In many European countries, there has been a considerable increase in the adaptation of changing skill requirements within the national education systems. In the past few years, related with these changing skill requirements, there has been a significant increase in the use of entrepreneurship education in schools, universities and university colleges in Europe.

Entrepreneurship education is supposed to promote the students’ personal qualities and attitudes like creativity, self-confidence, social skills, innovativeness, the ability of taking risks etc. In addition, it is also important for developing entrepreneurial abilities. For instance, how to improve your academic performance, how to start a business or an innovative process (Johansen, 2012). The important role of education in promoting more entrepreneurial attitudes and behaviours is now widely recognised (European Commission, 2012). In these days, it is more relevant than ever before (Martinez et al., 2010; Matlay, 2008). Entrepreneurship education is also an important issue in a vocational education and training (VET) context (Jossberger et al., 2010). As internationalisation accelerates, and the European Union (EU) accession process moves on, Turkey has come under pressure to make up for these neglects. Vocational education and training (VET) plays a key role for the development of a competitive labour force. (Barabasch and Petrick, 2012). In Turkey, entrepreneurship education is now taken into consideration throughout the school systems like in VET. Turkish Ministry of Education developed a new curriculum program for the entrepreneurship education.

Most entrepreneurship educational lessons are designed to develop personal characteristics of students. This article explores entrepreneurship education from students’ viewpoints eliciting their views on its aims, methods and content. The research questions are what are the purposes of entrepreneurship lessons in VET schools? Do the expectations and acquisitions of students overlap with the objectives of entrepreneurship lesson curriculum which is prepared by Ministry of Education?  Our study set out the explore the ways in which Turkish Ministry of Education and school management produce and discuss the terms of entrepreneurship education in their curriculum objectives and acquisitions of students’ abilities, knowledge and expectations. Could the task of entrepreneurship education create entrepreneurial networks outside of the VET school helping the students for readiness of entrepreneurship?

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