Entrepreneurship education is widely promoted as an approach to addressing youth unemployment. Contrasting neoliberal and human capabilities frameworks, this article draws attention to the problematic way in which much of the discourse surrounding entrepreneurship conflates programmes designed to spur economic development through business and job creation with those designed to alleviate poverty. Providing examples from the case of one NGO implementing a youth livelihood programme in sub-Saharan Africa, the authors discuss how a capabilities approach illuminates the importance of attending to youth values and addressing the social, material and institutional conditions that mediate how youths’ skills and resources are transformed into livelihood opportunities and choices.

As international student mobility expands and student populations grow increasingly diverse, there is a need to engage underrepresented international students as partners to better understand their lived experiences and co-construct supports for navigating the opportunities and constraints that accompany mobility. This article presents findings from a multisited ethnography that examines the experiences of scholarship recipients from Rwanda pursuing undergraduate degrees in the United States. Drawing on spatial and transnational theories, the study illuminates how student engagement is constrained by conflicting expectations, representations, and relationships and highlights how students exercise agency as they navigate their international education experiences. In drawing attention to the diversity of international students' spatial imaginaries, the study provides a starting point for universities to develop deeper and more sensitive understandings of mobile students' differences.

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Government and development organizations are increasingly turning to entrepreneurship training programmes as a means of assisting those caught in poverty to develop the skills needed to find or create employment. Drawing on case studies from East Africa, this article argues that while such programmes offer a potentially useful strategy for enabling youth to access and create employment opportunities, they are, in and of themselves, an insufficient strategy for sustained improvement in the livelihood of participants. The article presents a model of contextual factors that it argues have broader applicability and relevance than the models currently in wide use. Without sufficient attention to those factors, the shift toward entrepreneurship training as an approach to poverty alleviation may place undue burdens and unachievable expectations on the very youth such programmes are designed to support.