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Abstract
This paper questions the assumption underpinning recent government initiatives, both at national and international level, that the Further Education Sector is ‘an enterprise free zone’. As part of the drive for global competitiveness policies to improve the business start‐up rate as well as engender enterprise skills and capabilities within young learners have assumed significance. Attention has focused primarily on the compulsory school phase, with comparatively little regard given to activities within colleges. Drawing on case study exemplars, this paper offers a tentative alternative view by suggesting a number of possible reasons: there is a lack of common understanding around terminology; exemplars of enterprise education offered look like just good practice in post‐compulsory teaching and learning; the over‐emphasis on bolt‐on activities fails to take account of the pedagogical approaches inherent in education for enterprise and entrepreneurship; there is a lack of robust evaluation data. It concludes by suggesting that there is possibly far more going on in colleges than is recognised either by external commentators or by college practitioners.