Mid-term findings of the pilot testing of Entrepreneurship ... · Mid-term findings of the pilot testing of Entrepreneurship Education curriculum in 42 secondary vocational training

Ministry of National Education

IYENetwork

Ministry of Manpower and Transmigration

Mid-term findings of the pilot testing of Entrepreneurship Education curriculum in 42 secondary vocational training

Schools/Sekolah Menengah Kejuruan (SMK) among 2,778 students in School year 2005/2006

International Labour Organization, Jakarta March 2006

TABLE OF CONTENTS

1. BACKGROUND 4

2. WHAT IS “KNOW ABOUT BUSINESS”? 6

3. HOW IS KAB BEING TESTED? 7

4. PROFILES OF PARTICIPATING TEACHERS AND SCHOOLS 10

5. STUDENTS’ ATTITUDE TOWARDS ENTREPRENEURSHIP AND ENTERPRISE 14

6. FINDINGS FROM THE MONITORING OF THE PARTICIPATING SCHOOLS 28

7. CONCLUSIONS & RECOMMENDATIONS 33

Summary

The Ministry of National Education (MONE) and the International Labour Organization (ILO) have introduced the Know About Business (KAB) entrepreneurship training programme in the vocational and technical secondary education system in Indonesia on a pilot basis in school year 2005/2006. The objective is to determine whether the KAB learning materials are relevant for the entrepreneurship subject that MONE has introduced in some its vocational secondary schools. The overall goal of MONE along with other related ministries and in particular the Ministry of Manpower and Transmigration (MOMT) is to make successful entrepreneurs of more of the nation’s young people as well as increase their employability in order to reduce unemployment rates and poverty in the longer term.

Currently, 42 schools, 80 teachers and students from across Indonesia, from Sumatra, through Java, Bali, Kalimantan, Sulawesi, Nusa Tenggara Timur, the Malukus to Papua are participating in the test. Initial results, from the 2,778 questionnaires received at this point in time, a little more than mid-way through the school year, show that the KAB learning materials are highly appreciated by the participating schools, which are finding the materials very appropriate, easy to teach and responding well to the syllabus that has been prescribed by MONE. All schools are showing a high degree of enthusiasm in teaching KAB to their students and they believe that KAB should become the foundation for a standard entrepreneurship curriculum to be introduced in all secondary schools across Indonesia.

More importantly, however, these mind-term findings show that the KAB subject is appreciated by the students, that they are having fun learning about the world of business while thinking harder about becoming entrepreneurs themselves. The findings also show that students have very positive perceptions about entrepreneurship and the world of business and that they are by no means closed to the idea of starting their own business. On the contrary, the majority of students state that they would like to start their own business if only they had more knowledge about how to start a business and if they only knew more about the world of business. This shows that the youth of Indonesia in fact are potential entrepreneurs and that they would venture into starting their own business provided that they have the proper educational background to make more informed decisions about what is needed to do so. The KAB learning material may be just what they need and what Indonesia needs to tap the potential of the nation’s most important raw material, its young women and men.

Know about Business mid-term findings

1. BACKGROUND

In the coming five to ten years Indonesia will continue to face grave employment challenges in finding jobs for young women and men that are making the transition from school to work thereby entering the labour market. Almost half of Indonesia’s population, equivalent to 104 million or 47.2 percent of the total population are children and youth, of which 63 million are above the age of 15. Currently, the share of “underutilized” youth in the labour force, those that are either unemployed or underemployed is 52.7 percent and the share of untapped youth, those that are neither in the education system nor in the labour force is 19.5 percent. Underutilization is particularly acute for the 19 to 24 year age group, among whom frustration and a sense of exclusion from a productive career can easily translate into a range of social problems.

Whereas demographic trends indicate that a slight reduction in the percentage of the population is likely in future years, the absolute numbers of children and young people that will need to be nurtured into employable and productive adults will still remain high. There are approximately three million new entrants to the labour market each year and a large number of them cannot go straight into a secure paid job. Preparing school leavers for a situation where formal wage employment may not exist and where waged employment in the informal economy, self-employment or starting a small business may be the only alternatives to unemployment, is therefore crucial if Indonesia is to maintain a peaceful and secure environment in which domestic and foreign investment can increase.

In 2002 Indonesia committed to becoming a lead country within the global Youth Employment Network (YEN) which included developing a national action plan on youth employment. In 2003, within the ILO technical cooperation project on Addressing The Challenge Of Youth Employment In Indonesia, a number of initiatives were undertaken to help Indonesia develop its national Action Plan and to introduce a number of demonstration programmes. The Indonesia Youth Employment Action Plan (IYEAP) was launched in August 2004 under the current project on Promoting Youth Employment in Indonesia: Policy and Action

The first demonstration programme was the ILO’s Start Your Business (SYB) package, which was introduced to the vocational secondary school system (Sekolah Menengah Kejuruan - SMK) and the tertiary vocational school system (Balai Latihan Kerja - BLK) to provide young women and men with basic knowledge and tools to start their own small business after they graduated. The SYB materials went through a number of adaptations and 12 lead trainers from the Ministry of National Education (MONE) and two from the Ministry of Manpower and Transmigration (MOMT) were trained on how to deliver the SYB programme through the SMKs and BLKs using the SYB package. These trainers have in turn trained around 160 teachers from selected SMKs and one trainer from MOMT has trained 179 students in the BLK in the city of Serang.

Discussions with SYB lead trainers and with the monitoring and evaluation (M&E) specialist of the vocational and technical training department under MONE have

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however revealed that SYB was not being introduced in the SMKs as the coherent package originally intended by MONE and the ILO. Rather the SYB training materials were being used on an ad hoc basis as entrepreneurship education curricula. The likelihood of students then having the right set of management skills to be able to start their own business after graduating was highly unlikely. Furthermore, the discussions also suggested that most young women and men would need more life experience and skills, and additional support to start a business. Therefore, focussing on general business awareness and entrepreneurship education prior to being introduced to the SYB programme was seen as a better option. The SYB package could then be introduced to final year students in the SMK, and to older students in a more advanced institutional setting and for out-of-school youth.

