Social Enterprise
A Guide to Social Enterprise in
Relation to Enterprise and
Employability Skills
Contents
SECTION 1 – INTRODUCTION TO THE GUIDE --------------------------------------------------------- 3
Background ----------------------------------------------------------------------------------------------------------------------------------------------- 3
Current Position ----------------------------------------------------------------------------------------------------------------------------------------- 3
SECTION 2 - INTRODUCTION & BACKGROUND TO SOCIAL ENTERPRISE --------------------- 5
What is Social Enterprise? ---------------------------------------------------------------------------------------------------------------------------- 5
Why get involved? -------------------------------------------------------------------------------------------------------------------------------------- 7
SECTION 3 - SOCIAL ENTERPRISE AND THE NATIONAL PROGRESSION AWARD (NPA) IN
ENTERPRISE AND EMPLOYABILITY --------------------------------------------------------------------- 9
Different Types of Social Enterprise ------------------------------------------------------------------------------------------------------------- 10
Social Enterprise and the NPA in Enterprise and Employability ------------------------------------------------------------------------ 12
Case Study 1: Inverness High School ------------------------------------------------------------------------------------------------------------ 12
Case Study 2: Rutherglen High School ---------------------------------------------------------------------------------------------------------- 14
Next Steps ----------------------------------------------------------------------------------------------------------------------------------------------- 21
SECTION 4 - INFORMATION FOR TEACHERS -------------------------------------------------------- 22
Case Study: REAL (Inverness High School) CIC ------------------------------------------------------------------------------------------------ 22
SECTION 5 - INFORMATION AND CASE STUDIES FOR STUDENTS ------------------------------- 29
What is Social Enterprise? -------------------------------------------------------------------------------------------------------------------------- 29
How can Social Enterprise help you? ----------------------------------------------------------------------------------------------------------- 30
Case Study 1: The Engine Shed -------------------------------------------------------------------------------------------------------------------- 31
Case Study 2: Lenzie Academy -------------------------------------------------------------------------------------------------------------------- 32
Case Study 3: Divine Chocolate ------------------------------------------------------------------------------------------------------------------- 33
Answers to Case Studies ---------------------------------------------------------------------------------------------------------------------------- 35
SECTION 6 - INFORMATION ON THE STRUCTURE OF AWARDS FOR STUDENTS ------------ 39
National Progression Award (NPA) in Enterprise and Employability ------------------------------------------------------------------ 39
Structure of the NPA in Enterprise & Employability: Intermediate 1 / Intermediate 2 ------------------------------------------ 40
NPA IN ENTERPRISE AND EMPLOYABILITY 24 points at SCQF Level 4 (Intermediate 1) ----------------------------------------- 41
NPA IN ENTERPRISE AND EMPLOYABILITY24 points at SCQF Level 5 (Intermediate 2) ------------------------------------------ 42
Social Enterprise In Relation to Employability Skills
SECTION 1 – INTRODUCTION TO THE GUIDE
Background
This guide has been commissioned by the Scottish Government as part of the Enterprising Third
Sector Action Plan 2008–11 (click for website). This plan aims to help create the right
conditions in which an enterprising Third Sector, including social enterprises, can thrive. This will
enable the third sector to play a full role in delivering the purpose of the Scottish Government,
creating a more successful country, with opportunities for all of Scotland to flourish, through
increasing sustainable economic growth.
The Scottish Government recognizes that in order to increase the number of enterprising
organisations in the Third Sector, we need to encourage and develop our social
entrepreneurs – people who identify business solutions to social problems. We want our young
people to start thinking about social enterprise. That is why the Enterprising Third Sector Action
Plan makes the commitment to work with schools and colleges to ensure that our young
people understand the social enterprise business model and are able to see the benefits of
using a business approach to address social or environmental problems. This will help to
maximise the potential of the Third Sector in the development, design and delivery of policy
and services in Scotland.
The new National Progression Awards in Enterprise and Employability launched in March 2009
provide an excellent opportunity to help deliver this message. This guide has been created as
a resource to help teachers deliver particular units within these awards, especially where
social enterprise could be used as an example of a business model.
The Scottish Government has asked the Social Enterprise Academy (click for website) to help
produce this guide. As a learning organisation whose aim is to tailor learning and
development within the social enterprise sector, and who are actively involved with
supporting social enterprise in schools, the Academy is well placed to provide the resources to
assist the delivery of the units.
As most teachers will know, the Scottish Government, through Determined to Succeed (click
for website) is keen to develop the enterprise and employability of our young people, better
preparing them for work and life in a globalised society. Determined to Succeed is involved
with many initiatives in schools to support this goal.
Current Position
Social enterprises are thriving in Scotland and providing employment opportunities for many
thousands of people. Social enterprises are also thriving in Scotland’s schools and the
following pages provide information on how schools are doing this, and how social enterprises
can be used as vehicles for developing enterprise and employability skills amongst our young
people.
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Social Enterprise In Relation to Employability Skills
The Social Enterprise Academy writes:
“The Social Enterprise Academy passionately believes that social enterprise is the business
model of the future. We believe that social entrepreneurs can be found in all walks of life and
at all ages. To demonstrate this we work closely with Determined to Succeed to promote
social enterprise in schools amongst teachers and pupils. We also aim to recognise the
achievements of Scotland’s many inspiring schools-based social enterprises”.
This guide contains examples of social enterprises which are currently operating in schools in
Scotland. In addition, the guide relates to some well known businesses which operate as very
successful social enterprises and who should be considered as potential employers.
To encourage and support enterprise and employability skills, the Scottish Qualifications
Authority have developed qualifications which focus on acquiring the skills and personal
attributes which are necessary for success in the world of work.
The qualifications are:

