Society requires education to prepare students with the tools and ability to navigate and find success for unknown futures. Entrepreneurship education has the potential to deliver the relevant curriculum and competencies to support young people to develop resilience, independence, innovation and ability to recognise opportunities to live productive and rewarding lives in this new post COVID-19 environment. Entrepreneurship has been encouraged by government initiatives to address rapidly evolving challenges due to economic disruption. The purpose of this study was to conduct a literature review of entrepreneurship education pedagogy in order to understand the growing evidence of the effectiveness of programmes that support students to act on opportunities that address social, economic, and environmental issues that have arisen in their communities. An analysis of 45 studies across nine countries suggests that although these types of learning opportunities are written into curricula, students rarely experience this type of learning in their schooling. Sustained interest in entrepreneurship through effective methods such as assistance from external trainers and value creation throughout schooling develops students' intent for continued study of entrepreneurship at university. Teachers need opportunities to build confidence, knowledge and capacity to develop effective entrepreneurship education learning experiences that are relevant to today's students' future life challenges.

This paper describes the background, methods and key findings from a research project conducted in one Kāhui Ako (Community of Learning) in a city in New Zealand. All 12 schools had significant numbers of Indigenous Māori students whose iwi (tribal) ancestry connected to the region over centuries. Using a mixed methods approach, the study investigated the specific ‘across and within’ school interventions that positively impacted Māori student engagement in learning. Evidence was collected by seeking the views and opinions of students, teachers and whānau (family). Interventions and strategies included collaboration between Māori teachers and across-school leaders, positive school culture focused on the health and well-being of students, localised curricula, and substantial use of te reo Māori and tikanga in most schools. School principals reported limited collaboration with each other due to perceived competition between schools for student enrollments, which is counter to the policy drivers for the Kāhui Ako initiative. Results indicated that culturally inclusive leaders and teachers must deliberately focus on motivating students for their positive futures. This is key to improving the academic and social outcomes for Māori students.

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This paper discusses the development of a conceptual framework for scoping, provisioning and reporting the complexities of in-service Professional Learning and Development (PLD) in the New Zealand secondary school sector with a focus on middle leaders. Government-funded PLD in the New Zealand context is a research and evidence-based service provided to schools in response to high-level government policy. These PLD contracts aim to address inequalities for young people by enhancing the quality and effectiveness of leadership and teaching practices which result in increased student achievement, especially for priority students and those from minority backgrounds. The rationale for developing a conceptual framework for understanding government-funded, externally provided professional learning and development will be discussed. Recommendations for policy makers and researchers on the complex ways research evidence and policy come together in the delivery of in-service PLD for leaders and teachers in schools will be highlighted and opportunities for improvement examined.