MATERIALS FOR SECONDARY SCHOOL PUPILS (3-DAY WORKSHOP EU CAMP)

Transcription

1 DELIVERABLE D MATERIALS FOR SECONDARY SCHOOL PUPILS (3-DAY WORKSHOP EU CAMP) Edited by: izr. prof. dr. Nada Trunk Širca Gaja Gologranc, mag. pol.

2 Table of contents for the projects website KAZALO EU-KAMP»EVROPA IN PODJETNOST«(1. izvedba) 1. PROGRAM EU-KAMP (1. izvedba) 2. MFDPŠ Celje and the project 3. PREDAVANJE: Youth Entrepreneurship in EU: Case of Denmark; dr. Toyoko Sato, Copenhagen Business School, Danska 4. PREDAVANJE: Socialno podjetništvo, kreativnost, ustvarjanje poslovne ideje; dr. Valerij Dermol, MFDPŠ, Slovenija 5. PREDAVANJE: Začnimo razmišljati - tehnike razmišljanja dr. de Bona CoRT 1 in CoRT 4; mag. Bojana Tancer, DeBono.si, Slovenija 6. PREDAVANJE: From idea to Implementation - An Overview of Entrepreneurship and Business Creation; dr. Antonio Jose Monteiro de Oliveira, University Portucalense, Portugalska 7. PREDAVANJE IN DELAVNICA: Ekonomija kot filozofija in kot realnost; mag. Rado Pezdir, MFDPŠ, Slovenija EU-KAMP»EVROPA IN PODJETNOST«(2. izvedba) 1. PROGRAM EU-KAMP (2. izvedba) 2. MFDPŠ Celje and the project EU+PIK@ 3. PREDAVANJE: Socialno podjetništvo, kreativnost, ustvarjanje poslovne ideje za konkurenčno Evropo; dr. Valerij Dermol, MFDPŠ, Slovenija 4. PREDAVANJE: EU Integration Issues and/or EU Institutions from an Economic Analysis; dr. Marcos Sanz Martin-Bustamante, Universidad Rey Juan Carlos de Madrid, Spain 5. PREDAVANJE: Green Jobs, Green Entrepreneurship, Creative Business; Oguz Basol, Kirklareli University Turkey 6. PREDAVANJEIN IN DISKUSIJA: Ekonomija kot filozofija in kot realnost v Evropski Uniji; mag. Rado Pezdir, MFDPŠ, Slovenija

3 1. PROGRAM EU-Kamp»Evropa in podjetnost«za dijake srednjih šol (1. izvedba) Petek, , MFDPŠ Celje Prihod udeležencev na MFDPŠ, pogostitev in uvodno srečanje Nagovor dekana MFDPŠ (dr. Srečko Natek) Nagovor župana MO Celje (g. Bojan Šrot, TBC) Nagovor vodij (dr. Nada Trunk Širca, dr. Valerij Dermol) Institucije Evropske unije, državljanstvo, multikulturalizem evropski poslanec, Slovenija (TBC) Odmor in skupinsko fotografiranje Youth Entrepreneurship in EU: Case of Denmark dr. Toyoko Sato, Copenhagen Business School, Danska Socialno podjetništvo, kreativnost, ustvarjanje poslovne ideje dr. Valerij Dermol, MFDPŠ, Slovenija Prevoz v dom CŠOD Štrk Namestitev in večerja Spoznavni večer (Moderira: mag. Rado Pezdir, MFDPŠ, Slovenija) Sobota, , Dom CŠOD Štrk 8.00 Zajtrk Začnimo razmišljati - tehnike razmišljanja dr. de Bona CoRT 1 (1. del) mag. Bojana Tancer, DeBono.si, Slovenija Odmor Začnimo razmišljati - CoRT 4 (2. del) mag. Bojana Tancer, DeBono.si, Slovenija Kosilo From idea to Implementation - An Overview of Entrepreneurship and Business Creation (1. del) dr. Antonio Jose Monteiro de Oliveira, University Portucalense, Portugalska Odmor From idea to Implementation - An Overview of Entrepreneurship and Business Creation (2. del) dr. Antonio Jose Monteiro de Oliveira, University Portucalense, Portugalska Večerja Večerna diskusija na temo Izzivi Evropske unije: živeti, delati in ustvarjati (moderira: mag. Rado Pezdir, MFDPŠ, Slovenija)

4 Nedelja, , Dom CŠOD Štrk 8.00 Zajtrk Ekonomija kot filozofija in kot realnost (1. del) mag. Rado Pezdir, MFDPŠ, Slovenija Odmor Ekonomija kot filozofija in kot realnost (2. del - delavnica) mag. Rado Pezdir, MFDPŠ, Slovenija Kosilo Odhod iz CŠOD Štrk Predviden prihod v Celje Predavatelji/sodelujoči: Valerij Dermol je doktoriral na Ekonomski fakulteti Univerze v Ljubljani. Področji njegovega raziskovanja sta osredotočeni na marketing in komunikacijo. Antonio Jose Monteiro de Oliveira je doktoriral iz področja managementa, na Univerzi Coruna. Področja njegovega raziskovanja obsegajo ekonomijo, management in podjetništvo. Rado Pezdir je magistriral na Ekonomski fakulteti Univerze v Ljubljani. Področja njegovega raziskovanja obsegajo ekonomsko filozofijo, zdravstveno ekonomiko, ekonomiko tranzicije in matematično ekonomijo. Toyoko Sato je doktorirala na Copenhagen Business School na Danskem. Področja njenega raziskovanja so podjetništvo, marketing, interdisciplinarne metode raziskovanja in mednarodno poslovanje. Bojana Tancer je magistrirala iz področja psihologije, na Filozofski fakulteti v Ljubljani. Trenutno je študentka doktorskega študija. Področje njenega raziskovanja je razvoj kognitivnih strategij. Nada Trunk Širca je doktorirala na univerzi The Manchester Metropolitan University v Veliki Britaniji. Področja njenega zanimanja vključujejo visoko šolstvo, kakovost in vseživljenjsko učenje.

5 2. MFDPŠ Celje and the project

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7 3. PREDAVANJE: Youth Entrepreneurship in EU: Case of Denmark; dr. Toyoko Sato, Copenhagen Business School, Danska Overview of the lecture - dr. Toyoko Sato Presentation methods: PowerPoint presentation with charts, photographs, and short videos (2-3 videos under 3 minutes each). Lecture overview: First hour Introduction What is entrepreneurship? Where we are in the EU Entrepreneurship statistics, focusing on Slovenia and Denmark How we do entrepreneurship education Denmark and Scandinavia Primary school Upper secondary school Higher education University Group projects Company Program Second hour How we use entrepreneurship as a concept, method, and framework What kinds of learning process are involved? Learning-by-doing & learning-by-translating Making values: cases Social and innovative entrepreneurship (Sweden) Solvatten Peepoople Cultural entrepreneurship (Denmark) Noma (René Redzepi) Bjokving or ANNE SOFIE MADSEN Conclusion: Participatory education

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9 ENTREPRENEURSHIP AND LEARNING-BY-TRANSLATING Toyoko Sato Copenhagen Business School, Denmark, These are from my notes for November 2013 lecture, The European Participatory Education in Youth Entrepreneurship, for the Project in Celje, Slovenia. First, we reviewed European entrepreneurship statistics from Slovenia and Denmark. Second, we learned how young people study entrepreneurship as a part of their participatory education in Denmark. Third, conceptual backgrounds were introduced, and my construct, learning-by-translating, was presented. STATISTICAL APPROACH Europe is still suffering from the aftereffects of the 2008 global financial crisis. Today, there are nearly 27 million unemployed men and women across the EU-28. Of those, approximately 19.4 million are in the euro area i ; that figure is equivalent to 12 percent of the total population. Youth unemployment rates are even higher. In 2012, about 22.8 percent of young people in the EU were unemployed. In Spain, that rate rises to 53.2 percent and in Greece it was 55.3 percent. ii To overcome the effects of the crisis, and to promote an innovative, sustainable society, our remedies cannot be shortsighted. Rather, it requires us to commit to implementing a long-term, dynamic vision. Promoting entrepreneurship can be one such long term commitment. We should, however, recognize that the European economy was structurally stagnant for a long time. When the variables of efficiency and competitiveness were the focus of the global economy, something else was left behind the entrepreneurial spirit. Today, we should recognize the 2008 financial crisis as a catalyst for future structural, societal, and economic dynamism. Figure 1. Perceived Opportunity : Nordic vs. Southern European Economies. This figure was adapted from GEM Global Report (2012). iii Figure 1 provides a five year comparison of the perceptions of entrepreneurial perceived opportunity between Nordic economies (Denmark, Finland and Norway) and Southern European economies (Greece, Hungary and Spain). These data are based on a survey of individuals (18-64 years of age) in Denmark, Finland, Norway, Greece, Hungary, and Spain. In contrast to Nordic countries, where people perceive high economic opportunity, people in Southern European countries perceive fewer opportunities. After the 2008 global financial crisis, their expectations fell and their attitudes became even more pessimistic. iv Yet, when we focus on factors between Slovenia and Denmark, there are interesting similarities and differences in the data. According to Global Entrepreneurship Monitor 2012, v both Slovenia and Denmark have an innovation-driven economy. It is an economy that is created by both financial and intellectual capital. It is driven by the intersection of globalization, deregulation, and technological innovation, where innovation is the key to producing wealth.

