Ida Kamalawati_Entrepreneurship Education in TVET Curriculum

ENTREPRENEURSHIP EDUCATION IN TVET CURRICULUMIda Kamalawati Abu BakarDepartment of Polytechnic EducationMinistry of Higher Educationidabakar@hotmail.comINTRODUCTIONThere is a difference between business and entrepreneurship. A business isdefined as a commercial or industrial enterprise and the people who constituteit 1 . While there are many definitions of entrepreneurship and entrepreneurs, thefollowing definition by Jeffrey Timmons 2 verbalises that entrepreneurship is morethan just “starting a business”:“Entrepreneurship is the ability to create and build something frompractically nothing. It is initiating, doing, achieving and building anenterprise or organisation, rather than just watching, analysing, ordescribing one. It is the knack for sensing an opportunity where otherssee chaos, contradiction and confusion. It is the ability to build a“founding team” to complement your own skills and talents. It is theknow-how to find, marshal and control resources (often owned byothers) and to make sure you don’t run out of money when you needit most. Finally, it is the willingness to take calculated risks, bothpersonal and financial, and then do everything possible to get theodds in your favour.”However, there is not much to be learned about the differences betweenentrepreneurship and business by studying the definitions but with thesedefinitions we can presume that an entrepreneur can manage a business butmanaging a business does not make one an entrepreneur.TVET programmes provide access to the skills and knowledge needed for alltypes of work, be it mechanics, electronics, automation, apparel, graphics,agriculture, and so on. Yet, with globalisation, nothing stays the same. 3Globalisation has brought the world to change incredibly fast. The uncertaintyand insecurity are not surprising. Old jobs are being replaced by new ones.Occupations in manufacturing are often being replaced by those in services and1 WordNet2 Jeffrey Timmons from Babson College - U.S. News & World Report ranks Babson’s MBA program #1 inentrepreneurship for the 13th straight year.3 Malaysian Employers Federation1

the knowledge industries. Something must be done for Malaysians to survive asthey could no longer get employment easily.Entrepreneurship is a creative action and an entrepreneur is therefore aninnovator. This means to say that entrepreneurship is a creative and innovativeresponse to the environment. 4 These kinds of responses will result in theintroduction of new products or services into the economy or in the enhancementof existing approaches in providing products or services. Research studies showthat countries that have gone through rapid economic growth have always had alarge number of adventurous and enterprising people.ENTREPRENEURSHIPThe law of supply and demand should be understood as nothing more than aformula that directs to the opportunity for changes in business. When employeesare no longer needed by a business, it may mean that:a. the business has a larger supply of the product than customerdemands,b. the product costs have risen to the state that the price they charge thecustomer is very high,c. there is less demand in the market for the product,d. a new competition has entered the market and their offering is moreattractive to customers.There has been a global realisation that entrepreneurial capabilities are a criticalvehicle for economic development. For an economy to develop, there is the needto supply more entrepreneurs. Entrepreneurs introduce new methods ofproduction and new products into an economy.According to Doriat (1999), perhaps the biggest misconception about an idea fora business is that it must be unique, obsessed with the thought that the ideamight be stolen. 5 Raymond Kroc, the founder of McDonalds did not invent thefast-food business, but he definitely revolutionised it. In a short period of time,McDonalds grew into what is known now, an institution. He did not invent thefast-food hamburger restaurant but he did improved upon it, and set a newstandard in the industry. Conrad Hilton, the founder of Hilton Hotel empire wasnot the first man to create a chain of hotels in various locations. However, hismethodology made him a great fortune and piloted a revolution in the hotelindustry. These are examples of entrepreneurs, not just businessmen. There is aneed to supply more entrepreneurs for an economy to expand becauseentrepreneurs are agents of change.4 Cathleen M. Sekwao, Dar es Salaam Technical College.5 Miroslaw Malek & Peter K. Ibach, Technische Universität Berlin.2

