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Study of Entrepreneurship and Ppi311

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STUDY OF ENTREPRENEURSHIP AND TRADE

(PENGAJIAN KEUSAHAWANAN DAN PERDAGANGAN)

COURSE CODE: PPI 3133

Individual Assignment (2)

Title : ENTREPRENEURSHIP DEVELOPMENT POLICY IN THE


HIGHER EDUCATION INSTITUTIONS

LECTURER NAME:

EN. OSMAN BIN JUSOH

PROVIDED BY:

FITRIANAH BINTI ALI

D20091034546

Group A:

Monday 10.00am-11.00am

Wednesday 8.00am-10.00am

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TABLE OF CONTENTS PAGE

ENTREPRENEURSHIP DEVELOPMENT POLICY IN THE HIGHER

EDUCATION INSTITUTION

1. Introduction 3

2. Entrepreneurship development policy goals 4

3. Issues and challenges in entrepreneurship 5

4. Policies and strategies in the development of entrepreneurial 10

5. Cultivated entrepreneurship among students 14

6. Conclusion 17

7. Bibliography. 19

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1.0 INTRODUCTION

Institutions of higher learning (IPT) is a systematic and formal organization of


curriculum and administration (Sufean Hussin 2004) by offering programs academics as to
prepare students capable of managing and applying knowledge in action (Collins et al.
2004) and professional workers highly skilled who have self-esteem and high
competitiveness (Asarudin & Khairi Izwan 1995, the Ministry of Education Malaysia
2001). IPT Role contribute in the economic and social innovation to develop human
capital knowledge and experience (Ministry of Education Malaysia 2001; World Bank
Report 2002, Pyle & Forrant 2003; Morshidi Sirat et al. 2004; Zolkafli Hussin et al. 2004;
Syed Hussein Alattas 2005). Thus, the higher education system is catalyst for the creation
of human capital that meets the community's vision and countries (Ginkel 2004).

IPT should use the resources and expertise to contribute to the economy (Ministry
of Education Malaysia 2001; Morshidi Sirat 2003, Pyle & Forrant 2003; Zolkafli Hussin et
al. 2004; Syed Hussein Alattas 2005) and the commercialization of ideas and research
findings. Only when there exists the idea of commercialized then jobs and wealth creation
(Garavan & Cinneid 1994; Gallaway & Brown 2000). IPT should establish relationships
with industry (Greenback, 2000; Chrisman & McMullan 2004). Science and technology
must be integrated with other areas of expertise such as knowledge and customer
requirements to create an innovative new products (Hisrich et al. 2005). For example, in
the United Kingdom, the government provides incentives and assistance to the IPT. IPT
aims to assist the business community (Garavan and O'Cinneide 1994). The general
objective is to add value to the society and economy through the exchange of knowledge.

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Thus, entrepreneurship education in Malaysia as one of the strategies implemented


by the Third Outline Perspective Plan (OPP Ke-3) with a view to increasing the number of
skilled human resources, ability to develop innovations and technologies, and encouraging
businesses to achieve commercial and industrial community by in 2020 (Malaysia 2001,
2006)

2.0 ENTREPRENEURSHIP DEVELOPMENT POLICY GOALS

Entrepreneurship education is offered in the appropriate field for the IPT to


develop the characteristics and entrepreneurial potential of graduates who meet the
personal needs of the community (Rushing 1990, the Ministry of Education Malaysia
1995; Sluis et al. 2004; Mohd Salleh Din et al. 2005). This can be done through the
development and implementation of the entrepreneurship curriculum through the activities
of teaching and learning, whether formal or informal (Nor Aishah Remove 2006).
Awareness of the importance of entrepreneurship can be seen through increased course
offerings, programs, research and publications by the IPT and the demand by students
around the world since the 1980's (Chandler & Lyon, 2001; Faoite et al. 2003; Lewis &
Massey 2003; Uhlaner 2003 ; Kuratko & Hodgetts 2004, Baron & Shane, 2005; Hisrich et
al. 2005; Mohd Salleh Din et al. 2005).

