We are living through a period defined by volatility, uncertainty, complexity, and ambiguity. Economic disruption, technological acceleration, geopolitical instability, and shifting labour markets are no longer episodic shocks—they are structural conditions. In this environment, stability is no longer the norm to which we return; it is the exception we briefly experience.

Against this backdrop, the question is no longer how do we prepare people for a known future? but rather how do we prepare them to navigate the unknown?

The answer lies in cultivating enterprising mindsets—rooted not only in business creation, but in adaptability, resilience, creativity, and initiative.

There are historical parallels worth reflecting on. During World War II, societies were forced to adapt rapidly to unprecedented challenges. Scarcity, uncertainty, and existential threat required individuals and communities to think differently, act resourcefully, and collaborate in ways that transcended traditional roles. The so-called “Blitz spirit” in the UK was not merely about endurance; it was about ingenuity, mutual support, and an ability to reframe adversity as a call to action.

While today’s challenges are different in nature, the underlying human response required is strikingly similar.

Modern graduates—and indeed professionals at all stages—must be equipped not just with technical knowledge, but with the capacity to pivot, to learn continuously, and to operate effectively in unfamiliar contexts. This is where the concept of being “enterprising” becomes critical. It is not limited to starting a business; it encompasses opportunity recognition, problem-solving under constraints, and the confidence to act amidst uncertainty.

However, our education systems have not always kept pace with this need. Traditional models have often prioritised knowledge acquisition and standardised assessment over the development of what are often termed “soft skills”—a phrase that arguably understates their importance. Skills such as resilience, emotional intelligence, communication, and adaptability are not supplementary; they are foundational.

Resilience, in particular, is emerging as a core competency. It is the ability to absorb shocks, recover from setbacks, and continue to move forward with purpose. In a rapidly changing world, failure is not an anomaly—it is an inevitability. The key differentiator is how individuals respond to it.

Similarly, creativity and critical thinking enable individuals to navigate ambiguity. When there is no clear path forward, the ability to generate options, evaluate risks, and make informed decisions becomes invaluable. Collaboration, too, is essential. Complex problems rarely have isolated solutions; they require diverse perspectives and collective effort.

For educators, this presents both a challenge and an opportunity. Embedding these capabilities into curricula requires a shift from content-heavy delivery to experiential, applied learning. Project-based work, real-world problem solving, interdisciplinary approaches, and reflective practice all play a role in developing enterprising individuals.

Moreover, assessment strategies must evolve to recognise and reward these competencies. If we continue to measure success solely through traditional examinations, we risk signalling that these broader capabilities are secondary.

The uncertain world we inhabit is not a temporary phase—it is the context within which current and future generations will live and work. Just as previous generations adapted in times of profound disruption, we too must respond—not with fear, but with intentional development of the skills and mindsets that enable us to thrive.

As I prepare to hand over the presidency of Enterprise Educators UK to my friend, colleague, and genuine legend Emilee Simmons, I’ve found myself reflecting on what has been an extraordinary journey. Leading this dynamic, collaborative network has been a privilege, not only because of the passionate professionals I’ve worked alongside, but also because of the purpose that binds us all—empowering learners through enterprise education.

When I first stepped into this role, I was deeply aware of the importance of what we do. Enterprise education is not just about preparing students to start businesses—though many do—it’s about nurturing a mindset. It’s about developing resilience, creativity, problem-solving, and initiative. These are the attributes that allow individuals not just to survive, but to thrive in an increasingly complex and fast-changing world.

Over the last few years, I’ve witnessed first-hand how enterprise education has transformed lives. Whether it’s a student discovering their own potential through a pitch competition, a teacher integrating real-world business challenges into the classroom, or a university embedding entrepreneurship into the heart of their curriculum, the impact is tangible and inspiring. We are helping students see possibilities rather than limitations—encouraging them to ask, “What if?” and then showing them how to turn ideas into action.

This is what makes enterprise education so essential. We live in a time of disruption. Automation, artificial intelligence, and global uncertainty are reshaping industries and redefining work. The traditional career ladder is no longer a guaranteed path. In this landscape, the skills we cultivate through enterprise education—adaptability, initiative, communication, and leadership—are not optional extras; they are essential.

One of the most powerful aspects of enterprise education is its inclusivity. I have always believed that talent is everywhere, even if opportunity is not. Our work can and must be a vehicle for social mobility, giving students from all backgrounds the tools and confidence to forge their own futures. That might mean launching a startup, but it might also mean driving innovation within a larger organisation or leading a social enterprise that changes lives. What matters is that we give people the skills, the mindset, and the permission to be enterprising in whatever path they choose.

Of course, none of this would be possible without the incredible community that makes up EEUK. Over the past year, I’ve been continually inspired by the creativity, commitment, and generosity of our members. We’ve shared knowledge, lifted each other up, and faced challenges head-on—together. Whether through our #EntEd events, our research grants, or our best practice sharing, we’ve shown that collaboration is our greatest strength.

As I step down, I do so with a great sense of pride and optimism. I’m thrilled to be handing the baton to Emilee who brings with her a wealth of experience, energy, vision and a great deal of American sass!. Emilee has long been a champion of enterprise education and understands deeply the responsibility and opportunity this role presents. She’s a strong advocate for impact-led education and has always placed learners at the centre of her work. I have no doubt that under her leadership, EEUK will continue to grow, evolve, and lead the national conversation on enterprise and entrepreneurship education.

There is still so much to do. We must keep pushing for enterprise education to be valued not as a nice-to-have, but as a core element of learning at all levels. We must continue to challenge traditional boundaries and foster environments where students can learn by doing. We must advocate for policy, funding, and recognition that reflects the transformative power of what we offer.

My time as President has been filled with learning, growth, and a deepening sense of purpose. It has reaffirmed my belief that enterprise education isn’t just about businesses—it’s about people. It’s about unleashing potential, creating opportunity, and giving people the tools to build the future they want to see.

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