12. Recommendation for villagers
Seed of entrepreneurship
Many Financial Corporate Social
resources Responsibility
Have they been channeled CSR
effectively? HSBC, SCB
SML Fund More CSR!
Government Fund More EFFECTIVE CSR!
1 Million Baht Program OPPORTUNITY!
Economy Stimulation (TAO)
Opportunities Business Model Stakeholders Implementation
14. Recommendation for villagers
Business Plan Competition
Mini workshops Development Business
Idea Submission workshops
Presentations
300 words Advising teams
3-min video Business Proposals 3 winning teams
10-15 teams are
selected
Business Incubator Program
Opportunities Business Model Stakeholders Implementation
28. Revisit guiding questions
1 How do we get people to be
more independent?
2
How do we foster
entrepreneurship?
คำาถามของเราคือ
1 ทำาอย่างไรที่จะให้ชาว
บ้าน
รู้จักการพึ่งตนเองมาก
ขึน?
้
2
เราสามารถจะสนับสนุน
การเป็นผู้ประกอบการ
ได้อย่างไร?
29. Recommendation for students:
3 Year Experiential
Business Curriculum
(หลักสูตรการอบรมธุรกิจ3ปี)
“To live a single day and
hear a good teaching is
better than to live a
hundred year without
knowing such teaching”
Buddha
30. Recommendation for students
COMMUNITY
More cost
effective to teach
the younger
generation
Sustainability
Empower Parents Children today
Save for: Children’s Empowerment
Trust to Save and Manage are less aware of
Education
Knowledge their Finances the value of money
Students are
interested in an
interactive, holistic
program
Problem Case study Recommendation Implementation
35. Recommendation for students
Areas of Development
Promoting teacher to have Supplementing existing curriculum
1 2
more expertise
Need for active teacher Truly holistic business program
engagement
Actively apply practical learning
Need for thorough teacher experiences in and out of the
preparation and extensive classroom
knowledge
Building leadership, critical thinking,
Need for inspirational and thought and teamwork within groups
provoking teachers
Problem Case study Recommendation Implementation
39. Recommendation for students
3 YEAR EXPERIENTIAL BUSINESS EDUCATION
CURRICULUM
Personal (Household) Marketing
budgeting Business modeling
Savings Financial Projects
Debt Management
Sum Practical
mer Internship
make wise financial Use their hands-on skills
decisions based on and tacit knowledge to
careful planning develop a blueprint for
and goal setting a sustainable business.
Problem Case study Recommendation Implementation
41. Recommendation for students
Sum Practical Business Case Competition
mer Internship
Local University Students MFLF + Villagers
4
Go to Doi Tung to 1
Write the case study
implement the plan
2 Pitch their plan
3
Select the winner
5
Intern for the
university students
Our high school students Private sector company
Problem Case study Recommendation Implementation
43. Recommendation for students
Sum Practical Business Case Competition
mer Internship
Local University Students MFLF + Villagers
Many universities are interested in Social issues will be solved
social entrepreneurship and business Villagers can learn to solve
plan competition the problems along with the
winning team
Practical Experience Internship CSR Program
Our high school students Private sector company
Problem Case study Recommendation Implementation
45. Recommendation for students
3 YEAR EXPERIENTIAL BUSINESS EDUCATION
CURRICULUM
Personal (Household) Marketing All lessons learned
budgeting Business modeling Present their idea
Savings Financial Projects
Debt Management
Sum Practical
mer Internship
make wise financial Use their hands-on skills Present themselves as a
decisions based on and tacit knowledge to refined, confident, and
careful planning develop a blueprint for clear-thinking individual
and goal setting a sustainable business
Problem Case study Recommendation Implementation
47. Recommendation for students
Implementation Plan
1 Understand 2 Reach out 3 Develop
Timeframe: 1 Year Timeframe: 2-3 months 1. Pilot Projects
2. Actual Operation
1. Examine current school •Reach out to different
curriculum & activities in stakeholders
schools 2. Bring all stakeholders
2. Collect feedback from involved consensus among Our group
students all parties
3. Get An in-depth already did
understanding of JA
curriculum
some pilot
4. Develop implementation
plan that engages all
project!
stakeholders
Problem Case study Recommendation Implementation
49. Recommendation for students
LONG TERM VISION:
THE TRANSITION FROM 3-DAY TO 3-YEAR
SIMPLE
PRACTICAL
LOGICAL
Problem Case study Recommendation Implementation
51. School Pilot Project
3 Workshops in Huayraisammakkee school
1 3
Personal 2 Business Group
Finance Development Formation
Why did we do this?