In addition, development of entrepreneurship education is also reflected in journal


publications and entrepreneurship research (Chandler & Lyon, 2001). According to a study
conducted by Fried (2003), there were 25 published journal articles on entrepreneurship at
the international level and there were 19,472 publications that publish articles of
entrepreneurship (Shane 1997). This shows that entrepreneurship has become increasingly
important and increasingly the focus of the study (Shane 1997, Fried 2003). This increase
was due to the appreciation of the contribution of entrepreneurship education as a
generator and a catalyst for economic growth, the role of the mass media featuring positive

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images of successful entrepreneurs and entrepreneurs as role models to make the career
choice (Cheng Ming Yu & Cheryl Chan 2003, Baron & Shane, 2005; Hisrich et al. 2005).

Entrepreneurship education in higher education are also growing in Malaysia in the


form of academic and extra-curricular (Ministry of Education Malaysia 1995; Tamamul
Hassan 2003; Armanurah Mohamad et al. 2005). The supply of academic courses as core
courses, elective courses, entrepreneurship program, a Bachelor course in micro-and post-
graduate level (Mohd Khairuddin & Syed Azizi 2002).

Policy Entrepreneurship Development Institutions of Higher Learning (IHL) is intended to


promote and strengthen the entrepreneurial development of more comprehensive and
holistic (Garavan and O'Cinneide 1994) approach among the local universities in order to:

I. To produce quality human capital and have ideas, attributes and values of
entrepreneurship and

II. Entrepreneurs to produce more graduates who will act as a catalyst for economic
transformation to high-income economy based on innovation to achieve developed
country status by 2020

Six (6) Core Strategic Entrepreneurship Development Policy IPT has been established:

I. Establish a Center for Entrepreneurship at each IPT

II. Providing Education and Entrepreneurship Program and the Planned Holistic

III. Strengthening Entrepreneurship Development Programmes and Strengthening

IV. Creating an Effective Measurement Mechanism;

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V. Providing a Conducive Environment and Ecosystems for Entrepreneurial


Development

VI. Strengthening Entrepreneurial Competence Trainer.

3.0 ISSUES AND CHALLENGES IN ENTREPRENEURSHIP

Entrepreneurial activity has long been recognized as a catalyst for economic


development and act as the main driver in increasing the level of innovation, creativity and
competitiveness of a country (Mohd Salleh Din. 1992). In the context of Malaysia and in
the aspects of development

Entrepreneurship, particularly among the Bumiputera community has been given


serious attention began with the introduction of the New Economic Policy (NEP) in 1971
(Kuratko, D.F. & Hodgetts, R.M. 2004). Through this policy is the development of
entrepreneurship among the Bumiputera community has become an important agenda in
the country's efforts to develop the Bumiputera Commercial and Industrial Community
(BCIC), which has been identified as the main approach to the restructuring of society and
in ensuring the participation of Bumiputera entrepreneurs in the development of AKT if
economy. Entrepreneurship Development in particular entrepreneurs are focused on four
target groups, namely groups of students, student / graduate institutions of higher learning,
as well as youth and women (Leitch, C.M. & Harrison, R.T. 1999). In the context of this
target group, the Ministry of Higher Education (KPT) role is to lead the development of
entrepreneurship among students of institutions of higher learning graduates (Ministry of
Education Malaysia 2001).

In the entrepreneurship program at institutions of higher learning, some of the


issues and challenges that arise are as follows:

a) Understanding Confusion exists on Entrepreneurship Education

There is confusion about what is meant by entrepreneurship education or


'entrepreneurship education'. In this regard, entrepreneurship education is often
misinterpreted as a business education that focuses on the business aspects of

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managing an organization such as accounting, marketing (marketing) and financial


management. In contrast, entrepreneurial education is education that emphasizes
creativity, innovation and development of individual skills as an entrepreneur
which includes aspects of thought, attitude and entrepreneurial skills (Mohd Salleh
Din. 1992).

