**4. Implementation of entrepreneurship education**

#### **4.1 Entrepreneurship as a compulsory subject**

There are educational courses in entrepreneurship in technical schools that students will take. Entrepreneurship training courses are conducted in Class X to Class XII. The competencies offered are different for each class. Class X competencies include: (1) recognizing entrepreneurial attitudes and behaviors; (2) adopting attitudes and job habits (always trying to move forward); (3) formulating problem solutions; (4) cultivating entrepreneurial spirit; (5) creating loyalty to oneself and others; (6) taking business risks; (7) making decisions. Whereas in the same semester the competencies given include: (1) displaying an unyielding and resilient attitude; (2) handling conflicts; (3) developing a business vision and task.

For reality, entrepreneurship training courses are structured into adaptive training courses. Adaptive education and subject training is a training and subject training community that acts to educate students as individuals so that they have a broad and strong knowledge base to adopt or adapt to changes in the social climate, the economic environment and to be able to learn based on the advancement of science, technology, and art. Adaptive programs provide training courses that emphasize majorly on offering opportunities for students to learn and master the fundamental concepts and principles of science and technology that can be applied to daily life or underpin work skills. Adaptive approaches ensure that students not only understand and learn "what" and "how" a job is done, but also provide comprehension and mastery of "why" a job needs to be done.

#### **4.2 Introducing the business world through apprenticeship education**

Vocational School is one of the national education systems which strives to equip students with skills or expertise through the Dual System Education (PSG) program or whatever is often referred to as an internship. Vocational schools are introducing Technical and Vocational Education Training (TVET) in Indonesia. According to Putu Sudira [6], TVET also brings schools closer to the business environment and

the industrial sector. PSG aims to sync the business community and the field of education. Vocational school in legislation No. 20 of 2003 on the National Education Framework Article 18, paragraphs 2 and 3. Vocational in secondary school is organizes vocational education that gives legitimacy to student preparation to join the workforce and establishes professional attitudes (Article 1 paragraph 2 of the Decree of the Minister of Education and Culture of the Republic of Indonesia No 323/U/1997 on the introduction of the Dual System of Education at vocational school.

Vocational schools seek to develop students' knowledge and skills in such a way that they are ready and willing to work based on their expertise in their respective fields following graduation from secondary education. The competence of vocational school graduates will be expressed in the form of achievement as real or unidentified activities, including (a) both a strong character and a weak character. (b) The development of knowledge mastery, which is characterized by a process of knowledge that is capable of processing information (a process of understanding, know-how, and know-how). (c) Professional development (tool capacity development) characterized by adherence to protocols, punctuality, resistance to fatigue, precision, and thoroughness. (d) The creation of critical thought process skills is characterized by developing new concepts, looking at problems in new ways, and preparing for strategic problem-solving. Based on the outline of the vocational school teaching program (1993: 11A), priority is given to the adoption of the vocational school curriculum: (a) Prepare students to enter the workforce and build professional attitudes. (b) Preparing students to be able to have a career, succeed, and grow to a better standard of living. (c) Preparing a middle-level workforce to meet the present and future needs of the corporate sector and industry. (d) Prepare for graduation so that they are active people who are ready to create, adapt, and be innovative.

#### **4.3 Apprenticeship implementation**

The internship is an absolute prerequisite for the introduction of technical education. This is the primary reason for the introduction of internships in most technical education institutions. Training may also provide tangible benefits for vocational education and training programs, such as meeting the criteria of accreditation and attempts to develop the credibility of a school. Recognition of the need to expose students to the world of industry is the biggest motivation for vocational education institutions to coordinate internship programs [7, 8]. In the meantime, for industry, there are many explanations for promoting collaboration through apprenticeship programs, including (a) Public care (b) 2.2. The interpersonal connection between industry and vocational education institutions, for example, business players, is alumni of the school concerned. (c) And get a workforce that suits your needs. According to the rules, the minimum length of the internship is three months, but in certain places, the optimal maturity is six months to one year. In summary, the apprenticeship program will be carried out in the following stages (**Figure 2**).