Customize our curriculum to suit the local students’ needs
Students already possess the skills to develop the business
Students already have their own business group set by the
school
Introduction Workshop#1 Workshop#2 Workshop#3
53. School Pilot Project
Home Economics Vocational Students
(M.5-M.6) : 21 students
Time: Friday (2 hours 30 mins for each workshop)
Introduction Workshop#1 Workshop#2 Workshop#3
59. Workshop#1: Personal Finance
Doi Tung Monopoly
Difference Example Learning Point
Transfer of ownership
Localize all land Job opportunities in
Doi Tung
Cooperative
Promote the value-
Value-added added activity
Opportunity to deposit Benefit of saving
money at the bank Learn how to calculate
Savings
and get interest interest (%)
Introduction Workshop#1 Workshop#2 Workshop#3
61. Workshop#1: Personal Finance
Doi Tung Monopoly
Difference Example Learning Point
Value of education
University
We cannot choose
Life Card where we came from but
we can choose what we
will become
Saving for emergency
Fortune card & HAVE FUN!! Bonding
Activity card activity
Morality
Introduction Workshop#1 Workshop#2 Workshop#3
63. Workshop#1: Personal Finance
Doi Tung Monopoly
Difference Example Learning Point
Household Accounting
Accounting
Students will play as Teamwork
Group Players the group of 3 Promote the group
students formation
Doi Tung money
Introduction Workshop#1 Workshop#2 Workshop#3
65. Workshop#2: Business Development
Learning keys
Production Planning
Supply and Demand
Market size
Price markup This game is originally from
Basic income BBA Thammasat
statement Somchai Supattarakul and
Statement of cash flow Angsana
Sales forecast Techatassanasoontorn
C
Bakery Enterprise
Introduction Workshop#1 Workshop#2 Workshop#3
67. Workshop#2: Business Development
How to Play?
Each Group is assigned to set up and
manage the bakery with the limited fund
Simplify:
1 product: Cake
1 Ingredient: Flour
Introduction Workshop#1 Workshop#2 Workshop#3
69. Workshop#2: Business Development
Step to play:
1 Choose2 3 4 5
Forecast the
the size of Buy the flour Set the price Account
cake demand
bakery
Introduction Workshop#1 Workshop#2 Workshop#3
71. Workshop#2: Business Development
Detail Learning Point
1 Choose Small, Medium, Large Trade-off between
the size of Different capacity capacity and expense
bakery Different fixed cost
Different price
2 Students will listen to the news
Forecasting demand
Forecast the and look at historical demand
Data analysis
cake demand Students plan their production
Know market size
based on the market size
Introduction Workshop#1 Workshop#2 Workshop#3
73. Workshop#2: Business Development
Detail Learning Point
3 Calculate the flour they need
Forecasting supply
Buy the flour to buy
Data analysis
Students will listen to the news
How to give
and look at historical demand
Students bid the price of the reasonable price
flour
Announce the actual supply
Allocate the flour “Highest bid
get flour first, the lowest may or
may not get it”
reasonable price
High price = high cost of production
Low price = chance of get nothing
Introduction Workshop#1 Workshop#2 Workshop#3
75. Workshop#2: Business Development
Detail Learning Point
4 Students set the price of the Define the cost of
Set the price cake based on the cost of production
of cake production, market demand and Break-even price
competitors Profit mark-up
Announce the actual demand Set the reasonable
Cakes are bought by “Lowest price
price can be sold first, highest
price may or may not be sold”
reasonable price
Low price = Low profit
High price = chance of getting nothing
Introduction Workshop#1 Workshop#2 Workshop#3
77. Workshop#2: Business Development
Detail Learning Point
5 Students conclude their profit or Income statement
loss in this round statement of cash
Accounting Student know how much money flow
they have left
Introduction Workshop#1 Workshop#2 Workshop#3
79. Workshop#3: Group Formation
Learning keys
Group Formation
Students are able to apply lesson learned from the previous 2
workshops
To promote the entrepreneurial mindset
To stimulate students to have more confidence and
presentation skill (marketing)
To promote creativity among students
C
Business competition
Winning group get the opportunity to sell
products at Doi Tung during New Year for
free!
