Policy framework

A specific national strategy for encouraging entrepreneurship among youth does not exist. However, many regulations and policies encourage the development of such competence among youth:

• Small Business Act;

• Policy to Develop Small and Medium-sized Enterprises in BiH 2009-2011;

• Development of Short- and Medium-Term Entrepreneurship in FBiH 2009-2018;

• Draft Policy to Develop Small and Medium-sized Enterprises and Entrepreneurship in RS 2024-2027;

• BiH Development Policy 2010-2014;

• FBiH Development Policy 2021-2027;

• BD Development Policy 2021-2027;

The role of universities in BiH in creating an entrepreneurial environment, and an environment to support innovation, was until recently completely marginal, while in recent years there has been a positive course. Education Reform and Initiatives in the South East Europe Region (ERI SEE, 2011) is a relevant document in BiH, the most important determinants of which are education reform, support for innovation and transfer of entrepreneurial know-how to promote development and transfer of innovation from economics universities. The policy document that followed the 9th EU Conference of Ministers of Education, held in 2006, is entitled "Pact for Education in the Western Balkans".

Formal learning

The context and constitutional structure of formal learning are provided in Chapter 1 – Youth Policy Governance and Chapter 6 – Education and Training. 

At the level of BiH, the Agency for the Development of Higher Education and Quality Assurance, the Centre for Information and Recognition of Documents in the Field of Higher Education and the BiH Agency for Preschool, Primary and Secondary Education have been established. The Conference of Ministers of Education in BiH and the Council for General Education in BiH have been established as the bodies for coordination of the education sector. The Rectors' Conference of BiH has been established, which determines and represents the common interests of universities in BiH, cooperates with institutions in the field of education in BiH and acts as an advisory body for the implementation of higher education reform.

The work on defining priorities for the integration of entrepreneurial learning and entrepreneurial key competences into education systems in BiH required significant efforts to analyse the progress made, opportunities and best European practices in this area. To this end, the European Training Foundation (ETF), in cooperation with the BiH Ministry of Civil Affairs, supported the Focus Group in 2018, which had the task of determining how to make progress in the development of entrepreneurial and digital competencies. A wide range of participants participated in the discussion, including the BiH Ministry of Civil Affairs, all relevant educational authorities, pedagogical institutes, BiH Agency for Preschool, Primary and Secondary Education, representatives of educational institutions and teachers, which resulted in a policy document entitled Priorities in Integrating Entrepreneurial and Digital Key Competence in Education Systems in BiH (2019–2030). The policy served as a basis for drafting Priorities for the Integration of Entrepreneurial Learning and Entrepreneurial Key Competences in Education Systems in BiH (2021-2030), which was developed with the support of the ETF Strategic Project on Entrepreneurship and Entrepreneurial Skills to support BiH in defining next steps to promote key competencies (entrepreneurial and digital). The project was implemented by the ETF in cooperation with the BiH Ministry of Civil Affairs and the competent education authorities in BiH between February 2018 and September 2019.

BiH, as a potential candidate for EU accession, has adopted the concept of lifelong learning based on the development of key competencies. The BiH Agency for Preschool, Primary and Secondary Education has identified ten key competencies for BiH that should be developed through all grades and subjects in primary and secondary school, adding two more competencies to the eight already developed through the European Reference Framework (creative-productive and physical-health competencies). Based on key competencies, analysis of existing curricula in BiH, as well as analysis of curricula in the region, EU and beyond, the Agency, in close cooperation with the relevant education authorities, has developed a Common Core Curricula Defined on Learning Outcomes, consisting of eight educational areas. Indicators are determined in accordance with the developmental age of the child at the end of nine-year education (age 14/15 years) and at the end of secondary education (age 18/19 years). Special emphasis on entrepreneurial competence is contained in Common Core Curricula defined by learning outcomes for Cross-curricular and Cross-curricular area, which has a component of entrepreneurship, for which learning outcomes are defined with corresponding indicators for a certain age. Significant progress has been made in the development of entrepreneurial learning and the integration of entrepreneurial competence. This was especially due to the "Strategy for Learning about Entrepreneurship in Educational Systems in BiH 2012-2015 with the Action Plan" ("BiH Official Gazette", No. 31/12), prepared within the EU project IPA 2007 "Entrepreneurial Learning in Education Systems in BiH". The Strategy covered all levels of formal education - primary, secondary and higher, as well as non-formal education. It identified six strategic priorities:

1. Establishing partnerships for entrepreneurial learning,

2. Raising awareness of entrepreneurial learning at all levels,

3. Promotion of entrepreneurial learning in primary and secondary education (formal education - approach based on key competence),

4. Promotion of entrepreneurial learning in higher education,

5. Promotion of entrepreneurial learning in adult education and non-formal education,

6. Implementation and monitoring of the strategy.

The entities, cantons and BD have highlighted entrepreneurial learning and entrepreneurial competence in their strategic documents, according to the competencies and responsibilities for education and support to small and medium enterprises. In RS, entrepreneurial learning is one of the pervasive goals in the Education Development Strategy 2022-2030. 

The implementation of the Strategy for Learning on Entrepreneurship in Education Systems in BiH 2012-2015 was evaluated with an Action Plan, and the BiH Council of Ministers adopted conclusions in October 2016 stating that progress has been made in integrating entrepreneurship into BiH education systems, but that further steps are needed to improve education in this regard. The evaluation of the Strategy concluded that the identified strategic priorities remain relevant.

