Entrepreneurship Education in Secondary Education (15–18 Years) and Vocational Courses

Lúcia Sousa Rodrigues (), Andreia Pinho () and Beatriz Luzio Vaz ()
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Lúcia Sousa Rodrigues: Universidade Aberta, Center for Global Studies (CEG-UAb)
Andreia Pinho: Universidade Aberta, Center for Global Studies (CEG-UAb)
Beatriz Luzio Vaz: Hospital D. Estefânia, Centro Hospitalar Universitário de Lisboa Central

A chapter in Entrepreneurial Education in a Global and Digital World, 2026, pp 37-45 from Springer

Abstract: Abstract This study analyses the role of entrepreneurship education in secondary education in Portugal, focusing on students aged 15–18 who are enrolled in scientific-humanistic or vocational courses. The study aims to explore how entrepreneurship education can contribute to the enhancement of vocational education while promoting skills essential for integration into the labour market. A qualitative exploratory approach was adopted, based on the analysis of official documents, case studies and scientific literature on educational policies, vocational training and entrepreneurship education programmes. In Portugal, secondary school students can choose between scientific-humanistic courses (level 3 qualification) and vocational courses (level 4), the latter of which have a strong practical component. Despite the increase in demand for this route, vocational education continues to face a social stigma that positions it as a second-rate choice. The integration of entrepreneurship education programmes has shown potential in promoting transversal skills. It is therefore considered a strategic tool for reconfiguring the image of vocational education and enhancing its attractiveness. The results suggest that entrepreneurship education can play a decisive role in preparing young people for a constantly changing labour market, while promoting alternative and inclusive educational pathways. In this sense, it is urgent to strengthen public policies that ensure the structured and sustained presence of entrepreneurship education in all secondary education pathways, as this is crucial for the future of vocational education in Portugal.

Keywords: Entrepreneurship education; Secondary education; Vocational courses; Transversal skills; Educational policies (search for similar items in EconPapers)
Date: 2026
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DOI: 10.1007/978-3-032-17008-8_3

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