Subsequently, in collaboration with MoMT and MONE the ILO introduced and is pilot testing the ILO’s Know about Business (KAB) entrepreneurship education programme targeted at students in their first two years of senior high school. The materials were adapted in June 2005 and 116 teachers from 49 SMK, 3 BLK and 6 PPPG across Indonesia from Banda Aceh at the Northern tip of the Island of Sumatra to Jayapura in West Papua, 5,000 kilometres apart, were trained in July and August 2005 to test the KAB programme in school year 2005/2006.

Of the 49 SMK that participated in the ToT, 42 are participating in the pilot project to test the materials. The BLKs have opted to focus on the SYB programme as the 120 hour KAB programme would only be applicable for a very small number of BLKs. The 40 hour SYB programme is more suitable for their target market. The PPPGs were invited to participate in the monitoring and evaluation of the pilot test, and in preparation for their future role as KAB teacher trainers. It is anticipated that in their future role they will also work closely with the provincial LPMP to train teachers to deliver and monitor the KAB programme.

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2. WHAT IS “KNOW ABOUT BUSINESS”? The KAB package is designed for use in vocational education and training institutions to give young people an awareness of, and exposure to the opportunities, challenges, procedures, characteristics, attitudes and skills needed for successful entrepreneurship. The KAB entrepreneurship education programme is a modular approach with a total of 120 hours of teaching delivered in 9 modules. The learning materials are based on exercises, group work, games, and hand-outs with a participatory teaching style that engages the students throughout the learning process. KAB introduces, to 15 to 19 year olds, the basics of entrepreneurship by looking at topics such as “what is enterprise?” in its broader sense, “what does it mean to be entrepreneurial?”, “who are entrepreneurs in society?”, etc.

Each KAB module represents a key area of entrepreneurship and is divided into several topics. The titles of the modules are in the form of questions. The learning objective of each module is for the students to know and be able to explain these questions at the end of each module. The nine modules consist of:

Module 1 What is Enterprise? Module 2 Why Entrepreneurship? Module 3 Who are entrepreneurs? Module 4 How do I become an entrepreneur? Module 5 How do I find a good business idea? Module 6 How do I organize an enterprise? Module 7 How do I operate the enterprise? Module 8 What are the next steps to become an entrepreneur? Module 9 How to prepare my own business plan?

In addition to the 9 modules a Business Game is also part of the learning process introducing students to a basic understanding of the business cycle, how supply and demand affects a business and how to manage a business in a diverse market with competitors, customers, suppliers, etc. Finally, the KAB learning materials also includes a Trainers guide with detailed session plans as well as a work book for the students with worksheets and a glossary of the first 8 modules. In the final step of the KAB curriculum students develop their own business plan.

3. HOW IS KAB BEING TESTED?

The pilot testing of the KAB programme in Indonesia supports the ongoing efforts of the Indonesian government to introduce entrepreneurship education in secondary vocational schools. The Ministry of National Education has introduced an entrepreneurship curriculum slot in all 5,300 vocational secondary schools (SMKs), however it has not yet provided standard course content nor learning materials. Eighty (45 minute) sessions are set aside in class 1 and class 2 (years 10 and 11) and 32 sessions in class 3 (year 12), totalling 120 hours in the first two years and 24 hours in the third year. The KAB programme is designed for a 120 hour course and therefore fits the class 1 and class 2 curriculum slots perfectly. However, in the pilot phase the KAB is being fast-tracked and delivered within a shorter period, as the main purpose of the pilot is to test the relevance and appropriateness of the materials for the target audience, with the intention of revising and finalising the materials for full implementation. In the pilot phase some schools are delivering the KAB only in the “regular” entrepreneurship slot whilst some are also providing additional classes for “special” groups who are in their third year, are ready to graduate and are interested in starting a business.

The KAB pilot test has three primary objectives. To:

1. Determine if the learning material content is relevant and appropriate for the already identified entrepreneurship education syllabus1 in Indonesia

2. Determine if the specific participatory teaching and learning styles are appropriate for the secondary vocational education system in Indonesia

3. Make recommendations to the Ministry of National Education with regard to entrepreneurship education, based on findings and observations from participating schools

The pilot program has the following components which were delivered more or less sequentially:

1. Consultations with MONE and MOMT to assess the possibility of introducing the KAB programme as learning material under the existing entrepreneurship education syllabus in vocational secondary schools and technical institutes

2. Sensitization Seminar to introduce and highlight the differences between the KAB and the SYB programmes to key public and private sector stakeholders in the IYENetwork. Meetings were then held with technical staff of the MONE and MOMT, the purpose of which was to review the relevance of the KAB learning material and methodology within the existing syllabus. A concept paper outlining the KAB implementation strategy was then approved. It was agreed that trainers from three BLK

1 In Indonesia a syllabus if often referred to as “curriculum”. In other words when the word curriculum is mentioned it is to be understood in the English context of a syllabus, i.e. a course or programme outline without the actual content and learning materials. This is the case for the “entrepreneurship curriculum” in Indonesia in which teachers need to find the appropriate content themselves.


Centres of Excellence would participate in the training of trainers workshops to assess the relevance of the programme for the longer term (up to 3-year) BLK programmes. It was subsequently agreed that the SYB programme would be more appropriate for the majority of BLKs as their courses are generally of shorter duration up to three months only.

3. Letters of Agreement were signed to facilitate the cooperation between MONE and the ILO. The Letters of Agreement identified roles and responsibilities of each party in the implementation of the Pilot Program as well as financial and technical support required and contributed from each party.

4. A work plan for the implementation of the Pilot Program was developed and agreed by all parties. The work plan outlined the steps and time lines for the implementation process including the quality assurance.

5. Material adaptation took place in which the generic international KAB package was translated and culturally adapted to Indonesia and its educational system along with the development of a monitoring and evaluation and quality assurance system.

6. Pilot Test preparations - MONE prepared and sent out invitation letters to provincial education offices in selected provinces for the nomination of one private and one public sector SMK to participate in the test. A condition was that schools should send their entrepreneurship teachers and that there should be one male and one female teacher. MoMT nominated three trainers from three BLKs.

