my new skills in social economy - a job for local community needs

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DRUGA STRANA KORICE

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Content:

1. About the project ............................................................................... 4

2. Partners in project ............................................................................. 6

3. About social economy ....................................................................... 13

4. Examples of good practice in Europe ................................................. 15

5. Survey .............................................................................................. 23

6. Education modules ........................................................................... 33

7. Examples of lesson preparation ........................................................ 37

8. Interviews with students .................................................................. 44

9. Conclusion........................................................................................ 46

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1. ABOUT THE PROJECT “INTEGRATION OF SOCIAL ECONOMY SKILLS INTO VET”

The partnership, in which public and private educational and training institutions from Croatia, Lithuania, Poland, Turkey were involved together with training center and foundation from Lithuania, Poland, aimed to the needs of young graduates, in the field of vocational and technical education, to become familiar with the oppor-tunities that social economy offers and the integration of students from vulnerable groups into economic and social life.

The partnership stimulated cooperation between institutions dealing with training, NGOs and social enterprises leading to the development of links between VET and working life.

The partnership introduced the theme of social economy in VET, its benefits and in-formation about it in EU. By reference to local community needs, the project tried to create a link between students training and labor market needs.

The partnership also developed and integrated the social economy skills into VET for target groups.

For achieving the objectives, partners organised information and best practices ex-change so that partners were able to compare policies, practices and legal frame-work of social economy in EU.

The project raised the awareness of students in vocational and technical education so that the acquisition of skills in social economy increased their access on the la-bor market. Activities were aimed at developing personal, social,entrepreneurship skills and training of disadvantaged young people so they understand community needs and adapt to labor market.

At the same time,the activities aimed at professional and personal development for teachers by acquiring new skills and knowing resources and tools that can lead to the development of a quality education.

PROJECT OBJECTIVES:

- Promoting the benefits of social economy, through knowing and using strategies and a number of instruments in order to integrate the social economy skills into vocational education training for young people who belong to vulnerable groups, such as: students with parents gone abroad, students with addictions, students with special educational needs, Roma students, students from rural areas,students abandoned in specialized institutions, students without parents, students from di-vorced families, socio-disadvantaged students, students with late integration/early leaving school.

- Professional development and training for students exposed to risk of social and professional exclusion so that they can better understand the mechanisms of social economy,the needs of local community in order to be better qualified and ready to face the new challenges on the labor market.

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- Training for teachers and representatives of the world of work so that they can adapt and use the knowledge about social economy in formal and nonformal edu-cation of students with different qualifications.

- Improvement in the social entrepreneurship for teachers and students in voca-tional and technical education.

- Reaching personal and professional goals within European experiences for stu-dents, teachers,representatives of the world of work belonging to countries with different traditions, cultures, mentalities, languages and socio-economic back-grounds.

The project resulted in a survey about current position of social economy in Eu-rope, and in education modules that were implemented in schools that participated in the partnership.

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2. PARTNER INSTITUTIONS AND SCHOOLS:

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2. Partner institutions and schools:

PARTNER NATIONAL AGENCY

Srednja škola Dental centar Marušić,Split, Croatia AMEUP, Croatia

Visagino technologijos irverslo profesinio mokymo centras,Visaginas, Lithuania

SMPF, Lithuania

Rietavas Business Information Centre,Rietavas, Lithuania SMPF, Lithuania

Centrum Kształcenia Ustawicznego, in Centrum Kształcenia Zawodowego i Ustawicznego Sosnowiec, Poland

FRSE, Poland

Fundacja Rozwoju Lubelszczyzny,Lublin, Poland FRSE, Poland

Bartın Teknik ve Endüstri Meslek Lisesi,Denizcilik Anadolu Meslek Lisesi,Bartın, Turkey

CEUEYP, Turkey

Arıt Çok Programlı Lisesi,Bartın, Turkey CEUEYP, Turkey

VET secondary school Dental centar Marušić is a secondary school that provides education in the field of dental technology and physical therapy. The school pro-vides education for students primarily from Split-Dalmatia County but from the rest of the country as well.

The school employs 37 teachers who provide education based on individual ap-proach for 148 students in this way cherishing their cultural, traditional and indi-vidual differences. The teachers ensure the development of an independent and competent professional. VET secondary school Dental centar MARUŠIĆ strives to provide quality education by meeting the changing needs of labour market locally and nationwide preparing the students for today’s world of medical care, making possible their easier adaptation to social and economic conditions of the future. We tend to raise self-confident, competent students fully aware of all the possibilities

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society has to offer them at the same time enabling them to create new possibili-ties themselves.

The school creates a stimulative climate in which our students thrive both indi-vidually and professionally by using the most modern teaching technologies and techniques. The teachers and non-teaching staff alike regularly attend seminars and workshops organized by their professional associations and by school giving particular emphasis on the need of lifelong learning at the same time making them more sensitive to local and national needs. The teachers follow students’ careers during their education in our school and after they graduate helping them integrate into their respective communities.

www.dentalcentarmarusic.com

Fundacja Rozwoju Lubelszczyzny

Foundation for Lubelskie Development, PL, as world of work partner,is a self-fund-ing, ‘non-for-profit’ NGO.Founded in March 1990, it obtained all the funds either from grants, subsidies or financial orders. Our mission is the improvement of life quality for the people in Lubelskie region through supporting the development of enterprise and competitive economy based on knowledge.

The Foundation offers a wide range of advisory services to various target groups,which include:entrepreneurs,people starting economic activity,working people,people looking for work,social excluded people, local governments and farmers or people from rural areas.

Entrepreneurs can choose from our specialist counseling services in conducting a business activity and management, ex. preparing business plans, financial and economic analyses,applications for subsidies, as well as, counseling within the scope of financing of an economic activity or planning of the controlling system. We also offer a variety of training and consultancy in management of human re-sources.

Working people can make use of our vocational trainings that aim on improving their qualifications and gaining new skills. Those trainings are also available for unemployed people.

For excluded people and local governments the Foundation offers a lot of services of social economy. The Foundation manages the 5 local centres of social economy in Lublin Region, where provides the training services and comprehensive advisory services for people and local governments which are interested in social economy solutions for labour market and local development. The Foundation provides the animations for local partnerships of social economy.

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To aid local governments the Foundation offers drawing up of strategies and plans for local development and investment plans,as well as, programs of environmental preservation and recycling the communal waste. Governments can also make use of our help with preparing applications for subsidies from the EU, plans for energy management or trainings and consultancy services concerning EU issues.

The Foundation for Lubelskie Development will be a partner in project, which will provide the trainings for social economy [SC]. The offered training program in-cludes the SC role in local development, SC solutions in european labour market, European best practices of SC, the work with excluded people for SC, the ways of social and work reintegration for excluded people, the local partnerships for SC etc.

CKU Sosonowic (Centrum Kształcenia Ustawicznego) is an educational institution for adult learners. It was established in 1951. At present it is a part of CKZiU which is comprised of seven different secondary schools and create the complex educa-tional center.

CKU provides complementary education to adult students in different types of schools: comprehensive, technical and vocational. Students have a chance to gain professional skills in the areas of economy, administration, hairdressing, mechan-ics, catering and tourism.

The school has established strong and fruitful cooperation with local authorities, other educational institutions, numerous companies and firms.

Since 2008 the school has been organizing Job Fairs where regional entrepreneurs present job offers to local citizens .

The school has had a lot of experience in international projects such as Grundtvig and Leonardo da Vinci and Erasmus +. They support the ideas of lifelong learning and create opportunities for personal overall development.

The staff is highly qualified eager to work with adult learners and to help them achieve the goals and motivation. The teachers concentrate on continual growth of their professional knowledge and skills in order to provide effective teaching and learning environment.

www.ckziu25.sosnowiec.pl

www.cku.sosnowiec.pl/cku/

Centrum Kształcenia Zawodowego i Ustawicznego in Sosnowiec Centrum Kształcenia Ustawicznego

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Visaginas technology and business vocational education and training centre

Visaginas technology and business vocational education and training centre (VTVP-MC) is a state institution of vocational training, providing professional qualifica-tions and general education to meet the requirements of knowledge society and the changing labor market. All necessary conditions are created at the Centre to acquire professional qualification, to improve it or retrain, to pursue the develop-ment of an independent and creative personality for each student essential for fu-ture professional activities and independent life in the society based on democracy and market principles. We provide education for students primarily from Utena County but from the rest of the country as well. The center operates in Visaginas but also have department in Ignalina.

