An entrepreneurial education and work culture brings changes in the relation between the public sector's organizations and its interested parties. More precisely, it is a question of changing managerial and organizational education practices towards self-direction, innovativeness, flexibility and responsibility. Understanding how public sector's organizations operate in an entrepreneurial manner is also helpful for supporting growth within the business community. This article aims at presenting a framework on young people's possibilities of becoming successful entrepreneurs within the public sector's organizations, showing a literature review that concentrates on the entrepreneurship subject, with focus on youth and the public sector's field. The results are the research made by using studies on this subject, thus leading to a proper use of entrepreneurial means, knowledge and start-up activities that allow an evolved education, self-responsibility and autonomy. We will see that the entrepreneurship concept has been expanded and a strong tendency is in favor of placing entrepreneurship in the center of attention, being regarded as natural in more contexts than the economic one. The wide understanding aims at developing abilities - power of initiative, energy, creativity, cooperation and responsibility, whereas the narrow understanding is more aimed at students obtaining business and self-engaging knowledge regarding personal growth activities.

Bringing much needed clarity and definition to the term 'minority entrepreneur,' this authoritative and timely handbook explores the distinctive challenges that minority communities face when founding and managing new ventures. The handbook is inclusive of any community who might be considered disadvantaged or under-represented in terms of entrepreneurial activity and included are women, youths, seniors, disabled, immigrants, Indigenous peoples, LBGTQ+, ex-offenders, Roma, refugees and many others. Chapters highlight the idiosyncratic nature of the many communities examined before offering frameworks and models that draw together the various findings. With a cast of international contributors, this scholarly handbook discusses the surrounding literature of minority entrepreneurship and takes an all-encompassing approach to its interpretation. It also addresses the sorely under-researched area of entrepreneurial behaviour among minorities and disadvantaged groups. This is particularly important for policymakers tasked with designing and delivering initiatives that are appropriate for the needs of these communities. Ultimately this handbook contributes to existing knowledge by: • providing a current understanding of the literature for each of the communities; • investigating the uniqueness of the entrepreneurial behaviour within the communities; • offering new frameworks/models from which future researchers can build new knowledge. The handbook provides a comprehensive account of an important and fast emerging field of entrepreneurship, and is an invaluable resource for students, researchers and policymakers.

In line with the World Declaration on Education for All and the Millennium Goal of halving poverty in the world by the year 2015, education is expected to serve not only the acquisition of academic knowledge but also the preparation of young people for life and work. Secondary education has to meet the challenge of providing skills for successfully dealing with economies and work patterns in transition and changing cultural values. Education that makes young people entrepreneurial in a broad sense would be part of this solution. This volume draws on various experiences in entrepreneurial education around the world. It aims to provoke discussion on such questions as: How can we harness the imagination and entrepreneurial talents of secondary students as assets for development? How should these talents be channelled? What are the contents, subjects, topics that support the entrepreneurial process? What is the best institutional framework for entrepreneurship education? What kind of teacher is needed? How do we systematically measure the performance of entrepreneurship education and training?

This book sets out a potential response to two major challenges facing OECD countries: the "youth problem", or the need to ensure that young people can play a full role in society, and the need to foster entrepreneurship for job creation.

Addressing the theoretical and practical gaps in our knowledge around developing internal and external domains of youth entrepreneurship, the book places particular emphasis on South Africa, but offers insights and implications that can be applied far beyond our borders. It makes the case that it is possible to develop internal domains through various models. These models include ‘shifting hope activating potential entrepreneurship’ (SHAPE), ‘youth entrepreneur support’ (YES), and ‘systemic action learning and action research’ (SALAR). Validated through a series of assessments, these models were created as a basis for the development and application of a youth entrepreneurship ecosystem for university students. The study presented in this book describes the development of a youth entrepreneur support network to sustain Individual Entrepreneurial Orientation development among students. It provides insights into a framework and model that can be simulated at other institutions, organisations and youth entrepreneurship development programmes. A useful resource for academics and post-graduate students, the book provides valuable insights on how to develop, implement, apply and monitor new models and best practices to support youth entrepreneurs’ journey on route to entrepreneurial action.

This book analyses the opportunities and barriers for youth entrepreneurship amid systemic change in Central and Eastern Europe. The authors cover different aspects of youth entrepreneurship and its contribution to the debate on youth unemployment in transition economies. The book discusses the wide-spread over-optimism regarding youth entrepreneurship, self-employment, and its impact on economic innovation and job creation, resulting from a disregard of critical contextual features and the characteristics of young entrepreneurs themselves. The authors give due acknowledgment of the importance of both factors and so fully understand the impediments to youth entrepreneurship, especially in a transition context. Furthermore, they seek to assess the opportunities and constraints of promotion policies in transition economies. Most importantly, the book provides the first empirical contribution to youth entrepreneurship in Central and Eastern Europe by offering a representative number of case studies. The book will be invaluable reading for scholars and students of transition and developing countries, particularly those with an interest in entrepreneurship.