Abstract
There are global concerns about the employability potential of the young graduates. Increasingly, the young are expected to contribute to the innovation ecosystem, be economically productive, and capable of being self-employed, enterprising and entrepreneurial. An overview of the national policies and practices is provided to illustrate the sweeping changes being brought about at all levels of education. The paper explores how enterprise and entrepreneurial education can be embedded in mainstream physics education. The assertion is that dynamic and creative teaching-learning environments have long included action-learning in various measures. Case study of work undertaken by the author exemplifies how collaborative student projects provide the opportunity for embedding innovation and enterprise in curricular and cocurrricular activities in transdisciplinary contexts. An overarching perspective highlights challenges, opportunities and implementable action plans.
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