As regularly reported over the past decade, entrepreneurship education is booming worldwide (see notably Katz, 2003; Kuratko, 2005; Neck and Greene, 2011). Although most entrepreneurship programmes and courses are offered at the university level, more and more initiatives and interventions are emerging in primary and secondary schools. An ever-increasing number of publications, reports, conferences and conference proceedings focus on entrepreneurship education. Given that it is a hot topic on the political agenda, projects are sprouting up everywhere, developed by universities and other higher education institutions at both national and European levels. The OECD, for example, is currently involved in advising governments and universities in countries like Germany or Tunisia with a view to improving the strategies, structures and practices aimed at implementing and developing entrepreneurship education. 1 The European Commission is also at the forefront of this political commitment and the Enterprise and Industry Directorate General launched in 2012 a ‘Call for Proposals’ in relation to entrepreneurship education with a€ 2 450 000 grant programme aimed at supporting between four and eight high value projects in entrepreneurship education at the European level. 2

Entrepreneurship in general is proving increasingly popular in business schools, engineering schools, universities and educational institutions. There is commitment, intellectual and emotional investment and passion among the educators, instructors and all the people engaged in entrepreneurship education. Yet, we need to stand back and reflect upon our practices and what we talk about when we talk about entrepreneurship education. What are we really doing when we teach or train people in entrepreneurship, in terms of the nature and the impact of our interventions? What do we know about the appropriateness, relevance, coherence, social usefulness and efficiency of our initiatives and practices in entrepreneurship education?