National Progression Award in Enterprise and Employability at SCQF level 4

National Progression Award in Enterprise and Employability at SCQF level 5
The purpose of these awards is to provide qualifications which enable candidates to identify,
develop and demonstrate enterprise and employability skills. This guide relates to social
enterprises to illustrate the opportunities which exist within them to gain, and put into practice,
enterprise and employability skills.
There are many options for employment opportunities, and working within a social enterprise is
just one. However, social enterprises, where they operate within schools, provide an ideal
platform from which students and teachers can explore the world of enterprise and
employment, and also provide real benefits to their school at the same time.
Hopefully this guide will assist any teacher who is involved with these particular National
Progression Awards to gain more knowledge of social enterprise, and link this knowledge to
the outcomes, performance criteria and evidence requirements of the awards. In addition it
will provide useful material which can be used in the classroom.
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Social Enterprise In Relation to Employability Skills
SECTION 2 - INTRODUCTION & BACKGROUND TO SOCIAL ENTERPRISE
What is Social Enterprise?
Social enterprise is an exciting and innovative way to earn money either as an employee of a
social enterprise, or as a self employed person, i.e., a social entrepreneur. Social enterprise
should be considered as an employment option for learners working towards NPA in Enterprise
and Employability.
Social enterprise is a credible business model which could be considered as an employment
option for learners working towards NPA in Enterprise and Employability Units Personal
Development: Self and Work, Working for Yourself and Enterprise Activity.
DTI research in 2005 indicated there are at least 1,100 social enterprises in Scotland,
employing 30,000 people and adding £1.25bn to the national economy. More recent local
and national studies suggest the true figure could be more than 3,000.
“Social Enterprises make money too, but they
do useful things for people at the same time
and sometimes improve the environment”
Fresh Options
Fresh Options: A Guide to Social Enterprise, is a booklet produced by the Social Enterprise
Academy and Determined to Succeed for young people who might be considering social
enterprise as a possible career path.
The Scottish Social Enterprise Coalition (click for website) is the national collective lobbying
and campaigns voice for social enterprise in Scotland. It is a membership-led organisation
representing the needs and interests of social enterprise to policy makers and opinion formers.
In their submission to the Business Growth inquiry in April 2005, the Coalition included in their
definition:
“Social enterprise lies at the heart of the social economy. Social enterprises are businesses that
trade in the market for a social purpose. It is broadly accepted that social enterprises have
three common characteristics:
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Social Enterprise In Relation to Employability Skills
Explicit social aims – There is a clear social purpose which drives the organisation or business.
This explicit social aim is core to the activities, rather than incidental. Any profit that the
business makes is reinvested into the purpose of the social enterprise.
Commercial activity – The venture will aim to derive a significant portion (more than 50%) of its
income form commercial contracts or the sale of goods and services to a market. The
organisation may still however generate income from a variety of other sources such as local
authority grants etc.
Social ownership – There will be community accountability either through a co-operative
structure or management by voluntary trustees.
There are many types of social enterprise (co-operatives, development trusts, community
interest companies, employee owned businesses, credit unions, intermediate labour market
companies, registered social landlords, social firms, trading arms of charities) as well as an
increasing number of hybrid versions of the various approaches to social enterprise.”
Social Enterprise has also been defined as follows;
"A social enterprise is a business with primarily social objectives whose surpluses are principally
reinvested for that purpose in the business or in the community, rather than being driven by
the need to maximise profit for shareholders and owners.” (Department for Trade and
Industry)
Social enterprises are dynamic, progressive businesses that we can all learn from. They
experiment and innovate, and have the advantage of being able to draw upon best
practice in the voluntary sector, as well as the entrepreneurial flair that exists in the best of our
companies." (Patricia Hewitt Secretary of State for Trade and Industry)
"Social enterprises are businesses that trade in the market with a social purpose. They use
business tools and techniques to achieve social aims and include an incredibly wide range of
organisations, for example co-operatives, development trusts, community enterprises, housing
associations, social firms, and leisure trusts." (Social Enterprise Coalition)
(Some key words, which are also applied to non Social Enterprise businesses, have been
highlighted)
Some Well Known Social Enterprises
Many Social Enterprises are well known national brands, for example:
The Big Issue (click for website): Vendors buy the magazine for 80p, sell it to the public for
£1.80 and keep the profit. This gives them some cash to sort out a place to live.
Café Direct, Divine Chocolate (click for websites): Many Fairtrade companies are social
enterprises - Fairtrade companies pay a little more than others for the ingredients that they
buy from farmers in the third world. This helps the farmers and their communities work their way
out of poverty.
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Social Enterprise In Relation to Employability Skills
Fifteen (Restaurants founded by Jamie Oliver in 2002 – click for website): Fifteen runs a training
scheme for young people who have found it hard to get a job – often because of drugs. All
the profit from the restaurants goes back into the organisation so it can help more trainees.
It is what a business does with its profits, and its social objectives, that determines whether it is
a social enterprise, rather than its specific legal structure.
Why get involved?
Establishing a social enterprise within your school will engage young people in the practical
and creative skills required to run a viable enterprise and, at the same time, enrich their sense
of social justice.
The Social Enterprise in Schools Initiative:

supports the Scottish curricular requirements for ages 3-18 and fits with other crosscutting curriculum themes such as citizenship and sustainable development and
contributes to a young person's personal development;

provides a practical base from which to enhance core and critical skills;

links with existing schemes such as eco-schools and health-promoting schools;

supports financial education and promotes new career directions to pupils with a
diverse mixture of abilities and interests;

promotes the aims of the Curriculum for Excellence and the four strands of Enterprise
in Education.
And finally, the Scottish Social Enterprise Coalition has written:
“An Alternative Business Model: Social enterprise is a dynamic way of doing business that can
transform communities and drive profound and lasting social change. As businesses which
maximise community benefit over personal financial gain, social enterprises deliver solutions
that are bigger, better, bolder and fit for twenty-first century Scotland.
Bigger because they deliver joined-up social, environmental and economic outcomes, better
because they are community-focused and sustainable, and bolder because their
independence enables social enterprises to be innovative and ambitious.
The Scottish Social Enterprise Coalition believes that with the right support, social enterprise
can become an established way of doing business and an integral part of the Scottish
economy.” (Download SSEC’s Leaflet ‘A different reason for doing good business’ – PDF)
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Social enterprise is a credible business model which could be considered as an employment
option for learners working towards NPA in Enterprise and Employability Units Personal
Development: Self and Work, Working for Yourself and Enterprise Activity.
“Social Enterprises are fun to work in. whether
you want to set up an internet retailer, establish
a recording studio or open a restaurant, you
can turn your ideas into a business, make some
money and learn new skills along the way.
Social enterprise results in positive changes for
you, your community and often the
environment too.”
Fresh Options
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SECTION 3 - SOCIAL ENTERPRISE AND THE NATIONAL PROGRESSION AWARD
(NPA) IN ENTERPRISE AND EMPLOYABILITY
SQA have developed a suite of qualifications which can be linked directly to the activities of
social enterprises. They are National Progression Awards (NPA) in Enterprise and Employability
at levels Intermediate 1 and 2.
National Progression Awards in Enterprise and Employability SCQF level 4 (Intermediate 1) and
SCQF level 5 (Intermediate 2)
In their Arrangements Document for the NPA in Enterprise and Employability, SQA wrote:
“It is envisaged that this award can be utilised in a variety of settings by a number of
providers. However, the main target markets are likely to be young people at school and
those undertaking Get Ready for Work or Training for Work courses within Further Education
establishments. The qualifications could also be relevant for those looking to enhance their
skills portfolio and those looking to move their career in a new direction which may involve
moving into self employment. The NPAs provide candidates with a stepping stone into
employment through the nature of the Units involved but they also create pathways onto
further study with Further Education centres.
The structure of the new NPAs in Enterprise and Employability make them attractive to schools,
colleges and training providers due to the flexibility of the options available. The combination
of work-based and work-related learning makes these qualifications relevant and desirable to
candidates as they are potentially able to learn on the job and then relate their classroom
learning to their chosen vocational area.
The fundamental rationale for the new qualifications, however, is that they can contribute to
developing a change in mindset, to the ways in which people, especially young people, see
themselves in the world in which they live. Firstly, they can raise the self-belief of many young
people by showing them that they have, or can develop, the skills, knowledge and attitudes
required for success in employment. Secondly, they can promote the belief that selfemployment is a genuine option at some stage in one’s life and that it can be pursued by
people of all levels of ability.” http://www.sqa.org.uk/sqa/33817.html
The NPA in Enterprise and Employability (Intermediate 1 and Intermediate 2) can be related
to social enterprises as well as more conventional types of business. Where social enterprises
already exist in schools they will provide an ideal setting for the delivery and achievement of
all, or selected, units from these qualifications.
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Different Types of Social Enterprise
Social enterprises come in all different shapes and sizes and include:

Charities, trading as companies limited by guarantee – this type of organisation,
which is governed by a Board of Management, is now a popular type of social
enterprise. They use good business practice to meet their social objectives.

Social Firms – businesses set up specifically to provide training and employment for
people with disabilities.

Community interest companies (CIC) – A new type of business organisation, instead
of a charity. This is a social enterprise which wants to use their profits and assets for
the public good. They have an asset lock to ensure all assets (including profits or
surpluses) are used for the benefit of the community

Housing Co-operatives – provide reasonably priced rented housing within a
particular area, or to meet a specific need, for example sheltered housing for the
elderly or disabled

Development Trusts – community based enterprises set up to regenerate a local
area, mainly through developing local facilities

Co-operatives and Mutuals – enterprises run by their members, for the benefit of
members. These may be classified as social enterprises, but will depend on a range
of factors.

Credit Unions – community based savings and loans co-operatives that
financial services to their members

Community Businesses – businesses set up to create jobs and provide services within
a local community.

Community Buy-outs – New legislation in Scotland in recent years has allowed rural
communities to buy out existing landowner and take ownership of their own land and
property. These assets are owned and controlled by local development trusts,
democratic bodies that manage them for the benefit of the whole community.
provide
These are just some of the types of social enterprise and they are not mutually exclusive; one
of the features of social enterprises is that they often meet several social purposes at once.
All of the previous examples could be options for employment for students and be used as
sources of evidence for candidates working towards NPA in Enterprise and Employability
Social Enterprise may already exist within schools. Where this is the case, the school Social
Enterprise might provide access to all evidence required for NPA in Enterprise and
Employability Units Enterprise Activity and Personal Development: Self and Work . Some
schools may actively trade as practicing social enterprises.
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Social Enterprise In Relation to Employability Skills
However, any budding entrepreneur should be encouraged to investigate and consider all
options for self employment.
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Social Enterprise and the NPA in Enterprise and Employability
We will use the following case studies to highlight the suitability of social enterprises to the NPA
in Enterprise and Employability.
Let’s have a look at some examples of school social enterprises, with a view to putting them
into the context of social enterprise, and into the units of the NPA in Enterprise and
Employability.
Case Study 1: Inverness High School
Inverness High School has lived up to its name as a
school of ambition and created a full blown
Community Interest Company called REAL which
stands for Real Education Active Lives. The business
itself is a market garden based in the grounds of the
High School where nearly an acre has been
cultivated and, with the help of three poly tunnels,
crops such as salad leaves, cabbages, spinach,
onions and beetroot are all grown organically (the
farm aims to achieve recognition from the soil
association next year) and sold to the local
community and to businesses including Raigmore Hospital. Running as an integral part of the
school community, the REAL business provides young people with opportunities for education,
personal development, work experience and community involvement. There are a number of
ways in which young people can become involved including farming and gardening but also
retailing and distribution with the ever expanding number of stalls and outlets for the food –
supplies from the farm are supplemented with other local produce to create a tempting array
on the stalls. There are a myriad of threads linking the business to the curriculum including the
eco-schools project and courses such as Rural Skills. In addition, the REAL business also
promotes healthy eating within the school as the readily available fresh produce is often
served in the school kitchen at lunchtimes, and all waste goes back as compost.
REAL is a full blown Community Interest Company which will provide:
An established business environment for students to work in.

A vocational environment which will enable students to gain experience which will
lead to personal development and growth.

An opportunity for students to explore enterprise.

An opportunity for students to experience responsibility of task management within a
vocational setting.

An opportunity for students to get involved in, and bring benefit to, their local
community.

An opportunity for students to explore the possibility of self employment.
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Social Enterprise In Relation to Employability Skills

An opportunity for students to learn through direct experience of involvement with
enterprise, which benefits themselves and their community.
Although the information in the above case study is limited, it is clear that the REAL social
enterprise would provide students with the evidence required for the NPA in Enterprise and
Employability at Intermediate 1 and Intermediate 2.
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Case Study 2: Rutherglen High School
From a small school population of around 70 young people with additional support needs,
Rutherglen High Fair Trade Group runs a successful ‘e-café’ (enterprise café) once a month to
which attracts customers from amongst the parents and the wider community. With the
emphasis on healthy eating, the café also makes a point of using fair trade products and put
a real emphasis on the environmental and economic impact of our decisions about the food
we eat. Young people have the opportunity to gain essential work skills including SVQ
qualifications. A group recently completed their food handling certificate on location in a
local business. In addition to their ‘e-café’ pupils also run a successful fair trade tuck shop
which is also very popular with staff and pupils alike.
Rutherglen High School is an established social enterprise which will provide:
An established business environment for students to work in.

An opportunity to learn about fair trade operations and products.

An opportunity to learn about developing a healthier lifestyle.

An opportunity to learn about work and gain employability skills.

An opportunity to gain qualifications which have a direct link the workplace and
employment, i.e., food handling certificate.

