This paper improves our understanding of how the teaching of entrepreneurial competencies is conceived in secondary school and how this relates to students’ employability. We conducted a qualitative investigation involving six French schools in the vocational training system preceding the university. From our interviews with alumni, teachers, pedagogical experts, school managers, and business owners, we found heterogeneity in their views represented by three different conceptions related to teaching entrepreneurial competencies: (i) a tool for emancipation that enables students to choose their preferred jobs, (ii) a way to complement the skills students should possess in the vocational training system, and (iii) unnecessary for employment, as these competencies are not critical in the labour market. This heterogeneity prevents vocational system from implementing clear strategies for teaching entrepreneurship, weakening the benefits for students. Relying on a ‘value-adding approach’ for qualitative research, we introduce the concept of ecosystem awareness to foster shared sense-making among stakeholders, particularly those who act as intermediaries between schools and the labour market, as well as alumni who have experience entering the job market. Building an ecosystem awareness aims to help the educational system respond more effectively and consciously to the political pressure of teaching entrepreneurship to enhance students’ employability. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
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