Basic social entrepreneurial skills

1. Introduction

The first unit is about basic social entrepreneurial skills. This kind of skills will be identified and explained to learners. From the beginning, trainees should be aware of the triple character of a social enterprise of the cultural sector, namely:

1. It is a social enterprise. This may be interpreted in such a way that it seeks to be generally benificient for society, not be aggressive to accumulate profits, taking care of generating employment, having in mind sustainability, minimising the CO2 footprint, respecting ethics etc. It also means that it is inclusive, non-discriminative, democratic in its structure and decision making as there is no single entrepreneur.

2. It belongs to the cultural sector. This means that it builds on creativity, aesthetics and talents. Yet, people who have no ambitions in a proper cultural sector may also find their place in a cultural social enterprise, if assigned with more “technical” or simple tasks.

3. It is an enterprise. This means that it must survive in a competitive market. Social entrepreneurs should be able to make decisions, take risks, undertake strategic planning, sell products or services, interact with the social, administrative and entrepreneurial environment, manage money etc. To start up a social enterprise, it is not enough to be pushed only by negative incentives (e.g. combatting poverty). It is very important to have a vision, a dream and to work hard towards making it true.

More specifically, the unit will deal with the following skills:

• Recognizing unjust social issues: social entrepreneurship starts by identifying a social problem.

• Identifying business opportunities: identify fundamental issues and how to use capital to address it.

• Inspiring change through participation: use skills and expertise to apply change through participation.

• Taking direct action: be active, not only use capital to fix a problem.

• Public speaking: be able to express your vision through speaking.

• Fighting adversity: have a deep commitment to social justice.

• Creativity: develop creative solutions to address social problems.

In Unit 1, the learners will be taught on how to develop the mentioned skills.

2. Main facets of social entrepreneurship

We will also give brief introduction into the main skills an entrepreneur needs to succeed, before we focus on the social aspects of entrepreneurship and cultural heritage as an entrepreneurial field.

2.1. What is a social company?

Social companies in our definition are not only non-profit organisations, we also include organisations which have charitable aims as one priority, instead of profit making. These aims can be e.g. supporting social disadvantaged people, helping migrants, older or disabled people. Another target is to promote cultural heritage in any context.

2.2. Institutions, Incentives and Entrepreneurship 1

2.2.1 Introduction

The importance of entrepreneurship for economic growth and development is well understood. However, when most people think about entrepreneurshipⁱ, they tend to conceptualize it as an innate skill or talent. Hence the debates on nurture versus nature which lie behind the policy question of “educating” people to become entrepreneurs. However, this debate misses an important point, as it ignores the regulating influence of national context and institutions in shaping entrepreneurial activityⁱ. When myopically focusing on the supply of entrepreneurs, policymakers ignore that, most often, the real bottleneck is not supply, but rather, the quality of entrepreneurial efforts that we observe in any given economy. This is why institutions and incentives are important: they regulate how entrepreneurial effort is channelled into productive use. Depending on institutions and incentive, entrepreneurial effort may go into productive or unproductive uses, and it may not materialize in new entrepreneurial ventures at all. Thus, the prevalence as well as the forms of entrepreneurship that we observe in different countries will be affected by institutional structures, the level of development, as well as country-specific cultural and policy factors. For many analysts of developed economies, the existence of an elaborate framework of constraints, created and enforced by institutions, is simply taken for granted and not specifically addressed. Thus, it is possible largely to 'ignore' the impact of institutions in advanced market economies where for the most part, market institutions are present and functioning. However, there is a growing recognition of the importance of the institutional environment for not only entrepreneurship but for fostering national economic growth and stability.

2.2.2 Incentives, institutions and entrepreneurship

As Baumol noted in his seminal work, entrepreneurship development is a continuous process. The types of entrepreneurs that will be 'activated' (actually start their businesses) is largely affected by the existing incentive structure that results from the combination of formal and informal institutions discussed above, such as rules, norms, rules and beliefs present in a given environmentⁱⁱ.

The dynamics of the entrepreneurial process can be vastly different, depending on the incentive structure within a particular economy. As institutions become stronger, in the sense of supporting market-based economic activity, increasingly more entrepreneurship activity is shifted toward productive entrepreneurship, thus strengthening economic growth and development. In consequence, it is important to understand not only the individual characteristics of the entrepreneur but also the context in which they operate: the incentives, institutions as well as the stage of economic development. The interdependence between incentives and institutions also affects other characteristics such as quality of governance, access to capital and other resources and what entrepreneurs perceive. Institutions are critical determinants of economic behaviour and economic transactions in general, and they can have both direct and indirect effects on supply and demand of entrepreneurs.

2.2.3 The key institutions for entrepreneurship

Informal institutions based on networks can positively affect entrepreneurial development. In the absence of strong market supporting formal institutions, informal structures such as networks can become significance, assisting entrepreneurs to mobilize resources and to cope with the constraints of highly bureaucratic structures and officials. Networks have been found to be important for access to resources (such as information, finance and labour) but also to greatly enhance the entrepreneur’s opportunity recognition capabilitiesⁱⁱⁱ. Social networks have also been identified as an antecedent for entrepreneurial alertness which constitutes a necessary condition for opportunity recognition. Some scholars have argued that a cohesive or densely embedded network provides a competitive advantage for entrepreneurs but others have proposed that sparsely connected networks full of ‘structural holes’ provide a competitive advantage^iv. In weak institutional environments, networks between enterprises and officials are paramount for business survival and growth. New businesses without such connections are in most cases bound to fail. You will learn more about networking in unit 4 of this course.

2.2.4 Institutions and the GEDI Index (Global Entrepreneurship and Development Institute)

The GEDI index represents the first attempt to measure productive entrepreneurship on a national level, embedded in a specific institutional context. As such, the rankings generated by the index go beyond those of traditional indicators of start-ups, such as the Total Entrepreneurial Activity (TEA) index produced by the Global Entrepreneurship Monitor, integrating measures of national entrepreneurial activity with country-specific measures of the quality of institutions. The GEDI framework is based on the idea that entrepreneurship represents the dynamic reaction of three factors, each representing an integration of individual behavioural variables and institutions. These are entrepreneurial attitudes; entrepreneurial activity; and entrepreneurial aspirations respectively. For each, the particular talents of individuals for entrepreneurship are weighted by the national institutional context in which the entrepreneurial activity takes place. