Entrepreneurship: Theory/Process/Practice focuses on Asia-Pacific entrepreneurial development with an overarching commitment to environmental and sustainable entrepreneurial practice as well as social and ethical responsibility. Its strong theoretical framework is coupled with an emphasis on the experiential, through a wealth of scenarios, case studies, feedback questionnaires and business plans. This edition has an emphasis on lean entrepreneurship and the business model canvas, which promotes experiential practice aligning with the online material.

The World Yearbook of Education was first published by the Evans Brothers in 1965 in association with the University of London Institute of Education and Teachers College, Columbia University. Since then it has become established as one of the most important forums for work in comparative education in the world Each volume addresses a major issue in comparative education and includes contributions from a range of leading international scholars. The World Yearbook was originally published by Evans Brothers, then by Kogan Page and is now published by Routledge. It has not appeared in every year since its initial publication. This current collection will reprint all titles not currently available, from 1965

"The study finds that arguments supporting or opposing entrepreneurial education are highly contextual. According to the literature studied, entrepreneurship education is more directly focused upon small business and entrepreneurship, whereas enterprise education is aimed at the development of enterprising behavior, skills and attributes, not only for business use. Furthermore, debates on entrepreneurial education are more complex than shown in previous studies. The debate in the United States is more diverse and practice-driven than those are in the United Kingdom and Finland. In addition, the discourse of each country has unique categories." "The book includes suggestions for future research and gives recommendations particularly for Finnish practice, which could also benefit other societies just starting their path in entrepreneurial education. The study serves as a comprehensive literature source for future interests and research."--BOOK JACKET.

The European Commission has long supported and helped further the cause of entrepreneurship education. Within the education and training agenda, the strategic framework for European cooperation, Education and Training 2020 has, as its fourth long-term strategic objective, to enhance creativity and innovation, including entrepreneurship, at all levels of education and training. The scope of this research is primary (isced level 1) and general secondary education (isced levels 2 and 3). The curricula for vocational, technical or commercial schools at secondary level are not included. Only the public education sector is taken into account, except in the case of Belgium, Ireland and the Netherlands, where the grant-aided private sector is also covered because it accounts for the majority of school enrolments. Furthermore, in Ireland the vast majority of schools are defined legally as privately owned but, in fact, are fully state funded and do not require payment of fees by parents. In the Netherlands, equal funding and treatment of private and public education is enshrined in the constitution. The school reference year is 2011/12. The Eurydice Unit of the Education, Audiovisual and Culture Executive Agency (eacea) has coordinated the collection of data and the preparation and drafting of this comparative overview. The questionnaire was developed in close cooperation with the European Commission, Directorate-General for Education and Culture. This comparative overview analyses the main information received from the Eurydice Network, representing 31 European countries. It is divided into four chapters covering: (1) National strategies and action plans to encourage the integration of entrepreneurship education; (2) How entrepreneurship education is currently being addressed in national educational steering documents in terms of general approaches and subject curricula; (3) Specific learning outcomes defined for entrepreneurship education and any practical guidelines to support teachers; and (4) Initiatives to promote entrepreneurship education and the current situation on educational reforms impacting on the subject. Examples of current practice from individual countries are given in the overview. However, in addition, a complete set of national descriptions is available in the second part of this report; these include references and links to all the relevant policy documents. (Contains 10 figures and 3 footnotes.).