10 Innovation does not only come from global companies or world famous universities, but also from small- to medium-sized firms and startup businesses. When you have an innovative idea you may wish to create your own business; innovation induces entrepreneurship. Looking at entrepreneurial framework conditions, Denmark and Slovenia both understand commercial and physical infrastructure as positive and general national policy negative. Denmark has a strong governmental entrepreneurial program, while Slovenia has a strong, dynamic internal market. Denmark is weak in finance and the research and development (R&D) transfer, while Slovenia is weak in its national regulation and entrepreneurship policies. Figure 2 shows Danish and Slovenian attitudes toward entrepreneurship in Examining the variables in Denmark, perceived entrepreneurial opportunity is high, and perceived entrepreneurial capabilities are low. The variables in Slovenia are the opposite, perceived entrepreneurial opportunity is low and perceived entrepreneurial capabilities are high. The interesting points of contrasts are in the variability the intention to be entrepreneur and the fear of failure. In Slovenia, people intend to become entrepreneurs at a rate nearly twice as high as in Denmark. Slovenian fear of failure is also low the lowest in European Union. This contrasts with data from other countries, such as Japan, where variable trends change year by year (the lowest was 22 percent in 2001 and the highest 53 percent in 2012) (Figure 3). Slovenians, on the other hand, constantly appear to be fearless. Figure 2. Attitudes toward entrepreneurship vi entrepreneur vii Figure 3. Percentages of people who feel fear to be an Our curiosity toward Slovenian fearlessness can hopefully be satisfied by understanding the Slovenian people and by the testimony of experts later in this workshop. Our question right now is, how can we think about entrepreneurship for Danes and Denmark? To answer this, I wish to introduce the concept of participatory education. PARTICIPATORY EDUCATION FOR ENTREPRENEURSHIP In 2001, the Danish government implemented an initiative to strengthen entrepreneurship education. It was based on the assumption that students could contribute to Denmark s international competitiveness in the future, if they developed their capabilities as entrepreneurs and started thinking about their own businesses. In the 2011/2012 school year, a decade after the first initiative, 12.5 percent of students took entrepreneurship education. Today, Denmark has many different levels of entrepreneurial projects and programs throughout their education system. Their learning keywords are described below. Comparing, Critical Thinking, Constructing Data, Decision-Making, Developing Ideas, Displaying Data, Formulating Questions, Identifying Choices, Interpreting Data, Listening Responsively, Making Observations, Matching, Predicting Based on Data, Problem-Solving, Role-Playing, and Teamwork. viii

11 According to the Danish Foundation for Entrepreneurship, teachers and students act in a way that is doing [what is] doable, ix by asking themselves, Who am I? What do I know? Whom do I know? Students and teachers use this process in deciding together what students can do with what resources they have. It is a participatory process, where method relies on group work and group projects. x Thus, the initial questions change to statements of who we are, what we know, and whom we know. In any country, primary education is the foundation of education; however, this is especially true in Denmark. Pupils learn entrepreneurship through games, playing, communication, constructing networks, and participating in various fairs with friends and parents. This practice is like a theatrical play. It may be summarized as follows. Act 1: Our empty place! Act 2: Discussion: What to do with the empty place? Act 3: Business Plan! Act 4: Money! Act 5: Obligation what is our relationship with taxes, and the government? As their educational level increases, many complications are added to the entrepreneurial theatre. Each year in secondary education, students are introduced to entrepreneurship camps, trade shows, startup competitions, and international commerce. Teachers are also able to participate in workshops and seminars to brush-up on their teaching skills and gain access to tests, teaching concepts, and teaching materials. For example, workshops may be designed to enhance their teaching methods. In higher education, the students have national or international opportunities in events or competitions such as the Company Program, the Talent Network of Denmark, the Danish Entrepreneurship Award, and the International Entrepreneurship Award. There are also startup programs for females and migrants at the national and municipal level. Various courses and workshops also target unemployed youth. Promoting entrepreneurship and innovation is one of the most important policies of the Danish government, and is a joint venture with the Ministry of Culture; the Ministry of Business and Growth; the Ministry of Children and Education; and with the Ministry of Science, Innovation and Higher Education. The government, in fact, participates in the theatre that they provided. Through these experiences and experiments, Danes understand that entrepreneurship is not just for startup businesses. xi These initiatives envision and then embrace wider and deeper human interactions and solutions, until entrepreneurship has become a methodology for business and society. LEARNING-BY-TRANSLATING Entrepreneurship signifies a, process by which individuals or groups identify and pursue entrepreneurial opportunities without the immediate constraint of the resources they currently control. xii Etymologically, an entrepreneur is one who undertakes or manages. In contrast with a startup business, the term entrepreneur implies identifying value where others do not yet see the opportunity. Entrepreneurship offers a new value and solution. After identifying this new value, the process may involve the creative destruction of existing products and/or industries. This new value may replace existing products and/or its production method. We may ask, what is the process of this value-making? How does the process occur? Because almost all human activities are influenced by our past, we must learn from history to create our future. Karnøe and Garud, innovation management scholars, focusing on technological innovation, offered three learning processes: learning-by-doing, learning-by-thinking, and learning-by-using. These learning processes interact with each other and provide feedback to one another. Such interactions and feedback are crucial with new technology. Learning-by-doing occurs in the process of making. Learning-by-doing embraces a vision of the future, potentiality with new technological systems. Such a vision is connected integrally with the relevant design and production parameters that engineers, production workers, and researchers employ. xiii Learning-by-thinking means simulating parameters required to fine-tune a design. R&D activities fit into this type of learning. Learning-by-using recognizes

12 multiple meanings in technological innovation and its artifact when it is in use. It includes consumer experiences and innovative ideas through consumption. Learning-by-doing is considered an appropriate learning process in the field of entrepreneurship. When discussing entrepreneurial learning, the Danish Foundation for Entrepreneurship uses the learning-by-doing approach. Yet, as mentioned earlier, entrepreneurship often implies finding a value or opportunity that others do not yet see. If we focus on this particular attribute of entrepreneurship, we are obliged to go beyond the learning activities of learning-by-doing, learning-by-thinking, and learning-by-using. I maintain that epistemological activities involved in entrepreneurial learning should be recognized and named; learning-by-translating fits into this plan. xiv Learning-by-translating is a process where one s various choices are illuminated, complete with contemplations, confusions, and inspirations. When we focus on the entrepreneurial cognitive sphere, learning-by-translating speaks for the procedural applications, transitions, and changes. It signifies the state of a thinking body and his/her moments. These might be linked with the methodology of Charles Pierce. xv In short, translation is the moment where thinking and practicing bodies produce something new in their transposition and transformative movements. The entrepreneurship learning process is defined in this moment. According to Illeris, learning always consists of two integrated processes of interaction and internalization, respectively, and that learning simultaneously comprises a cognitive, an emotional and psychodynamic and social and societal dimension. xvi Nonaka claims that our reflections is internalized as tacit knowledge through socialization (sharing knowledge through experiences); externalization (publishing and articulating knowledge); and combination (organizing and integrating knowledge). xvii Internalization is a process where socialization, externalization, and combination are deepened, and progress to another level of socialization, externalization, and combination. In each step of the entrepreneurial path, learning-by-translating presuppose these interaction and internalization. Nonaka also wrote that the theory of knowledge creation is based on the assumption that humans are not just imperfect parts of such an information-processing machine, but are existences who have a potential to grow together through the process of knowledge creation. xviii Then, participatory education is more than doing what is doable. It is a process where you find yourself linking with others and creating future relationships through learning-by-translating. CONCLUSION: THE WEB OF INTERPRETIVE SOLUTIONS In this lecture, we first examined statistics on entrepreneurship and entrepreneurs. After comparing and contrasting the Slovenian and Danish attitudes toward entrepreneurship, we learned that Danish youth learn entrepreneurship through participatory education. There is a methodological dimension in entrepreneurship which is most often described as learning-by-doing. Learning-by-doing is an inclusive method that can be applied to many aspects of entrepreneurship. On the other hand, it is learning-by-translating that accounts for transitions, procedural applications, and cognitive change. In viewing society, science, and technology as a seamless web, xix learning-by-translation builds its own web of interpretive solutions. Endnote: 1 The euro area is in the European Union and signifies the area where nations use Euro as their currency. It is also called the Euro zone. 2 European Commission. (2013). Euro stats. Retrieved in October Global Entrepreneurship Monitor. (2012). Retrieved in October 20, Ibid. 5 Ibid. 6 This is adapted from Global Entrepreneurship Monitor, ibid. 7 This is adapted from Global Entrepreneurship Monitor, ibid. 8 The Danish Foundation for Entrepreneurship - Young Enterprise. (2013). Retrieved on October 15, Ibid.

