Abstract

Increasing youth entrepreneurial capacity as been on the political agenda for many years, initially it was a response to tackle youth unemployment (Greene, 2002; Schoof and Haftendorn, 2004). There is recognition and increased focus on the importance of embedding enterprise in the school curriculum (Kourilsky and Walstad, 1998) as a way of developing the skills required by young people to start and manage their own business as well as, raise the individual’s awareness to deal with their future more effectively (OECD, 2002; Haftendorn and Salzano, 2003; Sear, 2006). To what extent enterprise education is successful in achieving this is unclear especially in the longer run.

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