The prerequisites for the completion of the internship [9] include: (a) the department at school must be in keeping with the area of jobs in industrial apprenticeship location. (b) Schools must ensure that the definition of internships to be introduced complies with Regulation. (c) Schools must set industry standards for the location of apprenticeships. Evaluation practices must be seen as part of the growth of all businesses, schools, and students. In particular, internships are also supposed to be a feedback platform. Therefore, evaluations should be carried out regularly, not only at the end of the industrial working cycle, but even once a

*Entrepreneurship Education in Vocational Schools in Indonesia DOI: http://dx.doi.org/10.5772/intechopen.94046*

**Figure 2.** *Internship adoption batch (source: [9]:p. 17).*

month, for example. Bon and Eschborn [9] listed a variety of items that were evaluated, including the achievement of the internship participants is consistent with the objectives set for the internship. (a) Creation of technical competence. (b) Creation of non-technical competencies (soft skills and attitudes) focused, in particular, on the goals of competence. (c) Quality according to job requirements and client commitment. (d) Another capacity of the participants. According to Duc in Billet [10], "The contribution of the student is linked to the various ways in which internship guidance can be given or not depending on the context in which they are trained." In our study of vocational education in the Swiss VET dual program, observations find workplaces where spontaneous types of instruction are much more common than others, or where vocational trainers respond easily and enthusiastically to assist requests. Conversely, we often identified firms where contested modes of instruction were the prevailing pattern of interaction and staff fought for knowledge and became a valid teacher. In particular, the requirements given to students can differ from one background to another [11]. This degree of high contextual variability is an essential challenge for practice-based learning models, as it greatly undermines overall performance. The introduction of the PSG is carried out in phases at SMK, to ensure the quality and efficacy of coaching, as well as allow the process of improving the PSG to take place. In other words, the adoption of this initial stage is a trial that is often accompanied by constant evaluation and review, and, in effect, it is expected that the principle and application of the PSG, which is legitimately

solid and in line with the school, will be formulated. The distribution of the adoption of the PSG in schools will be decided by the readiness of the vocational school concerned, in particular, the readiness to develop cooperative ties with industry or companies to become partner institutions.

### **5. Conclusion**

The internship is part of a vocational curriculum that aims to prepare students' skills or abilities in a specific field in order to be able to work. Through the apprenticeship training course, students are prepared to face the true world of life, both through the mindset, the job is done, and the actual working environment. It is expected that the graduates of this apprenticeship program will be better qualified mentally and in their abilities to succeed in the real work environment.

Via internships, students are required (1) to experience the working climate in the world of work directly, (2) to acquire work experience, including expertise, skills, work attitudes and character-based values that emerge from industrial culture, (3) to know the real working environment in the world of work, (4) to know the working processes of the business (products, labor, discipline, values of work), (5) contrasting the knowledge and skills acquired at school with the knowledge and skills acquired during the internship in industry, (6) acquiring the most recent knowledge from the internship, (7) applying the principles of attitudes and character, knowledge and skills acquired at the internship, and (8) getting stronger soft skills in terms of motivation, communication, freedom.

The introduction of the internship has similar features to the apprenticeship program as provided for in Regulation No 36 of 2016 of the Minister of Labor of the Republic of Indonesia on the implementation of the Domestic Apprenticeship, which states that the apprenticeship is stipulated as part of the vocational training system that is carried out in an integrated manner between the training. Directly under the direction and supervision of teachers or staff who are more knowledgeable in the manufacturing process of products and/or services within the business, intending to acquire those skills or expertise.

## **Author details**

Sunyoto Sunyoto\* and Andri Setiyawan\* Universitas Negeri Semarang, Semarang, Indonesia

\*Address all correspondence to: sunyoto@mail.unnes.ac.id and andrisetiyawan@mail.unnes.ac.id

© 2021 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

*Entrepreneurship Education in Vocational Schools in Indonesia DOI: http://dx.doi.org/10.5772/intechopen.94046*