An opportunity to gain business skills within a social enterprise environment.
Like Inverness High School the social enterprise which operates within Rutherglen High School
would provide students with access to evidence required for the NPA in Enterprise and
Employability at Intermediate 1 and Intermediate 2.
To further illustrate the connection between social enterprise and the NPA in Enterprise and
Employability we have included below a summary of the following Units from the NPA in
Enterprise and Employability, contextualized to the above case studies. The three units are:

Unit 1: Personal Development: Self and Work;

Unit 2: Working for Yourself;

Unit 3: Enterprise Activity.
Mandatory Units from NPA in Enterprise and Employability with links to our case studies
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UNIT 1: Personal Development: Self and Work (Intermediate 1)
OUTCOMES
1. Evaluate own task management skills in preparation for a vocational project.
Both social enterprises will allow students to evaluate their task management skills
which include; punctuality, completing tasks to an appropriate standard, keeping
records of task completion, seeking advice to enable progress.
2. Produce a plan for the development of own task management skills within a vocational
project.
Both social enterprises will allow students to create development plans based on the
task management skills required to operate within their social enterprises.
3. Carry out the plan for the development of own task management skills within a vocational
project.
Both social enterprises will allow students to review their task management skills as they
learn and acquire new skills.
4. Review progress on completion of a vocational project.
Both social enterprises include roles and activities which will allow students to review
their progress on an ongoing basis.
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UNIT 1: Personal Development: Self and Work (Intermediate 2)
OUTCOMES
1 Evaluate own task management skills in preparation for a vocational project.
Both social enterprises will allow students to evaluate their task management skills which
include; checking quality of own work, prioritising tasks, keeping detailed records of
work and estimating time for task completion.
2 Produce a plan for the development of own task management skills within a vocational
project.
Both social enterprises will allow students to create development plans based on the
task management skills required to operate within their social enterprises.
3 Carry out the plan for the development of own task management skills within a vocational
project.
Both social enterprises will allow students to review their task management skills as they
learn and acquire new skills.
4 Review progress on completion of a vocational project.
Both social enterprises include roles and activities which will allow students to review
their progress on an ongoing basis.
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UNIT 2: Working for Yourself (Intermediate 1)
OUTCOMES
1 Demonstrate a knowledge and understanding of self employment.
Inverness High School social enterprise provides an opportunity for students to be
involved in a self employed basis - supplies from the farm are supplemented with other
local produce to create a tempting array on the stalls.
2 Develop a business idea.
Inverness High School social enterprise provides an opportunity for students to develop
a business idea which can be nurtured and grown within the social enterprise
environment
3 Explain how to maintain and grow your business.
Inverness High School social enterprise provides an opportunity for a business idea to be
developed with the support and experience of the social enterprise resources.
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UNIT 2: Working for yourself (Intermediate 2)
OUTCOMES
1 Investigate the issues which relate to successful self employment in a chosen area.
Inverness High School social enterprise provides an opportunity for students to learn
what issues affect self employment from those traders who work with the social
enterprise, but who are self employed, i.e., the local producers who supplement the
supplies from the farm.
2 Produce a business plan for your business in a chosen area.
Inverness High School social enterprise provides students, who wish to explore self
employment, with the opportunity to develop a business plan.
3 Investigate the resource requirements for establishing your business in a chosen area.
Inverness High School social enterprise allows students to investigate resource
requirements for their business in a real business environment. Resource requirements
might include stall rental and transport costs over and above the other business costs.
4 Demonstrate knowledge and understanding of the criteria for a successful business.
Inverness High School social enterprise will enable students to gain the knowledge and
understanding of the criteria for a successful business. The REAL social enterprise will also
enable students to learn from the experiences of other established self employed
people.
N.B. We have used Inverness High School case study for this unit because the
information contained therein relates to the possibility of inclusion of produce from
other businesses, which could also be social enterprises. There is no reason why self
employment could not be encouraged within the example of Rutherglen High School
social enterprise.
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UNIT 3: Enterprise Activity (Intermediate 1)
OUTCOMES
1 Plan and arrange enterprise activity with limited tutor/trainer support.
Both social enterprises will provide an opportunity for students to plan and arrange an
enterprise activity. The plan for the enterprise activity could be the same plan used for
Unit Personal Development: Self and Work.
2 Carry out tasks during enterprise activity under limited supervision.
Both social enterprises will enable students to carry out tasks during enterprising activity.
These tasks could be the same tasks required for Unit Personal Development: Self and
Work.
3 Work co-operatively with others in the analysis, planning and undertaking enterprise activity.
Both social enterprises will enable students to work co-operatively with others. The
analysis, planning and undertaking an enterprise activity could be linked to
requirements for Unit Personal Development: Self and Work.
4 Review the contribution of the knowledge and skills gained through enterprise activity to
own personal, social and vocational development.
Both social enterprises provide an opportunity for students to be involved in an
enterprise activity which will develop personal, social and employability skills.
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UNIT 3: Enterprise Activity (Intermediate 2)
OUTCOMES
1 Devise and arrange enterprise activity in relation to personal development goals.
Both social enterprises will provide an opportunity for students to plan and arrange an
enterprise activity. The enterprise activity could be the same activity used for the
vocational project required for Unit Self and Work: Preparing to Work (Intermediate 2).
2 Take a leading role in the implementation of enterprise activity.
Both social enterprises will provide students with the opportunity to take a leading role in
the implementation of an enterprise activity.
3 Initiate and sustain working relationships in the analysis, planning and implementation
of an enterprise activity.
Both social enterprises will provide an opportunity for students to engage with each
other and learn about building relationships in the context of a business environment.
4 Evaluate the contribution of the knowledge and skills gained through enterprise
activity to own personal, social and vocational development.
Both social enterprises will provide an opportunity for students evaluate the knowledge
and skills gained through regular reviews of their performance within social enterprise
activities.
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Next Steps
Why not think about creating a social enterprise within your school?
“Social enterprise – This is a way of doing
business that makes positive social
and/or environmental changes.”
Fresh Options

Begin a tuck shop?

What about a Café/coffee shop?

Run a games exchange?

Set up a book exchange?

Establish a school newspaper?

Start some fair trade activity?