7. Capacity building of teachers took place in five separate 12-day training of teachers (TOT) workshops held in Jakarta, Surabaya, Denpasar, Makassar and Medan from 18 July to 12 August 2005 for a total of 116 teachers (62 women, 54 men) from 49 SMKs, 3 BLKs and 6 PPPGs (teachers training colleges). The objective of the training was to improve the knowledge of teachers, and enhance their teaching skills by introducing the KAB learning materials and participatory teaching techniques. The teachers were also given the opportunity to practice and receive feed-back in micro-teaching sessions. The teachers were also introduced to the quality assurance system and the information and data to collect from their school and KAB students during the monitoring process

8. Final management arrangements were made by a steering committee established within the scope of the Letters of Agreement. The steering committee appointed a KAB coordinating team to liaise further with the teachers and schools. MONE appointed two staff, MOMT appointed one staff and the ILO appointed one staff. These four people acted as KAB focal points and promoters of the KAB programme in Indonesia and made the final agreements with the participating schools.

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9. After Training Support & Monitoring visits were then conducted both on-site and by distance with all of the participating schools. Teacher instructors from the six participating PPPGs were engaged to monitor the progress in the schools. A detailed M&E work plan was developed and with two person teams assigned to monitor progress in five schools on average. The purpose of the M&E was to: i) find out if KAB was actually being tested in the schools as agreed, ii) get feedback from the school Principal and teachers about the relevance and appropriateness of KAB as a learning material for the entrepreneurship syllabus.

In the implementation process seven SMKs withdrew from the testing along with the three BLKs. These schools felt that they were not properly prepared to participate in the test in school year 2005/2006 and had not allocated time for this. In summary, 42 SMKs committed to fully participating in the test and signed Letters of Agreement with MONE. All of these SMKs agreed to follow the quality assurance system and all have subsequently submitted the pre-test “student entry form”, which shows students perception about entrepreneurship. The analysis of these forms is presented in section 5. At the end of the school year in June 2006, the students will complete the same form again and any change in perception and knowledge will show to what extent KAB has had an influence on their perceptions. An overview of the quality assurance system is presented in the annexes.

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4. Profiles of participating teachers and schools

This section looks at the participating schools and the experience and background as well as an initial assessment of the teachers that participated in the five TOTs. The figure below shows the 49 SMKs that participated in the TOT by region of which most were from the Java/Bali region and Sumatra with 14 participating schools from each of these regions.

Figure 1 - Participating schools by region

14 14

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Sum

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Kal

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Sul

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In addition, 3 BLKs from Serang, Lembang and Medan and 6 PPPGs from Malang, Medan, Bandung, Yogyakarta, Cianjur and Sawangan participated. Sixty SMKs from 30 provinces were invited to make nominations, however, only 49 SMKs eventually sent teachers for the workshop and 42 schools ended up fully participating in the pilot test. The table below shows the composition of teachers by sex and the TOT workshop in which they participated.

Table 1 - Participating teachers Java/Bali Sumatra Kalimantan Sulawesi NTT Papua Maluku Total

Female

Male

Total

19

22

41

16

16

32

9

5

14

9

7

16

2

3

5

2

2

4

2

2

4

57

59

116

The teachers came from diverse backgrounds and although it was requested that only entrepreneurship education teachers participate this was not realistic for a number of reasons. Firstly, some entrepreneurship teachers could not be freed up due to other commitments and, secondly, some schools wanted more teachers developed in entrepreneurship training and thus decided to send potential teachers instead. The figure below shows the subjects that teachers were teaching at their school.

Figure 2 - Teaching subjects


3428

43

11

0

10

20

30

40

50

Subject

EntrepreneurshipBusiness ManagementProductive TeachersNot disclosed

Sixty two teachers came with entrepreneurship and related business management teaching background while forty three teachers taught more general or vocational/technical related subjects. Eleven teachers did not provide information on the subjects that they teach. The teachers were also asked to provide details on their educational background and as the table below shows most teachers have ann undergraduate qualification, but it was not disclosed whether this was in education/teaching or in another subject.

Figure 3 - Education background of teachers

8 9

4440

15 6 4

05

1015202530354045

Diploma Bachelor Masters Not disclosed

WomenMen

At the beginning of each TOT all participating teachers did a pre-learning assessment designed to test their knowledge of entrepreneurship and on the second last day of the workshop they sat the test once again as a post-learning assessment. The table below shows the assessments in the five TOTs.

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Table 2 - Pre & Post test of teachers TOT % of Correct Answers Pre Post Jakarta 17 % 23 % Surabaya 20 % 26 % Denpasar 18 % 20 % Makassar 15 % 22 % Medan 16 % 23 %

In all five locations of workshops, the pre and post test of teachers did not show significant improvement of knowledge from the training. The feedback from the participants expressed that although the structure of the questions were confusing, teachers admitted that they could use same format of the pre and post test to their students.

However, all workshops had a good overall appreciation level scoring more than 4 on a scale from 1 to 5 with 5 being the highest possible score. These results are shown in the table below.

Table 3- Workshop appreciation level Jakarta Surabaya Denpasar Makassar Medan

Workshop appreciation level 4.20 4.09 4.42 4.43 4.1

The KAB Lead Facilitators also assessed the participating teachers’ capacity to independently deliver KAB in the schools after the workshop. These assessments were based on participation levels in the workshop, presentation skills observed through micro teaching sessions and the knowledge test. The table below shows the assessment of teachers.

Table 4 - Teachers' capacity to deliver KAB Fully capable Needs additional

support Workshop Female Male Female Male

Jakarta 6 8 7 6

Surabaya 6 6 10 4

Denpasar 6 7 3 3

Makassar 6 7 6 3

Medan 4 9 6 3

Total 28 37 32 19

Based on these individual assessments additional support was provided to some teachers during the monitoring trips to each school. However, as observed during these trips the individual assessments may not always have provided an accurate picture, and many teachers were actually quite capable of delivering the KAB once back in their safe and secure teaching environment. This may be because they felt


more comfortable as compared to the TOT where they had to perform in front of their peers.