ENTREPRENEURSHIP EDUCATIONEntrepreneurs are the engines of Malaysia’s economy. They create new jobs anddevelop new innovations. Entrepreneurs can progress and prosper just aboutanywhere. Entrepreneurship education as part of TVET curriculum is a brilliantvehicle for teaching students about change. Entrepreneurship education is anapproach in teaching students to embrace change rather than to fear it. Thosewho fear change will not set a goal because setting progressively higher goalsdrags people out of the comfort zone. Successful people constantly challengethemselves and stimulate their minds by venturing out of their comfort zone. As aresult, each time they take on a new challenge, their comfort zone expands toencompass it. 6Entrepreneurship education is about survival, not just about teaching students tooperate a business. Through entrepreneurship education, students do not justlearn to start a business, but they also learn to take risks, manage results, andlearn from the outcomes. 7 Entrepreneurs love what they do. It is that love thatsustains them when the business gets challenging. And it is the love for theirproduct or service that makes them so efficient at doing business.RATIONALE FOR ENTREPRENEURSHIP EDUCATIONThe current design of TVET in Malaysia typically leans on the followingassumptions:a. TVET prepare students to become employable in existingorganisations,b. Students who aspire to operate a business will follow different careerpaths and require different skills than future employees of companiesand, therefore, should be enrolled in special entrepreneurshipprogrammes, orc. Entrepreneurial skills are supplementary, not essential to formaleducation, so the exceptional student who chooses self-employmentcan acquire them as electives or in continuing education programmes.The general thinking is that entrepreneurs are born and/or gain experience andadditional technical knowledge by working for someone else before becoming anentrepreneur. It is undeniable that some people just “have it” but for the rest ofthe individuals education, training, and guidance can help. Individuals whoreceive training in entrepreneurship are more likely to start a business, and mostimportantly to sustain and grow a business.6 Robert M. Unger & John Kuppilas, Jr, Success is a Choice.7 Cathy Ashmore, The Consortium for Entrepreneurship Education.3

If one understands the technical work of a business, one understands a businessthat does the technical work. The technical work of a business and a businessthat does technical work are two totally different things. 8 For a technician, thebusiness is not a business but a place to go to work. How talented one is as atechnician will not determine how successful one will be in building a businessthat grows to substantial value. A foreman stays a foreman. A chef stays a chef.Also a common misconception in TVET is that by instilling a subject or a coursein business, students can manage to become entrepreneurs. These businesssubjects or courses often consist of topics on accounting, licensing, funding andgrants, taxation, tenders and contracts, and other basic business start-ups. Manyof these courses generally only address the competencies of a worker in abusiness setting. Often the courses are built as such that assumes studentsshould develop skills to be some kind of manager or advance up the careerladder in a large business. Rarely do business courses assume that students willbe a business creator and owner, and to be in control of their own income.The 2006 Polytechnic Tracer Study involving graduates of June 2005 andDecember 2005 from 18 polytechnics indicates only 1.7% of graduates are selfemployed(see Table 1):Table 1: Job Status, Polytechnic Tracer Study 2006Job Status Level of Study TotalDiploma CertificatePermanent 63.2% 41.3% 54.5%Temporary 15.9% 32.1% 22.3%Contract 18.1% 21.7% 19.5%Work with Family 1.1% 3.1% 1.9%Self-employed 1.6% 1.8% 1.7%It could imply that graduates simply lack the confidence needed to start up theirown enterprises when there are competitors in the market, and the lack ofcourage to take on the entrepreneurial role using only the technical skills andsome basic business knowledge they have. It is learned that these graduateshad the interest but lack the capacity to do so. Under item EntrepreneurshipTraining in the report 9 (see Table 2) 71.5% respondent say they are interested tobecome entrepreneurs as compared to 28.5% who are not. However, only31.95% claim to have gone through some form of entrepreneurship training atinstitution level (see Table 3)8 Michael E. Gerber, The E-Myth Contractor.9 Polytechnic Tracer Study 2006.4

