ASSESSING ENTREPRENEURSHIP EDUCATION PROGRAMMES IN CROATIAN HIGHER EDUCATION AREA Sanja Pfeifer, Sun č ica Oberman – Peterka, and Marina Jeger J.J. Strossmayer University in Osijek; Faculty of Economics Gajev trg 7, HR-31000 Osijek, Croatia Tel. +385 31 224400, Fax +385 31 211604 Email: pfeifer@efos.hr Email: suncica@efos.hr Email: mjeger@efos.hr ABSTRACT This study presents the review of the scope and the content of the entrepreneurship educational programmes at the higher education institutions in Croatia. The programmes were compared with respect to the international trends (EU) and with respect to the specific features of the programmes such as: curricula design, pedagogy, teachers and students mobility, research activities, quality assurance, governance models and institutional responsiveness to the stakeholder challenges. The main challenges in developing entrepreneurship education programmes in Croatia are enumerated as follows:  compartmentalization of the entrepreneurship education in the disciplines such as economics or business administration;  curricula design and teaching methods adjustment to different goals of entrepreneurship education programmes, different learning needs and pedagogy for the entrepreneurship education;  institutional/university balance between insufficient capacity (lack of teaching staff, teaching materials, practitioners, and networking models for theory – practice or university – community cooperation) vs. enlarged demand for entrepreneurship education. The study provides review of the main developments in the entrepreneurship education in general. It presents the map of the designs and delivering activities provided by formal higher education entrepreneurship programmes. The study also highlights the best practices or forerunners in the entrepreneurship programmes design and delivery in Croatia, as well as context for developing it. Further enhancement of the entrepreneurship education is possible through system, institutional, monitoring, operational and conceptual refinements. This preliminary analysis is action geared to provide foundation for self reflection, learning, experimenting or adopting specific features detected in content, methods, infrastructure or organization of the programmes.