Enerprise education programmes in secondary schools in Ireland: A multi-stakeholder perspective: A multi-stakeholder perspective

Purpose – The aim of this paper is to examine the perceptions and attitudes towards enterprise education at secondary level[1] in Ireland from a multi-stakeholder perspective. The key stakeholders involved in enterprise education are teachers, principals, pupils and parents. The examination encompassed profiling the Irish educational system and the evolution of enterprise education, appraising the role of the teacher in enterprise education and the identification and evaluation of the various programmes for enterprise at secondary level. Design/methodology/approach – The research methodology adopted for this study was a subject-specific questionnaire personally administered to 95 respondents comprising teachers, principals, pupils and parents. Findings – The research findings suggest that tangible and intangible learning is obtained from such programmes, which create awareness of the possibilities for self-employment, encourage more enterprising behaviour and result in important personal skills and competency development. It also indicates very positive feedback for the need and continued development of such programmes as an important intervention in creating a more entrepreneurial mindset in students. Originality/value – The research findings add value to the empirical base of research at secondary schools by addressing a number of stakeholders. The findings highlight and provide the rationale for the need by policy makers to consider the mainstreaming of enterprise education at secondary level. Furthermore, commitment by the Irish government to the provision of increased resources, the development of programme material and teacher training are fundamental to the effectiveness of these programmes. To encourage greater participation by teachers and pupils, there is a need for formal recognition and accreditation of such programmes within the curriculum. Finally, greater awareness of the benefits of the programmes needs to be communicated to parents for them to encourage their children to participate in such programmes.