Edupreneurship, A New Concept in Vocational Education to Develop Human Resources
Edupreneurship, ANew Concept in Vocational Education
to Develop Human Resources
1
M. Agphin Ramadhan1, Galeh Nur Indriatno PP1
Yogyakarta State University, Kampus Karangmalang, 55281, Yogyakarta, Indonesia
Summary
Vocational schoolsactuallyhave afundamental differencecompared tonon-vocationalschool. One of the
differences is about entrepreneurship subjects which make vocational education more unique because
the student is prepared to compete in economic branch. Development entrepreneur model in the
vocational school is not enough to focus on the students. Development of entrepreneurial competence
in the vocational education includes three components: student (technopreneur ), teachers
(teacherpreneur ), and principals (schoolpreneur ). This study aims to; 1) knowing framework
development model "edupreneurship" pioneers SMK technopreneur , teacherpreneur , and
schoolpreneur in preparing students, teachers, and principals of SMK which have productivity,
creativity, innovative, and highly competitive; 2) evaluating the program "edupreneurship" in
preparing students, teachers, and principals of SMK which have productivity, creativity, innovative,
and highly competitive; 3) knowing the proportion among technopreneur , teacherpreneur , and
schoolpreneur to be implemented in vocational education. Development edupreneurshipmodel is
expected to organize and manage the school with the initiative, innovative, self-contained, and
hopefully it can overcome all the risks that would be faced by the school. In addition, expecting there
is synergy among the principal, teachers and students so that each component can optimize the
potential and competency. For that, this researchis veryimportantin order toobtainthe proportion
amongstudents, teachers, andschoolstodevelopvocational educationthathas high productivity,
creativity, innovative, and highly competitive. This study uses research and development toproduce
amodeledupreneurship for supportingvocationalschoolsin Indonesia. This study was conducted in
three stages: (1) stage of assessment and development "model I", (2) stage of improvement and
development "model II", (3) evaluation and dissemination.
Motivation
Edupreneurship is a model of integration among the principal (schoolpreneur ), teachers
(teacherpreneur ), and students (technopreneur ).Edupreneurship aimed at creating a school to become
leader which is able to organize and manage school and able to provide a stimulus for other schools.
Edupreneurship is focus on collaboration among students, teachers, and schools in entrepreneurial
activities according to their portion and respective fields.
Technopreneurship from the perspective of vocational schools is one of ability for utilizing
technology with identify business opportunities based on industry, by promoting the values of
productivity, creativity, innovative, highly competitive and sustainable manner.
Teacherpreneur is an efforttoimprove teacher qualitythroughentrepreneurialspiritapproachwhichdoes
notmakethe teacheras anentrepreneur(self-employed), butmakes theentrepreneurialteachers,
teacherswhoare proudof theprofession, teachers who arecreative, innovativeandresilientin
preparinglearners. Successful teacher is a teacher who can make her students exceeding her not only
in matters of property but also the meaningfulness of meaning-related education itself.
"Schoolpreneurship" is a school's ability to self-employment to earn income so that has the ability to
perform self-financing. The role and task of "schoolpreneurship" implemented by the principal. Based
on the Regulation of the Minister of National Education Number 13 Year 2007 regarding Standards
for School / Madrasah confirms that a principal school / madrasah must have entrepreneurial
competencies of the five basic competencies that must be mastered to support his profession, with
expectation that properties can be useful to develop a school so that it can perform an independent
school financing.
Philosophically, the integration amongschoolpreneur , teacherpreneur , and technopreneur can be
described as an interconnected bicycle components according to function.Schoolpreneur can be
compared as the handle / wheel (controller) in a bike that has a role as a directions in the driving, this
role can be performed by the principal, and how the principal of the school can lead and manage the
entire school community. Teacherpreneur can be described as the chain and gear components in a
bike, where these component serves as a liaison between the main engine and components, this role
can be performed by the teacher, how a teacher can serve as a driving force technopreneur at each
school,whereas technopreneur can be compared as a bicycle wheel that has a role as an activator
(executor) to carry out a program, this role can be performed by the students, how a student can be the
executor and drive entrepreneurs in their respective schools. A bicycle cannot run if there is one
component which is not work like for instance if the chain is broken then the bike will not run and so
on. Likewise a vocational school which is a system where one and another have need to synergize
with each other to be able to walk. Vocational technology education is an education that cannot be
separated from the world of industry, because academic purposes (school) are preparing its graduates
to enter the world of industry and the industry (business) needs a good human resources from
vocational education, so it is no need to add the financing of industry in preparing skilled resources.