b) Ideological differences on Entrepreneurship in Higher Education Level

There are differences of opinion about the role of entrepreneurship in


higher education where there are those who say that the concept of
entrepreneurship KeusahawananInstitusi Development Policy of Higher Learning
(IHL) IHL in conflict with the role as educational institutions and the building of
knowledge or perception that the task of an IPT is to educate rather than teach
students to become an entrepreneur / businessman (Syed Hussein Alattas. 2005).
There is also a negative perception of the said enterprise is one mechanism for
external parties, especially business-profit organizations to interfere in the internal
affairs of IPT.

c) Lack of Agreement on Definition of Entrepreneurship and Entrepreneurs

So far there is no specific definition that can be agreed upon by scholars


and researchers about what is entrepreneurship and who is an entrepreneur
(Morshidi Sirat. 2002) . Some groups that define an entrepreneur is based on what
he did while there also define the attributes or 'characteristics' of an entrepreneur.

d) Lack of Effectiveness of Education and Entrepreneurship Program IPT

Several factors have been identified as contributing to the lack of


effectiveness of programs and entrepreneurial activities undertaken by the IPT:

i Most of the IPT does not have strategic planning and clear goals about the
direction of their education and entrepreneurship programs;

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ii. Most of the IPT does not have a center and a special team to plan,

coordinate and monitor the implementation of educational and


entrepreneurial programs;

iii. Lack of support from the senior management of institutions of higher

learning and entrepreneurship are not counted as one of the 'Key Result
Area' (KRA) and Key Performance Index (KPI) of the university;

iv. Lack of incentives and recognition to those involved in the development of


academic entrepreneurship as the production of student research and
publications are regarded as key elements for promotion and so on, while
the efforts associated with the development of entrepreneurship is still not
getting the attention and recognition.

v. Lack of interest among students. This may be caused by environmental


factors they are not exposed to the entrepreneurial world as they grow up.
Entrepreneurship is still not viewed as a career choice among students in
institutions of higher learning;

vi. Existing entrepreneurship education is too theoretical.

e) Competence Entrepreneurship Educators

The majority of IPT trainers had no experience directly involved in the


entrepreneurial world. This raises doubts about their competence and effectiveness
in teaching entrepreneurship to students module (Rushing, W.F. 1990). Number of
teachers who have special qualifications in entrepreneurship, especially at the PhD
level is also very little

f) Lack of Resources

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IPT faced with a lack of resources (resources) in terms of manpower,


finance, infrastructure, and infrastructure in their efforts to promote entrepreneurial
development in the IPT.

g) Lack of collaboration between Academic

Entrepreneurs / Industry cooperation and strategic collaboration between


the academia and business / industry, education and entrepreneurial development in
institutions of higher learning are still in a less than satisfactory. Among the factors
contributing to this problem are:

i. Constraints for entrepreneurs involved in education and entrepreneurship


programs in institutions of higher learning:

ii. the commitment of the entrepreneurs who are busy managing their business
activities,

iii. the ability of entrepreneurs to teach and

iv. the ability of the institutions of higher learning to offer a payment / reward
to the entrepreneur a competitive and

v. Lack of incentives and recognition to encourage the mobility of academia


to the world of enterprise / industry. Academia is also not allowed to
participate directly in commercial activities and daily management of the
university, as set out in the Government General Orders and the terms of
service.

h) Absence of Entrepreneurship Data Center

The absence of a center or a database of entrepreneurship at the national


level nor at the level ministries and agencies is an issue that should be taken
seriously. This is because strategic information that can be obtained from the center

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/ of the database is critical in helping organizations to design programs and


entrepreneurial activities with a holistic and high-impact, and in the formulation of
a policy (Zolkafli Hussin, Mohd Salleh Din, Abdul Malek Karim, Hajjah Mustaffa
Mohd Hanafeah, Abdul Razak Salleh, Mahmood Nazar Mohamed & Abdul Razak
Chik. 2004).

i) Mechanisms Measurement of Quality, Effectiveness and Impact

The majority of institutions of higher learning has no special mechanism to


measure quality, effectiveness and impact of education and entrepreneurship
programs, particularly those mechanisms are based on measurements 'outcome
based'.

