This graduate thesis presents eight proposals for developing competences of initiative and entrepreneurship within Visual Arts education for secondary school students. The main topic is elaborated in three steps. The emergence of the competency-based learning model is contextualised in the first step, while its adoption in the Croatian education system is explained in the second step. The concrete proposals for developing entrepreneurial competences in students through the works of Croatian cultural and artistic heritage are discussed in the third step. The contextualisation of the rise of competency-based education begins with a consideration of British, American and Croatian definitions of the term competence. The history of this educational model and its origins in the Anglo-Saxon countries are explained in detail, with special emphasis on socio-economic changes and the economic background. Its main features, which distinguish it from the traditional approach, are also addressed. The thesis examines the role of the Organisation for Economic Co-operation and Development (OECD) in expanding competency-based education in Europe through two achievements, the PISA studies and the DeSeCo project, which introduced the first comprehensive conceptual framework of key competences. Following this project, the concept of key competences was taken over and implemented in the education policy of the European Union. With the adoption of the European Reference Framework and the Recommendation on Key Competences for Lifelong Learning in 2006, a group of eight key competences has become a cornerstone of the EU education policy and the competency-based learning model was set as a new standard for its member states. In addition to the group’s brief description, a detailed explanation of the competences of initiative and entrepreneurship (entrepreneurial knowledge, skills and attitudes) is provided. The competency-based learning model was gradually introduced to the Croatian education system as part of the accession process to the European Union. A number of strategies and documents were adopted as well, of which the National Curriculum Framework for Pre-School Education, General Compulsory and Secondary School Education, the Curriculum of Cross-Curricular Theme of Entrepreneurship for Primary and Secondary Schools and the Curriculum of Visual Culture and Visual Arts for Gymnasiums are thoroughly analysed. Possibilities and forms of implementing the cross-curricular theme of Entrepreneurship in the subject of Visual Arts are reasoned and explained in depth. Furthermore, with the aim of showing ways of developing competences of initiative and entrepreneurship from first to fourth grade, eight proposals are presented with selected works of Croatian cultural and artistic heritage. For each grade, two proposals are offered covering topics such as advertising posters from the interwar period; conceptual art, performance and body art by Vlasta Delimar and Tomislav Gotovac; architectural interpolations in the urban space of Petar Preradović Square in Zagreb; Art Nouveau architecture in Osijek; the state of preservation of Croatian churches; an installation by Ivan Marušić Klif; and the activities of the Meštrović Gallery in Split and other Croatian museums. From the aspect of entrepreneurial competences, the proposals also discuss the following areas: marketing and advertising; social entrepreneurship; entrepreneurial responsibility; cultural tourism and heritage promotion; initiative and critical thinking; communication skills and public speaking; self-financing and self-preservation; online presence and web stores. Examples of evaluating the acquired educational outcomes and expectations are recommended at the end of each proposal.