Therefore, it is needed about link and match so that harmony can run well each other, the following
views and images is in bottom
Results
The role of vocational technology education should be maximized in a way edupreneurshipmodel,
where vocational education schools do not necessarily run the program from the government alone
but have a clear goal (master plan) for school development towards a better and tougher.The expected
result of edupreneurshipmodel which applied in vocational education is changing of management
models for principals in vocational education schools, learning model appropriate recommendations
to be applied in vocational schools, the proportion of subjects given in schools, and model of the
relationship between the link and match which appropriate with industry and schools to establish
sustainable cooperation.
References
[1]
[2]
[3]
[4]
[5]
[6]
[7]
Depdiknas.
(2007).
Undang-Undang
RI
Nomor
13,
Tahun
2007,
tentangStandarKepalaSekolah/Madrasah.
Gage, N.L. (2009). A Conception of Teaching. Stanford Univercity. USA.
Ifenthaler, Dirk, et al. (2008). Understanding Models for Learning and Instruction. Freiburg:
Germany.
Jan Ulijn, Dominique Drillon, Frank Lasch. (2007). Entrepreneurship, Cooperation and the
Firm, Edward Elgar Publishing Limited, Glensanda House Montpellier Parade, Cheltenham,
UK.
Jonnansen. D. H. (1991). Objectivism Versus Constructivism: Do We Need A New
Philosophical Paradigm?.Educational Technology Research and Development.
Jordan, Ramiro, et al. (2006). Science and Technology Entrepreneurship for Economic
Development (seed), 9th International Conference on Engineering Education.
Lips, Carrie. (2000). Edupreneurs: A Survey of For-Profit Education. Harvard University.
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15]
[16]
[17]
[18]
Ministry of Education and Sports Republic of Serbia. (2005). Modern VET School
Management Practice.
Musnandar, Aries. (2013). EdupreneurshipAla Imam Suprayogo.Diambilpadatanggal 2 Maret
2014,
darihttp://www.uinmalang.ac.id/index.php?option=com.content&view=article&id=3789:menyambut-purnatugas-imamsuprayogo&catid=35:artikel&Itemid=210
Nasdaq Indian CEO High Tech Council, U.S. Chamber of Commerce. (2001). The
Technology Entrepreneur’s Guidebook, Washington Technology Partners, Inc.
Oxford Community Schools. (2012). Oxford Project: Leading Through Edupreneurship. UK
Piirto, Jane. (2012). Creativity for 21ST Century Skills, How to embed Creativity into the
Curriculum. Ohio: Sense Publisher.
SahadahHj. Abdullah, Dr. Zulkhairi Md. Dahalin, and Mohd. Syahrir Rahim. (2004).
Technopreneur Education and Incubation: Designing ITTechnopreneurship Graduate
Program, Business Review, Cambridge.
Smith, Stephen et al. (2007). Towards a motivational theory of technology implementation
Processes,Proceedings of European and Mediterranean Conference on Information Systems
2007 (EMCIS2007) June 24-26 2007. Polytechnic University of Valencia. Spain
www.emcis.org
Tantia Dian Permata Indah. (2008). Technopreneurship: A Right Answer to Overcome The
Future. Jurnal. FE Universitas Indonesia.
Von Glasesfeld. E. (1995). Radical Constructivism. A Way Of Knowing And Learning.
London: The Falmer Press.
Wamendik.
(2013).
ImplementasiKurikulumdanRelevansinyadenganKebutuhanKualifikasiKompetensiLulusan.
Kemdikbud.