j) Lack of Parental Support

Entrepreneurial development needs the support not only from the academia
and the government but its success also depends on the role and support of parents
and the community (Henry, C., Hill, F. & Leitch, C. 2003). In this case, the
entrepreneurial career as a graduate career IPT has not received proper attention
and support from parents of students among institutions of higher learning. Most of
them are still hoping for their children find work either in private or public sector
after graduation.

k) Cultivation of Entrepreneurship requires time

Entrepreneurial patience and commitment and entrepreneurship, especially


among indigenous communities against the backdrop of history as a community-
based agriculture, is a complex challenge that requires time, patience and
commitment from various parties.

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In line with Government's objective to produce quality human capital,


innovation and creativity to drive economic transformation to high-income
economy and achieve developed nation status by 2020, educational and cultural
programs and entrepreneurial activities among students in institutions of higher
learning should be strengthened in a holistic manner. In fact, there is no doubt that
every element of soft skills or 'soft-skills' (Asarudin Hj. Ashari & Khairi Izwan
Abdullah. 1995) of an individual such as communication skills, competitive and
resilient and has a value of strong leadership is a subset of the values found in
themselves an entrepreneur.

In addition to the need to create 'entrepreneurial graduates' or graduates


who have ideas, attributes and values of entrepreneurship, greater efforts should be
planned and coordinated by the IPT on the provision of infrastructure and
strengthening of entrepreneurship and an environment conducive to the students
who really have an interest and the desire to become an entrepreneur (Kent, C.A.
1990). For an IPT to successfully produce human capital that has thought,
attributes and values of entrepreneurship and entrepreneurs to produce more
graduates or 'graduate entrepreneurs', it must be supported by instructors who also
have ideas, attributes and values of entrepreneurship. In this case, values and
culture should also be applied to teaching staff / officers / administrators of
institutions of higher learning entrepreneurship.

4.0 POLICIES AND STRATEGY IN THE DEVELOPMENT OF


ENTREPRENEURIAL

To enhance and promote entrepreneurial development of more integrated, holistic


and high impact in order to produce quality human capital and have ideas, attributes and
values of entrepreneurship and entrepreneurs graduate students, six (6) strategic thrusts of
Entrepreneurship Development Policy, IPT has been established:

i. Establish a Center for Entrepreneurship at each IPT;

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ii. Providing Education and Entrepreneurship Program The Planned and


Holistic;

iii. Strengthening Entrepreneurship Development Programmes and


Strengthening;

iv. Creating an Effective Measurement Mechanism;

v. Providing a Conducive Environment and Ecosystems for Entrepreneurial


Development and

vi. Strengthening Entrepreneurial Competence Trainer.

i. Establish a Center for Entrepreneurship at each IPT

Each IPT need to organize a world class Centre of Entrepreneurship


Center that has the responsibility and role to plan, coordinate, monitor and
evaluate programs and activities and their entrepreneurial education. Center
for Entrepreneurship is encouraged to have their own Executive Board
which will act as a governance body to the center.

ii. Providing Education and Entrepreneurship Program and the Planned


Holistic

IPT must have a clear plan and goal in terms of education and
entrepreneurship programs are carried out to produce graduates who have
ideas, attributes and values of entrepreneurship or the 'entrepreneurial
graduates. In this methodology, the modules and programs must be
consistent dangan entrepreneurial goals set.

Concerted efforts should be undertaken by institutions of higher


learning for entrepreneurial and cultural elements can be applied

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(embedded) explicitly across the curriculum. Entrepreneurship education


should be balanced in terms of theoretical and practical aspects. In addition,
the charging module and learning methods should be tailored to the needs
of students with different academic backgrounds and levels of study.

Encourage entrepreneurs and others who have expertise in areas


related to entrepreneurship in the drafting of modules and teaching of
entrepreneurship and the commercialization of research and development
(R & D) institutions of higher learning.

Encourage collaboration and cooperation among students from


different academic backgrounds in the development and exploitation of
business ideas (business ideas) and in scientific research and development
to commercialization.

