Production unit in vocational high schools is a place to train students with entrepreneurship practice. Teachers utilize this unit to help students developing competence in production lesson. Research uses quantitative approach. Subject includes 40 teachers of cloth-making lesson in vocational high schools of East Java. Data collection method is documentation and questionnaire with Likert Scale entailing five answer alternatives. Data analysis technique involves T-Test and Explanatory Factor Analysis. Some findings are obtained: (1) Practice-based activity at production unit in vocational high schools is more effective than same activity in Modeste Industry; (2) Practice-based activity at production unit in vocational high schools is very highly effective because teachers are highly oriented toward practice, more creative in preparing learning activity, and more explicit in guiding students during practice lesson; (3) Schools, teachers, and school staffs gain benefits from effective activity at production unit; and (4) Entrepreneurship education improves teachers' capability in designing production learning activity. Research is aimed to measure the effectiveness of the implementation of entrepreneurship education, to estimate teachers' effectiveness in providing practice-based guidance at production unit, and to understand the benefits of practice-based activity at production unit that can be obtained by teachers, students, and school staffs.

On-the-job training is now an independent learning form for students. This study aimed to design "Merdeka Belajar" implementation for students, especially in the fashion field, in absorbing activities in the work world, both in the fashion entrepreneurship field and for the wider business. Data were analyzed by correspondence analysis on 115 students studied. The relationship between Merdeka Belajar/on-the-job training and fashion entrepreneurship implementation covers four fashion business types: fashion designer, modiste, fashion consultant, and creative fashion product. The study results found several general things, namely: (1) planning prioritizes mechanisms and materials and this choice is more in the modiste business; (2) on-the-job training implementation in the regular guidance form by industry mentors is important for fashion designers, modiste and creative products, while there is no need for routine guidance for fashion consultants; (3) supervision implementation in visitation form for modiste, long-distance communication with the industry for fashion consultants or designers, and long-distance communication with mentors for creative product businesses; (4) an assessment that emphasizes activeness or participation for fashion designers and creative products business type, while material mastery on modiste, while the fashion consultant is more suitable for assessment based on activity/participation. This study offered recommendations to institutions to develop Merdeka Belajar and a curriculum following the fashion business type by including fashion entrepreneurship as a place for students to do on-the-job training for fashion design study programs according to the education needs in Indonesia.