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Guidance supporting Europe’s aspiring entrepreneurs
Policy and practice to harness future potential

Conclusions

There has been a considerable shift across Europe in relation to
entrepreneurship in recent years and there is clear evidence that education and
guidance have roles to play in supporting Europe’s future entrepreneurs.
Assisting individuals to think creatively and embrace innovation is essential to
developing the future workforce. Not everyone needs to become an
entrepreneur, yet all members of society need to be more entrepreneurial.
Getting people to face challenges and uncertainty in the world of work with
entrepreneurial spirit will provide the European economy with independent and
creative thinkers who can ‘think outside of the box’, respond to challenges and
adapt to change.
In line with the concept of lifelong learning, entrepreneurial guidance and
learning must be seen as a lifelong process of developing individuals’ confidence,
skills, attitudes and behaviours. This study confirms the findings of previous
research: it is important to familiarise children and young people with
entrepreneurial attitudes and skills as early as possible. Entrepreneurship should
be integrated into the education system at primary and secondary levels as well
as in higher and adult and continuing education. Guidance professionals and
teachers operating in all learning contexts need to be confident in dealing with
entrepreneurialism in order to provide appropriate information, advice and
support.

Formal and non-formal guidance in HE and IVET
Various guidance-based approaches are being implemented in European
countries to help young people consider entrepreneurship as a career option.
Guidance is also increasingly being embedded in the entrepreneurship learning
processes. The high level of interactivity in entrepreneurship education, and the
focus on solving real-life challenges faced by companies and entrepreneurs,
allows students to explore entrepreneurialism as a career option. Learners have
access to a range of different guidance and learning experiences: they can see
how their personality, skills and core attributes match entrepreneur profiles; and
they can participate in practical assignments, exposing them to the demands and
rewards associated with entrepreneurship.
Guidance for an entrepreneurial career is seen to play an even greater role
in today’s society. VET and HE institutions are helping young people develop
entrepreneurial attitudes (e.g. creativity, flexibility and responsibility) and skills
(e.g. identification of opportunities, team work, etc.). Schools, colleges and
universities, therefore, need to be entrepreneurial in their approach to preparing

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