Start trading through an on line business?
The options for social enterprise are limited only by your imagination!
The benefits from social enterprise are widespread and provide opportunities for all
involved to make a real difference not only to their own lives and communities, but to
others as well. In addition to this, we are giving students a chance to learn about and
experience the world of enterprise and business at first hand.
Live as if you were to die tomorrow.
Learn as if you were to live forever.
Mahatma Ghandi, 1869 - 1948
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SECTION 4 - INFORMATION FOR TEACHERS
The following pages contain information which will link social enterprise activities (through the
use of a case study) to the requirements of Units of the National Progression Award (NPA) in
Enterprise and Employability at Intermediate 1 and Intermediate 2. The information will help to
illustrate the relevance of social enterprise as an option for employment or self employment
for the NPA in Enterprise and Employability.
The case study we will use is related to the social enterprise which operates very successfully
within Inverness High School, the REAL farm project. We have used the activities described
within the REAL farm project to link the business operation to the requirements of units from the
NPA in Enterprise and Employability. The units are:

Personal Development: Self and Work

Working for Yourself

Enterprise Activity
The following examples illustrate how social enterprises can provide the setting and evidence
required for the NPA in Enterprise and Employability.
Case Study: REAL (Inverness High School) CIC
REAL (Inverness High School) CIC was formed as a Community Interest Company in January
2006 and is one of a number of initiatives set up by the school under the banner of “REAL”
(Real Education Active Lives). The CIC aims to both generate income for the school and
provide learning opportunities for pupils and the wider community

The core activity to date is a market garden, “the farm”, which has been set up on
0.8 acre plot within the school playing fields. Now on its fourth crop, it produces
potatoes, cabbages, onions, beetroot and a variety of other vegetables in raised
beds. It also has three polytunnels for propagation and to grow tomatoes, herbs and
salad crops. The site includes a small fenced area in one corner, with seats and a
campfire, for use by rural studies classes and other groups. The farm hopes to
achieve organic certification.

Some farm produce is sold direct to staff and some is delivered by pupils, on bikes, to
households in the area. Some is also sold direct to local restaurants. The main retail
activity, however, is through market stalls. As only a limited amount can be
produced, the CIC has arranged with other local food producers to take their eggs,
bread, soft fruit, preserves etc to sell alongside the farm’s. The CIC has established
weekly “workplace” stalls (one at Raigmore Hospital and one at Lifescan, a major
local company), and has helped set up four local markets in surrounding villages.
These are held in schools or community centres on Saturday mornings, on a
fortnightly or monthly basis.
© Social Enterprise Academy 2010
www.theacademy-ssea.org
Page 22 of 43
Social Enterprise In Relation to Employability Skills

Both the farm and the retail activities are seen as learning resources for the school.
The farm is used not only as part of the rural skills course, but by home economics,
biology and other subject teachers. Pupils help run the Saturday stalls and are
trained by CIC staff in food handling, dealing with money etc.
Example 1
NPA in Enterprise and Employability Unit: Personal Development: Self and Work (Intermediate 1)
Using the information in the case study, think about how your students could generate
evidence for NPA in Enterprise and Employability Unit Personal Development: Self and Work.
Consider the following questions which relate to the Unit - Personal Development: Self and
Work (Intermediate 1)
Outcome 1: Evaluate own task management skills in preparation for a vocational
project
1. What would be an appropriate vocational project within the REAL farm project?
(Unit - Personal Development: Self and Work, Outcome 1, pc a)
2. What personal strengths and weaknesses would be relevant to task management
skills for a vocational project? (Unit - Personal Development: Self and Work,
Outcome 1, pca)
Strengths and weaknesses in relation to the following task management skills must
be covered;
 punctuality;
 completing tasks to an appropriate standard;
 keeping records of task completion;
 seeking advice to enable progress.
3. Identify two targets for the development of task management skills based on the
identified strengths and weaknesses highlighted from the previous point
© Social Enterprise Academy 2010
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Social Enterprise In Relation to Employability Skills
Suggested answers to the above questions
Q1. An appropriate vocational project within the REAL social enterprise could be one of the
following:

Organise the sale of farm produce within the school;

Organise the storage and distribution of farm produce;

Produce and sell goods through REAL’s market stalls.
Q2
Task management skill
Punctuality
Strength
Weakness
Always on time
Clock watching
Reliable
Unwilling to work out
with agreed times
Completing tasks to an Willing to respond to Unable to work on own
appropriate standard
instructions
initiative
Able
to
instructions
Keeping records of task Good
completion
skills
follow Lack of confidence in
taking ownership of a
task
administration Identifying the correct
paperwork
Organisational skills
Seeking
advice
enable progress
Difficulty in identifying
the key milestones of
tasks
to Confidence
in Unwilling to recognise
approaching supervisor errors
Not
afraid
questions
© Social Enterprise Academy 2010
to
ask Waiting until the “last
minute” to highlight a
problem
www.theacademy-ssea.org
Page 24 of 43
Social Enterprise In Relation to Employability Skills
Q3
Development
point
Task
management
skill
Action required
Confidence
in
taking
ownership of
a task
Completing
tasks to an
appropriate
standard
Take ownership
of a task within
the vocational
project
and
report daily on
progress of task
Student with One
month
the support from now
of
teacher/tutor
Good
Keeping
administration records
of
skills
task
completion
Become
familiar with all
paperwork
used
in
the
vocational
project
Student with One
month
the support from now
of
teacher/tutor
© Social Enterprise Academy 2010
By whom
www.theacademy-ssea.org
Target for
completion
Page 25 of 43
Social Enterprise In Relation to Employability Skills
Example 2
NPA in Enterprise and Employability Unit Working for Yourself (Intermediate 2)
Using the information in the case study, think about how your students could generate
evidence for NPA in Enterprise and Employability Unit Working for Yourself (Intermediate 2)
Consider the following points which relate to the Unit - Working for yourself (Intermediate 2);
Outcome 1: investigate the issues which relate to successful self employment in a
chosen area
1. What would be an appropriate option for self employment within the REAL farm
project? (Outcome 1, pc a)
2. Describe two benefits and two drawbacks to the chosen self employment option.
(Outcome 1, pc b)
3. Identify five skills and personal attributes which are required for successful self
employment. (Outcome 1, pc c)
Suggested answers to the above questions
1. The REAL farm project could provide the following self employment opportunities:

Producer of saleable goods for the market, other than farm products, e.g.,
soft toys, food stuffs, items of clothing, books, computer games, CDs, DVDs
etc.