13 10 Tackney, C., Sato, T., & Stremgren, O. (2011). Benchmarks in tacit knowledge skills instruction: The European Undergraduate Research-Oriented Participatory Education (EU-ROPE) of Copenhagen Business School. International Journal of Management in Education, 4 (4), A term, startup, signifies a company in the first stage of its operation. 12 Ireland, et al. (2013). The management of strategy. Concepts and cases. Stamford, CT: Cengage Learning. 13 Karnøe, P. & Garud, R. (1998). Path creation and dependence in the Danish wind turbine field. In J. Porac & M. Ventresca, The Social construction of industries and markets. Pergemon Press. 14 Sato, T. (2008). Learning-by-translating: Danish wind turbine technology and its opposition. A paper presented at the Academy of Management Annual Meeting 2008 Anaheim. 15 Pierce, C. (1997). Pragmatism as a Principle and Method of Right Thinking: the 1903 Harvard Lectures on Pragmatism by Charles Sanders Peirce. Edited by Patricia Ann Turrisi. Albany: SUNY Press. 16 Illeris, K. (2002). The Three Dimensions of Learning, Roskilde, Denmark: Roskilde University Press. 17 Nonaka, I. (2005). Managing organizational knowledge: theoretical and methodological foundations. In K.G. Smith and M.A. Hitt (Eds): Great Minds in Management: The Process of Theory and Development, Oxford University Press, Oxford, pp Ibid. 19 Fuglesang, L. (2000). Three perspectives in STS in the policy context. In S. H. Cutcliffe & C. Mitcham, Visions of STS: Counterpoints in Science, Technology, and Society Studies. Albany: SUNY press.

14 4. PREDAVANJE: Socialno podjetništvo, kreativnost, ustvarjanje poslovne ideje; dr. Valerij Dermol, MFDPŠ, Slovenija

15 SOCIALNO PODJETNIŠTVO, KREATIVNOST, USTVARJANJE POSLOVNE IDEJE ZA KONKURENČNO EVROPO doc. dr. Valerij Dermol MFDPŠ Celje, Ključne besede: socialno podjetništvo, družbena odgovornost, Evropska Unija, ovire podjetništva SOCIALNO PODJETNIŠTVO V SLOVENIJI V času, ki ga živimo, vrednote družbene odgovornosti postajajo pomembna sestavina delovanja podjetnikov. Vseeno pa mnogi med njimi družbeno odgovornost še vedno dojemajo kot tvegan in stroškovno neugoden način poslovanja in zato delujejo zgolj za lastno, najbolj pogosto, finančno korist, ne ozirajo pa se na potrebe družbe in naravnega okolja, kar sicer v ospredje postavlja koncept družbene odgovornosti. Mnogi podjetniki skušajo maksimirati le svoj dobiček in minimizirati svoje stroške, zanemarjajo pa etičnost vedenja, solidarnost, družbene vrednote, pa tudi kakovost življenja zaposlenih, njihovih družin ter skrb za okolje in javno dobro. Nekatere države, usmerjene zgolj v spodbujanje učinkovitosti in finančne uspešnosti podjetnikov, za svoje gospodarske dosežke plačujejo relativno visoko ceno, ki se odraža tudi v visokih stopnjah družbene neenakosti, revščini, onesnaženi vodi in zraku, razširjenosti bolezni in kriminala ipd. Nobelov nagrajenec, socialni podjetnik, Muhammad Yunus opozarja, da nas lahko skrbi podatek, da kar polovica človeštva živi s samo dvema dolarjema na dan in skoraj milijarda ljudi z manj kot enim dolarjem na dan. Eden od možnih odgovorov za izzive moderne družbe je družbeno odgovorno socialno podjetništvo. OECD opredeljuje socialno podjetje kot vsako zasebno dejavnost, ki se izvaja v javnem interesu in je organizirana s podjetniško strategijo, vendar njen glavni namen ni maksimiranje dobička, ampak doseganje nekaterih gospodarskih in družbenih ciljev, in ki je zmožna uvajanja inovativnih rešitev za reševanje problemov socialne izključenosti in brezposelnosti. Socialni podjetniki dajejo prednost rasti zaloge družbenega kapitala pred rastjo dobičkov. Vrednote in pozitivne družbene spremembe, ki jih socialno podjetje prinaša, lahko po mnenju mnogih pripomorejo tudi k izhodu iz morebitnih gospodarskih kriz. DIMENZIJE SOCIALNEGA PODJETNIŠTVA Poimenovanje socialno podjetništvo poudarja dvojnost današnjega sveta. Izpostavlja njegovo delitev na gospodarski in družbeni del. Socialno podjetništvo lahko zato opišemo na eni strani kot zaznavanje in uresničevanje potreb ljudi in družbe, na drugi pa kot prepoznavanje podjetniških priložnosti in načinov za njihovo zadovoljevanje ter uresničevanje z njimi povezanih potreb. Socialno podjetništvo je del socialnega gospodarstva in s tem dejavnost, ki sicer ima podjetniške značilnosti, ni pa njen osrednji namen izključno doseganje dobička. Socialno gospodarstvo se pogosto pojavlja na stičišču med zasebnim, ki ga poganja motiv dobička, in javnim sektorjem, ki ga poganja motiv javnega in skupnega dobrega. Socialno podjetništvo lahko ločimo od dobrodelnosti, saj gre v vseh pogledih za posel in ne dobrodelno dejavnost. To pomeni, da socialni podjetniki skrbijo za doseganje družbenih ciljev, pri tem pa pokrivajo svoje stroške in ustvarjen dobiček vlagajo v poslovanje in razvoj. Socialno podjetje lahko umestimo na premico, ki na eni skrajnosti ponazarja dobrodelnost, na drugi pa tržno usmerjenost podjetja. Kam se bo socialni podjetnik pozicioniral, je v prvi vrsti odvisno od njegovih podjetniških motivov ter drugih dejavnikov, ki jih ponazarja spodnja preglednica.

16 Ključni dejavniki Dobrodelna usmerjenost Socialno podjetje Tržna usmerjenost Motivi Dobrodelnost Mešani motivi Lastni interes Metode Tržno Ciljno naravnane Ciljno in tržno naravnane delovanja naravnane Cilji Družbena Ekonomska Družbena in ekonomska vrednost vrednost vrednost Subvencionirane cene ali kombinacija Stranke Brezplačno polnih plačnikov in tistih, ki ne Tržne cene Sredstva Delovna sila Dobavitelji Donacije in nepovratna sredstva Prostovoljci Zagotovijo materialne donacije. plačujejo. Sredstva v nižji višini od tržne vrednosti ali kombinacija donacij in sredstev v višini tržne vrednosti. Plače pod tržno vrednostjo ali kombinacija prostovoljcev in v celoti plačanih zaposlenih Posebni popusti ali kombinacija popustov in donacije v polni vrednosti. Tržna vrednost sredstev Nadomestilo v višini tržne vrednosti Cena po tržni vrednosti. Preglednica 1: Razlike med dobrodelnimi organizacijami, socialnimi podjetji in tržno usmerjenimi podjetji OKVIR ZA OMOGOČANJE SOCIALNEGA PODJETNIŠTVA V SLOVENIJI V Sloveniji je pravni okvir socialnemu podjetništvu vzpostavil Zakon o socialnem podjetništvu (ZSocP). Objavljen je bil leta 2011, v veljavo pa je stopil januarja ZSocP opredeljuje socialno podjetništvo, njegove cilje in načela, pa tudi dejavnosti socialnega podjetništva, pogoje zaposlovanja in na sploh opravljanja dejavnosti, pogoje, pod katerimi pravne osebe pridobijo status socialnega podjetja, način pridobitve in odvzem statusa socialnega podjetja, posebne pogoje poslovanja socialnih podjetij, evidence, ki se vodijo na področju socialnega podjetništva in nadzor na socialnimi podjetniki. ZSocP ureja tudi načrtovanje razvoja in spodbude za razvoj socialnega podjetništva, sodelovanje socialnih partnerjev in organizacij civilne družbe pri sprejemanju razvojnih dokumentov, vlogo občin pri načrtovanju in izvajanju politik razvoja socialnega podjetništva ter njihove pristojnosti na tem področju. Dejavnosti socialnega podjetništva določa Uredba o določitvi dejavnosti socialnega podjetništva, posebnosti računovodenja v socialnih podjetjih, ne glede na njihovo pravnoorganizacijsko obliko, pa obravnava računovodski standard za socialna podjetja. Ustanovljen je bil tudi svet za socialno podjetništvo, ki je v sodelovanju z ministrstvi, vladnimi službami, občinami, socialnimi partnerji in organizacijami civilne družbe pristojen za oblikovanje politike socialnega podjetništva. Svet je na podlagi ZSocP pripravil Strategijo razvoja socialnega podjetništva za obdobje , z namenom, da»zagotavlja načrtovan razvoj socialnega podjetništva v Republiki Sloveniji za obdobje štirih let«. Poslovanje socialnih podjetij pa podrobneje ureja Pravilnik o spremljanju poslovanja socialnih podjetij. Kljub urejenim pravnim temeljem, lahko iz evidence socialnih podjetij ugotovimo, da se je, čeprav je bil ZSocP sprejet že v začetku leta 2011, za to obliko podjetništva do tega trenutka odločilo zelo malo podjetnikov. Konec meseca novembra 2013 je bilo vanjo vpisanih 23 socialnih podjetij, konec marca 2014 pa 10 podjetij več, torej 33. Ko smo primerjali evidenco iz novembra 2013 s trenutno objavljenimi podatki, smo ugotovili, da je bilo eno podjetje v tem času iz evidence tudi izbrisano, tako da lahko zaključimo, da je bilo v zadnjih treh mesecih vpisanih 11 novih socialnih podjetij. To je glede na število socialnih podjetij konec novembra 2013, kar spodbudna številka.