IPT focuses on entrepreneurship development program based on the


strength, and the unique attributes of each. Promote the exchange of ideas
and experiences among teachers and students from local universities and
entrepreneurship abroad. In addition, to encourage the involvement of a
parent or guardian in the IPT program and entrepreneurial activities. To
encourage entrepreneurs who can become entrepreneurs examples (role
models) to students in institutions of higher learning programs and
entrepreneurial activities.

iii. Strengthening Entrepreneurship Development Programmes

The main objective of developing and strengthening


entrepreneurship program is to produce graduates who actually become
entrepreneurs or 'graduate entrepreneurs. Accordingly IPT should develop a
special program leading to graduate entrepreneurs.

Given the development and strengthening of entrepreneurship


requires a financial commitment to higher institutions of higher learning
must have an effective screening mechanism to identify only the students
who have potential and the right attitude and passion to become an

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entrepreneur only have priority to participate in this program IPT should


strengthening the strategic cooperation with government agencies involved
with entrepreneurship development, industry and banking, entrepreneurs,
non-governmental organizations, alumni, and other relevant organizations
in formulating and implementing development programs and strengthening
their entrepreneurial programs, including 'apprenticeship' and the cradle of
entrepreneurship.

IPT should review the appropriate duration and frequency of the


'apprenticeship' and the cradle of entrepreneurship so that they actually
have an impact on students.

iv. Creating an Effective Measurement Mechanism

IPT must have an effective system of measurement and reliable for


assessing whether education, entrepreneurship programs and activities
carried out successfully achieve the objectives set, or vice versa. In
assessing the effectiveness of a program, attention should be given to the
goals or 'learning outcome to be achieved from the program as well as
determination of appropriate performance indicators.

For the 'apprenticeship' and the cradle of entrepreneurship,


'assessment' achievement and student performance should be implemented
jointly by the IPT and industry or entrepreneurs who are involved in
ensuring that it is more balanced and fair.

v. Providing a Conducive Environment and Ecosystems for


Entrepreneurial Development

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Concerted and continuous efforts should be undertaken by IPT to


provide a conducive environment and ecosystems in order to create more
entrepreneurs among graduate institutions of higher learning, including
providing the opportunity and space in the campus, business advisory
services and create more business opportunities to gain experience with
syarikatsyarikat successful business (Cheng Ming Yu & Cheryl Chan.
2003).

The senior management and IPT should komiteddan give strong


support to efforts to develop entrepreneurship students in creating a
sustainable ecosystem of entrepreneurship and entrepreneurship-friendly
policies towards the IPT.

To create a more cooperative students as a mechanism to expose


students to the real business world as well as to implement the spirit of
partnership and belonging, and social concerns. Give recognition to
students who excel in terms of entrepreneurship.

Strengthen and improve the relationship between higher education


and the business community, banking and other support agencies involved
in entrepreneurship development.

vi. Competence Strengthening Entrepreneurship Educators

Concerted efforts should be undertaken by institutions of higher


learning to increase their entrepreneurial competence trainers, especially in
terms of practical knowledge of entrepreneurship. Entrepreneurship
teaching staff should be proactive to gain relevant experience in teaching
entrepreneurship as well as reach out to industry, entrepreneurs and
government support agencies and the private sector.

To produce more qualified instructors doctorate in the field of


entrepreneurship. Encourage cooperation network among the teaching staff
of local and foreign enterprise to share best practice or 'best practices' (Ede,
F.O., Panigrahi, B. & Calcich, S.E. 1998).

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Promoting entrepreneurship training trainers attachment or


'industrial attachment with entrepreneurs or Small and Medium Industries
(SMIs). Taking into account the business and entrepreneurial initiatives in
developing students as one element of assessment for promotion.

