Entrepreneurship and entrepreneurship education is a field of growing importance within the field of vocational education. As much as the problem of the foundation of a new company is concerned, one commonly thinks of the interventionist instruments of public policies on enterprise founding. Usually the potentials of those instruments and their specifications are taken into consideration as the first strand of entrepreneurship development. There are different enterpreneurship development cultures throughout Europe, of which a closer look shall be taken onto the Freestate of Saxony and the Czech Republic. This look, based on the expertise of researchers and practitioners on both sides of the border, reveals some substantively different approaches to the foundign of a new business, but also many common traits. Entrepreneurship education, however, puts an emphasis on the founder, his or her personality, and its development. In this strand of action, the process of the foundation of an enterprise shall be identified with the process of innovation. This leads to an understanding of the need for an instructionalist approach towards entrepreneurship development. Both cognitive learning goals (aiming at content) and affective learning goals (aiming at willingness and values) equally have to be pursued by the founder. It can be shown, that within the frame of the chosen didactical perspective of learning and instruction, objectively existing obstacles to the foundation of a new enterprise offer valuable learning opportunities for an improvement of the conceptualisation and foundation planning. This approach remains in any case bound to the specific national and regional cultures.

This paper is analytic on its implications for teaching and learning. This analysis refers to innovation theory (Witte 1973; Hauschildt 2007) and the structural model of learning and instruction (Jongebloed/ Twardy 1983). Further more it refers to entrepreneurship education as proposed by Braukmann. It is grounded on empirical research on entrepreneurship development in Saxony and in the Czech Republic (Bank/ Lang/ Neubert 2008).

New approaches to entrepreneurial education. Respecting the role of culturally specific target groups in teaching andf learning in the chosen domain. The didactical usefulness of *natural* obstacles in entrepreneurial education.