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This paper examines entrepreneurship education (EE) in Brazil and Scotland and unpacks convergent and divergent practices in vocational education (VE). The authors evaluate access to EE in VE and suggest and how it might be advanced in Brazil.

The authors conducted an interpretative phenomenological analysis (IPA); interpretative analysis of interviewee experiences with 12 educationalists, in management and academic roles, from two Brazilian and two Scottish VE institutions, contextual findings inform advances.

In Scotland, there is a well-defined entrepreneurial ecosystem where government policy and partners support and monitor provision of and accessibility to EE. In Brazil, government does not regulate policy provision of EE, and there is no defined entrepreneurial ecosystem of partners. IPA enabled the authors to examine divergent entrepreneurial education provision and evaluate accessibility to EE in Brazil.

Implications include ways to advance educational inclusivity and accessibility for VE students in Brazil and a call to address availability through policy is underpinned by empirical data. Contextual characteristics of the study might be considered limiting but address a broad call to contribute to EE in VE settings.

The findings of this study equip educationalists with new knowledge about advancing EE provision and delivery in VE, which in turn supports inclusivity.

The authors contribute directly to an agenda that will create impact for young Brazilians through accessible EE models that place EE in VE at the forefront of social change in Brazil.

This chapter examines the development of an Entrepreneurship Education initiative (Triple E: Employability, Enterprise and Entrepreneurship) in the Higher Education context. The initiative is further contextualised by a dynamic policy framework concerning widening access as a major priority for the Scottish Government. In addition, the initiative is based on innovation in contemporary pedagogical design and further policy drivers supporting the development of graduates with an enterprising mind-set and graduate attributes (articulated by employers) and interpreted by academics and public sector stakeholders as relevant for graduate labour market competitiveness. The chapter examines Entrepreneurship Education literature and presents a case study which examines pedagogical design and normative assumptions, participant progression, (students and staff) and the engagement of external stakeholders. The case study describes and analyses the key design principles for inclusive and accessible Entrepreneurship Education within the context of widening participation policy. A discussion on the practice of achieving inclusive and accessible Entrepreneurship Education explores intra-institution policy, drivers enablers and cultural and resource constraints. The chapter concludes with a summary of the design principles on inclusivity and accessibility in Entrepreneurship Education and discusses attempts to mitigate the challenges presented by a widening participation policy.