| Summary: | Abstract The European Commission’s Entrepreneurship 2020 Action Plan mentions school-based entrepreneurship education as a key issue in ensuring the development of the European welfare. Already in 2009, the Ministry of Education and Culture in Finland announced national guidelines for reaching the objectives for entrepreneurship education by 2015. Therefore, regions started targeted development actions towards improved entrepreneurship education. In Northern Ostrobothnia, both a strategy and an operating model for entrepreneurship education were created as a participatory strategy process during 2015. A total of 200 individuals from education, private enterprises and the public sector were involved in the strategy process. Practitioners and researchers share a common understanding of the central elements to be included in entrepreneurship education. Presence of these central elements in different levels of education in northern Finland was investigated in 2013. The investigation showed that some central elements of the coherent pathway of entrepreneurship education were not being realized at the target region, and the resources were not optimally allocated between the central elements. Some of the central elements were repeated at almost all levels of education while others were nearly absent. The study pointed out there was need for a joint entrepreneurship education strategic action. This paper presents a cross-sectional multiple-case study seeking to form a whole picture of an entrepreneurship education pathway in Northern Finland in spring 2017, and to compare it with the earlier investigation from 2013. The aim of this study is to recognize and analyze potential changes in entrepreneurship education practices one year after the participatory strategy process and publication of the strategy. The data is based on a web-based semi-structured questionnaire, which was sent to headmasters and other management of basic and secondary level education, education planners, and study advisors. The units of analysis are ...
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