17 Zakaj se torej za to obliko podjetništva odloča tako majhno število podjetnikov? Zdi se, da so v ozadju predvsem trije razlogi: (i) morda ZSocP socialno podjetništvo opredeljuje prestrogo in preozko, kar onemogoča uresničevanje nekaterih podjetniških zamisli, ali (ii) ZSocP predvideva napačne ukrepe za spodbujanje socialnega podjetništva, ali pa (iii) ta oblika podjetništva zaradi zakonskih omejitev ni privlačna. Opredelitev socialnega podjetja v ZSocP se namreč razlikuje od običajnega pogleda na socialno podjetništvo v svetu. Med socialna podjetja se namreč v Sloveniji ne morejo uvrstiti invalidska podjetja, zadruge, društva, ustanove, razna pridobitna in nepridobitna podjetja, vzajemne družbe itd. Tovrstna podjetja v Sloveniji sicer že dolga leta delujejo po načelih socialnega podjetništva, vendar zaradi omejitev v omenjenem zakonu določena podjetja (npr. invalidska podjetja in zaposlitveni centri) statusa socialnega podjetnika ne morejo pridobiti. Drugi možni razlog za majhno število socialnih podjetij so seveda državni ukrepi, ki izostajajo, ali pa so napačno usmerjeni. Tretjega pa bi morda lahko našli pri bodočih podjetnikih samih, ki se pred vstopom v podjetništvo pogosto odločajo, ali gredo po poti klasičnega, ali pa po poti socialnega podjetništva. Vzroke za to smo skušali ugotoviti v raziskavi, ki smo jo izvedli med socialnimi podjetji v mesecu novembru REZULTATI RAZISKAVE MED SLOVENSKIMI SOCIALNIMI PODJETNIKI Rezultati raziskave, ki je bila izvedena med socialnimi podjetniki konec leta 2013, se zdijo na prvi pogled zelo kritični do socialnega podjetništva v Sloveniji. Število registriranih socialnih podjetnikov je majhno, nezadovoljstvo in njihova pričakovanja pa velika. Seveda ob tem ne smemo spregledati njihovega optimističnega mnenja, da ima socialno podjetništvo v Sloveniji kljub vsemu prihodnost. V času od izvedbe raziskave do danes se je zvišalo tudi število socialnih podjetnikov in sicer za skoraj polovico, kar je, po našem mnenju, tudi spodbuden podatek. Slovenija se sicer zaveda pomembnosti socialnega podjetništva, pri tem pa pozablja, da pravni okvirji še ne postavljajo novih podjetij. Potrebno je veliko več. V praksi so socialna podjetja velikokrat v neenakopravnem položaju glede na ostala podjetja, zato je njihov položaj na trgu težji. Glede na podatke s spletne strani Ministrstva za delo, družino, socialne zadeve in enake možnosti sta bila do sedaj objavljena samo dva javna razpisa za spodbujanje razvoja socialnega podjetništva, prvi pred uveljavitvijo ZSoP, v letu 2009 in drugi v letu V praksi se pogrešajo konkretni ukrepi, kot so npr. spodbujanje dostopa do svetovanja, izobraževanja, drugih podpornih storitev, sprostitev nekaterih storitev v»roke«socialnim podjetjem in tako širitev nabora njihovih storitev (primer Italije, kjer se je država umaknila iz nekaterih socialnih in zdravstvenih storitev in omogočila, da te storitve opravljajo socialna podjetja oz. tretji sektor), omogočanje različnih olajšav (ugoden sistem DDV, prispevki, prednosti na javnih razpisih), obstoj subvencij za dobre in inovativne ideje za odpiranje kakovostnih in trajnih novih delovnih mest ipd. Na drugi strani pa je potrebno poudariti, da je socialni podjetnik v prvi vrsti podjetnik. Brez odlične poslovne ideje, brez marketinškega znanja, znanja oblikovanja proizvodov ter drugega podjetniškega znanja in veščin (Strojan, 2013) socialno podjetje na trgu ne more biti uspešno. Nazadnje in niti ne najmanj pomembno pa se zdi osveščati tudi potencialnih odjemalcev oz. strank o pomenu in vlogi socialnega podjetništva v družbi. V kolikor bi se le-ti zavedali in poznali potencial socialnega podjetništva, njegov družbeni, okoljski pomen in priložnosti, ki jih nudi, bi morda socialna podjetja sprejeli kot enakovrednega drugim ponudnikom na trgu.

18 5. PREDAVANJE: Začnimo razmišljati - tehnike razmišljanja dr. de Bona CoRT 1 in CoRT 4; mag. Bojana Tancer, DeBono.si, Slovenija

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25 ZAČNIMO RAZMIŠLJATI TEHNIKE RAZMIŠLJANJA DR. DE BONA CORT 1 (1. DEL) ZAČNIMO RAZMIŠLJATI CORT 4 (2. DEL). mag. Bojana Tancer DeBono.si. bojana.tancer@guest.arnes.si Ključne besede: Tehnike razmišljanja dr. De Bona, učenje, priporočila Sveta Evrope, CoRT 1, CoRT 4 Zahodni svet otroke spodbuja k prevladujoči uporabi leve možganske polovice; kritičnega načina razmišljanja, izhajajoč iz percepcije in logike, ter konvergentnega načina razmišljanja. Kljub temu se ob koncu šolanja diplomanti soočajo z zahtevami delodajalcev po divergentnem, fleksibilnem in fluentnem načinu razmišljanja. To so namreč načini razmišljanja, ki so učinkoviti pri reševanju odprtih problemov v življenju in še posebej v zaostrenih razmerah poslovnega sveta. Današnji izzivi zahtevajo inovativne pristope k iskanju novih poti. Staro znanje namreč ni učinkovito pri reševanju novih problemov. Ti problemi so odprti, iščemo rešitve in ne pravilnega odgovora, kakor v šoli. Samoiniciativnost in podjetniška miselnost sta tudi ena od kompetenc, ki naj bi jih po priporočilu Sveta Evrope obvladali vsi učenci ob koncu obveznega izobraževanja v Evropski uniji. S tem posledično je nova naloga strokovnega delavca v vzgoji in izobraževanju spodbujati ustvarjalnost in inovativnost, generiranje idej, oblikovanje novih možnosti, priložnosti in izboljšav ter razvijati sposobnost reševanja težav s področja razmišljanja. Iz zgoraj naštetih razlogov so na področju vzgoje in izobraževanja nastale nove potrebe po: - razvoju divergentnega, fleksibilnega in fluentnega razmišljanja pri učencih. - hitrejšem zaznavanju težav s področja razmišljanja in s tem posledično po poznavanju metod, s katerimi se učinkovitejše iščejo rešitve. - sodelovalnem delu med učenci sodelovalnem učenju in spodbujanju k odprtosti oziroma toleranci za poglede in stališča drugih ljudi. Metode ter tehnike, s katerimi bodo udeleženci izobraževanja dosegli hitrejše zaznavanje problemov ter se naučili smotrne uporabe posameznih tehnik pri iskanju rešitev problema, bodo najprej prikazane z demonstracijskimi tehnikami, nato jih bodo udeleženci osvojili prek študij primerov, z uporabo gradiva s problemsko naravnanimi vsebinami ter kasnejšo diskusijo. O možnostih uporabe tehnik v vsakdanjem življenju, njihovem vključevanju v učne načrte razmišljajo z iskanjem primerov iz lastnega življenja. CoRT 1 in CoRT 4 (Cognitive Research Trust) Učenje razmišljanja oz. razmišljanje o razmišljanju je težko enoznačno opredeliti. Mi vsi razmišljamo. Kvaliteta našega učenja je odvisna od našega razmišljanja. V preobilici podatkov in informacij sedaj in še posebej v nepredstavljivi prihodnosti bodo učenci, opremljeni s spretnostmi učinkovitega razmišljanja, uspešnejši v obvladovanju svojega učenja in življenja. Izobraževalni sistem, ki nas dobro opremi s podatkovnim znanjem, pa je pomanjkljiv na področju spoznavnih strategij in meta spoznavnih strategij. Prav tako žal nespodbudno deluje na ustvarjalno razmišljanje. Poslanstvo izobraževanja pa je prav gotovo ponuditi učencem oboje. Ob široki bazi znanja naučiti učence tudi razmišljati učinkovito, kritično in ustvarjalno. S pristopom CoRT razvijamo določene tehnike razmišljanja, s katerimi usmerjamo pozornost oz. spodbujamo ustvarjalnost. Z vajo teh postopkov se razvije spretnost. Postopki sami po sebi so

26 preprosti in jih hitro dojamejo učenci različnih sposobnosti in starosti. Zahtevnejši je prenos postopkov v nove situacije. Še zahtevnejši pa je prenos v vsakdanje življenje. Izhodišče pouka je avtorizirano gradivo za posamezni sklop tehnik razmišljanja. Gradivo vsebuje vaje in didaktična navodila za učitelja s širšimi razlagami vsebin. Priročnik vsebuje zelo podrobno sestavo učne ure, vendar dopušča prilagajanja glede na starostno strukturo skupine učencev. CILJI CoRT-a - Poznati, razumeti in prenesti na učence tehnike razmišljanja, ki so jih spoznali, aktivno uporabili in ponotranjili v času izobraževanja. - Uspešno reševati kreativne naloge ter znanje prenesti na učence. - Izboljšati svoje sposobnosti divergentnega, fleksibilnega in fluentnega razmišljanja in spodbujati takšne vrste razmišljanje tudi pri učencih. - Znati refleksivno opisati svoje postopke razmišljanja ter to predajati učencem. - Znati se vključiti v skupinsko diskusijo, upoštevati tudi mnenja drugih ter to odprtost, tolerantnost za stališča in mnenja drugih spodbujati tudi pri učencem. CILJI USPOSABLJANJA Ključni cilj je spodbujati osredotočeno, jasno, celovito in ustvarjalno razmišljanje pri učencih. SPLOŠNIH CILJEV PROGRAMA JE VEČ - S ponujenimi intelektualnimi izzivi motivirati najprej učitelje, posledično pa učence, ne glede na njihove sposobnosti, k večji radovednosti, pogumu za razmišljanje in vztrajnosti. - Razvijati učinkovito usmerjanje pozornosti in občutljivosti za probleme. - Spodbujati divergentno razmišljanje. - Opogumljati učitelje in posledično učence h generiranju idej novih in nenavadnih, ob atmosferi sprejemanja in toleriranja napak. - Razvijati spoznavne in meta-spoznavne strategije pri reševanju težav s področja razmišljanja. - Razvijati spretnosti skupinskega dela ter odprtosti in tolerance za poglede in stališča drugih ljudi. - Razvijati zavest o pomembnosti učinkovitega razmišljanja. - Doživljati občutek zadovoljstva ob reševanju težav s področja razmišljanja. - Doživljati lastno učinkovitost in oblikovati pozitivno samopodobo (misleca-razmišljevalca).

