2025欧洲学校创业教育报告

This document is published by the European Education and Culture Executive Agency (EACEA,Platforms,Studies andAnalysis). Please cite this publication as: European Commission / EACEA / Eurydice (2025), Entrepreneurship education at school in Europe – 2025. EurydiceReport. Luxembourg: Publications Office of the European Union. European Education and Culture Executive Agency Platforms, Studies and AnalysisBoulevard Simon Bolivar 34 (Unit A6)BE-1000Brussels E-mail:eacea-eurydice@ec.europa.eu Website:http://eurydice.eacea.ec.europa.eu Printed bythe Publications Office of the European Union in LuxembourgText completed in October 2025.This document should not be considered as representative of the EuropeanCommission’s official position. Luxembourg: Publications Office of the European Union, 2025 © European Education and Culture Executive Agency, 2025 The executive agencies apply the Commission’s reuse policy, which is implemented under Decision2011/833/EU of 12 December 2011 on the reuse of Commission documents (OJ L 330, 14.12.2011, p. 39, ELI:http://data.europa.eu/ eli/dec/2011/833/oj). Unless otherwise noted, the reuse of this document is authorised under the Creative Commons Attribution 4.0International (CC BY 4.0) licence (https://creativecommons.org/licenses/by/4.0). This means that reuse isallowed, provided appropriate credit is given and any changes are indicated. For any use or reproduction of elements that are not owned by the European Union or the European Educationand Culture Executive Agency, permission may need to be sought directly from the respective rightholders. TheEuropean Union or the European Education and Culture Executive Agency does not own the copyright in relationto the following elements: Cover image: © Chodas / stock.adobe.com PrintISBN 978-92-9488-936-2doi:10.2797/9265443EC-01-25-072-EN-C PDFISBN 978-92-9488-935-5doi:10.2797/0693204EC-01-25-072-EN-N Entrepreneurshipeducation at schoolin Europe – 2025 Eurydice report Foreword Entrepreneurship is often imagined as a rare flash ofinspiration – the lone inventor in a garage turning an ideainto a business. This image overlooks a more practicaltruth: entrepreneurship is not an innate gift, but a set ofskills and attitudes that can be learned, practiced, andrefined. And that learning should begin early, withinschools. The report‘Entrepreneurship education at school in Europe – 2025’, provides a snapshot of the different strategies developed by education authorities across Europe to promote entrepreneurshipeducation, including in curricula development as well as the support and guidance provided toeducators and schools. The report shows that in most education systems, students can engage in practicalentrepreneurial experiences either as part of their curriculum or as an extracurricular activity,this is a significant step forward in fostering an entrepreneurial culture in our societies. Moreover, it finds that education authorities have improved regulations or schemes that provide‘school leaders’ and teachers with training opportunities in entrepreneurship education. Whilethese results are encouraging, ‘entrepreneurial abilities’ like those identified by our EntreCompframework – vision, financial literacy, risk-taking – should be more widely represented in schoolcurricula. An entrepreneurial mindset should be seen as an asset beyond the traditional businessworld. There remains a need to move from elective toessential, and from extracurricular tocore. For instance, the report shows that practical experiences, which are essential for applyingentrepreneurial abilities in real world contexts, are often optional or relegated to extracurricularactivities. Policymakers could focus on providing schools, especially school leaders, with in-service training to provide all learners with hands-on entrepreneurial experiences. This work is closely linked to broader EU goals. The Union of Skills, our flagship strategy tostrengthen Europe’s competitiveness, resilience, and readiness, depends on equipping peoplewith both foundational and forward-looking competences. A resilient and competitive Europe depends on people who can think independently, actdecisively, and adapt quickly. Entrepreneurship education has shown it can develop preciselythese abilities. My heartfelt thanks go to the Eurydice Network for producing this report, which offers valuabledirection for policymakers, school systems, and educators alike. Its conclusions will inform thenext phase of our work, including the EU Teachers and Trainers Agenda planned for next year.More importantly, it reinforces the need to treat entrepreneurial education as a necessary partof how we prepare young people for their futures. Roxana Mînzatu Executive Vice-President for Social Rights and Skills,Quality Jobs and Preparedness Contents Foreword3 Table of figures 7 Codes and abbreviations9 Executive summary11 Main findings12Concluding remarks16 Introduction19 Policy context19Key