M01930

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Faculty of Economic Universitas Negeri Surabaya

COMPETENCE DEVELOPMENT OF ENTREPRENEURSHIP IN

ECONOMIC EDUCATION CURRICULUM BASED ON THE NATIONAL

QUALIFICATIONS FRAMEWORK INDONESIA

Bambang Ismanto

Email = bam_ismanto@yahoo.com

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

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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

self-development 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.

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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

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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

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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

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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