5.0 CULTIVATED ENTREPRENEURSHIP AMONG STUDENTS

Entrepreneurial Training Ministry of Entrepreneur and Cooperative Development


(MECD) for 2008 is for guidance on entrepreneurship training conducted by the National
Entrepreneurship Institute (the institute) to prospective entrepreneurs and existing
entrepreneurs (Dana,L.2001). It also merakumi information diurusetiakan entrepreneurial
training by the institute, the Cooperative Commission of Malaysia (SKM), Business
Development Division (PN), and the Contractor Service Centre (PKK). Guidance and
information on training conducted by agencies such as Majlis Amanah Rakyat MECD
(MARA), Small and Medium Enterprise Bank Berhad (SME Bank), State Economic
Development Corporation (SEDC), Perbadanan Nasional Berhad (PNS) and the
Cooperatives Commission of Malaysia ( SKM).

Memorandum of Understanding (MoU) between the Ministry of Higher Education


(KPT) and Perbadanan Usahawan Nasional Berhad (PUNB) will be a catalyst for
entrepreneurial graduates profiled in this country. Higher Education Minister Datuk Seri
Mohamed Khaled Nordin encourages university students to be exposed to the values and
culture will become more competitive and capable of independently without the need for
government assistance but hope to contribute further to the economy and provide
employment opportunities to the public (Kementerian Pendidikan Malaysia. 2001.
Pembangunan Pendidikan 2001-2010) . PUNB is a very strategic partner for the SSC for
their experience and expertise for 18 years in the development of Bumiputera
entrepreneurs in retail and small and medium enterprises (SMEs).

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Knowledge and capabilities in producing PUNB entrepreneurs at all stages of the


supply chain is very useful in efforts to foster student interest SSC at institutions of higher
learning (IPT) involvement in entrepreneurship. Siswawzah Apprentice Program
conducted a training program, including the attachment to graduate certificate level 2 skills
for business training opportunities within the company and business patronage
PUNB.Melalui entrepreneurial apprenticeship program will have the opportunity to learn
the ins and outs of the business world, especially those other than trained mentor
theoretical and practical courses provide entrepreneurship and business plan. In addition,
After undergoing the training, the apprentices will have the opportunity to start their own
businesses to get financing through PROSPER Graduate Scheme (Mohd Khairuddin
Hashim & Syed Azizi Wafa. 2002). Graduate Program PUNB apprentices who took
between six months and a year is able to produce young entrepreneurs are competitive,
resilient and competitive as they have been exposed to the real business world while on the
program in addition to providing financial support after the training (Armanurah
Mohamad, Abdul Razak Amir & Syahrina Abdulallah. 2005).

Accordingly, local universities are urged to support efforts PUNB foster


entrepreneurial spirit among students by providing widespread awareness of the Graduate
Program is an apprenticeship. PUNB IPT can also be a source of reference for all forms of
entrepreneurship development programs among students as well as entrepreneurial
university lecturers. This se tandem with the desire to boost the development of SSC
entrepreneurship among business students in institutions of higher learning to produce
graduates who have ideas, values and attributes of entrepreneurship and entrepreneurs to
produce more graduates.

Entrepreneurship has been used as a Critical Agenda Project under the National
Higher Education Strategic Plan (PSPTN). Thus, the SSC has launched the
Entrepreneurship Development Policy to promote entrepreneurial development IPT is
more comprehensive and holistic in local universities. SSC is committed to providing the
necessary support and assistance to public institutions of higher learning (IPTA) in
education and entrepreneurship development programs to them. However, the IPT should

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be proactive and creative in their plan for entrepreneurship development program he truly
has a high impact.

IPT should also encourage students who show an interest in entrepreneurship to


choose a business that is more creative and innovative in line with academic qualifications
and their status as university students. Accordingly, IPT management should be committed
to providing a conducive environment for entrepreneurial development of students.
Emphasis should be given to entrepreneurship-friendly policies to ensure the sustainability
of ecosystem development of entrepreneurship in the IPT (Collins, L., Hannon P.D. &
Smith, A. 2004). An allocation of RM20 million annually to operate entrepreneurial
programs for students and graduates have been approved. Application of entrepreneurial
culture is not limited to university students but also involves students in community
colleges are more organized and structured.

