More and more young people between 18-25 are diagnosed and fall through the social network of the welfare system: they receive neither education nor work, with large social, economical and personal costs as a result. According to adolescent researchers young people risk being able to complete school, perform poorly professionally and thus lose the opportunity to take a qualifying youth education and a permanent connection to the labor market. This calls for a revision of the future youth educations in Denmark. The object of research is a youth education “Kulturentreprenør” as a local branch of a national coordinated youth education (KUU) under the formerly known “Produktionsskoler” with the aim to help young people aged 18-25 who dropped out or did not pass other youth educational offers provided by the Danish State to prepare themselves to get a job or continue into other educational offers. The focus is on artistic and cultural, socialentrepreneurial didactics and projects. The education is regarded as a success, but due to state-reforms to simplify the youth education area “Kulturentreprenør” is now to close. Even so, the education has managed to create a path for these young people on the threshold to their adult life. The Master puts the question if the education creates social value and change for the students and if it does, then how it does it. How can we use these insights and what does this imply on our youth educational system? This master sets out, using the most recent empirical studies to discuss if a youth education like “Kulturentreprenør” can be understood and characterised as a social enterprise, performing “Public Social Entrepreneurship”. To do so, the master explores what changes occurred in the youngsters’ life on both macro and micro levels. In order to capture the complexity of the students life semi structured qualitative interviews have been performed with 5 former students. As it is hard to define or capture “soft” individual social changes the research illuminates the detectable changes extracted from the interviews using Barinagas “Social Change Matrix” model (Barinaga 2012) and Haugh & Tawlars theories on social entrepreneurial empowerment (Haugh & Tawlar 2014). The conclusion in this paper demonstrates the possibility to show results and creation of social value by using social entrepreneurial didactics, (the SKUB method) and social entrepreneurial empowerment of the students in the education. Working on this has been extremely enriching and instructive as it has given the opportunity to both describe and analyze the work with empowerment and social and cultural entrepreneurship didactics as well as through my analysis, to create an understanding of how we create social value for young people and the surrounding society. It has been natural for me to apply this new knowledge in my daily work in a way that perspectives on this master through new development opportunities that draw on several of this master’s insights - including in the development of new youth programs.
|Uddannelser||Master i Socialt Entreprenørskab (MSE), (Masteruddannelse) Master|
- socialt entreprenørskab
- sårbare unge