Non-formal and informal learning

BiH has introduced significant public initiatives and tools supporting entrepreneurial learning and validation of non-formal/informal skills, especially in vocational and youth empowerment contexts. Yet, there is no centralized regulatory system mandating recognition of entrepreneurial learning nor adoption of Youthpass at scale. The current model relies on project-based implementation, with ongoing efforts to mainstream these practices into national education and training systems.

1. Cultivating entrepreneurial skills through youth and volunteering

The UNICEF Youth Innovation Lab & UPSHIFT are country-wide initiatives in BiH that offer bootcamps, mentorship, internships, and seed funding to young people. These programmes focus on building entrepreneurial mindsets and developing practical skills. For example, they have reached 500 girls and 1,500 high school students, providing training in ICT and soft skills.

The UNDP Young Entrepreneurs Academy (2023–2024) engaged 150 high school students in project-based learning, offering them mentorship and opportunities to develop real-world businesses. One of the innovative student prototypes created through this programme was the "Edu Tech Desk."

The Institute for Youth Development KULT implemented the Businesses in Youth Centres initiative in 2018, where youth workers from 12 centres across the country received training in entrepreneurship and business planning. The programme supported these workers in launching social enterprises or income-generating businesses directly within youth centres.

The CBC Serbia–BiH “One-Stop-Shop Service for Youth Entrepreneurship” is an EU-funded cross-border cooperation project involving Tuzla and surrounding areas. It empowered 50 vulnerable young people by providing entrepreneurship training, mentorship, and support for the development of their own business ideas.

2. Recognition and validation of entrepreneurial learning

The EU4VET programme (2023–2026), supported by the European Union with a budget of €3.1 million, is working to establish a system for recognizing non-formal and informal learning within vocational education in BiH. The programme is aligned with European frameworks such as EntreComp and DigComp and focuses on developing recognition frameworks, manuals, and training that enable the validation of entrepreneurial competences.

The initiative for the Improvement of Quality and Relevance of Vocational Education and Training in BiH in line with the Riga Conclusions 2021–2030 supports the adoption of the Riga Conclusions, which introduce a modular qualification system. This structure allows for the gradual validation of non-formal and informal learning, including the development of entrepreneurial skills. BiH is expected to finalize formal validation strategies by 2030.

The Education for Employment programme (2020–2023) provided significant contributions in this area by delivering a “Rulebook and Guide for Recognition of Non-Formal Education and Informal Learning”, organizing teacher training focused on entrepreneurial and digital skills, and piloting career guidance corners in 18 schools across the country.

3. Tools and frameworks supporting entrepreneurial learning

A necessary institutional framework through strategy and action plan, road map and training programmes to strengthen the incorporation of digital and entrepreneurial competencies skills in the education system is developed in line with the EU Digital Competence Framework for Citizens (DIGCOMP) and the Entrepreneurship Competence Framework (ENTRECOMP) under EU4VET project.

Career guidance toolkits & self-assessment instruments are developed as part of Education for Employment project to help students reflect on and validate skills acquired through non-formal activities. While not branded as "Youthpass," they serve similar portfolios for youth.

Educators support in entrepreneurship education

BiH has established substantial training and resource frameworks for educators in entrepreneurship, leveraging donor-funded programs but lacks a formal national certification system. There is vibrant activity in both formal and non-formal education spheres, with growing networks of practitioners and practical teaching tools in place. 

1. Development of Teaching Materials & Curricula

Better Governance for Faster Economic Growth (EGG2)project, funded by the Government of the Kingdom of Norway and implemented by the UNDP in BiH, in Zenica-Doboj Canton delivered entrepreneurship teaching manuals for 51 secondary schools, coupled with training for 12 teachers and pedagogical institute staff. The manuals are designed as comprehensive, ready-to-use units for classroom implementation and aim to foster entrepreneurial attitudes among students.

2. Access to Continuous Training

• Cantonal Pedagogical Institute Zenica conducted training (April–May 2023) for entrepreneurship teachers under the EGG2 project, enhancing their teaching competencies.

• Green Tech Entrepreneurship Challenge Hub (bi and multi-country project) offers ~20 hours of professional development focused on challenge-based learning and industry connections for vocational school teachers.

• Young Entrepreneurs Academy (EGG2/UNDP/SSST) held modular training and mentorship programs for 150 high school partners, often involving educators and youth facilitators.

3. Certification & Teacher Networks

• While there’s no national formal certification in entrepreneurship teaching, High School of Economics Sarajevo and BRAVO have organized “School of Entrepreneurship” events (e.g., Sarajevo, Dec 2023) bringing together over 60 students and educators, strengthening professional networking and peer-led learning.

• Smion’s Green Tech Hub and Green accelerator initiatives create platforms for vocational educators to collaborate, share methodologies, and access teaching resources.

4. Specific Tools & Guidelines

• The EGG2 manual for entrepreneurship provides a ready-made toolkit for teachers, including structured lesson plans and assessments.

• Green Tech Hub curricula include challenge-based modules with practical innovation exercises, designed for seamless classroom integration.

5. Practitioner Target Groups

Educators in secondary and vocational schools are the primary beneficiaries of entrepreneurship training initiatives. Youth workers and trainers have also been actively engaged through initiatives led by the High School of Economics Sarajevo, BRAVO, and the Institute for Youth Development KULT, with a particular focus on supporting non-formal learning environments.

Additionally, school counsellors and educators, especially those affiliated with pedagogical institutes, have received direct support, with notable participation from professionals based in Zenica.