Centre’s mission is to prepare employees of high professional skills and compe-tence that meet the economic needs of the Republic of Lithuania as well as to pro-vide vocational and secondary education, to meet student expectations and allow to continue learning and pursuing new skills and competence.

Visaginas TVPMC provides these training programs: secondary curriculum, primary vocational training, continuous vocational training and retraining programs, non-formal education programs. By now 64 qualified teachers work at the Centre, more than 900 students study there every year. Duration of study varies accordingly from 1 to 3 years. Centre offers 11 curricula of marketable professions in Lithuania and Europe, such as: secretary, accounting clerk – cashier, mechatronics auto-mation systems maintenance technician, decorator (builder) construction finisher, transport vehicles mechanics, computer equipment installation master, computer hardware operator, industrial companies’ trade, cook, banking operation manager, electronic publishing breadboarder.

We are in a close cooperation with many similar vocational training institutions in Lithuania as well as with foreign partners from Germany, Norway, Denmark, France, Poland, Holland, Scotland, Finland a, etc.

www.vpm.lt

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Rietavas Business Information Centre

Public institution Rietavas Business Information Centre (RVIC) started it’s activities in 2002 and was founded by the Ministry of Economy of the Republic of Lithuania and the Council of Rietavas Municipality, The Lithuanian Business Employers As-sociation joined as a shareholder later.

RVIC is seeking to be a reliable helper and partner for entrepreneurs working in Rietavas municipality by providing them with high quality consultation, training and technical assistance. RVIC also promotes Rietavas municipality, it’s potential and attractiveness as a location for foreign and local investment. RVIC clients are mainly small and medium entrepreneurs from Rietavas municipality, but also from other districts in Lithuania.

Main RVIC services and activities are:

● Consultations for entrepreneurs and potential entrepreneurs;

● Assistance with development of business plans;● Assistance with applications for EU, national and other business funding and finding contacts for cooperation;

● Organisation and provision of training;

● Technical and office assistance.

RVIC is accredited by the Ministry of Agriculture to work with LEADER+ programme in development and implementation/administration of LEADER+ projects. RVIC is accredited to provide services for the entrepreneurs’ start up process under the project of Ministry of Economy ” The first business year free services check”

Meanwhile, together with partners from Sweden, Denmark, Germany, Poland, RVIC is running 3 South Baltic Programme cross-border cooperation projects “Going Abroad”, “Business and Culture Partnership”, “South Baltic Training Programme”.

Staff of 4 persons is employed, where 2 persons work for the international pro-jects. Additionally RVIC has temporary contracts with qualified consultants and specialists for the specific tasks.

During 2011 with the support of RVIC 23 working places were established, 780 hours of consultations for 250 persons delivered, 40 applications and business plans prepared, during 2011-2012 about 3 million Euro invested in Rietavas mu-nicipality.

www.rietavovic.lt

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Bartın Technical and Industrial Vocational Secondary School, Maritime Anatolian Vocational Secondary School

On 01.10.1967 with the name of Art School it started education and training on Metal Works, Leveling and Wood Works departments. It enlarged in size as four departments in 1982-1983 education year with Motor Department and in 1992-1993 it reached six by the opening of department of Electric and Electronics. In the school year of 1995-1996 modern workshops were built for electrics electron-ics, leveling, furnishing decoration and metal works departments to enhance our students education and training. In 1992-1993 Engine department, in 1996-1997 Electronic Technical Secondary School , in 1998-1999 Computer department and in 1999-2000 education year Installation Technology departments were opened. By the beginning of 1992-1993 İ.M.E.M (Dual Vocational Education Center) started education and training with Industrial Electronics department and in 1993-1994 Motor department was added. Maritime Anatolian Secondary School started edu-cation with Ship Building Department in 2008-2009 education year. Our school has full-time schooling basis. Public vocational training courses with certificate approved by the Ministry of National Education are being held in our school. In 2010-2011 our school started (UMEM) Qualified Vocational Training Center activity. In UMEM content public vocational training courses are organised by joint work of Bartın Chamber of Trade and Industry with Provincial Directorate of Labor Organi-sation. Additionally, our school is in a position of center of vocational training in our city on account of either its physical structure or the number of personnel.

The school continues education and training with 106 instructors and 1327 stu-dents.

www.bartineml.meb.k12.t

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Arit Technical and Vocational Secondary School

Arit Technical and Vocational Secondary School, located in the Arit Municipality of Bartin, provides education for 125 students with 9 teachers.

The school has 2 different departments as Information Technology and Child Care and Education. Lessons at the departments are mostly practice oriented to make the students be proficient at the all aspects of Child Development and Information Technologies.

IT, containing computer hardware and software Technologies, is a department that has emerged as a result of the developments in the computer industry. Our stu-dents who are in a continuous and dynamic development due to the rapid changes in market and competitive conditions become responsible for the success of the companies they find employment in. They also work as technicians in the public and private institutions.

Students at the Child Care and Education department take education about how to gain knowledge, skills, attitudes and behaviors to children at different age groups. Aiming to support children’s physical, psychological, mental, social and emotional developments, our students can work as assistant teachers at the kindergartens and daycare centers.

As Arit Technical and Vocational Secondary School, we aim to educate students who are ready for the higher education and life , enlightening the others and illu-minating the life and also young people to take us even further.

www.aritcpl74.meb.k12.tr

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3. ABOUT SOCIAL ECONOMY

The definition of social economy

The definition of the social economy is very wide and concerns many areas of so-cial life. However, in order to find a common denominator, it can be said that the main principle of this idea is the primacy of action for local people over maximiza-tion of profit. It means for the social economy entities that the most important – in addition to the economic aims – is a social mission. Social economy entities satisfy the needs of its members often perform tasks from which neither the state nor the other economic organization do not comply sufficiently effective.

The most popular and frequently use is the definition which was formulated by the staff of the EMES (European Research Network). EMES determines social and economic criteria, which should be characterized to the initiatives and connected with the social economy.

Economic criteria:

● Running in a relatively continuous and regular activity on the basis of eco nomic instruments;

● Independence, sovereignty of institution in relation to the public institutions;

● Bear the economic risk;

● The existence of paid staff.

Social criteria:

● A clear focus on the socially useful purpose of the project;

● Bottom-up and civic character of the initiative;

● Democratic system of governance;

● Community character of the action;

● Limited distribution of profits.

The Social Economy is the area between the public and private sectors. On the one hand represents features which are characteristic/typical for the private sec-tor – it works on the principle of exchange of goods of equal value – efficiency, on the other hand for the public sector – it works on the principle of redistribution of wealth – equality. The social economy sector is characterized by solidarity, because

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it works on the principle of community, based on joint work and the redistribution of income.

The social economy is based on the values of solidarity, participation and self-gov-ernment, it fulfils main role in the social local development. It allows to use the hu-man resources in a complementary way to the public and private sectors, prevent-ing social exclusion and reduces social tensions. Speaking more broadly, the social economy helps in the process of building civil society. Because it focuses mainly on the fight against the social and professional exclusion, usually it becomes the subject of interest mainly institutions which fight against the discrimination in the society on the labor market.

The social economy also answer to the priorities of the European Union: social cohesion, full employment and the fight against poverty, participatory democracy, better governance and stable development.

The institutions of the social economy are economic and social actors which func-tion in all sectors. They can take many forms: the co-operative banks, mutual insurance cooperatives, guarantee funds, social enterprises, regional development agencies, associations and foundations. These enterprises are particularly active in areas such as :social protection, social services, health, banking, insurance, agricultural production, consumer affairs, trade, supplies, services for residents, training and education, the area of culture, sports and amusement.

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4. EXAMPLES OF GOOD PRACTICE IN EUROPE

During the meetings partners visited many examples of good practice in social economy. Some of the more important ones are listed in this section:

Examples from Rietavas

Rietavas is a town, situated in the western part of Lithuania, with about 3000 in-habitants. The whole municipality has 8264 inhabitants (2014). Rietavas is one of the smallest municipalities in Lithuania and in 2013 recognised as a youngest mu-nicipality in Lithuania. Being a small town, Rietavas is privileged to have a College – Zemaitijos Kolegija. And two organizations – Rietavas Business Information Cen-tre and Local Action Group (LAG) Rietavo iniciatyvos add a lot to regional develop-ment while promoting partnership approach, introducing innovative themes and approaches, and providing support for various Rietavas organizations dealing with local social and economical development, youth issues, community development, working with special needs people. Some examples of Rietavas good practice, which stimulate social economy and assure sustainable regional development, are presented below.