Introduction Workshop#1 Workshop#2 Workshop#3
80. Video of all workshops
Introduction Workshop#1 Workshop#2 Workshop#3
82. Workshops’ feedback and result
Students are really smart!
Students can be developed to be the entrepreneur if they
receive the proper business development program
Students are able to understand accounting
Students are really enthusiastic about business knowledge
Students have the talent but some are lack of confidence
Students learn so fast through the game and real life simulation
Things to improve
We still lack of teaching experience which affects the students’
understanding
We still do not know how to make students participate in
answering the question or giving opinions
We cannot use the opportunities we had to let the student to
think further
Introduction Workshop#1 Workshop#2 Workshop#3
There really werent any co-ops when we reached out, just middle man models. One person owned
Sell processed bamboo shoots to factories in Chiang Mai & Lampangfor further production
Tackle the problem of lack of savings with A TWO PRONGED APPROACH
Facilitators connections
Stakeholders Role & Obligation What Can They Get? Participating Villagers (From 26 villages) Participants Learning Experiences Funding Opportunities Networking Opportunities Non-participating Villagers Judging Panel Employment opportunities Learning Opportunities More services/products Mae Fah Luang Foundation Competition Organizer/Facilitator Judging Panel Team of supervisors & advisors Truly empower people Transfer of Ownership Private Sector (E.g. HSBC, SCB CSR) Provider of extra funding Judging Panel Team of supervisors & advisors Free product/services (insurance) Corporate CSR Expansion into rural market - rural market research -rural product development University (optional) (E.g. Chiang Rai University, Mae Fah Luang University) Judging Panel Team of supervisors & advisors Students as interns in start-ups Technical/R&D Support Giving back to society Internship for students
*****intern start-up
****people in charge
People are truly empowered – a holistic learning experience that empower them. Fully tap into their potential. They will improve their leadership, creativity skills. Etc etc The program is self sustainable – villagers are involved in every aspect of the implementation plan – eventually it can be run by the villagers themselves The funding is sustainable – peer pressure, sound project, insurance & products from private sector
Richard just talked about business incubator and that’s one approach. But one approach is not enough. We must tackle these issues from all angles. Fostering entrepreneurship in the older generation is not sustainable. The younger generation will be the future leaders of Doi Tung and we must make sure to cultivate the next generation of empowerd blah blah
To live a single day and hear a good teaching is better than to live a hundred year without knowing such teaching. – Buddha Our mission this summer was to empower young people to think for themselves, harbor their inner passions, and give them the tools and resources to turn their dreams into a reality through an interactive and hands-on business education curriculum.
What is this?????????????
Brief description on HuayRai Secondary. The Money Club is a student-based organization in a vocational-focused high school in the Doi Tung region. The majority of the students are from low-income hill-tribe families in the surrounding area. This group focuses on educating its members on practical, income-generating occupations such as carpentry, embroidery, cooking, handicrafts, etc.
The Money Club focuses on what these students already know through learnt traditions and aims to develop more financially conscious individuals through an educational and interactive approach. S trengths: The current capstone project, literally translated “Pathway to a Small Business” provides students with the opportunity to think freely and creatively about their ideas. W eaknesses: Because the school provides an implicit safety net, students aren’t exposed to the real world risks of starting a business. It is difficult to simulate the real world and so a student’s project may not be as thorough as it would have been if it was developed with no strings attached. In addition, most or all of the projects and groups are initiated by the teacher. Students need to be empowered first starting at a younger age to begin thinking about a business idea that want to actualize. There is still room for improvement for improving student leaders. O pportunities: Strengthen students’ learning experience : There seems to be a lack of organization and management within the operations of this program. Frameworks, business plans, and work plans have been ditched and there is a need for a detailed and holistic business development and financial learning experience. Sthis is a great opportunity for organizations like JA to come in and bring their expertise in curriculum design. Provide workshops for teachers : Teachers always have the potential to strengthen their teaching methods. Workshops may provide the forum for them to challenge their own limits in the classroom. T hreats: Lack of Government Support : Most of the projects initiated by the students come from funding provided by the government. The government supports the vocational education and is willing to set aside a pool of money to invest in students’ projects. However, the government also has a lot of say in curriculum design. Teachers will not be willing to teach their students the business curriculum if it is not mandated in the curriculum provided by the government.
