The 1st International Conference on Economic Education and Entrepreneurship 2016 Abstracts Procceding published by the Faculty of Economic Universitas Negeri Surabaya, Series ISBN 978-979-028-853-9 --------------------------------------------------------------------------------------------------- ----------------------------------------
COMPETENCE DEVELOPMENT OF ENTREPRENEURSHIP IN ECONOMIC EDUCATION CURRICULUM BASED ON THE NATIONAL QUALIFICATIONS FRAMEWORK INDONESIA Bambang Ismanto Email =
[email protected] Dosen Universitas Kristen Satya Wacana
Entrepreneurship becomes essential in the development of economic education curriculum in Indonesia. Relevant competence in curriculum development include operational and entrepreneurial competence. This paper examines the substance of entrepreneurship in curriculum development in the economy based on the National Qualifications Framework Indonesia. The analysis was performed with an entrepreneurial approach in the process of the content and structure of economic education curriculum. Indonesian National Qualifications Framework Education curriculum development efforts to further support the development of entrepreneurship. Learning outcomes are the focus of all components in the curriculum document will be put entrepreneurship as substance enhances the value created by the graduates. It also further strengthens the entrepreneurial competence as an economic education courses. Keywords: entrepreneurship, competency, curriculum 'KKNI Introduction Education and employment in Indonesia become strategic in solving global problems. Mobility between countries based on values fully competitive economy is largely determined ability to meet the national qualifications framework. Universities and more specifically the Economic Education is obliged to organize and develop a curriculum that is relevant to the global life changes. It is as an implication in entering into cooperation with countries that have established national qualifications framework. Qualifications framework is an instrument to determine the level of qualifications based on descriptions learning outcomes stating what what is known, understood and can be done by a person after completing the learning process. The instrument is also a tool to map a person's skills and career, as well as develop educational curriculum. In general education, the emphasis is on positive attitudes, basic entrepreneurial knowledge and skills and an entrepreneurial mode of operation. At the secondary level and in 1192 Faculty of Economic Universitas Negeri Surabaya
The 1st International Conference on Economic Education and Entrepreneurship 2016 Abstracts Procceding published by the Faculty of Economic Universitas Negeri Surabaya, Series ISBN 978-979-028-853-9 --------------------------------------------------------------------------------------------------- ----------------------------------------
higher education, the knowledge and skills are developed further, including competencies relating to entrepreneurship. An entrepreneurial culture and procedures are best realised in cooperation with the operational environment according to the objectives set for entrepreneurship education at each level of education. Entrepreneurship education is part of lifelong learning; in it, entrepreneurial skills are developed and supplemented at different points in life. It is a question of life management, interaction, self-guided action, a capacity for innovation and an ability to encounter change. Education and training help entrepreneurship evolve into a mode of operation, in which attitude, will and a desire to take action combine with knowledge and advanced competence (MoE 2009:6). Entrepreneurship in economic education into content and substance of the curriculum. In the structure of the curriculum, entrepreneurship is one of the subjects to develop the competence of graduates in actualizing the potential themselves creatively. Conception of economics is to solve the gap needs that are not restricted on limited resources. Entrepreneurship courses will introduce problems, potentials, opportunities and threats every person on the internal and external environments. The students will develop itself in order to be able to set the best alternative as decisions in solving the problem. As a professional teacher candidates, the students prepared to become independent, responsible, managing of resources, leadership, evaluation, and selfdevelopment within the school environment and education. The curriculum is based on the National Qualifications Framework Indonesia (KKNI), Hierarchical competence and qualifications to reconcile, equalize, and integrate the fields of education and vocational training as well as work experience in order to award the recognition of competence work in accordance with the structure of employment in various sectors. Each level of qualification can achieved through various channels (Formal education, non-formal, work experience, or an increase professionalism). Framework is designed in order to award recognition job competence in accordance with the structure of employment in various sectors. KKNI consists of nine levels of qualification, starting from level 1 as the lowest level up to level 9 as the highest level. Level 1 to Level 3 are grouped in operator positions; Level 4 to Level 6 are grouped in office technician or analyst; and Level 7 to Level 9 grouped in skilled positions.
