Entrepreneurship Education and Training Programs Around the World

Entrepreneurship has attracted global interest for its potential to catalyse economic and social development. Research suggesting that certain entrepreneurial mindsets and skills can be learned has given rise to the field of entrepreneurship education and training (EET). Despite the growth of EET, global knowledge about these programmes and their impact remains thin. In response, this study surveys the available literature and programme evaluations to propose a Conceptual Framework for understanding the EET programme landscape.

The study finds that EET today consists of a heterogeneous mix of programmes that can be broken into two groups: entrepreneurship education and entrepreneurship training. These programmes target a range of participants: secondary and post-secondary education students, as well as potential and practicing entrepreneurs. The outcomes measured by programme evaluations are equally diverse but generally fall under the domains of entrepreneurial mindsets and capabilities, entrepreneurial status, and entrepreneurial performance. The dimensions of EET programmes vary according the particular target group. Programs targeting secondary education students focus on the development of foundational skills linked to entrepreneurship, while post-secondary education programmes emphasise skills related to strategic business planning. Programmes targeting potential entrepreneurs generally are embedded within broader support programmes and tend to target vulnerable populations for whom employment alternatives may be limited. While programmes serving practising entrepreneurs focus on strengthening entrepreneurs' knowledge, skills and business practices, which while unlikely to transform an enterprise in the near term, may accrue benefits to entrepreneurs over time.

The study also offers implications for policy and programme implementation, emphasising the importance of clarity about target groups and desired outcomes when making programme choices, and sound understanding of extent to which publicly-supported programmes offer a broader public good, and compare favourably to policy alternatives for supporting the targeted individuals as well as the overall economic and social objectives.