Public institution Rietavas Stud is established in 2010. Rietavas Stud is doing edu-cational, cultural, environmental, recreational, tourism, sport activities. One of specific activities of the Stud is preserving a traditional horse bread - Zemaitukai, which is about to disappear. Rietavas Stud is seeking that children and young people did horse riding and at the same time get closer to nature and animals. In 2012-2013 together with partners from Latvia and Lithuania, Rietavas Stud has implemented a project Baltic Hipo (Training young people to communicate with horses). During the project Hipo therapy for handicap children was developed, youth summer camps were organized, during which children were learning to com-municate with horses, take care of them, were learning about nature. Stud facili-ties were improved.

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Rietavas Stud together with village community in 2013 was running two LEADER programme pro-jects – establishing sports ground and communi-ty meeting hall. Community and especially young people were involved in works, so that they feel ownership of the facilities and become respon-sible and take care. Training activities and com-munity events take place in the meeting hall and youngsters enjoy a new modern basketball play ground in their village.

www.zirgynas.com

Another example of good practice is activities of public institution Tveru Day Care Centre. Tveru Day Care Centre is a public non-profit institution aimed to help chil-dren from families with economical, social and psychological problems (in other words – families where alcohol, abuse, neglect, and shortage is predominant). The Day Care Centre is a place where children from the troubled families can find their minute of peace and quiet, prepare their homework, eat, wash their clothes, brush their teeth, take a shower, be loved and cared for – shortly, the Centre gives the children an opportunity to be human.

The Centre was founded in 2006 and serves as the first stage of a broader – na-tionwide - project of Social Integration of troubled Families into the Lithuanian so-ciety. Sadly, it is a social norm to treat children from alcoholic families with disdain and disgust. These children are the unluckiest of us all – born into families with no love and no compassion, being robbed of any kind of fulfilling future from the first days of their lives. It is an understandable for children to be carrying shame all days of their lives, as soon as the word of their families comes out, a horrible unwashable invisible tag is being sewn into their foreheads – „a future thief, a fu-ture wife-beater, just like his father, just like her mother“. This is what Tveru Day

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Centre is set to fight against – Centre want to crush the unfair social tagging tradi-tion and to show that we children cannot be expelled from the society just because their parents have problems with alcohol, drugs, income. On the contrary, Centre must help children like these, we must welcome them back into our society with open hearts and open hands. Children are our future, we must look after every single one of them.

The second stage of the broader initiative will be establishing preventative meas-ures for rural Women and Mothers. With the aim to reunite troubled mothers with their children and with the society, Centre organize vocational trainings, provide professional help for the psychologically disturbed women and mothers, provide a shelter for the abused women.

About 20 children turn up to the Centre every day. Tveru Day Care Centre is the only one of its kind in the district. Some children have to travel up to 25 kilome-tres to the centre. People in the village acknowledge, that children who attend Day Care Centre become more brave, their self esteem raises and the communication skills improve.

http://www.tverudc.lt/

Example from Croatia

During the final meeting in Split partners visited an institution that is trully an example of best practice in Croatia-DES Institution for Employment, Labour and Vocational Rehabilitation. It was founded 63 years ago as a company for the em-

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ployment of people with disabilities through protective work area. The purpose of establishing this company was hiring deaf and dumb. The development of the institution has increased the number of employees with other types of disabilities, with the aim of rehabilitation work . Rehabilitation in the early stages was reduced to employment in sheltered workshops in production facilities (Stationery, print-ing, screen printing, flexography, a soup kitchen with the help of assistants, and administrative services.

In addition to sheltered workshops in 2009 job training was introduced, and in 2011 through funding from the EU pre-accession funds, the Center for Vocational Rehabilitation was established to allow vocational training of persons with disabili-ties and active assistance in their employment in the open market.

The goal of vocational rehabilitation in DES’ Center for Professional rehabilitation is improving the status of PWD (Persons With Disabilities) in the labor market by increasing the availability of lifelong education, training and professional develop-ment. DES seeks to provide equal opportunities to PWD for job training and profes-sional development.

Raising the social and labor competences of PWD to increase their opportunities on the labor market to increase their employment.

Vocational rehabilitation activities are carried out in the form of systematic gradual preparation of users for inclusion in the labor market ie. Through improvement of their working and social competences.The goal is the acquisition of knowledge, skills and habits that will bring users closer to the labor market and provide them with the active assistance in their employment in the open labor market .

Job training has been organized in three workshops : culinary , textile and IT.

Users of the Center for Vocational Rehabilitation are :

long - term unemployed PWD

PWD - whose working capacity is judged to be below 50 % of normal

All PWD who want to make a step forward in the direction of lifelong learning

Once users undergo a program of professional developmentthey are sent to pro-fessional practice, often first in the protection workshop of DES, and then to the open labor market

In this way, the PWD professional have the opportunity to undergo professional training within different occupations, and they learn to function in a work environ-ment with professional support to interact with people without disabilities which promotes their work and social inclusion

Education of expert team of DES is performed through a national program for the introduction of a unified system of rehabilitation professional in Croatia modeled on BBRZ from Linz, Austria, in order to adapt this form of vocational rehabilitation for this region.

http://www.des.hr/

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Social co-operative “The Gardens of Flavour” – Polish example of good practice

The social co-operative “The Gardens of Flavour” is a dining place which promotes traditional Polish cuisine based on healthy and low calorie products. The menu is chosen according to the wishes and expectations of local customers who visit the restaurant and is supervised by a dietician. What is more, the prices of meals are affordable and the cheapest in comparison with other catering services. Students and old age pensioners can get a discount or food subscriptions.

The Gardens of Flavour is the first social cooperative in the city of Tychy and was established by a group of 6 women. The initiator of the cooperative was the as-sociation called “In the Direction of the Sun” which act for the benefit of disabled people and their families.

The financial support and staff training were received from the Association for Re-gional Cooperation in the city of Chorzów. The renovation of the dinner and all the equipment were financed from the European Union resources under the European Social Fund Programme.

The business activity of the co-operative joins together two elements: an enter-prise and non governmental organisation. It means that through common work two aims are carried out: social and economic. The owners support the values of integration, interpersonal bounds, mutual help and active participation in social life.

Apart from a regular catering ser-vice The Gardens of Fravour or-ganise social parties and meet-ings such as: wedding receptions, baptism parties, First Holly Com-munion dinners and funeral recep-tions, business lunches and family gatherings.

The co-operative associates 10 people who due to their social non-adjustment or intellectual deficiency were not able to find employment. Three workers graduated from special needs vocational school in Tychy, the other one gained the profes-sional experience in Janusz Korczak Youth Education and Training Centre , Tychy. The chef is a person who suffers from multiple sclerosis. Having looked for a job he faced a great deal of intolerance on the labour market because of the illness.

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Moreover, two young mothers found employment in the restaurant. After giving birth to their babies they struggled with lack of jobs. The manager of the co-oper-ative joined the program called “Mother in the zone of chance”, organized by the city of Tychy and KSSE (Katowice Special Economic Zone Co.)

The program helped the mother to find the nursery school for two of the children, thanks to which, she had a chance to work and be actively involved in the social co-operative “The Gardens of Flavour”.

County Employment Office in Sosnowiec

Sosnowiec is located on the third position in terms of Silesian population (over 213 thousand of city dwellers) and takes the 15th position in a country scale. Thanks to rapid heavy industry development Sosnowiec branched out as a industrial resort. After 1989 there was an industry overhaul in Sosnowiec. In consequence most of mining institutions were decommissioned. The city has lost its character of min-ing- metallurgical resort to get industrial- trading profile. There are still lots of city dwellers whose professional life was connected with the previous city character. These people have not adapted to changeable and very demanding job market. In the effect, Sosnowiec’s unemployment scale is relatively big and exceeds unem-ployment index figure so in the Silesia province as in the whole country. Unem-ployment rate registered in the end of December 2013 exalted 14,6 per cent while this rate for Silesia province was 11,2 per cent and for Poland - 13,4 per cent.

The 49th article of the Employment Promotion Act mentions special unemployed citizens category, so called unemployed in a specific job market situation. All of the services and job market instruments have a specific use for it. Proportion of people being in this particular situation was exceeded 91 per cent among all of the unemployed people registered in Sosnowiec’s County Employment Office.