Some general observations were made by the KAB Lead Facilitators:

The participants quickly developed a good group dynamic, participated well and were highly interested in the subject. The KAB was perceived as a program that meets the needs of the existing entrepreneurship curricula - Klaus Haftendorn, global KAB coordinator and trainer

The different backgrounds of the participants did create a few challenges. Some came with no entrepreneurship training experience at all and some have been doing it for years - Morten Lehmann – KAB trainer

Participants thought it would be difficult to use student oriented activities, but that reluctance seemed to disappear as the workshop progressed - Robert Nelson, KAB materials developer and trainer

At the end of the training, most participants understood that active teaching techniques are very important for success in entrepreneurship education. They put great effort into trying to improve their active teaching techniques, and will continue improving when they return to their schools. We could see the improvement from one teacher to another, as they were doing the teaching practice - Marta Arelanno Arrieta, KAB trainer

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5. Students’ attitude towards entrepreneurship and enterprise start up

One of the important aspects of the pilot testing of the KAB programme is to see how it influences students’ perception towards entrepreneurship culture as well as perception about their own ability and capacity to start an enterprise in the future. Therefore, all students were asked to fill in a baseline questionnaire on the first day they started KAB as a subject in their school. At the end of the KAB test students will fill out a follow-up questionnaire and differences in perceptions about entrepreneurship, attitudes and their own skills and knowledge will be assessed to determine the impact of the KAB programme on the students.

This section looks in more detail at the profile of the participating students and their perceptions about entrepreneurship at the time they started the KAB subject and does not include any follow up data. This will be collected at the end of the test in June 2006. To date baseline questionnaires have been collected for a total number of 3,385 students and captured in a statistical software package2. The participating students come from across Indonesia as the table below shows:

Table 5 - Students by province

# %

North Sulawesi 287 10.33 South Sulawesi 433 15.59 Papua 72 2.59 East Java 248 8.93 Bali 271 9.76 Central Kalimantan 33 1.19 West Kalimantan 123 4.43 South Kalimantan 273 9.83 North Maluku 67 2.41 South Maluku 69 2.48 West Sumatra 249 8.96 West Nusa Tenggara 31 1.12 South Sumatra 492 17.71 Bengkulu 36 1.30 Riau 70 2.52 North Sumatra 20 0.72 Nanggroe Aceh Darussalam 4 0.14

Total 2,778 100.00

The table below shows that slightly more male than female students participate in the KAB piloting with a total of 1,444 male students compared to 1,334 female students.

Table 6 - Participating students

Female students Male students Total

2 In this section there were some missing answers wherefore some tables have slighter fewer than 2778 respondents, which is the total number of students that have filled in the KAB entry form.


1334 1444 2778

48% 52% 100%

The age of the students were also recorded, assuming that most would be in the range of 15 to 17 years, which is the normal age for high schools. However, in some schools KAB was offered as an extra curricular course and therefore some slight older students are participating as well as some younger students as seen from the table below:

Table 7 - Age of students

Female Male Total 13 years 0.38 0.35 0.36 14 years 8.97 4.44 6.61 15 years 31.65 20.79 25.99 16 years 35.49 40.75 38.23 17 years 19.44 23.77 21.70 18 years 3.47 8.04 5.85 19 years 0.53 1.46 1.01 20 years 0.08 0.14 0.11 21 years 0.14 0.07 25 years 0.07 0.04

31 years 0.07 0.04

Total % 100 100 100

However, the majority of students by far are in the 15 to 17 year age group accounting for more than 85 percent of all students along with the 14 years accounting for 6.61 percent and the 18 years for 5.85 percent. In the 15 year age group more women were participating and in the 16 year age group more men. The findings also show that there were some older students, four in total, above 20 years of age.

The students were also asked if they had ever participated in some sort of business management training course before. Whereas most had not, a surprisingly large number had actually been exposed to enterprise training before. There were no discernible difference between women and men in terms of percentages.

Table 8 - Participated in business training before

Frequency

Yes No Total

Female students 400 933 1333

Male students 460 983 1443

Cases 860 1916 2776

On the questions on whether or not students knew someone who had a business, about 85.6 percent of both men and women said yes. Only a small percentage of students around 15 percent for both sexes did not personally know anyone who had a business. These figures are shown in the table below.

Table 9 - Know anyone with a business?

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Yes No Total

% # % # #

Female students 85.6 1141 14.4 192 1333

Male students 85.0 1227 15.0 216 1443

Cases 85.3 2368 14.7 408 2776

On a follow-up question about who they knew who had a business the majority of females students at 54.4 percent knew a family member that had a business as opposed to 45.4 percent of the male students.

Table 10 - Who do you know with a business?

%

Sex Family Friends Others

Female students 54.3 12.7 20.1

Male students 45.4 19.3 24.9

On the follow-up question as to whether or not they helped out in a business before or after school the majority of both sexes said no. The male students helped out in a business at a higher rate at 38.3 percent compared to 27.5 percent of their female counterparts. The students were subsequently asked about who they helped out and out of all students (including those that did not help out) more than 21 percent of females students and 23 of male students helped out in a family business. In general, the males tended to help out a bit more than the females.

Table 11 - Who do you help?

%

Sex Family Friends Others

Female students 21.4 3.6 3.4

Male students 23.7 8.0 11.0

On the question about whether the students had ever thought about starting their own business after they graduated from high school a very high percentage of both males and females said yes, as seen in the table below:

Table 12 - Have you thought about starting your own business?

% #

Yes No Total

Female students 85.6 14.4 1330 Male students 84.1 15.9 1442 Cases 2351 421 2772

Attitudes towards entrepreneurship and career choice Students were then asked to give their opinion about forty different statements related to their attitudes about entrepreneurship etc. The answers from the students are given in the tables below in percentages.

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Table 13 - After my education I will try to get a secure job

I completely

agree I agree I am not sure I disagree I completely

disagree Total

Female students 61.3 26.8 10.3 1.4 0.2 100.00

Male students 53.2 32.6 10.0 2.6 1.5 100.00

Total 57.1 29.8 10.1 2.0 0.9 100.00

As table 13 above shows a high percentage of students at 86.9 said that they “completely agree” or “agree” to the statement that after graduation they will try to find a secure job. However, there is a slightly higher percentage of the female students who “completely agree” at 61.3 percent as opposed to the male students where only 53.2 percent completely agree. It is worth noting that most students at this stage are looking for a secure job, meaning one with a regular income, as their first career choice, and that only a small percentage disagree at about three percent whereas about ten percent were not sure.