27 6. PREDAVANJE: From idea to Implementation - An Overview of Entrepreneurship and Business Creation; dr. Antonio Jose Monteiro de Oliveira, University Portucalense, Portugalska Overview of the lecture - dr. Antonio Jose Monteiro de Oliveira EU-Camp November 2013 Slovenia Lecture objectives The students should understand how to build, evaluate and implement a business plan. Lecture programme 1. Entrepreneurship: Concepts and fundaments 2. Entrepreneurship Idea versus implementation 3. How to build a Company 3.1. Analysis and evaluation process 3.2. Strategic path 3.3. Financial alternatives 3.4. Implementation 4. Business Plan evaluation 4.1. Strategic evaluation 4.2. Financial and technical evaluation

28 HOW TO DO IT NOW 1. Demand Aggregation Smooth operator Joe Weinman : Smooth Operator: The Value of Demand Aggregation, Working Paper, February 27, Knowledge-worker productivity Peter Drucker: Knowledge-worker productivity, California Management Review, vol. 41, Nº 2, Knowledge networks and collaborative business Katrina Pugh and Laurence Prusak: Designing Effective Knowledge Networks, Magazine: Fall 2013, Research Feature, September 12, Complexity and intricacy On-size-doesn t fits-all Boca do Lobo 5. Business Networks and Co-option Maria Bengtsson, Sören Kock: Business Networks to Cooperate and Compete Simultaneously, Industrial Marketing Management Volume 29, Issue 5, September, Value innovation W. Chan Kim, Renee Mauborgne : Value Innovation: The Strategic Logic of High Growth, Harvard Business Review, January-February Self-leadership Christopher P. Neck, Jeffery D. Houghton: "Two decades of self-leadership theory and research: Past developments, present trends, and future possibilities", Journal of Managerial Psychology, Vol. 21 Iss. 4, Self-development and Continuous learning Manuel London, James Smither : Empowered self-development and Continuous learning, Human Resource Management, Volume 38, Issue 1, Spring, Lightspeed Business The Secret To Being In The Right Place, At The Right Time J. Neil Weintraut, Christopher Barr : Lightspeed Business: Find It, Fund It, Build It, when There's No Margin for Error, John Wiley & Sons, Inc. New York, Customization Patricia A Norberg, Ruby Roy Dholakia: Customization, information provision and choice: what are we willing to give up for personal service? Telematics and Informatics Volume 21, Issue 2, May, 2004.

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33 7. PREDAVANJE IN DELAVNICA: Ekonomija kot filozofija in kot realnost; mag. Rado Pezdir, MFDPŠ, Slovenija

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35 ECONOMICS AS PHILOSOPHY AND REALITY mag. Rado Pezdir MFDPŠ Celje, Keywords: Economic policy, market economy, central planning INTRODUCTION In this lecture we shall investigate some fundamental questions regarding philosophical fundaments of economics. In recent decades economics is turning to be excessively technical, although not much modelling of economic phenomena has been done without solid philosophical foundations. Foremost economics is concerned with the basic questions of the relation between agent and institutions. Second not much empirical work and testing could be done without methodology and none of the modelling could be done without first solving epistemological questions. On the second hand bad research in economics is defined by disregarding philosophical problems posing upon every research done in economics. There should be no doubt that there are only few models and laws in economics that reflect reality as we see it, however they pose a sufficient basis for economic analysis. BASIC CONTROVERSIES IN ECONOMIC ANALYSIS Although many economists define their research as value free, the truth is it is not. Whatever theory researcher is either falsifying or trying to save they all have their worldview which they are introducing in their analysis. We shall disregard here economists that are prone to model phishing i.e. trying to reduce economy to the data fitting process. On the changing of the nature of an agent Without dwelling to deep into what human nature is let us just say that there are two theoretical concepts considering the nature of an agents in economics. Some researchers implicitly consider human nature to be changable. Therefore they see the reality as something that could be changed if the rules of market game are changed. In other words institutions are not a consequence of evolutionof agents interacting but can be implemented from top to botton. This implies that agents can and always will adept to the environment and that environment can be man made and stable even if it is in conflict with the nature of agents. INDIVIDUAL vs. SOCIETY One group of researchers see society as another word for individuals who interact according to their interests and in a proces they build institutions which define market game. From this follows the worldview that economic policy is always only an interference with the free joice. The other group of researchers treat agents as members of what they call society which are defined by society and therfore can only function as such. They aggregate agents by using the common denominator and then analyze economic phenomena. PROPERTY RIGHTS Property rights are in general seen as the necessery condition for economic interaction. Without well defined property rights it is imposible to investigate economic phenomena, define interest and incentives. However there is no consensus about state ownership, since the arguments for its existence draw on the concept of society, which is as we have seen controversial. Also there are numerous difficulties with defining property rights in what is considered to be public good. The

36 applicative extension of this debate is important because it defines economic policy and influences everyday life (just consider public debates on privatization). CENTRAL PLANNING The question of (im)possibility of central planing has been for long one of the central problems in economics. Despite the fact that history has refuted such mechanisem as inefficient, most of the economists would defend some form of central planing. Be it either system of central banking, fiscal and monetary policy or simply old fashioned buerocratic apparatus substituting voluntary market interactions. The debate wheter central planing is a more stable mechanism than market game is ongoing, evenmore the debate about solving economic problems (crises or transient extrenal shock) by central planning is as actual as ever. EVOLUTION vs. SOCIAL EXPERIMENT Despite the recent development of experimental economics and finance most of the economists will testify that large scale economic experiment are impossible. However the big dispute outhere is just about that: can we let markets to spontaneously adept and belive that they are intristically stable or should we employ economic policies to provide stabillity. If the latter is the case then social experiment, through economic policy, is clearly what is being suggested. TAXIONOMY Regarding the different philosophical worldviews, based on the arguments above, economic theories could be divided in two groups; Keynesian, Marxist/Neomarxist, institutional, new Keynesian, Postkeynesian New institutional, Classical, Neoclassical, New classical, Supply side economics, Monetary economics, Austrian economics Human nature Could and should be changed. Should not and can not be changed. Individualism vs. society Society. Individual. Property rights Not particularly important. Well defined. Central planning Possible and efficient. Impossible and inefficient. Social experiment Possible and wanted. Impossible, the key word is evolution. We are far from drawing all the concepts that divide different economic theories but one can understand, that there are many competing theories, that all this theories can be divided in two gorups as they have samo common denominators and that philosophy is a key element of economics. Another question is how it is possible that there is no common theory in economics rather then cacophony of theories. The answer to this question has something to do with the fact that economics is not just a science of modelling phenomena but also predicting future and giving perscriptions for economic policy. In this context it shouldd be clear that different philosophical views enable surviving for various theories regardless how faulty they are. In other words one can not just disregard keynesian theory and accept say real business cycle theory if his world view accepts existence of efficient central planning in form of economic policy. QUESTIONS REGARDING MODELLING Let us consider some philosophical issues sorrounding economic modelling. We will discuse a simple dynamic keynesian model of GDP, defined by the following equations: C t = a 1 + a 2 Y t + e t (1) I t = b 1 + b 2 r t + u t (2) Y t = C t + I t + G t (3)

37 with a 1, a 2, b 1, b 2 being parameters e t and u t stochastic shocks while subscript t stands for time, what can we say about philosophical fundaments of the model? Equation (3) which states that GDP at every point in time is equal to sum of consumption, private investments and government expenditure is a truism which follows from system of national accounting. On the other hand are equations (1) and (2) theoretical proposition about the nature of private consumption and private investments in time. There is nothing obvious about those two equations, they are not truism and certainly not something that could easily be obtained by monitoring the behavior of both macroeconomic aggregates. Equation (1) postulates that private consumption depends on income, while equation (2) postulates that private investments depend on interest rate. Both equations are clearly reductions of reality. We intuitively understand that for example private consumption depends on interest rates as well and that private investment has something to do with for example tax policy and financial markets. But since model is a reduction which is implying that we understand that there are unobservable factors which determine behavior of model stochastic terms are included in the equations. However reducing a model to observable (such as income in private consumption equation) and unobservable equations poses a danger of oversimplifying the analyzed phenomena. In general one should avoid intellectual laziness of reductionism. CONCLUSIONS In this lecture we tried to explain the importance of fundamental philosophical problems which should be transparently solved before analysis begins. We have also given some facts that show that economics is far from being value free science, if not for anything else then for being involved with applicative extension called economic policy. However the role of philosophy in economy transcendence mentioned issues. The whole new spectrum of problems enter the economics when regarding questions of the epistemology.

