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EDUCATION INSTITUTION
1. Introduction 3
6. Conclusion 17
7. Bibliography. 19
1.0 INTRODUCTION
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.
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).
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:
II. Providing Education and Entrepreneurship Program and the Planned Holistic
i Most of the IPT does not have strategic planning and clear goals about the
direction of their education and entrepreneurship programs;
ii. Most of the IPT does not have a center and a special team to plan,
learning and entrepreneurship are not counted as one of the 'Key Result
Area' (KRA) and Key Performance Index (KPI) of the university;
f) Lack of Resources
ii. the commitment of the entrepreneurs who are busy managing their business
activities,
iv. the ability of the institutions of higher learning to offer a payment / reward
to the entrepreneur a competitive and
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.
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.
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
be proactive and creative in their plan for entrepreneurship development program he truly
has a high impact.
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.
6.0 CONCLUSION
7.0 BIBLIOGRAPHY
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