What is the Guide to Social Enterprise in Schools?
The Guide to Social Enterprise in Schools is the result of a partnership between the British Council, Oi Futuro, and Instituto Porvir. It’s an online platform that brings together guidelines, tools, and real cases to inspire and support educational managers and teachers to prepare young people to impact the world.
In essence, social entrepreneurship provides for the development of actions capable of generating systemic impact and transformation in the world. In this proposal, innovation and creativity are at the service of building solutions to solve environmental and social problems in a community, city, country, or even all over the planet.
The material is the result of a collective meeting, held in February 2020, in Rio de Janeiro. The activity brought together Brazilian and British representatives from the areas of Education and Social Entrepreneurship.
Check out the recording of the launch webinar (in Portuguese only)
What is the purpose?
The dialogues helped to collect arguments that show the power of social entrepreneurship to reduce inequalities and socio-environmental problems, as well as strategies to make the school space for developing projects for the training of young people capable of undertaking to effect positive changes in society.
Transforms school practices
- Activation in networks
- Co-creation
- Collaboration
- Co-responsibility
- Listening
- Experimentation
- Active methodologies
- Risks / error acceptance
Develops student skills
- Altruism
- Ability to solve problems
- Communication
- Courage
- Curiosity
- Empathy
- Critical and scientific thinking
- Sense of purpose
- Resilience
- Responsibility
- Teamwork
Generates impacts in the world
- Equity
- Valuing diversities
- Solving social and environmental problems
- Sustainable development
The Guide to Social Enterprise in Schools is available online in Portuguese only. On the platform, you can access accurate information, materials, information, as well as find inspiration to impact students.