Table 2:Aspire to Become Entrepreneur, Polytechnic Tracer Study 2006Do you aspire to Level of StudyTotalbecome anDiploma Certificateentrepreneur?Yes 73.2% 69.8% 71.5%No 26.8% 30.2% 28.5%Table 3:Entrepreneurship Training, Polytechnic Tracer Study 2006Did you undertake Level of StudyTotalanyDiploma Certificateentrepreneurshiptraining at theinstitution?Yes 35.8% 28.1% 31.95%No 64.2% 71.9% 68.5%REQUIREMENTS BY THE MQFThe Malaysian Qualifications Framework also outlines the Managerial andEntrepreneurship Skills as one of the eight learning outcome domains that mustbe in every programme accreditation (see Table 4).Table 4: MQF Eight Domains of Programme Learning OutcomesPracticalSkillsSocial Skills &ResponsibilitiesInformationManagement &Lifelong LearningSkillsProblem Solving& Scientific SkillsCommunication,Leadership &Team SkillsManagerial &EntrepreneurialSkillsKnowledgeofDisciplineAreasValues, Attitude &ProfessionalismAs student achievements are measured by learning outcomes, students shouldbe able to demonstrate entrepreneurial as well as managerial skills.Entrepreneurial mindsets and skills can best be promoted through learning by5

doing and experiencing entrepreneurship in practice, in the forms of practicalprojects and activities. 10 In fact, all types of educational programmes cancontribute to the experience of becoming an entrepreneur. Education at all levelscan include experiences that help students see opportunities and possibilities. Itcan be a part of any topic, module or course.THE DIFFERENCESTVET produces technically qualified graduates for wage employment. Withadded courses in business studies, TVET graduates could become managers.However, when entrepreneurial elements like creativity, innovations, risk-taking,and persistence is infused in the curricula, it will enable TVET graduates to alsobecome entrepreneurs and job creators instead of being sorely job seekers. Thecharacteristics of an entrepreneur, a manager and a technician are different, theyalmost look conflicting. Table 5 shows the straightforward differences asdescribed by Gerber (2007).Table 5:The Differences between the Entrepreneur, the Manager, the TechnicianEntrepreneur Manager TechnicianVisionary Planner DoerFinder Minder GrinderThus, what we aspire to produce by the end of the day should shape the way thecurriculum is designed. For this reason, balance needs to be created withinthese three to create a successful outcome.HOW TO INCORPORATE ENTREPRENEURSHIP IN CURRICULUM?I would like to suggest two types of approaches to integrating entrepreneurialskills and behaviours into an educational programme:a. Merged - Integrate entrepreneurial content into existing courses, orb. Simulated - Students take on roles and make decisions related to a realor simulated enterprise.The Merged ApproachThis approach combines entrepreneurship education throughout the programmeof study within the scope of regular courses. Students are introduced gradually to10 Commission of the European Communities.6

usiness concepts and are encouraged to comprehend and develop theirbusiness plans as they go along. It also allows teachers to apply pedagogicaltechniques that will inspire creativity, flexibility, risk taking, independence, andother entrepreneur traits throughout the entire educational programme.Content and pedagogy in existing courses should be altered to incorporatemanagement and business issues. For example in CNC Machining, includeissues that stipulate knowledge of customer’s requirements, matters on costingand budgeting, scheduling, and decisions about up-grading or replacement ofequipment. Technical skills is believed to be more easily and effectively learnedin a problem-oriented business context. 11 Entrepreneurial concepts areintroduced by structuring projects in a team-oriented approach with projectmanagement, problem-solving, while documenting and communicating technicalinformation effectively.The Simulated ApproachThis approach meanwhile is placed somewhere in the middle or near the end ofa programme of study so students already have built their foundation skills andsubsequently learn to solve complex problems associated with creating andrunning a company. The entrepreneurial experience becomes not only anexperience to learn entrepreneurial skills but also to apply technical knowledgethroughout the experience.The activities take place outside the scope of traditional courses and look like a“laboratory practice” where students come together for several hours weekly torun a fictitious business. It is based on the idea of creating and running minicompaniesto simulate the operations of real companies and real economicactivities. However, instead of using techniques like case studies and roleplaying,these mini-companies trade with each other.Table 6 demonstrates the comparisons of approaches and traits of these two.Table 6: Comparisons of ApproachesCharacteristicApproachMergedSimulatedCurriculum Revised curriculum Limited curriculumCurriculum Content Competency driven Situation drivenPedagogy Competency based Situation orientedTeaching & Learning Individuals Cross-disciplinaryStudentsAll in same programme MultidisciplinaryPlanning Entire reform ContinuousImplementation Comprehensive ElectivePrivate sector Involvement Advisor Partner11 Politeknik Manufaktur Bandung7

