The Analysis of Entrepreneurship Education Profile For Educatioanal Institutions of Hihger Education in Yogyakarta

ABSTRACT Purpose: This study aims to describe entrepreneurship education profile (EE Profile) of the five LPTKs in DIY. The research based on strategic role of EE in generating creative entrepreneurs who meets 21st century skills. The main target of the study was to describe; (1). Characteristics of lecturers and students, (2) Competencies to be developed, (3). Learning process, (4). Assessment to be used, (5). Needs of improvement. Methods: The study used quantitative approach this type of survey. The populations were lecturers and students participating in the course come from five LPTK. Data was collected by questionnaire and group discussions (FGD). This study used primary and secondary data collected from 48 lecturers of enterpreneurship and 246 students who joined in the entrepreneurship course. Data was analyzed using simple frequency analysis technique for quantitative data and descritive analysis for the qualitative data. Findings: The results revealed that: (1). Lecturers have minimum teaching experience (on average, 3.45 years). Most of the lecturers hold master degree but 33% of the total lecturers said not match to teach entrepreneurship related with their qualification. Only half of them who have had a certificate in entrepreneurship, but the training was less than 33 % of the total lecturers. Majority of the students (78%) has had appropriate background to be trained on entrepreneurship; unfortunately there are only a few who got training seriously. A few of students (19%) hold a certificate on entrepreneurship but most of them felt less adequate (2). Competencies tend to more focused on creativity and innovation, but less concerned to 21st centuryespecially on collaboration and communication. (3). Majority of students felt impressed that the learning occur innovatively, but students said the learning material was still out of date. ICT was not sufficiently integrated in the learning process to enrich learning materials and process. EE was still taught separately between theory and practice in an average composition of about 57% of theory and 43% of practice, (4). Assessments were still dominated by written tests, even used to assess skills as creativity and innovation that were not appropriate (5). Lecturers and students expressed need to learning model that emphasizes the practice more and reduces the theory. Project based learning tended to be developed and raised as alternative model for EE