Provider of services to the project, e.g., administration, IT support, marketing
As a social entrepreneur, any profits would be returned to the business to
create social benefits, e.g., employing unemployed people, creating work in
production of goods for disadvantaged people.
2.
Two benefits of self employment within the REAL farm project could include;

Flexibility

Greater earning potential

Greater job satisfaction

More control of your working life
Two drawbacks of self employment within the REAL farm project could include;

Lack of regular income

Drain on personal resources
© Social Enterprise Academy 2010
www.theacademy-ssea.org
Page 26 of 43
Social Enterprise In Relation to Employability Skills

Longer hours of work

Lack of regular hours of work
3. Five skills and personal attributes required for successful self employment within the
REAL farm project could include;

Attention to detail

Good communication skills

Persistence

Persuasion

Innovation
We have looked at relating the REAL farm project to two Units of the NPA in
Enterprise and Employability Personal Development: Self and Work and Working for
Yourself. Both of these units focus on employability skills.
Another very appropriate Unit is Enterprise Activity at Intermediate 1 and
Intermediate 2. The emphasis at both levels in this Unit is on developing planning,
organisational, investigative, interpersonal and self awareness skills through
organising and undertaking an enterprise activity.
The outcomes for both Intermediate 1 and Intermediate 2 are listed below. The
outcome titles can be related easily to the activities of the REAL farm project, and
information on activities involved in the project (contained in the case study) would
enable evidence to be generated readily for Unit Enterprise Activity.
© Social Enterprise Academy 2010
www.theacademy-ssea.org
Page 27 of 43
Social Enterprise In Relation to Employability Skills
Enterprise Activity Intermediate 1
OUTCOMES
1 Plan and arrange enterprise activity
with limited tutor/trainer support.
2 Carry out tasks during enterprise
activity under limited supervision.
3 Work co-operatively with others in
the
analysis,
planning
and
undertaking enterprise activity.
4 Review the contribution of the
knowledge and skills gained through
enterprise activity to own personal,
social and vocational development.
Enterprise Activity Intermediate 2
OUTCOMES
1 Devise and arrange enterprise activity
in relation to personal development
goals.
2 Take a leading role in the
implementation of enterprise activity.
3
Initiate
and
sustain
working
relationships in the analysis, planning
and implementation of an enterprise
activity.
4 Evaluate the contribution of the
knowledge and skills gained through
enterprise activity to own personal,
social and vocational development.
Unit Enterprise Activity could be used effectively to encourage and develop a social
enterprise within your school. Using the outcomes from the appropriate level, students
could create enterprise activities such as:

Tuck shops

Book exchanges

Games exchange

Community activities
Using social enterprise as a platform for enterprise and employability education will
provide students with a sound knowledge of business and work experience. There is
the added benefit of combining learning with activities which have a benefit to the
students, others and their communities, and also the potential for further development
and growth.
© Social Enterprise Academy 2010
www.theacademy-ssea.org
Page 28 of 43
Social Enterprise In Relation to Employability Skills
SECTION 5 - INFORMATION AND CASE STUDIES FOR STUDENTS
The following pages will introduce you to a different world of employment opportunities, a
world where your job will not just provide you with an income but will enable you to make a
positive difference to your own life, and the lives and communities of others....this world is
social enterprise.
What is Social Enterprise?
A social enterprise is a business which is engaged in some sort of trading, primarily to support a
social purpose, e.g., to create employment, to help disadvantaged people, to improve the
environment. Profits are not distributed to shareholders but re-invested into the business
ensuring maximum benefit to the social purpose.
Many Social Enterprises are well known national brands, for example;

The Big Issue (click for website): Vendors buy the magazine for 80p, sell it to the public
for £1.80 and keep the profit. This gives them some cash to sort out a place to live.

Café Direct, Divine Chocolate (click for websites): Many Fairtrade companies are social
enterprises - Fairtrade companies pay a little more than others for the ingredients that
they buy from farmers in the third world. This helps the farmers and their communities
work their way out of poverty.

Fifteen (Restaurants founded by Jamie Oliver in 2002 – click for website): Fifteen runs a
training scheme for young people who have found it hard to get a job – often
because of drugs. All the profit from the restaurants goes back into the organisation so
it can help more trainees.
“Social Enterprises are fun to work in. whether you
want to set up an internet retailer, establish a
recording studio or open a restaurant, you can turn
your ideas into a business, make some money and
learn new skills along the way. Social enterprise results
in positive changes for you, your community and
often the environment too.”
Fresh Options
© Social Enterprise Academy 2010
www.theacademy-ssea.org
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Social Enterprise In Relation to Employability Skills
How can Social Enterprise help you?
Social enterprises provide employment opportunities. Social enterprises are businesses and,
therefore, to be successful need to employ suitably skilled people in all sorts of roles, for
example:

Sales

Administration

Customer service

Technical/IT

Maintenance

Transport

Storage
The range of employment opportunities will be dependent on the size of the social enterprise,
but every social enterprise needs people.
You could also think of starting a social enterprise of your own – be self employed.
Do you have a social issue that you care about, would like to do something about?
Some examples could be:
Improving your local community, e.g., provide a gardening service.

Improving the environment, e.g., collection of waste, recycling activities.

Providing a service for your school, e.g., running a tuck shop.
The list of social enterprise self employed options is limited only by your imagination.
Social enterprises should not be seen as an easy option for employment. Social enterprises are
professional businesses and operate as any other business does. The main differences are:
Any profits are re-invested.

The business will have a social interest.
Tasks
1. Research and identify social enterprises within your local area/community.
2. Identify two employment options for yourself within a social enterprise.
3. Think about a self employed option within a social enterprise environment.
© Social Enterprise Academy 2010
www.theacademy-ssea.org
Page 30 of 43
Social Enterprise In Relation to Employability Skills
Case Study 1: The Engine Shed
One of the most important decisions we ever have to make
is what kind of work we want to do. But imagine how it
would feel to be told at 16 that you’ll probably never work.
That’s the reality for young people with learning disabilities.
Only 1 in 10 will ever find employment. But forget any
prejudices you might have that people with learning
disabilities are not able to work. The Engine shed in
Edinburgh takes 30 trainees every year and nearly all of
them move into jobs at the end of their training.
The Engine Shed has been going for more than 20 years and
runs a vegetarian café, organic bakery and conference
centre from its lovely building in St Leonard’s Lane near the centre of Edinburgh. It trains
young people in all aspects of food preparation, organises work experience at businesses
throughout the city and supports trainees as they move into paid work.
Questions
1. What employment opportunities could there be at the Engine Shed?
2. Apart for earning money, what are the advantages of working for the Engine Shed
over working for a more traditional type of business?
What advice would you give young people thinking
about their future careers?
“I had no idea this kind of work existed. It’s so open and
friendly here and when you go out and meet other
people working in social enterprises everyone helps you
out and swaps information. If I was looking for a job now I
would definitely look for something similar.”
Emma Jane Wilson, Admin & Marketing Assistant, The
Engine Shed
© Social Enterprise Academy 2010
www.theacademy-ssea.org
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Social Enterprise In Relation to Employability Skills
Case Study 2: Lenzie Academy
In direct response to poverty in Malawi, a group of
young people at Lenzie Academy decided to make
their Young Economic Company a social enterprise and
make a difference to global economics. So ‘Venture
Yes’ became the channel for their creativity in
addressing issues of sustainability and fair trade. The
group of S6 pupils decided that sending charitable
money to communities in Malawi was not enough.
Instead they designed products such as finger puppets
and fridge magnets – raising awareness of endangered
species – which could be marketed by Venture but manufactured by young people in a
Malawi school. Central to their business idea was the avoidance of exploitation and they
ensured the employees in Malawi were paid a fair price for their labour. One of the young
people in the business who was visiting Malawi used the opportunity to take the blueprint and
train the local young people in how to make the products. With clever marketing, the use of
locally sourced products and environmentally friendly materials, Venture considered all
aspects of sustainability with such success that the school is looking at how to sustain this
strand of work in the school once the social entrepreneurs have graduated to college.
Questions
1. What skills and personal attributes would you think were important to be successful in
this social enterprise?
2. What different job roles would be involved in this business?
Task
Discuss ways in which you could develop the business to ensure the sustainability and
success of this social enterprise after the current social entrepreneurs have moved on to
College.
“Social enterprises make money too, but they do useful
things for people at the same time and sometimes
improve the environment.
Social enterprises can be large or small, local or
national or even help people in other countries.”
Fresh Options
Fresh Options
© Social Enterprise Academy 2010
www.theacademy-ssea.org
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Social Enterprise In Relation to Employability Skills
Case Study 3: Divine Chocolate
The overall strategic aim of Divine Chocolate Ltd is to improve
the livelihood of smallholder cocoa producers in West Africa
by establishing their own dynamic branded proposition in the
UK chocolate market, thus putting them higher up the value
chain.
To achieve this mission a range of clear intermediate objectives are set out:
To take a quality and affordable range of Fairtrade chocolate into the UK
mainstream market.