38 1. PROGRAM EU-Kamp»Evropa in podjetnost«za dijake srednjih šol (2. izvedba) Petek, , MFDPŠ Celje Osebna izkaznica svetlobe, prof. dr. Gorazd Planinšič, Fakulteta za matematiko in fiziko, Ljubljana in Ustanova Hiša eksperimentov Registracija udeležencev na MFDPŠ Celje in prigrizek Nagovor dekana MFDPŠ (dr. Srečko Natek) Nagovor župana MO Celje (g. Bojan Šrot) Nagovor vodij (dr. Nada Trunk Širca, dr. Valerij Dermol) Socialno podjetništvo, kreativnost, ustvarjanje poslovne ideje za konkurenčno Evropo dr. Valerij Dermol, MFDPŠ, Slovenija Odmor in skupinsko fotografiranje Institucije Evropske unije, državljanstvo, multikulturalizem Ivo Vajgl, evropski poslanec, Slovenija Prevoz v dom CŠOD Štrk Namestitev in večerja Spoznavni večer (Moderira: mag. Rado Pezdir, MFDPŠ, Slovenija) Sobota, , Dom CŠOD Štrk 8.30 Zajtrk EU Integration Issues and/or EU Institutions from an Economic Analysis dr. Marcos Sanz Martin-Bustamante, Universidad Rey Juan Carlos de Madrid, Spain Odmor EU Integration Issues and/or EU Institutions from an Economic Analysis dr. Marcos Sanz Martin-Bustamante, Universidad Rey Juan Carlos de Madrid, Spain Kosilo Green Jobs, Green Entrepreneurship, Creative Business Oguz Basol, Kirklareli University Turkey Odmor Green Jobs, Green Entrepreneurship, Creative Business Oguz Basol, Kirklareli University Turkey Večerja Večerna diskusija na temo Izzivi Evropske unije: živeti, delati in ustvarjati Gost: dr. Milan Zver, evropski poslanec, Slovenija

39 Nedelja, , Dom CŠOD Štrk 8.30 Zajtrk Ekonomija kot filozofija in kot realnost v Evropski Uniji (1. del) mag. Rado Pezdir, MFDPŠ, Slovenija Odmor Ekonomija kot filozofija in kot realnost v Evropski Uniji (2. del - delavnica) mag. Rado Pezdir, MFDPŠ, Slovenija Kosilo Odhod iz CŠOD Štrk Predviden prihod v Celje Predavatelji/sodelujoči: Oguz Basol je magistriral s področja ekonomije dela na univerzi Uludag, Turčija. Področja njegovega delovanja so management znanja, ekonomija dela, teorija organizacij in upravljanje s človeškimi viri. Valerij Dermol je doktoriral na Ekonomski fakulteti Univerze v Ljubljani. Področji njegovega raziskovanja sta osredotočeni na marketing in komunikacijo. Rado Pezdir je magistriral na Ekonomski fakulteti Univerze v Ljubljani. Področja njegovega raziskovanja obsegajo ekonomsko filozofijo, zdravstveno ekonomiko, ekonomiko tranzicije in matematično ekonomijo. Marcos Sanz Martin-Bustamante je doktoriral iz področja ekonomije na Univerzi Rey Juan Carlos de Madrid. Področja njegovega raziskovanja so povezana z evropskimi integracijskimi procesi. Ivo Vajgl je diplomiral na biotehniški fakulteti v Ljubljani. Delal je kot predstavnik za odnose z javnostmi zunanjega ministrstva, kariero je nadaljeval kot veleposlanik v številnih evropskih državah, bil je zunanji minister, poslanec in svetovalec predsednika republike za zunanje zadeve. Kot evropski poslanec se prednostno posveča zunanji politiki-»zamrznjenim«konfliktom po svetu, humanitarnim krizam in kršitvam človekovih pravic. Milan Zver je doktoriral iz področja obče politologije na Fakulteti za družbene vede v Ljubljani. Leta 2004 je bil imenovan za ministra za šolstvo in šport. Na evropskih volitve leta 2009 je bil dr. Zver izvoljen za evropskega poslanca, kjer pokriva področja izobraževanja, kulture, športa in mladine, drugi pa področja evropskega kmetijstva in razvoja podeželja.

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42 3. PREDAVANJE: Socialno podjetništvo, kreativnost, ustvarjanje poslovne ideje za konkurenčno Evropo; dr. Valerij Dermol, MFDPŠ, Slovenija

43 SOCIALNO PODJETNIŠTVO, KREATIVNOST, USTVARJANJE POSLOVNE IDEJE ZA KONKURENČNO EVROPO doc. dr. Valerij Dermol MFDPŠ Celje, Ključne besede: socialno podjetništvo, družbena odgovornost, Evropska Unija, ovire podjetništva SOCIALNO PODJETNIŠTVO V SLOVENIJI V času, ki ga živimo, vrednote družbene odgovornosti postajajo pomembna sestavina delovanja podjetnikov. Vseeno pa mnogi med njimi družbeno odgovornost še vedno dojemajo kot tvegan in stroškovno neugoden način poslovanja in zato delujejo zgolj za lastno, najbolj pogosto, finančno korist, ne ozirajo pa se na potrebe družbe in naravnega okolja, kar sicer v ospredje postavlja koncept družbene odgovornosti. Mnogi podjetniki skušajo maksimirati le svoj dobiček in minimizirati svoje stroške, zanemarjajo pa etičnost vedenja, solidarnost, družbene vrednote, pa tudi kakovost življenja zaposlenih, njihovih družin ter skrb za okolje in javno dobro. Nekatere države, usmerjene zgolj v spodbujanje učinkovitosti in finančne uspešnosti podjetnikov, za svoje gospodarske dosežke plačujejo relativno visoko ceno, ki se odraža tudi v visokih stopnjah družbene neenakosti, revščini, onesnaženi vodi in zraku, razširjenosti bolezni in kriminala ipd. Nobelov nagrajenec, socialni podjetnik, Muhammad Yunus opozarja, da nas lahko skrbi podatek, da kar polovica človeštva živi s samo dvema dolarjema na dan in skoraj milijarda ljudi z manj kot enim dolarjem na dan. Eden od možnih odgovorov za izzive moderne družbe je družbeno odgovorno socialno podjetništvo. OECD opredeljuje socialno podjetje kot vsako zasebno dejavnost, ki se izvaja v javnem interesu in je organizirana s podjetniško strategijo, vendar njen glavni namen ni maksimiranje dobička, ampak doseganje nekaterih gospodarskih in družbenih ciljev, in ki je zmožna uvajanja inovativnih rešitev za reševanje problemov socialne izključenosti in brezposelnosti. Socialni podjetniki dajejo prednost rasti zaloge družbenega kapitala pred rastjo dobičkov. Vrednote in pozitivne družbene spremembe, ki jih socialno podjetje prinaša, lahko po mnenju mnogih pripomorejo tudi k izhodu iz morebitnih gospodarskih kriz. DIMENZIJE SOCIALNEGA PODJETNIŠTVA Poimenovanje socialno podjetništvo poudarja dvojnost današnjega sveta. Izpostavlja njegovo delitev na gospodarski in družbeni del. Socialno podjetništvo lahko zato opišemo na eni strani kot zaznavanje in uresničevanje potreb ljudi in družbe, na drugi pa kot prepoznavanje podjetniških priložnosti in načinov za njihovo zadovoljevanje ter uresničevanje z njimi povezanih potreb. Socialno podjetništvo je del socialnega gospodarstva in s tem dejavnost, ki sicer ima podjetniške značilnosti, ni pa njen osrednji namen izključno doseganje dobička. Socialno gospodarstvo se pogosto pojavlja na stičišču med zasebnim, ki ga poganja motiv dobička, in javnim sektorjem, ki ga poganja motiv javnega in skupnega dobrega. Socialno podjetništvo lahko ločimo od dobrodelnosti, saj gre v vseh pogledih za posel in ne dobrodelno dejavnost. To pomeni, da socialni podjetniki skrbijo za doseganje družbenih ciljev, pri tem pa pokrivajo svoje stroške in ustvarjen dobiček vlagajo v poslovanje in razvoj. Socialno podjetje lahko umestimo na premico, ki na eni skrajnosti ponazarja dobrodelnost, na drugi pa tržno usmerjenost podjetja. Kam se bo socialni podjetnik pozicioniral, je v prvi vrsti odvisno od njegovih podjetniških motivov ter drugih dejavnikov, ki jih ponazarja spodnja preglednica.

