A Proposed Module for Developing Entrepreneurial Competencies among Asnaf Students: The Trans-Asnaf Module

Asnaf students, representing one of the most economically vulnerable groups, often face barriers such as limited financial resources, lack of exposure to entrepreneurial ecosystems, and low confidence in pursuing self-employment, which hinders their potential for upward socio-economic mobility. While existing initiatives such as USIM’s Genba Bakery and the AsnafPreneur TAP program have introduced entrepreneurship pathways for this group, most remain fragmented, short-term, and insufficiently integrated with practical market-oriented skills. The absence of a structured, holistic approach to developing entrepreneurial competencies has created a significant gap in preparing asnaf students to sustain viable business ventures beyond basic training. To address this challenge, the TRANS-ASNAF module is proposed as a comprehensive intervention that combines technical skill-building, marketing competencies, and experiential learning with structured mentoring. Designed with pre- and post-assessments, focus group discussions, and outcome tracking, the module adopts both quantitative and qualitative approaches to measure changes in entrepreneurial readiness, self-confidence, and income-generation potential. Unlike traditional welfare-based initiatives, the TRANS-ASNAF module emphasizes sustainability by ensuring students acquire not only craft or business skills but also the resilience and market awareness needed to thrive in competitive environments. Through hands-on practice, real-world entrepreneurial projects, and continuous mentorship, the module aims to cultivate self-reliance, creativity, and long-term business sustainability. Ultimately, the TRANS-ASNAF module seeks to transform the role of education for asnaf students from a means of academic attainment into a vehicle for empowerment, financial independence, and contribution to broader national goals of poverty alleviation and socio-economic inclusivity.