DUAL ONLINE CENTER
Bank of Good Practices in Social Inclusion through WBL
Social Entrepreneurship skills development among VET students
Overview
The initiative was created to address the lack of entrepreneurial skills among vocational students and the limited opportunities for them to apply their knowledge in socially impactful ways. Many young people have technical skills but struggle to translate them into sustainable businesses or community initiatives. The course fills this gap by equipping students with the mindset and tools to create social enterprises that respond to local challenges. The program supports vocational education students, particularly those in construction-related fields, by giving them the opportunity to develop both business and social innovation skills. It also benefits local communities, as students’ projects aim to solve pressing social and environmental issues. The main aim is to empower students to become changemakers who can design inclusive and sustainable solutions. By integrating social entrepreneurship into work-based learning (WBL), the initiative ensures that students learn how to combine professional skills with social responsibility. It promotes inclusion by encouraging diverse groups of learners to participate, gives equal opportunities to young people from different backgrounds, and fosters equity by supporting those who may otherwise face barriers in accessing entrepreneurial pathways.The initiative takes place in Georgia, within Construct2’s vocational training framework.
Objectives
The main goal is to integrate social entrepreneurship into vocational education, enabling students to apply their technical skills to create sustainable businesses and initiatives with a positive social impact. This ensures that learning goes beyond professional training and empowers students to become active contributors to society. The program creates inclusive opportunities by encouraging participation of students from diverse social and economic backgrounds. By linking entrepreneurship with social impact, it provides underrepresented groups with a platform to develop ideas that are relevant to their communities and gain equal access to mentorship, training, and resources within WBL. It reduces barriers by offering flexible, project-based learning methods that are accessible to students with different needs and learning styles. The emphasis on teamwork, creativity, and community engagement lowers entry barriers for those who may lack traditional business experience. Additionally, the supportive environment—mentorship, peer collaboration, and international exposure—helps students overcome social or economic disadvantages that might otherwise prevent them from participating in vocational training.
Implementation
The initiative was implemented through a series of informal courses and workshops led by invited experts. These sessions introduced students to the principles of social entrepreneurship in a practical and accessible way. Key actions included:
Workshops and trainings: Experts delivered interactive sessions focused on social business models, innovation, and community-oriented problem solving.
Student engagement: Activities were designed to be inclusive, encouraging participation from students of different backgrounds and ensuring equal opportunities.
Project-based learning: Students developed their own social enterprise ideas, applying vocational skills to address real social and environmental challenges.
Mentoring support: Experts provided guidance and feedback to help students shape their projects and gain confidence.
Awareness raising: Dissemination activities such as presentations, newsletters, and videos helped promote diversity, equity, and the social impact of student initiatives.
Through this informal but structured approach, the initiative promoted social inclusion, diversity, and equity in WBL while giving students a safe environment to experiment with entrepreneurial ideas.
Workshops and trainings: Experts delivered interactive sessions focused on social business models, innovation, and community-oriented problem solving.
Student engagement: Activities were designed to be inclusive, encouraging participation from students of different backgrounds and ensuring equal opportunities.
Project-based learning: Students developed their own social enterprise ideas, applying vocational skills to address real social and environmental challenges.
Mentoring support: Experts provided guidance and feedback to help students shape their projects and gain confidence.
Awareness raising: Dissemination activities such as presentations, newsletters, and videos helped promote diversity, equity, and the social impact of student initiatives.
Through this informal but structured approach, the initiative promoted social inclusion, diversity, and equity in WBL while giving students a safe environment to experiment with entrepreneurial ideas.
Innovative features
Financial support (e.g., grants, scholarships, wage subsidies)
- CountryGeorgia
- SectorSocial inclusion
- Target groupStudents
Leading organisation
Economic Development and Empowerment Center Georgia
Date
2022-2024
Key stakeholders
• VET providers and training centers
• Small and Medium Enterprises (SMEs)
• Small and Medium Enterprises (SMEs)
Number of beneficiaries
200