The term “specific job market situation” applies to: people under the age of 25 (at

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the end of the year 2013 there were 1385 such people registered), lastingly unem-ployed (5541), people which are over the age of 50 (3087), non- vocational quali-fications people (3708), these, who do not have any vocational experience (3711), the unemployed without liberal education (5633), single parents raising at least one child under the age of 18 (1197), people, who after detention penalty did not get any employment yet (150) and disabled people (696). The experience proves, that social groups mentioned above are mostly endangered by social rejection.

Among the unemployed there mostly are people, whose education or profession experience are tied up with following branches: mining and heavy industry, tex-tiles, pedagogy, gastronomy, hairdressing and cosmetology and vehicle mechan-ics.

Basic services offered by the County Employment Office are: profession advisory service, profession information and supporting in active job searching, profession trainings and courses, job mediation.

Career counselors support the unemployed in recognizing possessed vocational qualifications. They also help in choosing and proper planning, eventually modi-fying, vocational career path. They cooperate with other resort workers to select proper vocational training course or to support the idea of running self employ-ment company.

Career counselor support is also about educating the unemployed in selecting appropriate employee contact methods, creating application documents- CV and covering letter, preparing to a job interview and other recruiting methods (for example assessment centre or tests), especially consulting rules of effective self- presentation. Some of Career Counselor operations may be realized either while individual meetings or workshops. Advisory offer is far beyond the County Employ-ment Office. The greatest example is organizing lectures and classes for students (these classes are organized also with the disabled youth). Thanks to such meet-ings students posses the knowledge what is useful in selecting educational and vo-cational choices. Young people get familiar with the job market situation, forecast and tendencies in a scope of appearing and disappearing new professions.

Career counselors ensure free access to data base and computer equipment in the County Employment Office. In the Profession Information classroom it is available for every interested person to use computer connected with Internet for free. Very modern and interesting method in creating relations with prospective employer is self presentation recorded in a video CV booth. Thanks to this kind of modern recruitment solution, prospective employer has a chance to appreciate candidate’s formal qualifications as good as his or her creativity and determination to get an employment.

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Example of good practice – Visaginas and Ignalina region, Lithuania

In the north east of Lithuania you will find a beautiful town Visaginas, perfectly blended into the natural landscape. Representatives of more than 40 nationalities are proud to call Visaginas their home town. Originally Visaginas was build as a town – satellite of Ignalina Nuclear power plant; the specific characteristics of the town were a particular mono industry, high living standards, ethnic composition (mostly Russian speaking migrants, Lithuanians as minority), and absence of any history prior to 1973. After the beginning of the decommissioning process of INPP in 2004 Visaginas is becoming the center of energy technologies and science as well as trying to become center of tourism in Ignalina region.

“The fairytale village: bird village” located not far from Visaginas, in Ignalina dis-trict, in Cijonai village. This initiative was created as a result of Latvia – Lithuania cross border project “Fairytales villages”. The main aim of the project was to cre-ate new, attractive tourist route – the network of six thematic villages in order to help poor village inhabitants to improve the quality of life. The main idea was to help them initiate family or small business, attracting tourist and in folk traditions and art interested people to their village. Before the project, main characteristic of Cijonai village was high unemployment level; i. e. more than 60 percent of vil-lage inhabitants didn’t have any work. Natural sights, ancient history, learning different facts about birds, unique and none-traditional activities, going back to the old times, the biggest nest in Lithuania which can accommodate up to 50 peo-ple, sleeping in the little straw houses during the summer time and much more to experience became the key to success in this initiative. Last two years “The bird village“ provides educational programme to children and adults and attracts more than 15 groups per month whatever the season. We believe that this successful illustration of social activity in rural areas can be a good example of socially re-sponsible initiative for problematic regions with a lack of industry and businesses.

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5. SURVEY

European Survey

“Students, Teachers and Different Organizations-Together in EU for a Vi-able Social Economy”Europe 2020 is the EU development strategy for the coming decade, which fosters social inclusion. Its objective is to attain economic growth which will be:

● intelligent – thanks to effective investments in education, scientific research and innovations;

● sustainable – thanks to deliberate transformation into low emission economy;

● propitious to social inclusion, with an emphasis on creating new jobs and re ducing poverty.

The UE objective for ensuring development which would foster social inclusion as-sumes:

● increasing the employment rate for men and women aged 20-64 up to 75% until 2020, by employing more people in the job market, especially women, youth, elderly people, low-qualified workers and lawful immigrants,

● guaranteeing a better level of education – in particular, decreasing the per centage of young people who prematurely give up school down to 10%, aiming to ensure that at least 40% of people aged 30-34 have a higher degree (or any equivalent),

● reducing the number of people threatened by poverty and social exclusion by at least 20m.

To attain this objective, a leading initiative was set: the European Programme for Fighting Poverty, which assumes undertaking widespread partnership activities by governmental organisations and the civil society for the purpose of social inclusion. One of the known and successful means of the implementation of these actions comes forward with the use of the instruments of social economy.

The “Integration of social economy into VET” Project is carried out by 2 non-governmental organisations: the Foundation for Lubelskie Development (Poland), which operates two Social Economy Supports Centres in the Province of Lublin, Rietavas Business Centre (Lithuania), as well as by 5 schools of vocational training in Lithuania, Poland, Croatia, and Turkey.

The survey aimed to check preparation of the UE’s member-states and the countries aspiring to membership of the UE (Turkey) to teach young citi-zens about the instruments of social economy, as well as to find out what the needs and requirements are in this respect.

The survey was conducted in the territory of each country involved in the Project implementation by drawing up and distributing a questionnaire to domestic and regional institutions, as well as non-governmental organisations dealing with de-signing and implementing education programs.

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The questionnaire contained 8 questions which enabled to obtain the answers to the questions crucial for the aim of the study:

1. Do you have any education program of social economy in your country? Please, describe it. (regional program, native program, formal, informal). Who are they addressed to?

2. If you don’t have any education program of social economy, do you have any plans to create one?

3. Do you have an education program for teachers of social economy in your country?

4. What kind of program is it? Please, describe this system.

5. Do you have any educational materials about social economy? (publications, books, exercises, etc.)

6. Do you have any practical workshops in your education program of social economy? If so, what are they? (study visits, volunteers in social entrepreneur ship, etc.)

7. Does your program include non-governmental organisations or their net works?

8. Do you see the need to prepare (develop) an education program about social economy in your country? Please, describe the educational needs.

The study was conducted by the selected institutions that are involved in the Project implementation:

● Croatia – VET secondary school Dental Centar Marušić (Split),

● Turkey – Teknik ve Endüstri meslek lisesi (Bartin)

● Lithuania – Visaginas technology and business vocational education and training centre (VTVPMC) (Visaginas),

● Poland – the Foundation for Lubelskie Development – the Social Economy Support Centre in Lubartów.

Every institution taking part in the survey had full freedom to choose the question-naire respondents and methods for reaching them. In the majority of cases, the questionnaire was sent via e-mail.

The questionnaire was delivered to the following institutions:

Croatia:

● Ministry of Science, Education and Sports of the Republic of Croatia,

● Croatian Agency for Vocational Education and Training,

● Splitsko dalmatinska županija In Split,

Turkey:

● Bartin Metalware and Craftsman Association,

● Bartin Municipality,

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● Bartin Provincial Directorate of Small and Medium Industry Development Organi- sation (KOSGEB),

● Bartin Chamber of Commerce and Industry

● Bartin Provincial Special Administration,

● Bartin Public Education Center and Evening Art School,

● Bartin Union Chambers of Traders and Crafts,

● Bartin Provincial of Turkish Employment Organisation,

● Lütfullah Kacanaşoğlu Directorate of Vocational Education Center,

Lithuania:

● Educational Development Centre in the Ministry of Education,

Poland:

● Department of Public Benefit in the Ministry of Labour and Social Policy,

● Ministry of National Education,

● Regional Social Policy Centre in Lublin,

● The Foundation for Social and Economic Initiatives (FISE) in Warsaw,

● The Foundation of Civil Educational Center in Warsaw,

● Solidarity Centre Foundation in Gdańsk,

● Cracow University of Economics,

● Institute of Social Policy of the University of Warsaw

The filled-in questionnaires were sent back by:

Croatia:

● Croatian Agency for Vocational Education and Training,

Turkey:

● Bartin Metalware and Craftsman Association,

● Bartin Municipality,

● Bartin Provincial Directorate of Small and Medium Industry Development Or- ganisation (KOSGEB),

● Bartin Provincial Special Administration,

● Bartin Public Education Center and Evening Art School,

● Bartin Chamber of Commerce and Industry

● Bartin Union Chambers of Traders and Crafts,

● Bartin Provincial Directorate of Turkish Employment Organisation,

● Lütfullah Kacanaşoğlu Directorate of Vocational Education Center,

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Lithuania:

● Educational Development Centre in Ministry of Education,

Poland:

● Department of Public Benefit in Ministry of Labour and Social Policy,

● Regional Social Policy Centre in Lublin,

● Cracow University of Economics,

Thanks to the effort made to receive the completed questionnaires, 14 (66%) of them were sent back, which proves interest in social economics on the part of the entities responsible for shaping social policy and education programs.