What is this?????????????
What is this?????????????
What is this?????????????
What is this?????????????
What is this?????????????
What is this?????????????
What is this?????????????
Business Plan Competition: Every year, the Social Development Office at the Mae FahLuang Foundation will write a case study identifying an issue in Doi Tung. This case study will be the basis for the Business Plan Competition that will be held in local Thai Universities (ie Chiang Rai University, Chiang Mai University, Mae FahLuang University, etc). University students will receive the case study from the Foundation and enter the competition as groups to pitch their plan to solve the social issue. Judges from MFLF, private sector companies, and the villages will carefully select a winner to come up to Doi Tung and implement their plan alongside the affected villagers and a select group of local high school students. These high school students will be a part of the vocational business education curriculum and will be interning for the University students to collaborate and explore the best solutions for the issue at hand. Since, many universities are interested in social entrepreneurship and business plan competitions there will be a demand for this type of competition. Similarly, private sector companies will want to participate as part of a CSR program and can assist in a variety of ways. For example, a local bank can provide the seed funding and stipends necessary to the students to facilitate the summer program. Siam Commercial bank already has a program like the one described above and can be explored more here: http://www.scbchallenge.com/challenge2010/home.php . In addition, organizations like SIFE already specialize in this space and can provide salient information to help develop a competition with the Foundation and other sponsoring organizations.
Business Plan Competition: Every year, the Social Development Office at the Mae FahLuang Foundation will write a case study identifying an issue in Doi Tung. This case study will be the basis for the Business Plan Competition that will be held in local Thai Universities (ie Chiang Rai University, Chiang Mai University, Mae FahLuang University, etc). University students will receive the case study from the Foundation and enter the competition as groups to pitch their plan to solve the social issue. Judges from MFLF, private sector companies, and the villages will carefully select a winner to come up to Doi Tung and implement their plan alongside the affected villagers and a select group of local high school students. These high school students will be a part of the vocational business education curriculum and will be interning for the University students to collaborate and explore the best solutions for the issue at hand. Since, many universities are interested in social entrepreneurship and business plan competitions there will be a demand for this type of competition. Similarly, private sector companies will want to participate as part of a CSR program and can assist in a variety of ways. For example, a local bank can provide the seed funding and stipends necessary to the students to facilitate the summer program. Siam Commercial bank already has a program like the one described above and can be explored more here: http://www.scbchallenge.com/challenge2010/home.php . In addition, organizations like SIFE already specialize in this space and can provide salient information to help develop a competition with the Foundation and other sponsoring organizations.
Business Plan Competition: Every year, the Social Development Office at the Mae FahLuang Foundation will write a case study identifying an issue in Doi Tung. This case study will be the basis for the Business Plan Competition that will be held in local Thai Universities (ie Chiang Rai University, Chiang Mai University, Mae FahLuang University, etc). University students will receive the case study from the Foundation and enter the competition as groups to pitch their plan to solve the social issue. Judges from MFLF, private sector companies, and the villages will carefully select a winner to come up to Doi Tung and implement their plan alongside the affected villagers and a select group of local high school students. These high school students will be a part of the vocational business education curriculum and will be interning for the University students to collaborate and explore the best solutions for the issue at hand. Since, many universities are interested in social entrepreneurship and business plan competitions there will be a demand for this type of competition. Similarly, private sector companies will want to participate as part of a CSR program and can assist in a variety of ways. For example, a local bank can provide the seed funding and stipends necessary to the students to facilitate the summer program. Siam Commercial bank already has a program like the one described above and can be explored more here: http://www.scbchallenge.com/challenge2010/home.php . In addition, organizations like SIFE already specialize in this space and can provide salient information to help develop a competition with the Foundation and other sponsoring organizations.
Business Plan Competition: Every year, the Social Development Office at the Mae FahLuang Foundation will write a case study identifying an issue in Doi Tung. This case study will be the basis for the Business Plan Competition that will be held in local Thai Universities (ie Chiang Rai University, Chiang Mai University, Mae FahLuang University, etc). University students will receive the case study from the Foundation and enter the competition as groups to pitch their plan to solve the social issue. Judges from MFLF, private sector companies, and the villages will carefully select a winner to come up to Doi Tung and implement their plan alongside the affected villagers and a select group of local high school students. These high school students will be a part of the vocational business education curriculum and will be interning for the University students to collaborate and explore the best solutions for the issue at hand. Since, many universities are interested in social entrepreneurship and business plan competitions there will be a demand for this type of competition. Similarly, private sector companies will want to participate as part of a CSR program and can assist in a variety of ways. For example, a local bank can provide the seed funding and stipends necessary to the students to facilitate the summer program. Siam Commercial bank already has a program like the one described above and can be explored more here: http://www.scbchallenge.com/challenge2010/home.php . In addition, organizations like SIFE already specialize in this space and can provide salient information to help develop a competition with the Foundation and other sponsoring organizations.
