Mieux former les jeunes entrepreneurs : repenser les styles de pilotage pédagogique

Abstract

This chapter marks a normative turning point by examining entrepreneurial training as a prerequisite for truly empowering support. Starting from the limitations of current models—technical pedagogy, top-down transmission of knowledge, decontextualization, and a logic of conformity—it demonstrates that these systems often produce effects of selection rather than empowerment. The chapter then proposes a participatory and reflective pedagogical leadership: redefining the role of the trainer (from prescriber to mediator), grounding authority in relationships, valuing situated knowledge, and creating co-constructed learning spaces. It puts forward concrete proposals to strengthen young people's critical and creative capacities: active pedagogies, safe reflective spaces, recognition of creativity as a political resource, and a redesign of the criteria for project legitimacy. The objective is to transform training into a lever for empowerment, rather than a mechanism for standardization.