Answers:

Question 1: Do you have any education program of social economy in your coun-try? Please, describe it. (regional program, native program, formal, informal). Who are they addressed to?

10 respondents provided positive answers to the question posed (71%), including 6 from Turkey, 1 from Lithuania, and 2 from Poland.

The Educational Development Centre in the Ministry of Education (Lithuania) ex-plained that social economics is part of business and social care education pro-grams at the higher education level. It is not incorporated into education programs implemented at lower levels, except for very few cases.

The institutions questioned in Poland made similar observations. Cracow Univer-sity of Economics pointed out that the course in social economics is offered in the Department of Economics and Public Administration, and as a course within post-graduate social economics studies.

The Public Utility Department in the Ministry of Labour and Social Policy indicated two young people-oriented programs implemented by non-governmental organi-

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sations: Gdańsk Youth Fund and Young Citizen Programme as examples of informal education. Admittedly, these initiatives are not closely related to education but they aim to activate the youth and promote their initiatives within local communi-ties.

The Turkish Bartin Chamber of Commerce and Industry answered that although there was no education program of social economics as such, there were certain activities undertaken for managers of non-governmental organisations (NGO) and other institutions.

The Turkish Bartin Provincial Directorate of Small and Medium Industry Develop-ment Organisation (KOSGEB) observed that in Turkey there were education pro-grams available to all people, including the unemployed, who are truly interested in entrepreneurship and would like to get involved in the program.

The Bartin Provincial Directorate of Turkish Employment Organisation took the same stand.

The Bartin Public Education Centre and Evening Art School implements an educa-tion program of social economics as part of Leonardo da Vinci program.

The Bartin Provincial Special Administration, in turn, performs entrepreneurship educational activities as part of the procedure for granting microcredits.

Question 2: If you don’t have any educational program of social economy, do you have any plans to create one?

Despite not having education program of social economy, 50% of the questioned respondents do not plan to design it. 36% (5) of the respondents are of a different opinion.

The Croatian Agency for Vocational Education and Training answered: training pro-grams can be planned for students of secondary vocational schools in the areas of acquisition of personal, social and entrepreneurial skills (integrated into general education areas and objectives).

The Lithuanian Educational Development Centre in the Ministry of Education in-

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tends to continue lecturing in social economics as part of higher education teach-ing programs. It points out, however, that social economics teaching modules may be incorporated into education scheme also at other levels.

The Public Utility Department in the Ministry of Labour and Social Policy observes that the Team for System Solutions in the field of Social Economy, appointed by the Prime Minister, drew up the National Program for Development of Social Economy, which assumes a range of educational activities to be taken until 2020:

● To promote and support voluntary services of the unemployed youth in non- governmental organisations,

● To create and run all-Poland and nationwide, regional and local social cam- paigns which would promote social economy,

● To design and implement all-Poland and nationwide, regional and local education programs on and for social economy as part of informal education, which would be directed to children, youth, adults, as well as local self-governments, non-governmental organisations and business sector,

● To support educational activities for promoting achievements of Polish social economy dedicated to children and youth,

● To support incorporation of social economy into the core curricula of the subjects which train in entrepreneurship and functioning in the society at various levels of education,

● To promote ideas of cooperation among students,

● To support apprenticeship and training organisations in social enterprises.

Question 3: Do you have an education program for teachers of social economy in your country?

Positive answers (3) to the question were provided by the respondents from Tur-key.

The Croatian Agency for Vocational Education and Training replied that it was in the process of preparing such a type of courses.

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Question 4: What kind of program is it? Please, describe this system.

Lütfullah Kacanaşoğlu Directorate of Vocational Education Center answered that these are occupational development and entrepreneurship programmes. The Bar-tin Public Education Centre and Evening Art School answered that this is Modular Programmes of General Directorate of Lifelong Learning.

Question 5: Do you have any educational materials about social economy? (pub-lications, books, exercises, etc.)

Positive answers were provided by 12 (86%) respondents. They told that they had, e.g. video materials, academic scripts, books.

Question 6: Do you have any practical workshops in your education program of social economy? If so, what are they? (study visits, volunteers in social entrepre-neur etc.)

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As many as 58% (8) of respondents teach social economy in practice, mainly in the form of study visits in social enterprises and non-governmental organisations, or workshops.

The Polish Public Utility Department in the Ministry of Labour and Social Policy in-formed that the members of the Team for System Solutions in the field of Social Economy discussed the need for practical educational instruments, paying atten-tion to the necessity for preparing lesson scenarios and the educational package that would contain games, quizzes, tales, etc. and for their testing as part of the pilot project at schools.

Question 7: Does your program include non-governmental organizations or their networks?

43% (6) of respondents provided positive answers to the question. They paid at-tention to the necessity for incorporating non-governmental organisations into the program and implementing the education program as a form of partnership.

Question 8: Do you see the need to prepare (develop) education program of so-cial economy in your country? Please, describe the educational needs.

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As many as 72% (10) respondents see the need to prepare (develop) education program of social economy in their country. In Poland, development of education in social economy will be one of the priorities of the National Program for Develop-ment of Social Economy.

A respondent from Lithuania pointed out an increasing need to design and develop education programs of social economy, paying attention to the necessity for their integration with programs at every level of education, starting from the nursery school.

The Croatian Agency for Education sees the strong need to design such a program in consultation with its experts.

The Agency, within the scope of work, can allocate educational needs for the ac-quisition of basic skills that are integrated into vocational education and training, and provide initiatives and activities related to the social economy, such as: social skills, education for democratic citizenship and human Rights.

The answers of the respondents from Turkey varied. 50% of them (4 answers) see the need to create and develop an education program of social economy, pointing out the need to arrange seminars on the NGO management and social economy models. Bartin Municipality intends to create education programs about tourism, entrepreneurship and foreign languages for the unemployed youth.

Summary and conclusions:

The survey aimed to check preparation of the UE’s member-states and the countries aspiring to membership of the UE (Turkey) to teach young citi-zens about the instruments of social economy, as well as to find out what the needs and requirements are in this respect.

1. The Study involved 14 entities (9 from Turkey, 3 from Poland, one from Croa- tia and Lithuania) who have influence on the development of education and teaching programs.

2. Save for Croatia, the countries involved in the Project implementation do have education program of social economy. In Turkey, they comprise only formal programs dedicated to non-governmental organisations.

3. Bartin Provincial Special Administration engages in educational activities related to entrepreneurship as part of the procedure for granting microcredits.

4. In Lithuania, the education program of social economy is part of various fields of studies at the higher education level.

5. Like in Lithuania, social economy in Poland is part of education programs of some fields of studies at the higher education level, as well as of post-graduate studies courses and informal education provided by non-governmental organisations.

6. Respondents from Croatia, Lithuania and Poland intend to incorporate the education program of social economy at various levels of education. Croatia plans to do it at the level of secondary vocational school, while Poland and Lithuania – at all levels of education.

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7. Most of the respondents (79%) do not have the information about any program for improving teachers’ qualifications in social economy. Positive answers were not elaborated on.

8. Most of the respondents (80%) have educational materials on social economy. They are video materials, academic scripts, books.

9. Most of the respondents (57%) teach social economy in practice, mainly in the form of study visits in social enterprises and non-governmental organisations, but they also intend to design different forms dedicated to addresses at different levels of education, e.g. games, quizzes, or tales.

10. 43% of the respondents see the necessity for incorporating the issues concerning non-governmental organisations into education programs, as well as for partnership cooperation in the implementation of education programs.

