keusahawanan dalam pendidikan

Study of Entrepreneurship and trade Ppi3113

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

Fitrianah Ali – D20091034546


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



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.

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

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;

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

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;

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

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

/ 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.

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;

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

(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

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

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).

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).

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

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.

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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