements, and practical applications of the QAMM framework. Significantly, the QAMM framework is utilized not only in module development but also in module evaluation, which is conducted concurrently with the module development. This ongoing evaluation provides continuous data for module improvement, exemplifying a dynamic approach to evaluation approach in entrepreneurial training. The paper delves into the innovative use of educational assessment methodologies in module development framework, addressing a significant research gap in the effectiveness of business training for small-scale entrepreneurs in developing countries.

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