Table 14 - If i am about to start a business I want to know how to do it

I completely


disagree Total

Female students 54.6 42.2 1.9 1.0 0.4 100.00 Male students 48.3 44.5 4.3 2.1 0.8 100.00

Total 51.3 43.4 3.1 1.5 0.6 100.00

Conversely, if the students were to start a business they would like to know how to actually do this as table 14 above shows where close to 95 percent completely agree or agree with the statement. Many students therefore also seem to realise that knowing how to manage a business is important and that there is some knowledge to be learned since 28.4 percent of all students disagreed with the statement that running a successful business has to do with luck. However, there is still a high percentage that were unsure at 38 percent, with 33.7 percent believing that this has to do with luck. The female students seems to be less sure at 40.5 percent compared to 35.7 for the male students, as seen in table 15 below.

Table 15 - Success in small entrepreneurship is about luck rather than planning

I completely


disagree Total


Total 8.3 25.4 38.0 23.0 5.4 100.00

Most students, at 63.1 percent disagreed that business owners are underpaid, but 23.7 percent were not sure about this. This is shown in table 16 below.

Table 16 - Considering all the hard work most small business owner are under-paid

I completely


disagree Total


Total 2.3 10.9 23.7 47.8 15.3 100.00

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Most students also admire people that are successful in business as table 17 shows. More than 85 percent think so, whereas close to six percent had no admiration for successful business owners. A slightly higher percentage of female students do not think that business owners are underpaid.

Table 17 - I admire people who are successful in business

I completely


disagree Total


Total 30.8 54.5 8.9 4.7 1.0 100.00

When it comes to the importance of small businesses compared to large businesses most students, (48.4 percent) do not think that larger business are more important in society than small businesses. A large percentage remain unsure at 32.3 percent whereas close to 20 percent do think that larger businesses are more important. There is no discernible difference between male and female students.

Table 18 – Large companies are more important for society than small businesses

I completely


disagree Total


Total 5.9 13.4 32.3 36.4 12.0 100.00

When it comes to actually starting a business and making an effort to do so 55.3 percent believe that they can do so whereas more than 41.4 percent were unsure. It is interesting to note that the male students were more confident than the female students since a higher percentage of the females were unsure at 47.7 percent compared to 35.7 of the males. In comparison, a higher percentage of the male students asserted that they could put in the effort needed

Table 19 – I am very confident that I can put in the effort needed to start a business

I completely


disagree Total


Total 15.5 39.8 41.4 2.7 0.6 100.00

Most students were unsure about whether they had the required knowledge to start a business. Again the female students were slightly more unsure/modest at 64 percent compared to 57.7 of the male students, and in comparison slightly more of the males feel that they had sufficient knowledge. Interestingly, only a small percentage at 8 percent of all students felt that they didn’t have the needed knowledge. These figures, as shown in table 20 below, suggest that in reality most students are unsure about what is needed to start a business.

Table 20 - I have all the knowledge needed for starting a business

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I completely


disagree Total


Total 11.0 20.3 60.7 6.6 1.4 100.00

Whereas a significant number of students had earlier said that they would try to get a secure job after their graduation (table 13 above) it is interesting to note that if the students had the knowledge and opportunity then most of them would be happy to start their own business. More than 85 percent of students said so and there is no significant difference between male and female students. Very few students seemed certain that they would not wish to start a business. These figures are shown in table

Table 21 - I would be very happy to start my own business

I completely


disagree Total


Total 41.0 45.1 11.0 2.1 0.8 100.00

This is promising and suggests that quality entrepreneurship education in senior high school would enable more students to actually start their own business later on in life.

Table 22 below shows that the majority of students (56.9%) think that with a great idea and some capital one can start a business. Whereas this is partly true the majority were not sure about these being the only ingredients for starting a business.

Table 22 - To create a new business nothing more is needed than money and a great idea

I completely


disagree Total


Total 22.6 36.3 23.1 14.6 3.4 100.00

On the question of whether starting a business was a more desirable career option than other career choices, more than 41 percent seemed to think so and the males slightly more so than the female students. A high percentage (37.6%) remained unsure.

Table 23 - Starting a business is more desirable than other career options

I completely


disagree Total


Total 10.8 30.4 37.6 18.5 2.7 100.00

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Most students also felt that people are not necessarily self-employed because they cannot find a job. Thus most students believe that it is not only out of necessity that people are self-employed, but that some people choose self-employment as shown in table 24 below.

Table 24 - Being "self-employed" means "not being able to find a job

I completely


disagree Total


Total 3.1 8.9 23.0 43.7 21.3 100.00

Table 25 below shows that most students find that a good business idea is important for starting and managing a business. A large percentage (35.6% in total) remain unsure about this. However, these figures show that most students indeed are correct that finding a good and viable business idea makes it easier to start a business.

Table 25 - If you have a good business idea, starting and managing a business is easy

I completely


disagree Total


Total 14.7 39.1 35.6 8.9 1.7 100.00

Table 26 shows that the majority of students by far think that their previous experience will help them to start a business. This indicates that most students think that some life experience is needed for starting a business and that their vocational schooling will benefit them as well.

Table 26 - My past experience will help me to start a business

I completely


disagree Total


Total 35.9 49.8 11.5 2.3 0.5 100.00

Table 27 shows that students were in some disagreement on the statement that business owners only want to make money for themselves. A significant percentage (27.6) believed this to be the case, 22.4 percent were not sure, and virtually half of all students at 49.9 percent disagreed with this.

Table 27 - Most business owners are only interested in making as much money as possible for themselves

I completely


disagree Total


Total 7.3 20.3 22.4 35.7 14.2 100.00

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Table 28 shows that most students felt that they did not know enough about the world of business. This correlates with the earlier statements above where most students also felt that they also needed more knowledge about how to start a business.

Table 28 - I do not know enough about the world of business

I completely


disagree Total


Total 12.5 59.1 20.2 6.4 1.8 100.00

Table 29 shows that students felt that large enterprises in general offered more attractive jobs than small businesses. This may indicate why students as a first choice would opt for a secure job and also why starting a business, which would have to be small to begin with, may not be the first choice for graduating students.

Table 29 - In general, large companies offer more attractive jobs than small companies

I completely


disagree Total


Total 13.5 41.2 33.6 10.3 1.4 100.00

However, as table 30 below shows the majority of students by far, at 74.3 percent, agree that they would start their business if they knew that it was going to be successful, 19.7 percent were unsure, but only a small percentage (6) would not start a business for sure. There is no discernible difference between the male and female students. These findings are interesting and suggest that most of the students do have aspirations to become an entrepreneur, but also that they are afraid to venture into business. The KAB curriculum might actually be the learning materials that would allow students to make a more informed choices.