-------------. (2012). PengembanganKurikulum 2013. Kemdikbud.
to Develop Human Resources
1
M. Agphin Ramadhan1, Galeh Nur Indriatno PP1
Yogyakarta State University, Kampus Karangmalang, 55281, Yogyakarta, Indonesia
Summary
Vocational schoolsactuallyhave afundamental differencecompared tonon-vocationalschool. One of the
differences is about entrepreneurship subjects which make vocational education more unique because
the student is prepared to compete in economic branch. Development entrepreneur model in the
vocational school is not enough to focus on the students. Development of entrepreneurial competence
in the vocational education includes three components: student (technopreneur ), teachers
(teacherpreneur ), and principals (schoolpreneur ). This study aims to; 1) knowing framework
development model "edupreneurship" pioneers SMK technopreneur , teacherpreneur , and
schoolpreneur in preparing students, teachers, and principals of SMK which have productivity,
creativity, innovative, and highly competitive; 2) evaluating the program "edupreneurship" in
preparing students, teachers, and principals of SMK which have productivity, creativity, innovative,
and highly competitive; 3) knowing the proportion among technopreneur , teacherpreneur , and
schoolpreneur to be implemented in vocational education. Development edupreneurshipmodel is
expected to organize and manage the school with the initiative, innovative, self-contained, and
hopefully it can overcome all the risks that would be faced by the school. In addition, expecting there
is synergy among the principal, teachers and students so that each component can optimize the
potential and competency. For that, this researchis veryimportantin order toobtainthe proportion
amongstudents, teachers, andschoolstodevelopvocational educationthathas high productivity,
creativity, innovative, and highly competitive. This study uses research and development toproduce
amodeledupreneurship for supportingvocationalschoolsin Indonesia. This study was conducted in
three stages: (1) stage of assessment and development "model I", (2) stage of improvement and
development "model II", (3) evaluation and dissemination.
Motivation
Edupreneurship is a model of integration among the principal (schoolpreneur ), teachers
(teacherpreneur ), and students (technopreneur ).Edupreneurship aimed at creating a school to become
leader which is able to organize and manage school and able to provide a stimulus for other schools.
Edupreneurship is focus on collaboration among students, teachers, and schools in entrepreneurial
activities according to their portion and respective fields.
Technopreneurship from the perspective of vocational schools is one of ability for utilizing
technology with identify business opportunities based on industry, by promoting the values of
productivity, creativity, innovative, highly competitive and sustainable manner.
Teacherpreneur is an efforttoimprove teacher qualitythroughentrepreneurialspiritapproachwhichdoes
notmakethe teacheras anentrepreneur(self-employed), butmakes theentrepreneurialteachers,
teacherswhoare proudof theprofession, teachers who arecreative, innovativeandresilientin
preparinglearners. Successful teacher is a teacher who can make her students exceeding her not only
in matters of property but also the meaningfulness of meaning-related education itself.
"Schoolpreneurship" is a school's ability to self-employment to earn income so that has the ability to
perform self-financing. The role and task of "schoolpreneurship" implemented by the principal. Based
on the Regulation of the Minister of National Education Number 13 Year 2007 regarding Standards
for School / Madrasah confirms that a principal school / madrasah must have entrepreneurial
competencies of the five basic competencies that must be mastered to support his profession, with
expectation that properties can be useful to develop a school so that it can perform an independent
school financing.
Philosophically, the integration amongschoolpreneur , teacherpreneur , and technopreneur can be
described as an interconnected bicycle components according to function.Schoolpreneur can be
compared as the handle / wheel (controller) in a bike that has a role as a directions in the driving, this
role can be performed by the principal, and how the principal of the school can lead and manage the
entire school community. Teacherpreneur can be described as the chain and gear components in a
bike, where these component serves as a liaison between the main engine and components, this role
can be performed by the teacher, how a teacher can serve as a driving force technopreneur at each
school,whereas technopreneur can be compared as a bicycle wheel that has a role as an activator
(executor) to carry out a program, this role can be performed by the students, how a student can be the
executor and drive entrepreneurs in their respective schools. A bicycle cannot run if there is one
component which is not work like for instance if the chain is broken then the bike will not run and so
on. Likewise a vocational school which is a system where one and another have need to synergize
with each other to be able to walk. Vocational technology education is an education that cannot be
separated from the world of industry, because academic purposes (school) are preparing its graduates
to enter the world of industry and the industry (business) needs a good human resources from
vocational education, so it is no need to add the financing of industry in preparing skilled resources.