Literatur Review
1193 Faculty of Economic Universitas Negeri Surabaya
The 1st International Conference on Economic Education and Entrepreneurship 2016 Abstracts Procceding published by the Faculty of Economic Universitas Negeri Surabaya, Series ISBN 978-979-028-853-9 --------------------------------------------------------------------------------------------------- ----------------------------------------
Entrepreneurship refers to an individual’s ability to turn ideas into action. It includes creativity, innovation and risk taking, as well as the ability to pla and manage projects in order to achieve objectives. This supports everyone in day to day life at home and in society, employees in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by entrepreneurs establishing social or commercial activity (MoE: 2009:27). The learning environment in entrepreneurship education gives responsibility to learners, encourages them to do things themselves, guides them towards recognising opportunities and seizing them, bolsters insightful and inventive learning, reinforces learners’ confidence in their own capabilities, gives scope for risk-taking and guides towards goal-oriented collaboration with others (MoE 2009:18). In a learning environment that supports entrepreneurship : -- the focus is on the learner’s own activity -- learning also takes place in a simulated or real-world setting -- learners can directly interact with entrepreneurship -- instruction is based on problem-solving and interaction -- the learner has the support of various expert organisations -- the teacher’s role evolves from a disseminator of information to an organiser, guide and learning environment planner Entrepreneurs need to have: A clear and achievable vision; A vision where all the resources; may not be in their control;
Self-awareness; Confidence; Self motivation; A
willingness to take calculated risks; A willingness to listen to others; A lack of fear of failure and A willingness to work hard (Roger 2012:11) Routine value creation is based on operational competencies such as process management and execution, optimization and incremental improvements. Explorative value creation is based on entrepreneurial competencies. A balance between them is desirable but seldom achieved. Entrepreneurial competencies are defined here as knowledge, skills and attitudes that affect the willingness and ability to perform the entrepreneurial job of new value creation (Lackéus, 2015:5). The following figure describes the operational and entrepreneurial competencies that are relevant in the development of the creative community.
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The 1st International Conference on Economic Education and Entrepreneurship 2016 Abstracts Procceding published by the Faculty of Economic Universitas Negeri Surabaya, Series ISBN 978-979-028-853-9 --------------------------------------------------------------------------------------------------- ----------------------------------------
Teresa Amabile, PhD in Psychology and Head of the Entrepreneurial Management Unit at the Harvard Business School, has provided the field with one of the most simple and yet comprehensive frameworks for the topic. As depicted in the diagram below, creativity arises through the confluence of the following three components: (Adams 2015)
Knowledge: All the relevant understanding an individual brings to bear on a creative effort.
Creative Thinking: Relates to how people approach problems and depends on personality and thinking/working style.
Motivation: Motivation is generally accepted as key to creative production, and the most important motivators are intrinsic passion and interest in the work itself.
Further development of entrepreneurial competencies can be explained in the following picture:
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The 1st International Conference on Economic Education and Entrepreneurship 2016 Abstracts Procceding published by the Faculty of Economic Universitas Negeri Surabaya, Series ISBN 978-979-028-853-9 --------------------------------------------------------------------------------------------------- ----------------------------------------
Knowledge, creative thinking and motivation to be the basis of students to grow as an independent person, responsible, creative and innovative. Education Curriculum economy should be able to reach the idea and the students together with faculty Idial actualize its potential. Erkkilä (2000) has proposed the unifying term entrepreneurial education as encompassing both enterprise and entrepreneurship education. This term will be used extensively in this report to avoid confusion. Further, the word “student” will in this report be used for learners on all levels of education, rather than adding the word “pupil” that some still use. (Lackéus, 2015:8). For an overview of terms, see figure.