11. As many as 72% of respondents (10) see the need to create (develop) an education program of social economy in their country. In Poland, creation and development of social economy education at all levels of education will be one of the priorities of the National Program for Development of Social Economy. In Lithuania and Croatia, there are plans to undertake activities which would integrate social economy with education at different levels.

General conclusion:

Despite different experiences and definitions of social economy, the respondents saw the need for such education at various levels of education. In the near fu-ture, education programs which will provide both theoretical and practical teaching forms adjusted to the level of education (starting from the nursery schools) will be created or developed. It is necessary to create education programs for teachers of social economy, as well as to incorporate non-governmental organisations (the civil society) into the education programs which are being created.

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6. Education modulesMODULE THEMES

MODULE DURATION

COMPETENCES ACQUIRED UNITS PROPOSED

Introdu-ction to economy andsocially respo-nsible enterpre-neurship

10 school hours

Teachers: understand the difference between the world market and the local market, acquire knowledge about socially responsible economy - whatis meant by social responsibility, social entrepreneurship, socially responsible entrepreneurship Students: Identify the difference between corporate social responsibility and the market economy, to understand what it means to be a successful professional, provider, entrepreneur (psychological training, personal planning, presentation skills).

Module 1 explains two careers which pupils can select on completion of a vocational school. One goes in the direction of opening a private practice, and the other in the direction of employment in the profession. In the first part, students will learn all the rules and actionsrequired to be performed before and during the opening of private practice. They will know to define and enumerate the basics of economics and the social economy, and state and describe the differences between the two ways of doing business. As an example of both types of economies will hear first-hand experience -lecturers will be the entrepreneurs who founded and run your business according to the principles of these two types of economies. They will become familiar with the mode dial of his associates and employees - to arrange an interview, psychological test that is how they these methods can help in the selection . Students who want to hire in a company will meet and be able to write a CV ( Europass ), a letter of intent and the manner of presenting the interview. They will know to explain the purpose of writing psychological test and that way they can to help employment. Will practice this means to a decent and polite bypass inappropriate questions of possible future employers . The module is designed as a smaller part of the course and most of the workshops where students will practice and usavršavti new skills in a way that those who decide to move in the direction of future employers choose their employees who will represent (students who decided to become future employees )

6. EDUCATION MODULES

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Running a business based on principles of socialeconomy

15 school hours

pupils: understood as the school system, to understand the needs of the school and how they can contribute to the management of the school; get acquainted with the local community -community values, identity, needs, community structure, principles of development; define themselves within the community; recognize that skills can use the community and how the community can use them; meet with the external possibilities that may help in the development of the local community (in particular the EU LEADER + programs / LAG and ESF)

Module 2 will only include the social economy and social responsibility. Students will specify which group of socially vulnerable population they would like to work or collaborate with. They will become familiar with the principles that must be applied and how they fit into the mission and vision of the company (to explain concepts). Students will learn and be able to do (workshop) simple program business (business plan) on the basis of the social economy and socially responsible business. As the final product they will establish a company that will do something (let students decide) and make a simple business plan for the social economy.

Product marketing

15 school hours

Pupils: gain experience in running a business -business plan development, law, accounting, marketing

Module 3 covers the presentation of the company i.e. marketing the final product. Students will learn to createa simple marketing plan (workshop) and will present it to one another (and be real customers) how to sell.

Module evaluation

5 school hours

The design of the evaluation questionnaire and interpretation of results

Module 4 will be the evaluation of all activities.

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The integration of special needs students into the practices of social economy

CKU in CKZiU, Sosnowiec organized two editions of the regional quiz sessions called “October – the month of saving – economic competition” . The competi-tion was aimed at the special needs students and was a part of Leonardo da Vinci project entitled “Integration of socio economic skills”. It was sponsored by PKO Bank Foundation. There were two parts: the art competition and mathematical and banking quiz. 20 schools from the region were invited to take part in the competi-tion. 50 works were sent. After the selection only 8 were chosen as the best ones , taking into consideration the age of participants and level of disability. In the maths quiz 20 students were enrolled. There were to solve some mathematical tasks involving logical thinking, usage of percentage and to do a crossword with basic banking words. One of the tasks was to do a banking vocabulary crossword.

The aim of the quiz was to:

• promote banking knowledge

• encourage students to save money

• to support economic awareness

• to teach students how to calculate percentage increase in everyday life situations

• calculate deposit interest

• calculate increase in savings in a particular period of time

• to teach banking vocabulary

• to develop manual dexterity

• to support development of interests in students

• to integrate local school societies

The CKU students took a vary active part in the organization of the social economy games and quizzes for the special needs students. Their involvement was a great chance to activate the adult CKU learners to share their knowledge and to use the skills they gained in a practical way. Thanks to the mutual meeting, both the par-ticipants and organizers were able to discuss the problems concerning the house-hold budget and money saving .

What is more, they tried to provide solutions as how to overcome economic dif-ficulties they face, plan expenditures, as well as to estimate the necessity of their daily spending.

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The integration of social economy knowledge, skills and activities incorporated in performing practical tasks increased the students motivations and aspirations to be more flexible and competitive on a fabour market in order to find a suitable job offer.

Social economy curriculum - questionnaire , CKU in CKZiU, Sosnowiec, Poland

CKU students, who were taught on the basis of social economy curriculum entitled „Integration of socio-economical skills”, gave a very positive opinion about the course. They found it interesting, formative and beneficial in regard to their edu-cational skills and expectations.

The curriculum encouraged learners to gain their knowledge in a practical way. The lessons were conducted by activation teaching methods and supported by multi-media equipment.

Thanks to the courses being taught, the students had a chance to get acquainted with active job search methods, learned how to write a CV and a cover letter. A lot of time was devoted to job interview training. The participants mastered their self-presentations skills and increased their motivation to face the demanding requirements of the labour market.

The tasks planned in the curriculum involved the students in a step-by-step ap-proach how to set up their own business and how to run it successfully. Writing a business plan was a real challenge, but in consequence, the students realized that having their own firm could be an interesting option to earn a living.

The classes which were considered as the most beneficial and attractive referred to: consumer protection and rights, income tax calculation, household manage-ment and money investments. As the realization of tasks was very practical, the participants were taught how to fill in a number of different official forms and blanks.

To sum up, according to the participants’ opinions, the course curriculum of the integrated socio-economic skills resulted in gaining and enhancing very practical and useful abilities required by the dynamic labour market.

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7. EXAMPLES OF LESSON PREPARATION PLANS

Socially responsible entrepreneurship - SocEcVet.eu

Topics: Interview Workshop

Theme: job interview requires a lot of tactics and skills as running tests of knowl-edge and skills of candidates. Respondent may not respond to the long and wide, must be careful to respond exactly, concised and meaningful to all questions. Pre-ceding the interview is application and CV writing because respondent must show competence in it. During the interview the employer evaluates candidate’s moti-vation, his personality and communication skills , and the possible contribution of the candidate to company. Who applies for the job has a chance to gain a better understanding of the company and ‘ sell ‘ himself .

Keywords: interview, orientation, skills

The outcome of topics: The aim is that the subject is specific in his interview, demonstrating self-confidence and communication skills and coping with these new, unplanned situations. He should dispose the facts related to why he comes for the interview.

Lecturer Zorana Basic, prof.


The theme of the letter of intent - Making Workshop

The theme: Letter of Intent is a document that regulates cooperation between different entities , and is used to determine the goals that the party are seeking to achieve, by agreement or determination of the mutual obligations , or the mani-festation of willingness to sign a contract. According to the systematization and typical grouping of content carried in the legal literature , the Letter of Intent may include the following : identification of the objectives that the parts are seeking to achieve , the time sequence and the schedule of negotiations, place of the nego-tiations and the people who participate in them ; questions about which agreement has been reached and issues on which there are different attitudes ; understand-ings on reciprocal obligations which have been reached , such as agreements on the division of costs , obligations of professional secrecy and confidentiality of in-formation that is disclosed during the negotiations ;

Keywords: subjects, intent, speaches, objectives, approval

Result: Learn the proper way of writing the letter of intent, accurately dispose the informations, and demonstrate skills and knowledge through what is written. Understand the basic concepts related to the contract, the rights and laws appli-able to a particular topic letter of intent. Use the short sentences, avoid allegories and the use of epithets, pay attention to neatness, grammar and spelling accuracy, the goal must be the expression of thought with less words as possible.