Therefore, it is needed about link and match so that harmony can run well each other, the following
views and images is in bottom
Results
The role of vocational technology education should be maximized in a way edupreneurshipmodel,
where vocational education schools do not necessarily run the program from the government alone
but have a clear goal (master plan) for school development towards a better and tougher.The expected
result of edupreneurshipmodel which applied in vocational education is changing of management
models for principals in vocational education schools, learning model appropriate recommendations
to be applied in vocational schools, the proportion of subjects given in schools, and model of the
relationship between the link and match which appropriate with industry and schools to establish
sustainable cooperation.
References
[1]
[2]
[3]
[4]
[5]
[6]
[7]
Depdiknas.
(2007).
Undang-Undang
RI
Nomor
13,
Tahun
2007,
tentangStandarKepalaSekolah/Madrasah.
Gage, N.L. (2009). A Conception of Teaching. Stanford Univercity. USA.
Ifenthaler, Dirk, et al. (2008). Understanding Models for Learning and Instruction. Freiburg:
Germany.
Jan Ulijn, Dominique Drillon, Frank Lasch. (2007). Entrepreneurship, Cooperation and the
Firm, Edward Elgar Publishing Limited, Glensanda House Montpellier Parade, Cheltenham,
UK.
Jonnansen. D. H. (1991). Objectivism Versus Constructivism: Do We Need A New
Philosophical Paradigm?.Educational Technology Research and Development.
Jordan, Ramiro, et al. (2006). Science and Technology Entrepreneurship for Economic
Development (seed), 9th International Conference on Engineering Education.
Lips, Carrie. (2000). Edupreneurs: A Survey of For-Profit Education. Harvard University.
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15]
[16]
[17]
[18]
Ministry of Education and Sports Republic of Serbia. (2005). Modern VET School
Management Practice.
Musnandar, Aries. (2013). EdupreneurshipAla Imam Suprayogo.Diambilpadatanggal 2 Maret
2014,
darihttp://www.uinmalang.ac.id/index.php?option=com.content&view=article&id=3789:menyambut-purnatugas-imamsuprayogo&catid=35:artikel&Itemid=210
Nasdaq Indian CEO High Tech Council, U.S. Chamber of Commerce. (2001). The
Technology Entrepreneur’s Guidebook, Washington Technology Partners, Inc.
Oxford Community Schools. (2012). Oxford Project: Leading Through Edupreneurship. UK
Piirto, Jane. (2012). Creativity for 21ST Century Skills, How to embed Creativity into the
Curriculum. Ohio: Sense Publisher.
SahadahHj. Abdullah, Dr. Zulkhairi Md. Dahalin, and Mohd. Syahrir Rahim. (2004).
Technopreneur Education and Incubation: Designing ITTechnopreneurship Graduate
Program, Business Review, Cambridge.
Smith, Stephen et al. (2007). Towards a motivational theory of technology implementation
Processes,Proceedings of European and Mediterranean Conference on Information Systems
2007 (EMCIS2007) June 24-26 2007. Polytechnic University of Valencia. Spain
www.emcis.org
Tantia Dian Permata Indah. (2008). Technopreneurship: A Right Answer to Overcome The
Future. Jurnal. FE Universitas Indonesia.
Von Glasesfeld. E. (1995). Radical Constructivism. A Way Of Knowing And Learning.
London: The Falmer Press.
Wamendik.
(2013).
ImplementasiKurikulumdanRelevansinyadenganKebutuhanKualifikasiKompetensiLulusan.
Kemdikbud.
-------------. (2012). PengembanganKurikulum 2013. Kemdikbud.