The pivot is intended to transform the school organization.

The Pivot is therefore neither a pedagogical reform, nor the description of a model school, nor the teaching of entrepreneurship to students, nor the transformation of teachers into entrepreneurs.

Pivoting in schools is also not a matter of introducing new procedures or regulations.

An Edupreneurial Pivot results from the spreading of an Entrepreneurial Mindset among all the actors of the education system.

Only an entrepreneurial mindset can indeed change schools fast enough, so that they remain relevant in a VUCA world.

The reason d'être of the Edupreneurial Pivot lies in the institutional cultures of the schools that are no longer adapted in a VUCA world and lead towards the Education Cliff.

The Pivot intends to transform these cultures, and the organisation that results from them, by infusing an Entrepreneurial Mindset within all actors of the education system.

In this, the Edupreneurial Pivot differs from all the past and current attempts of transforming education.

The Pivot differs from reforms that only target punctual responses to particular problems: redefining a program, giving students new skills, reviewing the organisation of teachers' work on a specific point, etc.

The Pivot does not aim at highlighting a single model of school, but at highlighting the way in which the actors of the education system organise their actions.

The Pivot, which is based on developing an Edupreneurial Mindset, is not just about teaching Entrepreneurship at school. It is not only the students who have to pivot, it is the whole education system.

Experience will show more and more that no transformation can be successfully undertaken without an Edupreneurial Mindset.

Three fundamental and decisive issues for the future of schools are likely to remain unanswered for at least another decade: the outdated real estate park of schools, the transformation of the evaluation and the redefinition of programs. None of these questions is decisive for the realization of the Edupreneurial Pivot.

Question 1

The real estate park of schools is huge, old and not very evolutive.

Given the gigantism of this park, the amounts mechanically spent for its maintenance, those demanded by non-pedagogical priorities such as energy control, the time horizon to be considered for the update of the real estate park occupied by the school, has to be counted in decades.

Question 2

The fixity of assessments caused by the preeminence of grades significantly slows down innovation within schools.

Question 3

The large amounts of content required in the current programs are primarily responsible for the difficulty of implementing 21^stcentury skills. The pragmatic responses that could be made by limiting the content of the school programs are difficult to find because of the complexity of changing the programs themselves: any limitation of content tends to be seen as a leveling down.

Given these circumstances, the Pivot is the only transformation that can be successfully engaged.

The main characteristic of the Edupreneurial Pivot lies in its ability to be engaged immediately, relying on the existing resources.

Thanks to the leverage of the Edupreneurial Mindset, the Edupreneurial Pivot results in the first place from a better use of the huge reservoir of resources already available: teaching methods, model lessons, free tools for dissemination of information and collaboration, rooms equipped for teaching, trained and experienced teachers, etc.

As the main trigger of the Pivot, the Edupreneurial Mindset can be developed through coaching methods that do not require other investments than the partial reorientation of the initial - but most of all continuing- training of school principals and teachers.