Table 30 - If I knew that the probability of success is high, I would start my own business

I completely


disagree Total


Total 28.3 46.0 19.7 5.4 0.6 100.00

Table 31 shows that close to half of all students (49.1%) agreed that they do not have the skills needed at present to start a business whereas 37.4 percent were unsure and 13.5 did think that they have sufficient skills to start a business.

Table 31 - My knowledge and skills are not sufficient to start a business

I completely


disagree Total


Total 7.1 42.0 37.4 11.8 1.7 100.00

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Table 32 shows that 56.4 of all students thought that those that were able to make money when doing business should be appreciated by society, 16.5 percent were not sure and 27.2 percent thought that this did not entitle business owners to special appreciation.

Table 32 - Those that make a lot of money from starting a new business should be appreciated by the society

I completely


disagree Total


Total 19.1 37.3 16.5 20.6 6.6 100.00

Table 33 shows that 37.5 percent of students would rather have their own business compared to pursuing another promising career, but 30.4 percent were not sure about this and 32.1 percent do not agree. The male students were slightly more inclined than the female students to have their own business. This shows that where many students would like to pursue having their own business they did not see this as the only career option if there are other promising career choices to be made.

Table 33 - I would rather have my own business than pursue another promising career

I completely


disagree Total


Total 12.4 25.1 30.4 26.6 5.5 100.00

That students did feel some sort of admiration for small scale business owners as shown in table 34 with 65.7 percent agreeing that owners of small businesses play an important role in society. Only a small percentage of students did not think that this is the case.

Table 34 - People that own and manage small businesses play very important roles in society

I completely


disagree Total


Total 16.9 48.8 27.2 6.0 1.1 100.00

Table 35 shows that 35.4 percent of students have never though about being self-employed after graduation, whereas for 46 percent this thought have crossed their mind and 18.7 percent were not really sure if they have ever considered this.

Table 35 - I have never thought of being self-employed after my education

I completely


disagree Total


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Total 11.7 23.7 18.7 31.7 14.3 100.00

Table 36 shows that 47.3 percent of students would risk starting their own business whereas 25.5 percent would not risk starting their own business. A large 27.2 percent were not sure.

Table 36 - Even if I would have a good business idea, I would not risk starting my own business

I completely


disagree Total


Total 7.2 18.3 27.2 36.4 10.9 100.00

When it comes to working for a small firm compared to a large company more than half of all students at 51.7 percent would rather work for a large company if they had a choice, 25.2 percent were unsure and 23.5 percent disagreed that working for a larger company is better.

Table 37 - If I have the choice I would prefer a career in a big company rather than in a small one

I completely


disagree Total


Total 14.5 37.2 26.4 18.0 4.0 100.00

Table 38 shows that a large 44.8 percent of students are unsure about whether it would be difficult or not to manage their own business, which indicates that they have little knowledge about what this would entail. 32.5 percent agreed that this would be very difficult whereas 22.8 percent disagreed.

Table 38 - I think it would be very difficult to manage my own business

I completely


disagree Total


Total 5.7 26.8 44.8 20.3 2.5 100.00

Table 39 shows that close to 50% of the students disagreed with the statement that business owners do not care about others, i.e. their employees, whereas 25.8 percent think this is true.

Table 39 - Most business owners are not much caring about others

I completely


disagree Total


Total 7.3 18.5 26.0 34.9 13.2 100.00

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In relation to the above figures, table 40 below shows that the large majority of students at 65.6 percent agreed that successful business owners do care about their employees, 29.6 percent were unsure, and only a small percentage at 4.9 thinks that this is the case.

Table 40 - Successful businesspeople care about their employees

I completely


disagree Total


Total 24.7 40.9 29.6 3.7 1.2 100.00

Table 41 below shows that students realise that managing a business requires planning and may not be easy. Again a large percent at 26.5 is unsure about this, but more than 10 percent do not think this is the case.

Table 41 - Starting and managing a company require a lot of difficult planning

I completely


disagree Total


Total 13.2 49.6 26.5 9.5 1.2 100.00

Table 42 shows that 17.6 percent of students do not think that starting a business in an option for them, but more than 54 percent would consider it.

Table 42 - Starting a business is not an option for me

I completely


disagree Total


Total 3.6 14.1 27.5 41.9 12.9 100.00

The large majority of students (76.3%) did think that small business owners are important for the economy and for employment creation.

Table 43 - Small business owners create employment and are therefore very important for the nation’s economy

I completely


disagree Total


Total 30.9 45.4 17.9 4.2 1.5 100.00

The majority of students (76.7%) also believe that their skills will help them in starting a business, as shown in table 44 below.

Table 44 - Overall my skills and abilities will help me to start a business

I completely I agree I am not I disagree I completely Total

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agree sure disagree


Total 28.3 48.4 20.5 2.4 0.4 100.00

47.4 percent believe that starting a business is complicated however, a large percentage (31.7) were not really sure about whether this is the case.

Table 45 - Starting an enterprise is very complicated; you have to think of lot of different issues

I completely


disagree Total


Total 9.3 38.1 31.7 17.4 3.5 100.00

Furthermore, a large majority of students realise that it is hard work starting a business, with 86.3 percent of all students believing this to be true and only a small number either disagreeing or being unsure.

Table 46 - In order to make it as a business-owner manager you have to work harder than others do

I completely


disagree Total


Total 38.9 47.4 8.6 4.4 0.6 100.00

However, the same percentage at 86.3 percent say that they would enjoy managing their own business as shown in table 47 below.

Table 47 - I would enjoy managing my own business

I completely


disagree Total


Total 38.9 47.4 21.8 8.0 1.0 100.00

The majority of students either disagreed or were unsure about whether having a permanent job was better than starting their own business, but 24.4 percent state that they would prefer a permanents job as shown in table 48 below.

Table 48 - I prefer a permanent job, starting a business is not for me

I completely


disagree Total


Total 5.7 18.7 36.4 30.9 8.3 100.00

The majority of students either agreed or were unsure about what they knew about small businesses, whereas 12 percent stated that they knew quite a lot as shown in table 49 below.