Academic relationship Instructors Peer likeRepresentation of real world Case studies Realistic or simulatedTHE CHALLENGESEntrepreneurship grows in an environment that encourages dynamic ways oflearning. To facilitate this, assistance is needed and should be comprehensive.For example:• Include providing initial and in-service training for teachers. Teachersshould be given the time and resources to design, manage, and evaluateactivities, making teaching material available and grasping their duties.• Equity and ethics must be emphasised.• Best practices should be benchmarked and disseminated.• The commitment of academic leaders and governance is crucial, as wellas parental involvement.• The private sector should become more involved by sponsoring certainprojects and by involving directly as mentors. The private sector shouldsee this involvement as a long-term investment, and as an essentialaspect of their corporate social responsibility.CONCLUSIONMaking entrepreneurship culture acceptable and appreciated is a challenge andmay require a cultural change in attitude to self-employment. However, it isnecessary to incorporate Entrepreneurship Education in the curriculum toprepare students for survival. It is a channel for TVET students to confront aproblem and find a solution. We should help students understand their choices ina free market economy, and support them to seek entrepreneurial opportunitiesfor themselves. It may be the only way to ensure that Malaysians are ready toface the harsh economic conditions in the future while contributing positively tothe development of our nation. Even if self-employment is not a choice, agraduate with entrepreneurial qualities will be an asset to any company. This isthe mission of entrepreneurship education in TVET curriculum.8

REFERENCESAshmore, C. Consortium for Entrepreneurship Education, http://www.entreed.org/_entre/criteria.htm.Retrieved August 2007.Gerber, M.E. The The E-Myth Revisited: Why Most Small Businesses Don't Workand What to Do About It, http://www.bizsum.com/articles/art_the-e-myth.php.Retrieved October 2007.Haddawy, P. Innovativeness as a Criterion for Accreditation. Paper presented toAPQN Conference & AGM 2007.06/02/2007Hupalo,P.I. Articles about Entrepreneurship And Small Business,http://www.thinkinglike.com. Retrieved August 2007.Kayne, J.A. & Altman, J.W. (2005) Creating Entrepreneurial Societies: The Roleand Challenge for Entrepreneurship Education. Journal of Asia Entrepreneurshipand Sustainability.Malek M. & Ibach, P.K. (1999) Technical Entrepreneurship, Berlin. http://www.informatik.hu-berlin.de/~rok/entrepreneurship. Retrieved September 2007.Sekwao C.M. Institutionalization of Entrepreneurship Education DevelopmentWith A Focus On Women In Technical Education In Tanzania,http://www.wigsat.org. Retrieved August 2007.Syed Husman, S.H. (2005) Meeting The Needs of Employers. Paper presentedto National Seminar on the Development of Technology and TVET-In Era ofGlobalisation. Kuala Lumpur, 24/08/ 2005.Timmons, J.A. Babson College, http://www3.babson.edu/eship/. RetrievedAugust 2007.Unger, R.M. & Kuppillas, J.J. (1995) Success Is A Choice, New York: AQ.Implementing the Community Lisbon Programme: Fostering EntrepreneurialMindsets Through Education And Learning, Commission of The EuropeanCommunities, Brussels. 13/02/2006Polytechnic Tracer Study 2006, Department of Polytechnic and CommunityCollege Education, Ministry of Higher Education.Politeknik Manufaktur Negeri Bandung- “Precision and Speed, VocationalOriented Higher Education and Entrepreneurial Polytechnic”, http://www.polmanbandung.ac.id/. Retrieved October 2007.9

Training Tomorrow's Entrepreneurs,http://ec.europa.eu/enterprise/entrepreneurship/training_en.htm. RetrievedSeptember 2007.10