Having identified the need to conduct research on the intersection between entrepreneurship education (EE) and public policies, we carried out a systematic literature review on decision-making processes regarding the implementation of education for entrepreneurship programs in schools and the introduction of this topic in the policy-making process. This SLR followed every process inherent to its well-established protocol. The research undertaken confirmed that the understanding of decision processes associated with the implementation of EE programs is not only a “missing link” in the discussions about the way in which countries manage situations related to EE, but also a gap in academic knowledge. Indeed, the SLR process included only nine articles in the final review (obtained through a methodology based on an algorithm)—which is a clear sign that further scientific research around this specific topic is needed. The articles included in the final review suggest that: (i) entrepreneurship is fundamental to the progress and evolution of countries and their regions, (ii) there is evidence that EE is central to a more entrepreneurial youth, and (iii) the successful implementation of recommendations from regulatory institutions is based on political commitment and implementation capacities.

This paper presents a methodology involving the transformation and conversion of qualitative data gathered from open, semi-structured interviews into quantitative data—a process known as quantitizing. In the process of analysing the factors behind the different levels of success in the implementation of entrepreneurship education programs in two case studies, we came up with a challenge that became the research question for this paper: “How can we best extract, organize and communicate insights from a vast amount of qualitative information?” To answer it, we developed a methodology involving codifying, labelling, attributing a score and creating indicators/indexes and a matrix of influence. This allowed us to extract more insights than would be possible with a mere qualitative approach (e.g., we were able to rank 53 categories in two dimensions, which would have been impossible based only on the qualitative data, given the high number of pairwise comparisons: 1378). While any work in the social sciences will always keep some degree of subjectivity, by providing an example of quantitizing qualitative information from interviews, we hope to contribute to the expansion of the toolbox in mixed methods research, social sciences and mathematics and encourage further applications of this type of approach.

In this conceptual paper, we bring forward a new theoretical proposition in the form of an Integrated Policy-Making Process Framework. This tool arose from the discussion and hypothesis that the main models used to analyse public policies have practical and theoretical limitations and/or are due for an update, especially when it comes to the study of phenomena with many actors involved, vast legislation, large timeframes, and high degrees of complexity. Our original model encompasses the three fundamental stages of the public policy cycle (agenda; decision making; implementation). Our approach can have a wide spectrum of applications and contribute to the field of knowledge of political sciences. Our proposal of using three frameworks in an integrated way enables researchers and users to gain a holistic vision concerning policy processes, and it offers the possibility to compare and rank categories. The Integrated Policy-Making Process Framework is thus proposed as a new tool to tackle research and studies on decision making in public policies and the policy-making cycle.

This paper critically examines the recently approved Portuguese Framework for Entrepreneurship Education (REE), in 2024, a key policy document aimed at implementing entrepreneurship education (EE) in compulsory public education. It addresses the historical context and current challenges of EE in Portugal, where participation in EE programmes has been limited. The REE is part of a broader initiative under the Citizenship Education subject, aiming to develop entrepreneurial skills among students as they progress through the education system. This article explores the evolution of EE frameworks, particularly focusing on the European Entrepreneurship Competence Framework (EntreComp), which has been widely adopted across Europe. It investigates how these frameworks, including the REE, contribute to the development of entrepreneurial competencies—skills that go beyond business creation to foster creativity, resilience, and problem-solving. The paper also highlights the benefits and challenges of implementing EE, including the need for tailored teaching materials and the importance of teacher support. By presenting Portugal’s recent efforts to integrate EE into its curriculum, this paper contributes to the international discourse on effective strategies for fostering entrepreneurial skills. It emphasises the role of such frameworks in overcoming barriers to EE, ensuring inclusivity, and addressing the evolving needs of global education systems in the face of rapid socio-economic changes.

The questions of how Entrepreneurship Education (EE) initiatives can be successfully spread and what political structures can help with their implementation during compulsory school remain open. We will add to the literature by proposing that the scale of the NUTS III and its governance model/characteristics are ideal for carrying out initiatives related to EE in the EU and, thus, developing local entrepreneurship ecosystems. We will do so based on the evidence gathered from the case study of the Intermunicipal Community of Viseu Dão-Lafões. To underpin our main argument, we will explain the successful case of how the Intermunicipal Community of Viseu Dão-Lafões (a NUTS III) managed to become an exception in the Portuguese scenario when it comes to the funding, administrative articulation, and implementation of EE programmes for youths in the region.

This chapter is based on the assumptions, methodologies, and results of two intermunicipal entrepreneurship education projects carried out in Portugal, specifically in Dão Lafões and Baixo Alentejo regions. It analyzes and demonstrates how, in formal and/or non-formal educational contexts, developing work methodologies that promote entrepreneurship consolidate competencies of creativity, proactivity, group work, planning, division of tasks, focus on problem solving, which are fundamental to full and active citizenship. The projects undertaken, supported on learning by doing methodology involved different agents of the communities beyond the schools, are and/or have been valuable contributions to the formation of more autonomous and proactive citizens with a democratic, pluralistic, critical, and creative spirit. Entrepreneurship is a competence for life. Taking initiative, mobilizing others, and getting them on board with ideas and/or solutions to problems are useful skills for daily life in our society and contribute to the sustainability of our common world. Request access from your librarian to read this chapter's full text.