44 Ključni dejavniki Dobrodelna usmerjenost Socialno podjetje Tržna usmerjenost Motivi Dobrodelnost Mešani motivi Lastni interes Metode Tržno Ciljno naravnane Ciljno in tržno naravnane delovanja naravnane Cilji Družbena Ekonomska Družbena in ekonomska vrednost vrednost vrednost Subvencionirane cene ali kombinacija Stranke Brezplačno polnih plačnikov in tistih, ki ne Tržne cene Sredstva Delovna sila Dobavitelji Donacije in nepovratna sredstva Prostovoljci Zagotovijo materialne donacije. plačujejo. Sredstva v nižji višini od tržne vrednosti ali kombinacija donacij in sredstev v višini tržne vrednosti. Plače pod tržno vrednostjo ali kombinacija prostovoljcev in v celoti plačanih zaposlenih Posebni popusti ali kombinacija popustov in donacije v polni vrednosti. Tržna vrednost sredstev Nadomestilo v višini tržne vrednosti Cena po tržni vrednosti. Preglednica 1: Razlike med dobrodelnimi organizacijami, socialnimi podjetji in tržno usmerjenimi podjetji OKVIR ZA OMOGOČANJE SOCIALNEGA PODJETNIŠTVA V SLOVENIJI V Sloveniji je pravni okvir socialnemu podjetništvu vzpostavil Zakon o socialnem podjetništvu (ZSocP). Objavljen je bil leta 2011, v veljavo pa je stopil januarja ZSocP opredeljuje socialno podjetništvo, njegove cilje in načela, pa tudi dejavnosti socialnega podjetništva, pogoje zaposlovanja in na sploh opravljanja dejavnosti, pogoje, pod katerimi pravne osebe pridobijo status socialnega podjetja, način pridobitve in odvzem statusa socialnega podjetja, posebne pogoje poslovanja socialnih podjetij, evidence, ki se vodijo na področju socialnega podjetništva in nadzor na socialnimi podjetniki. ZSocP ureja tudi načrtovanje razvoja in spodbude za razvoj socialnega podjetništva, sodelovanje socialnih partnerjev in organizacij civilne družbe pri sprejemanju razvojnih dokumentov, vlogo občin pri načrtovanju in izvajanju politik razvoja socialnega podjetništva ter njihove pristojnosti na tem področju. Dejavnosti socialnega podjetništva določa Uredba o določitvi dejavnosti socialnega podjetništva, posebnosti računovodenja v socialnih podjetjih, ne glede na njihovo pravnoorganizacijsko obliko, pa obravnava računovodski standard za socialna podjetja. Ustanovljen je bil tudi svet za socialno podjetništvo, ki je v sodelovanju z ministrstvi, vladnimi službami, občinami, socialnimi partnerji in organizacijami civilne družbe pristojen za oblikovanje politike socialnega podjetništva. Svet je na podlagi ZSocP pripravil Strategijo razvoja socialnega podjetništva za obdobje , z namenom, da»zagotavlja načrtovan razvoj socialnega podjetništva v Republiki Sloveniji za obdobje štirih let«. Poslovanje socialnih podjetij pa podrobneje ureja Pravilnik o spremljanju poslovanja socialnih podjetij. Kljub urejenim pravnim temeljem, lahko iz evidence socialnih podjetij ugotovimo, da se je, čeprav je bil ZSocP sprejet že v začetku leta 2011, za to obliko podjetništva do tega trenutka odločilo zelo malo podjetnikov. Konec meseca novembra 2013 je bilo vanjo vpisanih 23 socialnih podjetij, konec marca 2014 pa 10 podjetij več, torej 33. Ko smo primerjali evidenco iz novembra 2013 s trenutno objavljenimi podatki, smo ugotovili, da je bilo eno podjetje v tem času iz evidence tudi izbrisano, tako da lahko zaključimo, da je bilo v zadnjih treh mesecih vpisanih 11 novih socialnih podjetij. To je glede na število socialnih podjetij konec novembra 2013, kar spodbudna številka.

45 Zakaj se torej za to obliko podjetništva odloča tako majhno število podjetnikov? Zdi se, da so v ozadju predvsem trije razlogi: (i) morda ZSocP socialno podjetništvo opredeljuje prestrogo in preozko, kar onemogoča uresničevanje nekaterih podjetniških zamisli, ali (ii) ZSocP predvideva napačne ukrepe za spodbujanje socialnega podjetništva, ali pa (iii) ta oblika podjetništva zaradi zakonskih omejitev ni privlačna. Opredelitev socialnega podjetja v ZSocP se namreč razlikuje od običajnega pogleda na socialno podjetništvo v svetu. Med socialna podjetja se namreč v Sloveniji ne morejo uvrstiti invalidska podjetja, zadruge, društva, ustanove, razna pridobitna in nepridobitna podjetja, vzajemne družbe itd. Tovrstna podjetja v Sloveniji sicer že dolga leta delujejo po načelih socialnega podjetništva, vendar zaradi omejitev v omenjenem zakonu določena podjetja (npr. invalidska podjetja in zaposlitveni centri) statusa socialnega podjetnika ne morejo pridobiti. Drugi možni razlog za majhno število socialnih podjetij so seveda državni ukrepi, ki izostajajo, ali pa so napačno usmerjeni. Tretjega pa bi morda lahko našli pri bodočih podjetnikih samih, ki se pred vstopom v podjetništvo pogosto odločajo, ali gredo po poti klasičnega, ali pa po poti socialnega podjetništva. Vzroke za to smo skušali ugotoviti v raziskavi, ki smo jo izvedli med socialnimi podjetji v mesecu novembru REZULTATI RAZISKAVE MED SLOVENSKIMI SOCIALNIMI PODJETNIKI Rezultati raziskave, ki je bila izvedena med socialnimi podjetniki konec leta 2013, se zdijo na prvi pogled zelo kritični do socialnega podjetništva v Sloveniji. Število registriranih socialnih podjetnikov je majhno, nezadovoljstvo in njihova pričakovanja pa velika. Seveda ob tem ne smemo spregledati njihovega optimističnega mnenja, da ima socialno podjetništvo v Sloveniji kljub vsemu prihodnost. V času od izvedbe raziskave do danes se je zvišalo tudi število socialnih podjetnikov in sicer za skoraj polovico, kar je, po našem mnenju, tudi spodbuden podatek. Slovenija se sicer zaveda pomembnosti socialnega podjetništva, pri tem pa pozablja, da pravni okvirji še ne postavljajo novih podjetij. Potrebno je veliko več. V praksi so socialna podjetja velikokrat v neenakopravnem položaju glede na ostala podjetja, zato je njihov položaj na trgu težji. Glede na podatke s spletne strani Ministrstva za delo, družino, socialne zadeve in enake možnosti sta bila do sedaj objavljena samo dva javna razpisa za spodbujanje razvoja socialnega podjetništva, prvi pred uveljavitvijo ZSoP, v letu 2009 in drugi v letu V praksi se pogrešajo konkretni ukrepi, kot so npr. spodbujanje dostopa do svetovanja, izobraževanja, drugih podpornih storitev, sprostitev nekaterih storitev v»roke«socialnim podjetjem in tako širitev nabora njihovih storitev (primer Italije, kjer se je država umaknila iz nekaterih socialnih in zdravstvenih storitev in omogočila, da te storitve opravljajo socialna podjetja oz. tretji sektor), omogočanje različnih olajšav (ugoden sistem DDV, prispevki, prednosti na javnih razpisih), obstoj subvencij za dobre in inovativne ideje za odpiranje kakovostnih in trajnih novih delovnih mest ipd. Na drugi strani pa je potrebno poudariti, da je socialni podjetnik v prvi vrsti podjetnik. Brez odlične poslovne ideje, brez marketinškega znanja, znanja oblikovanja proizvodov ter drugega podjetniškega znanja in veščin (Strojan, 2013) socialno podjetje na trgu ne more biti uspešno. Nazadnje in niti ne najmanj pomembno pa se zdi osveščati tudi potencialnih odjemalcev oz. strank o pomenu in vlogi socialnega podjetništva v družbi. V kolikor bi se le-ti zavedali in poznali potencial socialnega podjetništva, njegov družbeni, okoljski pomen in priložnosti, ki jih nudi, bi morda socialna podjetja sprejeli kot enakovrednega drugim ponudnikom na trgu.

46 4. PREDAVANJE: EU Integration Issues and/or EU Institutions from an Economic Analysis; dr. Marcos Sanz Martin-Bustamante, Universidad Rey Juan Carlos de Madrid, Spain

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54 EU INTEGRATION ISSUES: AN ECONOMIC PERSPECTIVE Marcos Sanz Martin-Bustamante Universidad Rey Juan Carlos de Madrid, Spain The process of integration in Europe can be analysed from different perspectives. The dynamics of Europe as a commitment mechanism has always been explored by national-political economics as a tool to approach their own problems and challenges. The sentence from the famous Spanish philosopher, José Ortega y Gasset: Spain is the problem, Europe is the solution could well have been applied to countries such as Slovenia coming out of troubled waters or any of the new applicants. It has now been long since the Common Market was designed as a backdoor way to establish peace in Europe. The European Union has been an incredible success in some purely economic aspects of integration. Among these, the common market has not only proved a very stable achievement but a highly successful commitment device for the different countries to aim for common goals. However, in the present moment it seems that a shadow of discontent underlies any debate on the European Union. The breach between Europe and its citizens is bigger than ever. This trend has not only emerged in countries with a narrow vision of Europe such as the UK where its Prime Minister has gained access to power with the promise to conduct a referendum on the UK stance within the European Union. Countries with very strong popular support to the European Union, Spain or Italy for example, have succumbed to the disenchantment of a project with no visible results for the people of Europe. In this context, the coming European elections will more than likely aggravate the actual lack of empathy between voters and representatives. The estimated participation rates are lower than ever before in basically every country. Moreover, confusion will pervade this next elections; issues which are no strictly related to the integration of the European Union, the politics of the process or the economics of the EU will certainly be on the table. As history teaches us, this framework favours radical parties with little to offer in terms of constructing Europe but a lot to say about dismantling it. The national arena, always present in voter s minds when electing representatives for the European parliament, will be a driving force behind their decision. This type of horse trading has never benefited integration. True, the joint venture between France and Germany to lead the process of an ever closer Europe (Delors, 1989) has been subjected to an extreme test: the subprime crisis, originated in the US. This crisis has evolved into a sovereign debt crisis which has put Europe to its knees. In this sense, this has been the strongest shock to the European Union and, more specifically, to the Euro experiment since its implementation. Under the present institutional design of the Euro with little cooperative