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The topic: Introduction to private enterpreneurship and the economy

Theme: Introduction to economics in general and in more details into society. Recognizing the difference between global and local markets, the differences be-tween social responsibility and market economy, understanding what it means to be a successful professional, service provider, contractor. Emphasis on synergy.

Keywords: economics, macroeconomics, mikroeconomics, markets, Croatia in the EU, legal forms of entrepreneurship, starting a business

Outcome themes: We want students to understand basic economic concepts, understand the importance of economics in today’s society, and of course its im-pact on social trends and life in general, how much is influential and important the economic crisis, what for them, as young people, means Croatian accession to the EU. Emphasis is on the social economy and society.

Lecturer Maja Zelic, mag.oec.


Topic: Introduction to business plan

Themes: Learn how to do a business plan - a realistic view of the business enter-prise and the expected results, meaning and basic financial indicators.

The purpose of the plan for business owners and stakeholders, important guide-lines and mandatory part of the plan.

Role of potential shareholders, financiers and creditors, vendors, suppliers, cus-tomers, state administration ...

Keywords: business plan, the contents of BP, entrepreneurial ideas, efficiency, marketing, market prospects

The outcome: students will learn to make a simple business plan on the basis of the social economy and socially responsible business.

As the final product the probationary company will be established.

Basic performance indicators



Topic: Writing a CV ( Europass ) Workshop

Description: Europass is a portfolio that consists of five documents whose main objective is to present skills and qualifications in a clear manner that is uniform across Europe . Two documents (Europass CV and Europass Language Passport) fill the users themselves , while three documents ( Europass mobility , the Europass Diploma Supplement and the Europass certificate Supplement ) fill and issue the relevant institutions .

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The Europass CV is a standardized form of CVs which lets you clearly displaying skills and qualifications , and easily complements other Europass documents . In it, users briefly present themselves and their life , based on data from their life, from personal data through school education, knowledge of foreign languages, work experience and vocational training and retraining.

Keywords: Europass, CV, acquired skills and qualifications, passport

The outcome: subject should be able to write a CV when applying for a job in order to provide the employer knowledge, education and skills. It should be clear, concise, readable and grammatically correct. Informations must not be fabricated, and compliance with the standard CV and standard language should be the evi-dence of the existence of linguistic culture.



The theme of Social Entrepreneurship

Description: Social entrepreneurship can be placed somewhere between charita-ble organizations and the private sector. Part of the market economy, whose goal instead of generating profits, is a social benefit.

What social entrepreneurship brings to society?

Social enterprise is a business with primarily social objectives whose profits are re-invested in further work or community, rather than increased profits to the owner or shareholders.

How to become a social entrepreneur and what are the basic steps for initiating social entrepreneurship? What are the prerequisites?

Differences between entrepreneurship and social enterprise.

Keywords: Social entrepreneurship, 3P model of triple balance of accounts, sus-tainable development, social management

Outcome: Students will understand the difference between entrepreneurship and social entrepreneurship, recognize social entrepreneurs and continue to promote such enterpreneurship. Changes in the way of thinking, looking around and un-derstanding the needs of the community are the success of future missions, en-trepreneurs and members of our community.

Lecturer Maja Zelic, mag.oec .


Topic: Marketing Product

Description: Creating a simple marketing plan, analysis and market research, 4P model, financial indicators.

How to present product / service, post-sale.

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Keywords: product, price, promotion, distribution, SWOT analysis, market seg-mentation, mission, vision, goal, marketing mix

The outcome: Students will learn to create a simple marketing plan, differentiate products and services, and present the same ones.

Based on the acquired knowledge, students will be able to participate indepen-dently in creation of the marketing plan by their own work (service or production of the product).


Lesson plan: Social Entrepreneurship – CKU in CKZiU, Sosnowiec

Introduction

Students learn about the economic trend of what has come to be called “social entrepreneurship” and its impact on global economics. Students learn about the impact they have had on social problems worldwide. Students will be introduced to the difference between a business entrepreneur and a social entrepreneur.

Materials:

Internet connected computer, projector, computer lab if students are to explore the online “test for career choices” on PBS Web site.

Learning Goals

● Students will understand the increasing trend of social entrepreneurship, and how it is impacting world issues.

● Students will learn the difference between social entrepreneurship and the business-sector definition of entrepreneurship.

● Students will learn about career possibilities in this new domain.

Procedures

1. Introduce the idea that there are different kinds of businesses. A person who begins

2. a business is typically called an “entrepreneur.” Discuss with students what motivates people who start and own businesses.

3. Definition of Entrepreneur: “A person who organizes, operates, and assumesthe risk for a business venture.” [French, from Old French, from entreprendre,to undertake. See enterprise below.]

4. Enterprise:

1. An undertaking, especially one of some scope, complication, and risk.

2. A business organization.

3. Industrious, systematic activity, especially when directed toward profit: Private enterprise is basic to capitalism.

4. Willingness to undertake new ventures; initiative.

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5. Now introduce the idea of combining social concerns with business - what would you call that kind of business? What would motivate these kinds of business owners? What would they sell? What would they try to accomplish? Read and discuss the Web content, What is Social Entrepreneurship? Print the article “Compassionate Manufacturing: Aurolab Does Business with the Poor” and have students read through the process of how social entrepreneurship works.

6. Connect to a computer with the sound enabled, and listen to the interview with David Green and how he describes “How Social Entrepreneurs Are Different”. Engage students in a discussion of large-scale social problems. Introduce the concept of “the good idea funds the good.” Help students understand what it means to be a social entrepreneur.

7. Divide students into groups of three to four. Ask each group to discuss and answer the question. Students may choose to do research using the Internet (see resources). Teachers may choose to print some of the materials from the Web sites listed below as background reading material or homework.

1. What does it mean for a person or a group to create “social wealth?”

2. What are some examples of long-term change and short-term change?

3. What is a “risk worth taking?” Provide examples.

4. Give examples of a good idea that funds itself.

5. Why would a person choose to be a social entrepreneur?

6. What is compassionate capitalism?

7. Could there be environmental entrepreneurs? What might they sell? What products would they create and why?

8. Have students present their ideas to the class.

Key Concepts and Vocabulary

● Entrepreneur, enterprise

● Social entrepreneurship

● Large-scale and long-term

● Change agents

● Generating social value, social wealth (compared to financial wealth)

● Risk-taking

● Compassionate capitalism

● Measurable returns

● Long-term change

● Creating a new paradigm

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Resources/Examples

http://www.pbs.org/opb/thenewheroes/teachers/lesson_3.html

● Grameen Bank: www.grameenfoundation.org/

● Skoll Foundation: www.skollfoundation.org/

● Lemelson Foundation: www.lemelson.org/

● David Green’s Web site: www.project-impact.net/


Topic of the lesson: Socio-economic policy in Lithuania and social economy

Description: The introduction to socio-economic policy in Lithuania, who is re-sponsible for development and control of society social needs. What kind of social securities exist in Lithuania, the meaning and importance of valuable groups to Lithuanian economy. The definition of social economy, advantages and disadvan-tages.

Work methods: presentations, group discussion, team work, case studies.

Learning goals:

• Students will learn about key points of Socio-economic policy,

• Students will understand the importance of meeting society’s social needs for development of economy.

• Students will learn about social securities in Lithuania

• Students will learn about social economy.

Lecturer: Visaginas technology and business vocational educationa and training center VET teachers: Svajūnė Cicienienė, Jelena Paškevič, Na-talija Kamskova


Topic of the lesson: Social enterprises in Lithuania

Description: What is the social enterprise? What is the difference between social enterprise and simple business company? How to start up social enterprise - the requirements for entrepreneurs.

Work methods: presentations, group discussion, team work, case studies.

Learning goals:

• Students will learn about social enterprise: how to start up, what needs to be done before registration, law regulations of social enterprises.

• Students will learn how the government supports social enterprises, about grants and tax discounts.

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• Students will learn about advantages and disadvantages of running social enterprise.



Topic of the lesson: Socially responsible business

Description: The meaning of social responsible business, what kind of social re-sponsible businesses exist. What does it mean for business to be socially respon-sible? The future of the social responsible business.

Work methods: presentations, group discussion, case studies.

Learning goals:

• Students will learn about social responsible business.

• Students will learn about potential of socially responsible business and what types of businesses operates in this field. Students will find our about the real examples of socially responsible business.

