The article reflects the main synergies between social entrepreneurial learning and human rights education in the non-formal context, with the conceptual fundament as their basis and preliminary practical experiences in that area as their background. As rigorous research on the impact of this practice has still to be done, they are characterized as ‘preliminary’. The conceptual funda- ment includes discussion of the relationship between social entrepreneurship and human rights, the understanding of human rights education, including its different dimensions-above all, the action-orientation of the dimension ‘learn- ing for human rights’. The main synergies – utilizing the non-formal-context, participation, transformation, empowerment, and action-orientation – are identified and briefly explained. These synergies indicate the potential that the combination of social entrepreneurial learning and human rights education can develop.
For youth work practice, the article implies that the combination of social entre- preneurial learning and human rights education can be useful as it enhances the positive practical achievements of both educational approaches. The article also provides some tentative links between the two and invites youth work- ers and researchers to further develop methods and activities combining social entrepreneurial learning and human rights education. It therefore calls for criti- cal participation in the implementation of this combination of social entrepre- neurial learning and human rights education and a review of the practice. There is a need for research into understanding what can be expected from the dynamics of transformation and empowerment, and how they take place. In addition, impact evaluation of the combination of social entrepreneurial learning and human rights education, including specific analysis of the single steps of the educational process would be needed. Particular attention could be put on the participants’ background characteristics and how these have an impact on the outcome of the educational process. This research should in its design and conduct remain grounded in rigor and realism. Only in this way can research contribute to the improvement of the educational programs.
See as a ‘good practice’ of a com- bined social entrepreneurial- and human rights educational-process: www.wasserfuerwasser.ch
The non-profit enterprise ‘Wasser fuer Wasser’ coordinates the sale of tap water in restaurants not for the profit of the restaurants but for the benefit of sustainable and entrepreneurial water-projects world-wide. ‘Wasser fuer Wasser’ has won already several awards, among others the Young Caritas Award and the IHRF-Award.
The article gives an outlook on the potential of the combination of social entre- preneurial learning and human rights education and is an urgent invitation to further, with programmes, funds and other concrete measures, this focus for youth work. Ultimately, the article opens up several reflection questions:
What does ‘social’ in ‘social entrepreneurship’ mean? Who defines it and in whose name? Why does it matter? How can youth work address the risk of profit-maximising enterprises overusing and abusing the concept of social entrepreneurship? How can youth work engage with the entrepreneurial activities that threaten the human rights of people?
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See also OECD WPSMEE 2010.
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There are several international initiatives which try to make the private sector a a subject or at least a complicit of the realization of human rights, not of human rights viola- tions, e.g. the UN Global Compact www.unglobalcompact.org The Guiding Principles on Business and Human Rights: Implementing the United Nations ‘Protect, Respect and Remedy’ Framework www.business-humanrights.org/ media/documents/ruggie/ruggie- guiding-principles--21-mar--2011.pdf The OECD Guidelines for
Multinational Enterprises www.oecd.org
The IFC’s Sustainability Framework www.ifc.org/policyreview
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The author has contributed as a consultative expert to the development of the UN Declaration on Human Rights Education and Training 2011 during the entire prepara- tion process of the Declaration.
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See as a ‘good practice’ of a com- bined social entrepreneurial- and human rights educational-process: www.wasserfuerwasser.ch
The non-profit enterprise ‘Wasser fuer Wasser’ coordinates the sale of tap water in restaurants not for the profit of the restaurants but for the benefit of sustainable and entrepreneurial water-projects world-wide. ‘Wasser fuer Wasser’ has won already several awards, among others the Young Caritas Award and the IHRF-Award.
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If one important focus of working with young people and training entrepre- neurs is about developing competencies, then surely, ‘business competency’ should include guiding ethics and values that support the sustainability of the particular enterprise. This essay examines the contribution of youth work in helping young people to become self-employed and to encourage responsible business. With reference to the enterprise development and youth work scene across the UK, it highlights the supportive features of an evolving arena and raises the following questions: Are skills and knowledge all that are needed to support sustainable youth enterprise? Are there any benefits in providing space for business ethics and values education, within a fuller spectrum of support for young entrepreneurs? Essentially, the writer presents business ethics and values as tactical priorities for achieving sustainable business development – including entrepreneurs.