Introduction. Entrepreneurship education is becoming a soft skill requirement that can be  integrated into VET programmes, provide practical understanding of  industry and skills, develop entrepreneurial thinking, ability to identify opportunities, take risks and adapt to change, bridge the gap between education and employment, create jobs and stimulate economic growth, providing social and economic mobility. 

The aim of the study is to identify the features and structural elements of entrepreneurship education and entrepreneurial competencies in the VET system at the individual, institutional and system level. 

Methods. The basis was formed by elements of socio-economic modelling, structuring and systematisation, case-study method, and interdisciplinary approach applied for modelling the ecosystem of entrepreneurship education. 

Results. The content of entrepreneurship education and entrepreneurial method in the VET system as well as the essence of entrepreneurship as a method of introducing innovations and values was reimagined, the factors of entrepreneurial thinking were presented, the content of entrepreneurship education ecosystem was determined. 

Scientific novelty lies in the identification of models of entrepreneurship education, the content of teachers’ competencies and the framework for entrepreneurship education in terms of organisation of training in the VET system. 

Practical significance. The findings and recommendations can be used in terms of development of  the content of  training and professional development programmes for teachers, training models, as well as the creation of innovative sites of workplace learning and organisational innovation at the institutional level and the creation of educational environment.

Introduction. Modern industry is  not just changing technologies, but transforming the philosophy of work and education itself, revising values, methods and foundations of  interaction. New approaches to  education predetermine the transformation of  the system towards adaptability, focused on achieving practical results and cooperation with the industry. In the international discourse, there is increasing talk about the transition to a new paradigm of Education 5.0, based on the understanding of the transformative role of education for both individual and collective prosperity, learning as a continuous process and focused on mature psychology, human-centeredness, ethics, sustainability and individual characteristics. 

Aim. The article is devoted to the analysis of the development of vocational education and training in terms of innovations, pedagogy, trends and value orientations of the new paradigm of Education 5.0 in the context of modern industry and technology. 

Methods. The constructivist, interdisciplinary and multi-paradigm approach allowed to  extrapolate socio-economic trends to  the education sector to  identify the valuetarget guidelines for the future development of vocational education and training at the systemic and institutional levels. 

Results. The key trends in the development of the modern labor market are summarized, the content of  the Education 5.0 concept, modern directions and elements of  the transformation of the vocational education system are defined. 

The scientific novelty lies in the generalization of the development trends of Education 5.0 and the identification of  conceptual aspects of  vocational education and training in the context of modern industry, skill development, and the workspace. 

Practical significance. The findings can be used to modernize the vocational education and training approaches, transform the content of  programs and training models, develop advanced training courses for teachers, as well as modernize the policy for the development of vocational education.