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Table 49 - I know quite a lot about small enterprises

I completely


disagree Total


Total 6.0 19.7 62.3 10.2 1.8 100.00

Table 50 below shows that more than half of students (50.1%) thought that most of the wealth in society is created by people that have started businesses. A fairly large number ( 32.7%) were unsure.

Table 50 - Most of the wealth in a society or nation is created by individuals who founded firms

I completely


disagree Total


Total 13.1 37.8 32.7 13.1 3.4 100.00

32 percent of students felt that they currently do not have the skills and knowledge needed to start a business, 39 percent were unsure, but 28.9 believe that they do have the needed skills as shown in table 51 below.

Table 51 - Currently I do not have the knowledge, skills and traits needed for starting and running my own business

I completely


disagree Total


Total 6.1 25.9 39.0 23.5 5.4 100.00

Table 52 below shows that a large majority of students are confident that the KAB subject will enable them to start their business with 78.9 percent of all students saying so. Only a small percentage at 3.6 were sure about not wanting to start a business.

Table 52 - I want to start my own business after my training

I completely


disagree Total


Total 31.5 47.4 17.5 3.0 0.6 100.00

The findings in the above section show that the majority of students are actually inclined to start their own business, but also that many students are somewhat risk averse and do not know what is required to start a business. The findings also show that most students have respect for people that are able to start their own business successfully and the students also see these businesses as making an important contribution to society. It is interesting to note that initially most students’ first choice would be to try to get a secure job as shown in table 13 above. However, based on the answers to the questions that followed it seemed that at the same time

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the students were by no means closed to the idea of starting their own business. Furthermore, there is little significant difference in the responses from male and female students, although in some cases the male students seemed a bit more certain about their capacity to start a business.

The implications are that introducing entrepreneurship education as standard curriculum in the school system would actually give students more knowledge about the world of business as well as provide them with the needed skills to enable them to make a more informed choice about whether they should pursue a secure (perceived as waged with a regular income) job or start their own business.

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6. Findings from the monitoring of the participating schools

KAB Modules taught in Schools The KAB is being taught in both regular classes and in special entrepreneurship classes that have been set up specifically by MONE for students with an interest in starting a business. Findings from the monitoring visits to the schools revealed that some teachers areusing the KAB learning materials out of sequence in response to the syllabus outline provided by MONE for 1 , 2 and 3 year students. Other teachers are delivering the eight modules in sequence in the 60 hours that was suggested for the test period, instead of the 120 hours as the KAB subject normally requires. Each school was provided with learner workbooks for the students, business games and KAB bags for participating students who completed the KAB Entry Forms. While the modules are only being taught in the regular school hours some teachers also play the business game outside official school hours for other interested students.

st nd rd

Whilst it was agreed with the participating teachers that KAB should preferably only be taught to second year students the reality is that this is not the case in some schools where teachers still have to consult with their school Principal and curriculum division. Some of the school Principals decided to introduce KAB to first year students. In most cases this was because the trained teachers were assigned to teach first year students and not second year students.

The KAB TOTs were conducted after invited schools had already developed their teaching schedules. Fifty percent of the teachers who participated in the ToT teach production related subjects and some also teach entrepreneurship theory. For those who do not have entrepreneurship theory sessions in their teaching schedule, they will have to wait until the 2006/2007 school year to teach KAB in class. In addition, most students are required to undertake practical training in workplaces in their second year. Some teachers therefore will also have to wait until students return from their practical training, and therefore some schools have only been able to deliver approximately fifty percent of the full KAB curriculum to date.

In the future and especially due to the decentralized education system it is important to familiarize key stakeholders at the provincial and district levels with the KAB programme prior to the ToT. One day workshops could be organized to familiarize education officials and school Principals. This would, hopefully, lead to better teacher selection and effective implementation in the schools.

Figure 4: Number of Teachers Implement KAB


3330

31

6

24

7

0

5

10

15

20

25

30

35

Num

ber o

f Tea

cher

s

Grade of Students

1st Year Students2nd Year students3rd Year Students4th Year StudentsSpecial ClassNAAll Clasess

Revised KAB teaching plans Most teachers felt that the KAB learning materials were very appropriate and that the session plans build on each topic and make it easy for teachers to develop their teaching sessions. Teachers felt that following the session plan in the KAB Module was sufficient without making adjustments to the existing curriculum. Many teachers therefore submitted the original KAB session plans as their teaching plan when they submitted their teaching report to the school principal instead of a modified teaching plan. However, the monitoring team still feels that it would be good for teachers to develop their own session plans (why?), and therefore recommends a focus on session plan development in future KAB TOTs to allow teachers to develop and adapt the standard KAB sessions plans to the actual entrepreneurship curriculum session hours. This would mean breaking the KAB modules into 45 minute sessions. Giving teachers time to develop their own session plans would also enable them to look more critically at the KAB material and the teaching methodologies needed for particular topics.

KAB as a participatory learning method Visits to the schools carried out by the PPPGs also revealed that whereas some teachers were following the steps under each topic in their classroom allowing them to use different teaching techniques, many teachers were still not able to use the suggested participatory techniques that were demonstrated and practiced in the TOTs. Some teachers found it difficult to change their traditional lecturing style to a more participatory style. Future KAB capacity building of teachers could place more emphasis on participatory learning methodologies and give teachers more opportunities to practice the use of participatory learning methods in front of their peers. Teachers’ capacities to facilitate rather than lecture should be built, starting with simple questioning techniques and following up with how to facilitate student group work.

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Students playing the business game

KAB module as standard learning material Basically without exception all teachers and students with whom discussions were held during the monitoring visits liked the KAB learning materials and in particular the Business Game that introduced them to the basic business cycle. The structure and simplicity of the materials and the learners’ workbook with exercises, examples and cases allows teachers to use active and participatory teaching techniques and this was highly appreciated by the students. The classroom monitoring also showed that some KAB concepts and terminology were difficult to understand for some students. These were then explained in other ways by the teachers, who are noting words and concepts that should be revised to make the materials easier to understand. It is planned that before any large-scale implementation of KAB is initiated that the KAB learning materials be thoroughly reviewed by the PPPGs in collaboration with the teacher training institutions at the provincial level (LPMP) and the curriculum development department in MONE.