• Students will learn about advantages and disadvantages of socially responsible businesses for entrepreneurs and for workers.


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8. INTERVIEWS WITH STUDENTS

BARTIN TEKNİK LİSE VE ENDÜSTRİ MESLEK LİSESİ, TURKEY

Abdulkadir DOĞAN: When I first heard of going abroad, I felt it would be an extraordinary thing in my life. I knew nothing about the project. But after Lithu-ania visit I explored that the topic “social economy” wasn’t a far context. It is inside our lives. We should only know to look at the right place. And I should also say that I had good friends there using my gestures and mimics ; though I speak English very little “yes” and “no”.

Oktay ASAL: It was a strange expression as “socioal economy” , but later after visiting samples of social economy practises I have learnt much about the pho-nemenon. We should keep in mind that we will live together in co-operation and joint work.

M. Fatih YARIŞLI: The name of the project was an unrealistic one for me. I didn’t know much about it. As Turkish youth we know ‘social’ and ‘economy’ as separate contexts. We hardly ever put these two words together in possessive construction. After visit I matched the two words and made a meaningful new concept in my mind.

Anıl KAYNAR: Within the project Poland visit added much to my life experience. I made foreign friends for the first time. I realised the importance of languages globally. Social economy samples helped me extend my horizons. It was an un-forgettable experience for me.

Aysu TOPRAK: I was a participant of November 2013 Lithuania visit. It was my first time ever to go abroad, to get on the plane and to have friends from dif-ferent countries. I wanna thank to my teachers and principal for giving me the chance to be a part of the project, and special thanks for Robert since he helped and promoted us to interact with participants of other partner countries. We taught him a few Turkish words, it was so funny to hear pronounciation of some words. We acted out a kind of Turkish dance together, and this was also amazing.

Arıt Çok Programlı Lisesi Student Interview

Ertuğrul EROL: I met with socio-economy term for the first time with this pro-ject. Activities which were held in different countries impressed me. Thanks to this Project, I realized that very individual is responsible for the development of society regardless of the age. Also during our visit at abroad, I noticed that disabled people are a part of our life and they can continue their life in terms of economy as every normal person does unlike our I’ve had my first experiences thanks to this project. I went abroad for the first time. It wasn’t possible to do it with my own means. Also, the greatest side of the project is friendship. I met new people and made friends. I’m still in touch with people whom I met there which makes me really pleased. It was a great chance to take part in the project.

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Özlem ÖREN: With this project, I realized that not only the state but also the whole society is responsible for the development of the society. Thematic Villages Project, which was prepared to develop distant areas and to provide job oppor-tunity for locals , made me notice our potential and responsibility for the Also, visit to Lithuania has been motivation for our language learning. It was quite an experience to make friends and meet with different cultures.

Bedriye ÖZKAYRAN: I had fears about about the future after graduation . Through our project activities,I have gained a lot of skills; where to apply for a job, how to apply, what are my rights, how to behave at a job interview … I learned all all them at the workshops which were With the Project meeting, I re-alized that taking responsibility of society creates great changes. It is important not to escape but to face the challenges. Now, it is our turn .

VISAGINAS TECHNOLOGY AND BUSINESS VOCATIONAL EDUCATION AND TRAINING CENTER, VISAGINAS, LITHUANIA

Veronika: I really loved the trip to Sosnowiec, Poland. We had the opportunity to see the real examples of Social economy and it was worth seeing. I met a lot of new people from different European countries and got the opportunity to improve my English.

Akvilė: This project made me realize the importance of social economy. I met a lot of interesting people who are not indifferent to social economy needs.

Milda: From the beginning the social economy term was foreign for me, but after the lessons and study trips I understood the significant role of socio-economy in 21 century.

Aušrinė: During the project I had a chance to get to know the real examples of social economy in Lithuania. We met new people who are working in this field, met disable people who got a chance to find a job in social enterprises and be-came competent member of labour market.

Marius: The greatest impression I got in Sosnowiec, where we visited school for disable people. It was a really inspiring example for me.

DENTAL CENTAR MARUŠIĆ, SPLIT, CROATIA

Jelena: This experience (visiting Bartin) has broadened my horizons, introduced me to a new culture (so similar and also so different from ours), with many in-teresting customs and people. Definitely a great experience that I would recom-mend to anyone!

Tina: The lessons about social economy showed me how many options we have in life, and that helping people is the most important thing for us. The trip to Bartin was one of the best experiences in my life.

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9. CONCLUSION

Social Economy is a very important part of European economy, promoted and supported by European Funds and European Governments. It can show us how to use locals potentials for development, for creating better life in small com-munities. It also teaches us to be responsible towards our social environment, as we are responsible towards our natural environment. Social Economy is very much needed in new-european Countries, because it successfully fights against poverty and social exclusion. It has a positive influence on local community de-velopment and active democratic community. In time of globalisation it gives us a great chance for personal and economic development in small towns, in rural areas, beyond great agglomerations. It is important to show this facts to Young European Citizens, who are looking for their own personal growth, because Eu-rope should be united, but diverse.

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Srednja škola Dental Centar Marušić

Benkovačka 10/A21000 Split – CROATIAPhone: +385 21 502-600, +385 21 502-492Fax: +385 21 501-141www.dentalcentarmarusic.com

Contact person of partnerMr Dragan Šupe, project coordinatorPhone: +385 21 502 600Mobile: +385 91 222 6018Fax: +385 21 501 [email protected]

Legal representative of partner

Mr Ivica Zelić, headmasterPhone: +385 21 502 600Fax: +385 21 501 [email protected]

Fundacja Rozwoju Lubelszczyzny

ul. Lubartowska 74A, I piętro20-094 Lublin – POLANDPhone: +48817101900, +48814638251Fax: +48817101901www.fundacja.lublin.pl

Contact person of partner

Mr Jakub Wroblewski, branch man-agerPhone: +48814638251Fax: +48814511352Mob. [email protected]


dr Henryk Łucjan, prezes zarząduPhone: +48817101900Fax: [email protected]

Centrum Kształcenia Zawodowego i Ustawicznego

- Centrum Kształcenia Ustawicz-nego

ul. Kilińskiego 2541-200 Sosnowiec – POLANDPhone: 0048 32 266 11 80Fax: +48817101901www.ckziu25.sosnowiec.pl


Ms Marzena Pasek, project managerPhone: 0048 32 266 11 [email protected]


Mr Kazimierz Górski, presidentPhone: [email protected]

Visagino technologijos ir verslo profesinio mokymo centras

Festivalio str. 731134 Visaginas – LITHUANIAPhone: +370-386-34186 Fax: +370-386-32069www.vpm.lt


Ms Irina Morozova, project managerPhone: +37038634186Mobile: [email protected]


Mr Vytautas Petkūnas, directorPhone: [email protected]

Rietavas Business Information Centre

Parko str. 590311 Rietavas – LITHUANIAPhone: +370 448 68202, +370 448 68104 Fax: +370 448 68202 www.rietavovic.lt

Contact person &legal representative of partner

Ms Laima Dockevičienė, director

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Phone: +370 448 68202, +370 448 68104Mobile: +370 699 17716Fax: +370 448 [email protected]

Bartın Teknik ve Endüstri Meslek Lisesi,Denizcilik Anadolu Meslek Lisesi

Kemerköprü Mahallesi Bülent Ecevit Bulvarı No:3974100 Bartin – TURKEYPhone: +903782271239 Fax: +903782281996 www.bartineml.k12.tr

Contact person & of partnerMr Erhan Yalcin, teacherPhone: +903782271239Mobile: [email protected]


Mr İlkay Başoğlu, headmaster

Phone: +903782271239, [email protected]

Arıt Çok Programlı Lisesi

Menteşpiri Mah. Bosna Caddesi 1. Nolu Sokak Arıt 74020 Bartin – TURKEY Phone: +903782341194 www.aritcpl74.meb.k12.tr

Contact person & of partner

Ms Selda Abdülnefioğlu, teacherMobile: [email protected]


Mr Ender Işıkkent, headmasterPhone: [email protected]

DISCLAMER:

This project has been funded with support from the European Commission.

This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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KNJIŽNI BLOK

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KNJIŽNI BLOK

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PREDZADNJA STRANA KORICE

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ZADNJA STRANA KORICE

my new skills in social economy - a job for local community needs

Documents

benefits of social economy

theme of social economy

social life

integration of students

social enterprises

roma students

awareness of students

vocational education