To pay a Fairtrade price for all the cocoa used in the chocolate sold.

To raise awareness of fair trade issues among UK retailers and consumers of all age
groups.

To be highly visible and vocal in the chocolate sector and thereby act as a catalyst
for change.

To be the leading Fairtrade chocolate company.
The above information was taken from the Divine Chocolate web site (click for website)
Everyone loves chocolate. It’s a multi-billion pound industry in the UK, with each of us eating
our way through 10kg of chocolate every year. So why are many of the farmers who grow the
cocoa that makes our chocolate so poor? Partly it’s because the real money is to be made
when the raw cocoa is turned into chocolate and sold to western consumers. The farmers
must often think about how much better life would be if only they could produce the
chocolate themselves. Great idea, but it’ll never work, they say. Well think again. That’s
exactly what Divine Chocolate has been doing successfully for more than 10 years.
Divine Chocolate is a unique partnership between a group of small farmers in Ghana, called
the Kaupa Kokoo co-operative, and various development groups within the UK. Kaupa Kokoo
owns a 45% stake in Divine, and the company operates primarily for the benefit of the farmers.
This is a very different way of doing business, and it works. From its founding in 1998, Divine now
has an annual turnover of more than £12 million and is a well known brand stocked by major
supermarkets.
© Social Enterprise Academy 2010
www.theacademy-ssea.org
Page 33 of 43
Social Enterprise In Relation to Employability Skills
Tasks
Explore the operations of Divine Chocolate and identify and answer the following points;
1. What are the intermediate objectives for Divine Chocolate Ltd?
2. What was a “first” for Fairtrade with the Day Chocolate Company?
3. Who are Divine’s trading partners in the United Kingdom?
Hint: the following web links will help to find the answers:
http://www.divinechocolate.com/about/inside-divine.aspx
http://www.divinechocolate.com/about/story.aspx )
© Social Enterprise Academy 2010
www.theacademy-ssea.org
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Social Enterprise In Relation to Employability Skills
Answers to Case Studies
Case Study 1: The Engine Shed
1. What employment opportunities could there be at the Engine Shed?
Employment opportunities could be available in the following departments;

Catering – kitchen assistant, food preparation, waiting staff

Retail – food sales from the bakery

Administration – office assistant, marketing, sales

Trainee chef – commis chef

Event organiser – assisting with external events
2. Apart for earning money, what are the advantages of working for the Engine Shed over
working for a more traditional type of business?
Advantages of working at the Engine Shed could include the following;

Doing a job which benefits others

Doing a job which benefits the community

Learning new skills in a dedicated learning environment

Enjoying the reward of helping others
© Social Enterprise Academy 2010
www.theacademy-ssea.org
Page 35 of 43
Social Enterprise In Relation to Employability Skills
Case Study 2 Lenzie Academy
1. What skills and personal attributes would you think were important to be successful in this
social enterprise?
The following skills and personal attributes would be important to be successful in Venture Yes:

Making effective decisions

Punctuality

Multi-tasking

Preparing instructions for others

Seeking advice to enable progress

Meeting deadlines
2. What different job roles would be involved in this business?

Production of saleable goods

Sales and marketing

Training

Finance

Management
Suggested Outcome of the Task
Discuss ways in which you could develop the business to ensure the sustainability and success
of this social enterprise after the current social entrepreneurs have moved on to College.
You might want to consider the following as a staring point for your discussion:

Retaining some of the previous students as consultants to ensure continuity of the
project – short or medium term

Developing a short to medium term business plan/strategy to ensure the business
continues to function during any transition

Using technology to enable effective communication between Lenzie Academy and
Malawi, e.g., internet, Skype

Developing new products which can be produced and sold in Malawi

Devising some training methods which can be delivered online

Producing a manual which can be used as a reference tool in Malawi
© Social Enterprise Academy 2010
www.theacademy-ssea.org
Page 36 of 43
Social Enterprise In Relation to Employability Skills
Case Study 3 Divine Chocolate
Tasks
1. The intermediate objectives for Divine Chocolate Ltd are:

To take a quality and affordable range of Fairtrade chocolate into the UK
mainstream market

To pay a Fairtrade price for all the cocoa used in the chocolate sold

To raise awareness of fair trade issues among UK retailers and consumers of all age
groups

To be highly visible and vocal in the chocolate sector and thereby act as a catalyst
for change

To be the leading Fairtrade chocolate company
http://www.divinechocolate.com/about/inside-divine.aspx
2. The “first” for Fairtrade and the Day Chocolate Company was;

The farmers' ownership stake in The Day Chocolate Company a first in the fair trade
world, means that Kuapa Kokoo has a meaningful input into decisions about how
Divine is produced and sold. Two representatives from Kuapa Kokoo are Directors on
the company's Board, and one out of four Board Meetings every year is held in
Ghana. As shareholders, the farmers also receive a share of the profits from the sale
of Divine. This innovative company structure was recognised when Divine was
awarded Millennium Product status.
http://www.divinechocolate.com/about/story.aspx
3. Divine Chocolate’s UK trading partners are:

Divine Chocolate Limited has formed special working relationships with the Co-op
supermarket chain, and with Starbucks in the UK. Divine Chocolate supplies all the
chocolate for Co-op's own-label range of chocolate, and the amount they buy
increased in 2003 when the chain committed to switching all it's own-label chocolate
to Fairtrade. Our partners at the Co-op have visited Kuapa Kokoo in Ghana, and
they, like us, appreciate working with other co-operative groups. Divine Chocolate
also supplies Fairtrade chocolate to Starbucks for their three own-label chocolate
bars, available in all outlets throughout the UK.
http://www.divinechocolate.com/about/inside-divine.aspx
© Social Enterprise Academy 2010
www.theacademy-ssea.org
Page 37 of 43
Social Enterprise In Relation to Employability Skills
To find out how you can get more involved with Divine Chocolate follow the link below:
http://www.divinechocolate.com/getinvolved/people_power.aspx
The above case studies will have given you some insight to the world of social enterprise and
the benefits and opportunities that exist in this exciting and rewarding working environment.
© Social Enterprise Academy 2010
www.theacademy-ssea.org
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Social Enterprise In Relation to Employability Skills
SECTION 6 - INFORMATION ON THE STRUCTURE OF AWARDS FOR STUDENTS
National Progression Award (NPA) in Enterprise and Employability
These are qualifications which exist to help you prepare for employment, whether as an
employee or on your own as a self employed person. The qualifications will help you to
identify the options available and the personal skills and attributes you will need to thrive in
the world of work. These qualifications are National Progression Awards (NPA) in Enterprise
and Employability and are certificated by the Scottish Qualifications Authority (SQA).
The NPAs in Enterprise and Employability are as relevant to employment in social enterprise as
they are to other businesses. So you can gain a qualification for the benefits you deliver for
others through your work.
The National Progression Awards (NPA) in Enterprise and Employability at Intermediate 1 and
Intermediate 2 were designed to provide a pathway into employment through a combination
of work based and work related learning. The qualifications comprise of a number of units
which offer options for investigating and implementing the opportunities for employment and
self-employment.
The units can be applied to any occupation, whether on an employed or self-employed basis,
and are suitable for people who are about to enter employment. The units are also suitable
for people who may be, for whatever reason, seeking a change in career direction.
The content and structure of the qualifications will help you to identify the skills and personal
attributes that you need for your chosen occupational area. With the help of your
teacher/tutor you will investigate the relevance of these and develop skills and personal
attributes which will help you to be successful in your chosen area of employment.
The framework for the qualifications appears on the next pages and you will see that the
content at both Intermediate 1 and Intermediate 2 is very flexible. There is no need to commit
to three units and you can start with any of them.
The most appropriate units for achievement within a social enterprise are:

Personal Development: Self and work.

Working for yourself.

Enterprise activity.
It is recommended that you discuss the most suitable unit(s) with your teacher/tutor before
beginning any period of study for this qualification.
© Social Enterprise Academy 2010
www.theacademy-ssea.org
Page 39 of 43
Social Enterprise In Relation to Employability Skills
Structure of the NPA in Enterprise & Employability: Intermediate 1 /
Intermediate 2
Four credits must be achieved to attain a Group Award certificate. This can be achieved by
completing the mandatory Unit and three other single credit options, or by two single credit
options and a combination of 0.25 credit Units, and at SCQF level 4 (Intermediate 1), the 0.5
credit Unit in Customer Service for the Entrepreneur. The 0.25 credit Units allow candidates to
be introduced to the awards, perhaps initially with a view to completing only one or two
stand-alone Units, which can contribute to the Group Award if the candidate so wishes.
The structure of both awards is flexible to allow different learners to take different approaches
depending on their situation. The choices open to the learner could include:

completing a whole Group Award;

taking one or more Units on a stand-alone basis;

working towards some Units but not necessarily aiming towards certification;

completing some Units as a precursor to other awards such as an SVQ.
© Social Enterprise Academy 2010
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Page 40 of 43
Social Enterprise In Relation to Employability Skills
NPA IN ENTERPRISE AND EMPLOYABILITY 24 points at SCQF Level 4
(Intermediate 1)
Mandatory Unit (1.0 credit)
Credit Value
SCQF Level
1
4
Credit Value
SCQF Level
Working for Yourself
1
4
Preparing to Work
1
4
Enterprise Activity
1
4
Work Experience
1
4
Working with Others
1
4
Skills for Customer Care
1
4
Financial Skills for a Small Business: An Introduction
1
4
Personal Development: Self Awareness
1
4
Personal Development: Self and Work
Optional Units (3.0 credits)
© Social Enterprise Academy 2010
www.theacademy-ssea.org
Page 41 of 43
Social Enterprise In Relation to Employability Skills
NPA IN ENTERPRISE AND EMPLOYABILITY24 points at SCQF Level 5
(Intermediate 2)
Mandatory Unit (1.0 credit)
Credit Value
Personal Development: Self and Work
1
Optional Units (3.0 credits)
Credit Value
SCQF Level
5
SCQF Level
Working for Yourself
1
5
Preparing to Work
1
5
Enterprise Activity
1
5
Work Experience
1
5
Working with Others
1
5
Financial Skills for a Small Business: An Introduction
1
4
Personal Development: Self Awareness
1
5
Customer Service Skills for the Entrepreneur
1
5
Establishing Your Business Identity
0.25
4
Your Business and E-Commerce
0.25
4
Your Business and Marketing
0.25
4
Your Business and Finance
0.25
4
© Social Enterprise Academy 2010
www.theacademy-ssea.org
Page 42 of 43
Social Enterprise In Relation to Employability Skills
“One should guard against preaching to young people
success in the customary form as the main aim in life.
The most important motive for work in school and in life is
pleasure in work, pleasure in its result, and the
knowledge of the value of the result to the community .”
Albert Einstein, 1879 - 1955
Further information can be found at the following web sites:
Social Enterprise
Academy
www.theacademy-ssea.org
Social Entrepreneur
Network Scotland
www.senscot.net
Scottish Social
Enterprise Coalition
www.ssec.org.uk
Firstport
www.firstport.org.uk
Co-operative Education
Trust Scotland
www.cets.coop
Determined to Succeed
www.determinedtosucceed.co.uk
Learning & Teaching
Scotland
© Social Enterprise Academy 2010
www.ltscotland.org.uk
www.theacademy-ssea.org
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