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The 1st International Conference on Economic Education and Entrepreneurship 2016 Abstracts Procceding published by the Faculty of Economic Universitas Negeri Surabaya, Series ISBN 978-979-028-853-9 --------------------------------------------------------------------------------------------------- ----------------------------------------
This means that entrepreneurship is in the middle of the business cycle and in the process of education and learning Entrepreneurship requires knowledge, skills and attitude. Business education and entrepreneurship, the two concepts are inseparable in economic education. Curriculum Studies Program Economic education should be able to accommodate an increase entrepreneurial competence of graduates. Development of Entrepreneurship in Economic Education Curriculum - KKNI Education and employment in Indonesia become strategic in solving global problems. Mobility between countries based on values fully competitive economy is largely determined ability to meet the national qualifications framework. Universities and more specifically the Economic Education is obliged to organize and develop a curriculum that is relevant to the global life changes. It is as an implication in entering into cooperation with countries that have established national qualifications framework. Qualifications framework is an instrument to determine the level of qualifications based on descriptions learning outcomes stating what what is known, understood and can be done by a person after completing the learning process. The instrument is also a tool to map a person's skills and career, as well as develop educational curriculum. 1197 Faculty of Economic Universitas Negeri Surabaya
The 1st International Conference on Economic Education and Entrepreneurship 2016 Abstracts Procceding published by the Faculty of Economic Universitas Negeri Surabaya, Series ISBN 978-979-028-853-9 --------------------------------------------------------------------------------------------------- ----------------------------------------
Entrepreneurship in economic education into content and substance of the curriculum. In the structure of the curriculum, entrepreneurship is one of the subjects to develop the competence of graduates in actualizing the potential themselves creatively. Conception of economics is to solve the gap needs that are not restricted on limited resources. Entrepreneurship courses will introduce problems, potentials, opportunities and threats every person on the internal and external environments. The students will develop itself in order to be able to set the best alternative as decisions in solving the problem. As a professional teacher candidates, the students prepared to become independent, responsible, managing of resources, leadership, evaluation, and selfdevelopment within the school environment and education. The curriculum is based on the National Qualifications Framework Indonesia (KKNI), Hierarchical competence and qualifications to reconcile, equalize, and integrate the fields of education and vocational training as well as work experience in order to award the recognition of competence work in accordance with the structure of employment in various sectors. Each level of qualification can achieved through various channels (Formal education, non-formal, work experience, or an increase professionalism). Framework is designed in order to award recognition job competence in accordance with the structure of employment in various sectors. KKNI consists of nine levels of qualification, starting from level 1 as the lowest level up to level 9 as the highest level. Level 1 to Level 3 are grouped in operator positions; Level 4 to Level 6 are grouped in office technician or analyst; and Level 7 to Level 9 grouped in skilled positions. Diploma or Degree level 4 and a Bachelor of Applied lowest level equivalent to 6. The ability of the undergraduate program or Diploma level 4 is mastering theoretical concepts areas of knowledge and skills certain general and theoretical concepts in a special section areas of knowledge and skills in depth In KKNI, learning outcomes be known CP are defined as the ability acquired through the internalization of knowledge, attitudes, skills, competencies, and accumulated work experience. CP is a calibration (gauges) from what obtained a person completing the process learn both structured and no. The formulation of the CP are arranged in 4 elements of attitudes and values, ability to work, mastery knowledge and authority and responsible. Curriculum of Economic Education based KKNI include: Profile Study Program; CP (Learning Outcomes); Study Materials: course; Learning Method; Assessment Method; Lecturer / laboratory / technician; and Means Learning. Entrepreneurial experience and practice of the graduate students should be an integral part in the preparation of the profile of the Program of 1198 Faculty of Economic Universitas Negeri Surabaya
The 1st International Conference on Economic Education and Entrepreneurship 2016 Abstracts Procceding published by the Faculty of Economic Universitas Negeri Surabaya, Series ISBN 978-979-028-853-9 --------------------------------------------------------------------------------------------------- ----------------------------------------
Economic Education. Testimonials from graduates and students in entrepreneurial activity is important to describe themselves on the experience gained and applied. The achievement of learning in cognitive, affective and skills need to be developed entrepreneurial competence. In the structure of the curriculum, entrepreneurship became one of the subjects of study. Development of methods and evaluation of learning can improve that can improve the independence, responsibility and self-creativity and innovation to its potential. Development of entrepreneurship is also conditioned through self-development of the lecturers and the application of technology in the learning infrastructure. Implementation of Economic Education learning program linking theory, internships and entrepreneurial practices. Cooperation with Schools and company / industry and entrepreneurs need to be designed together. thus all parties will be involved in the planning, implementation and evaluation and program development.
References Adams, Karlyn, 2015 The Sources of Innovation and Creativity, A Paper Commissioned by the National Center on Education and the Economy for the New Commission on the Skills of the American Workforce, September, 2005, (http://www.fpspi.org/PDF/InnovCreativity.pdf Cowdrey, Roger,. 2012, Creating an Entrepreneurial Mindset: Failure IS an Option! First edition, © 2012 MIBC & bookboon.com ISBN 9978-87-403-0310-0 Direktorat Pembelajaran Dan Kemahasiswaan, 2014, Buku Kurikulum Pendidikan Tinggi Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan Dan Kebudayaan Lackéus, Martin, 2015, Entrepreneurship in Education, (What, Why, When, How), Entrepreneurship 360 Background Paper, Organisation for Economic Co-operation and Development (OECD), Better Policy for Better Lives, European Commission, Ministry of Education, (MoE), 2009, Guidelines for entrepreneurship educationDepartment for Education and Science Policy, Government Finland, ISBN 978-952-485-683-6 (PDF) Peraturan Menteri Pendidikan Dan Kebudayaan, Republik Indonesianomor 73 Tahun 2013, Penerapan Kerangka Kualifikasi Nasional Indonesia Bidang Pendidikan Tinggi
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