55 frameworks and stronger compulsory commitments such as the fiscal pact, one might think of Ortega y Gasset s sentence the other way around: Europe is the problem and there is no solution. However, the real burden of a crisis of this nature is on in the weakest link in the macroeconomic chain due to the interaction between markets in very open economies. Wages and employment turn out to be the adjustment variables in this process which inevitably leads to growing inequality (Iversen, 1998). Analogously, the institutional design of the monetary European experiment is the product of the choices taken by the actors involved in the process, mostly national political-economies and EMU institutions. The set of rules and incentives are mostly developed to reduce and not induce coordination between countries which consist of nominal thresholds, limits and barriers. For example, fiscal surpluses between countries suggest that some type of positive coordination mechanism could introduce positive incentives for countries to coordinate in the EMU economy, therefore, leading to higher growth and employment levels. The survival combined response given to the events which led the EMU into the sovereign debt crisis show that changes in monetary and fiscal policy are far from being considered. A few new institutions mostly providing some type of financial backup are the only post-crisis creations. In this context, the Spanish case shows that convergence/divergence is the product of aligned decisions and convergence of preferences. The same type of institutional recreation can be extended to the EMU as no path-dependency is required for consensuated change. In terms of a future research agenda a natural extension of this argument is that EMU wide wagebargain could compensate some of the shortcomings of its up-to-bottom design. The institutional design of the euro zone limits the ability of countries to deal with asymmetric shocks. On one hand, traditional macroeconomic management tools such as monetary and fiscal policy are displaced to a supranational level. The ECB and the Fiscal Pact provide a set of rules ensured by a set of coercive incentives: interest rate hikes for everyone or punishing fines for not abiding countries. A revival of income policies has proven an effective mechanism to coordinate national political economies during extended periods. This type of coordination solves two problems associated with imposed coordination (Remsperberg, 1998). It is a botom-up coordination which emanates from the convergence of preferences of workers and firm s representatives, thus, creating a different social conception of EMU which might prove more stable. This, in turn, could foster more integration in the labour market by providing a common set of benchmark rules. Furthermore, trust among the monetary authority and social agents could be increased and signaling between wage-setters and the monetary authority can improve. A new set of adjustment mechanisms could be implemented in the labour market with the aim of internalizing the negative externalities that arise from negative shocks to the economy. At the moment the EMU lacks any proactive mechanism for crisis resolution. Finally, it is more plausible to coordinate a myriad of social pacts from EU countries than many different labour markets with no explicit coordination (Sisson et al., 1998).

56 In order to develop all the above arguments we conference will focus on the description and analysis of the evolution of the main components of the Gross National Product in the Spanish Economy in the pre-crisis period (Great Moderation) and during the unfinished crisis period. The behaviour of the different economic agents will be explained through the use of available data. This first step will allow a clear identification of the key week points in the institutional setting of the Spanish Economy where dynamics of change in the right direction must be placed. At this point an analysis of the common features associated to the crisis in Spain and Slovenia will follow. Moreover, by using a very simple IS-LM framework it will be possible to analyse in much more depth the real situation of the economy which ressembles so much a extreme case of the model: "a liquidity trap". A review of the real options Spain faced in the past will show that the country did not perform worst than its EU peers in most macroeconomic aspects and perhaps confront us with the harsh reality that it was a bitter combination of wrong microeconomic decisions by consumers and firms together with an unexpected black swan (in the form of the subprime crisis) that has brought the country to its knees. Yet the challenge is enormous."

57 5. PREDAVANJE: Green Jobs, Green Entrepreneurship, Creative Business; Oguz Basol, Kirklareli University Turkey

58 GREEN JOBS, GREEN ENTREPRENEURSHIP AND CREATIVE BUSINESS C. Ph.D. Oguz Basol Kirklareli University, Turkey Jobs are green when they help reducing negative environmental impact ultimately leading to environmentally, economically and socially sustainable enterprises and economies. More precisely green jobs are decent jobs that: Reduce consumption of energy and raw materials Limit greenhouse gas emissions Minimize waste and pollution Protect and restore ecosystems (ILO, 2012: 5) The Green Job Report by the Green Job Initiative describes green jobs as work in agricultural, manufacturing, research and development (R&D), administrative, and service activities that contribute substantially to preserving or restoring environmental quality. Specifically, but not exclusively, this includes jobs that help to protect ecosystems and biodiversity; reduce energy, materials, and water consumption through high efficiency strategies; de-carbonize the economy; and minimize or altogether avoid the generation of all forms of waste and pollution (UNEP, 2008: 3). A combination of decent work and jobs in key sectors are what makes the definition of a green job. A worker in a renewable sector without occupational safety is not a good example of a green job. Rather, the ideal green workplace should provide occupational health and safety, adequate wages, job security, gender equality and worker s rights. In addition to the green job opportunities in the renewable energy sector, there are also green job alternatives such as building sector, recycling sector, organic agriculture and vehicle manufacturing sector (Bunul, 2011: 15-17). All around the world green jobs are growing faster in countries, such as USA, Germany and UK. In USA, green jobs are growing faster than average brown job creation (Raymond et al. 2013: 288) and green jobs provide better conditions for middle or low skilled people (Muro et al. 2011). In Germany, by the year of 2030 and 2050 renewable energy sector workers growing rate will be faster than the growing rate in other sectors (Lehr et al. 2008: ). In United Kingdom by the year of 2020 green jobs grow faster than other jobs (House of Commons Environmental Audit Committee, 2009: 9). Green Entrepreneurship idea helps us to understand how natural resource-dependent communities, cannot be sustainable anymore. Green business ideas could help bring greater awareness of natural resource consumption and also encourage more sustainable economic growth in tourism and recreation. Finally, some initiatives can be a good example of green thinking, introduced by green entrepreneurs (Allen and Malin, 2008: 829). In this concept, green entrepreneurships identify the following financial benefits from sustainability investments in 7 points: a) Better access to certain markets; b) Differentiated products; c) Revenue from selling green technology; d) Better risk management and relations with external stakeholders; e) Lower cost of material, energy, and services; f) Lower cost of capital; g) Lower cost of labor (Ambec and Lanoie, 2008: 45). In addition to that, Green Entrepreneurship invests in six key areas: 1) Sustainable agriculture, biodiversity and climate change; 2) Sustainable producer entrepreneurship and markets; 3) Building microfinance institutions; 4) Financing rural entrepreneurship;

59 5) Renewable energy in practice; 6) Carbon finance ( In Creative Business concept, the ability to generate novel ideas and think creatively about problems has long been considered as an important skill for individuals, as well as for organizations and societies. Individuals creativity problem solving can generate new products and services, and so they create jobs for others. Creative thinking allows people to solve problems efficaciously and so that they can cope with the advantages and challenges in their daily lives (Gino, Ariely, 2011). A niche market is the subset of the market on which a specific product is focusing. The market niche defines the product features aimed at satisfying specific market needs, as well as the price range, production quality and the demographics that is intended to impact. ( REFERENCES ALLEN, J. C., MALIN, S. (2008), Green Entrepreneurship: A Method for Managing Natural Resources, Society & Natural Resources: An International Journal, 21:9, AMBEC, S., LANOIE, P. (2008), Does it pay to be green? A systematic overview. Academy of Management Perspectives 22 (4), BUNUL Zeynep (2011), Green Recovery from the Crisis: A Comparative Analysis, MA Thesis. GINO, F., ARIELY, D., (2011), The Dark Side of Creativity: Original Thinkers Can be More Dishonest, Harvard Business Scholl Working Paper ( House of Commons Environmental Audit Committee (2009), Green Jobs and Skills: Second Report of Session , The Stationery Office Limited, London. ILO (2012), Green Jobs: A Low-Carbon Economy with Decent Work in Sustainable Enterprises, Geneva. LEHR Ulrike NITSCH Joachim KRATZAT Marlene LUTZ Christian EDLER Dietmar (2008), Renewable Energy and Employment in Germany, Energy Policy, S. 36, ss MURO M. ROTHWELL J. SAHA D. (2011), Sizing the Clean Economy: A National and Regional Green Jobs Assessment, Philadelphia Water Department, The Brookings Institution, Washington, DC. RAYMOND Nancy Falxa, SVENDSEN Erika, CAMPBELL Lindsay K. (2013), From Job Training to Green Jobs: A Case Study of a Young Adult Employment Program Centered on Environmental Restoration in New York City, USA, Urban Forestry & Urban Greening, S. 12, ss UNEP (2008), Green Jobs: Towards Decent Work in a Sustainable, Low-Carbon World, Publishing Services Section of United Nations, Nairobi.

60 6. PREDAVANJEIN IN DISKUSIJA: Ekonomija kot filozofija in kot realnost v Evropski Uniji; mag. Rado Pezdir, MFDPŠ, Slovenija

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