MOHE Tracer Study Statistics, 2009, the percentage of graduates who are involved
in entrepreneurship is by 5.1 per cent of the total 149.680 graduates who graduated in that
year. Of this amount, a percentage of the entrepreneur or entrepreneurial training is
comprised of universities by 3.8 percent (4.319), 5.1 per cent in private institutions,
polytechnics 8.2 percent (2.487) and community colleges, 13.2 percent (749). This shows
that the number of graduates from polytechnics and community colleges also have a high
potential for entrepreneurship as their studies become more of a 'hands on skills' and air
orientasikan business for more than a career.

At this instance the community college level, many training programs that prepare
their graduates continue to be entrepreneurs are being actively planned. Among the new
sectors will be increased from BiH le 23 existing fields are the aquaculture, hotel
management, and kulinari.Bagaimanapun feksioneri cone, according to Khaled, support
and funding agencies, and entrepreneurial development per se ti PUNB and others are
needed to students who have received all the theory and entrepreneurial exposure.

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6.0 CONCLUSION

Entrepreneurship Policy and the IPT is described as a catalyst for entrepreneurial


activity in economic development and act as the main driver in increasing the level of
innovation, creativity and competitiveness of an negara.Sehubungan, education and
entrepreneurial development which is appropriate holistic in its efforts to create human
capital The high quality and thought, and values of entrepreneurship and contributing to
produce more entrepreneurs to graduate (Mohd Salleh Din. 1992). The ministry recognizes
the entrepreneurial culture, especially among Bumiputera was still low and hope for the
parents to give their full support to their children who are interested in venturing into the
world of business. With support from various parties and from all walks of life, hope for
the government's desire to see more young people of this country to engage in
entrepreneurship will be achieved (Kementerian Pendidikan Malaysia. 1995. Program
Pembudayaan Keusahawanan).

Entrepreneurial skills development programs at institutions of higher learning


(IPT) is not a new agenda in this country. In general, entrepreneurial skills development
programs in public institutions of higher learning have been carried out since 1989, which
aims to expose the students about the business aspects of the theoretical and practical. This
aspiration is in line with Vision 2020 is to create trading communities and indigenous
perindutrian and the middle class (Sufean Hussin 2004). Apart from the involvement of
the Ministry of Higher Education, entrepreneurship skills development programs at public
institutions of higher learning is getting full support and cooperation of the Ministry of
Entrepreneur and Cooperative Development (MECD). In the Ninth Malaysia Plan (RMK-
9), determined to create 150,000 entrepreneurs MeCD mainly from the graduates. In this
new millennium, entrepreneurial skills have become an important component of generic
skills or soft skills must be taught to students in many public and private institutions of
higher learning. Thus, the IPT students should take this opportunity as well as build a
better future.

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7.0 BIBLIOGRAPHY

Armanurah Mohamad, Abdul Razak Amir & Syahrina Abdulallah. 2005. Kepentingan
Pendidikan Keusahawanan kepada Organisasi dan Negara. National
Conference on Skills and Competencies in Education 2005. hlm. 101 – 106.

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Asarudin Hj. Ashari & Khairi Izwan Abdullah. 1995. Higher Education for All: Meeting
the Challenges of Vision 2020. The Annual ASAIHL Seminar on higher
Education for All, 22 – 23 Jun 1995. Hlm. 66 -78.

Baron, R.A. & Shane, S.A. 2005. Entrepreneurship: A Process Perspective. Canada:
Thomson South Western.

Cheng Ming Yu & Cheryl Chan. 2003. Entrepreneurship Education in Malaysia.


Cyberjaya: Multimedia University.

Collins, L., Hannon P.D. & Smith, A. 2004. Enacting Entrepreneurial Intent: The Gap
Between Students Needs and Higher Education Capabilities. Education &
Training.46(8/9): 454-463.

Dana, L. 2001. The Education and Training of Entrepreneurs in Asia. Education &
Training. 43(8/9): 405-416.

Ede, F.O., Panigrahi, B. & Calcich, S.E. 1998. African American Students’ Attitude
Toward Entrepreneurship Education. Journal of Education for Business. 73(5):
291-296.

Faoite, D.F., Henry, C., Johnson, K. & Sijde, P.V.D. 2003. Education and Training for
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