Abstract
Citizenship and enterprise education are now compulsory in the English school curriculum; both offer challenges and opportunities for the development of effective learning. There is a long-standing problem of definition with enterprise education. One sees enterprise as teaching entrepreneurship, another sees it as more generic project development, and a final conceptualisation is the development of personal ‘enterprising’ dispositions, such as creativity, problem solving, and flexibility. These definitions have drastically different implications for teaching and the organisation of the curriculum. If the purpose of enterprise education is to prepare students to start businesses then enterprise education ought to develop the knowledge, understanding and skills that are relevant for running a company. In that case the link between enterprise education and business studies is close. However, if the purpose of enterprise education is to develop students' capacity to take the initiative in any situation, this could arguably be created in any part of the curriculum. Citizenship has more in common with the third definition of enterprise. While offering a body of knowledge, it also aims to develop skills and attitudes which can influence not only the individual student but the culture of the schools thus enhancing student's experiences and possibly attainment.