Students in Makassar discussing during a KAB session

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Quality assurance The following quality assurance tools were developed to monitor the process of the KAB delivery and implementation in the schools. Entry/Exit Form for KAB students This tool collects detailed information (e.g. name, sex, etc.) from students as well as about their attitudes towards entrepreneurship. The form is given to each student to fill in before the KAB subject starts. The same form will be completed at the end of the KAB pilot programme. This allows for a comparison of students’ perceptions and attitudes End of Module Learning assessment of students This tool is used by teachers in the schools at the end of each module to assess the understanding of the students. The tool can also be used to grade students since an answer key with the correct answers to the learning assessment is provided to the teachers. End-of-KAB evaluation form At the end of school year 2005/2006, and the completion of the KAB pilot, this evaluation form will be distributed to all students on the final day of the KAB course. The students will be asked to comment on whether the KAB learning materials were useful for them and whether they feel that they know more about entrepreneurship. Subsequently, the teachers have a scoring card along with guidelines on how to fill in this card and the teachers can then compute an overall appreciation level of the KAB subject on a scale from 1 to 5.

End-of-KAB activity report This is the final report to be submitted by each school to the Ministry of National Education. This report gives participating teachers and schools an opportunity to provide feedback on all aspects of the KAB pilot test with regard to the training of teachers, the content of the learning materials and teaching methodologies, as well as the constraints and challenges faced when delivering KAB in the schools. This will provide the basis for the revision of the KAB curriculum and future implementation.

The monitoring process has shown that almost all teachers distributed the Entry Form to their participating KAB students. The findings in section 5 above are based on entry forms from 2778 students, but by the time of writing MONE had received 3385 forms from the participating schools. However, some teachers did not understand the purpose of the Entry Forms and in some cases neither the reason for the questions. This made it difficult for some teachers to answer students when they had questions about a certain question on the entry form. The findings also showed that some schools found it too costly to photo copy or print the entry form from the CD-ROM provided with the materials. Some teachers therefore only copied the form in limited numbers and distributed to their students with explanation that students need to answer on a blank piece of paper. However, none of these findings have posed any major problem to the analysis of the entry forms which most students were actually able to fill in without any guidance.

Most teachers understand the purpose of the Learning Assessment. Teachers used the learning assessment tool for each topic before and after teaching sessions.

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However, some teachers did not use the tool and argued that the current curriculum emphasizes learning processes and competency rather than test-results and they were therefore reluctant to use it

The other tools will be used at the end of the school year in June-July 2006, but it is already being recommended that the KAB entry form and learning assessment forms be revised as some of the multiple choice questions are unclear. In addition, MoNE should allocate a budget to future participating schools to allow schools to distribute the forms to all participating students. An assessment of the costs involved in delivering the KAB will also be undertaken.

The role and responsibilities of the PPPGs Teachers from the PPPG teacher colleges participated in the TOT in order to also learn about the materials and for them to monitor implementation during the test phase. The longer term objective is that they would eventually, along with Provincial Institute of Quality Education Assurance (LPMP) and possibly universities, train teachers to deliver the KAB programme. Given this intended role it was determined that they could make a useful input to the review and revision of the materials at the end of the pilot phase. Six PPPGs committed and agreed to release some teachers for the monitoring progress in the implementation in schools. The PPPG, MONE and ILO Youth Employment project staff carried out their first monitoring visits in November 2005. In the future implementation of the KAB programme it is recommended that the LPMP (quality assurance education at provincial levels) staff also be trained to train teachers, and to monitor teacher performance. It is suggested that the PPPGs support the LPMPs in this endeavour.

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7. Conclusions & recommendations

In conclusion, the testing of the KAB learning materials as standard curriculum in the secondary vocational training schools is well on the way to implementation as envisioned by the Ministry of National Education and the ILO. Apart from the training of teachers and training materials and promotional school bags with the KAB logo for students no budget has actually been provided to the schools to participate in the test. Still, a total of 42 schools decided to participate in the pilot testing which shows the commitment from the SMKs and that they see that the KAB programme is indeed relevant for the teaching of entrepreneurship education.

In terms of finalizing the KAB pilot test the challenge remains to ensure that monitoring visits are continuously carried out by MONE and that teachers are technically supported when needed, especially since only 34 percent of the teachers that were trained in the KAB subject in the five TOTs in July-August 2005 were actually entrepreneurship teachers. The current arrangement with the PPPGs as support providers to the schools should therefore be continued with the support from the MONE staff that has already been involved in the TOTs and the monitoring visits.

Early indications show that both MONE and the SMKs find the KAB highly relevant as standard learning material for entrepreneurship curriculum and that the materials should be introduced in all 5,300 SMKs throughout Indonesia. However, a review and revision of the materials will be needed before the KAB package is rolled out to all SMKs. This includes revision of some concepts and finding better words in an Indonesian context as well as the development of standard 45 minute teaching session plans that fits the existing entrepreneurship syllabus slots in 1st, 2nd and 3rd year. This will be done with in collaboration with the appropriate sub-directorate for curriculum development.

In conclusion, half-way through the test MONE and the ILO can, with a high degree of certainty, conclude that the KAB can and should be introduced as standard entrepreneurship curriculum in SMKs in Indonesia. The next question is whether the learning material should also be introduced in the general secondary academic stream. When the KAB pilot test is completed in June 2006 a final review of the test phase including an assessment of the impact on the perceptions and entrepreneurial attitudes of students will be made. This will draw the final conclusions and recommendations on how a standard entrepreneurship curriculum can be finalised and introduced in both the teachers training system and the secondary education systems across Indonesia.

The analysis of students’ perceptions towards entrepreneurship and the world of business shows that students are by no means closed to the idea of starting their own businesses. On the contrary, the majority of students state that they would like to start their own business if only they had more knowledge about how to start a business and if they only knew more about the world of business. This shows that the youth of Indonesia are potential entrepreneurs and that they would venture into starting their own business provided that they have the educational background to make more informed decisions about what is needed to do so. The KAB learning


material may be just what they need and what Indonesia needs to make the most of the nation’s most important raw material, namely the bright young women and men on which the future of Indonesia rest.

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Documents

Mid-term findings of the pilot testing of Entrepreneurship ... · Mid-term findings of the pilot testing of Entrepreneurship Education curriculum in 42 secondary vocational training