Final Capstone Project: In the last year, the students can either follow through with the summer internship project or start fresh and implement an idea of their own. Built on their previous training and experiences, students will work closely with a university mentor to implement their business proposals. A student can exhibit what they learned in a variety of ways. The most obvious would be for students to start their own business with seed funding. However, we understand that not all students want to be in business or would even enjoy the business curriculum. Still, we hope that beyond a successful business plan, students will be able to present not only their idea, but also themselves as a refined, confident, and clear-thinking individual. This is why the Final Capstone Project is so important. It will give a student the time necessary to thoroughly reflect on lessons learned from the program and how they want to present their main findings and insights to their classmates and teachers. The crucial piece here is that the final product does not have to be a business plan and can be justifiably anything that represents the essence of the individual.
What is this?????????????
We realize that it is very easy to just propose something, but harder to do and so we have try to lay out the most detailed work plan for implementation based on understand, reach out, and develop. Phase 1: Research and Understand (Suggested timeframe: 1 Year) Begin conducting overview of the school system from Grade 1 - 12 in Doi Tung Conduct review of current school system in Doi Tung - number of schools, funding opportunities, etc Gather demographic information about students from these schools - number of students, academic & other performance, types of students/curricula, graduate surveys etc. Develop criteria for segmenting schools and understanding key concepts Examine current school curriculum & activities in schools Review existing curricula and school activities that are directly/indirectly related to business Identify areas of development and room for integration in existing curricula Collect feedback from students Collect feedback on current curricula and teachers’ teaching methods Collect feedback on subjects that are directly or indirectly related to business education Assess students’ current knowledge in business Gauge students’ interests in business education Get An in-depth understanding of JA curriculum Thoroughly understand all programs offered by JA Carefully select programs from JA curriculum that are most relevant to Doi Tung Contact JA for details about selected programs - how they have been applied worldwide, resources requirement, operating mechanisms, feedback from existing schools/programs, site visits to current JA schools & programs, areas of development Identify other programs that can complement JA curricula Develop implementation plan that engages all stakeholders Review the needs of schools and students and match them with potential curricula from JA Prioritize schools and propose work plans on how JA can complement/substitute the current curricula Identify possible universities in Chiang Rai and propose ways of cooperation Identify possible funding resources (CSR, donor, etc.)
We realize that it is very easy to just propose something, but harder to do and so we have try to lay out the most detailed work plan for implementation based on understand, reach out, and develop. Phase 1: Research and Understand (Suggested timeframe: 1 Year) Begin conducting overview of the school system from Grade 1 - 12 in Doi Tung Conduct review of current school system in Doi Tung - number of schools, funding opportunities, etc Gather demographic information about students from these schools - number of students, academic & other performance, types of students/curricula, graduate surveys etc. Develop criteria for segmenting schools and understanding key concepts Examine current school curriculum & activities in schools Review existing curricula and school activities that are directly/indirectly related to business Identify areas of development and room for integration in existing curricula Collect feedback from students Collect feedback on current curricula and teachers’ teaching methods Collect feedback on subjects that are directly or indirectly related to business education Assess students’ current knowledge in business Gauge students’ interests in business education Get An in-depth understanding of JA curriculum Thoroughly understand all programs offered by JA Carefully select programs from JA curriculum that are most relevant to Doi Tung Contact JA for details about selected programs - how they have been applied worldwide, resources requirement, operating mechanisms, feedback from existing schools/programs, site visits to current JA schools & programs, areas of development Identify other programs that can complement JA curricula Develop implementation plan that engages all stakeholders Review the needs of schools and students and match them with potential curricula from JA Prioritize schools and propose work plans on how JA can complement/substitute the current curricula Identify possible universities in Chiang Rai and propose ways of cooperation Identify possible funding resources (CSR, donor, etc.)
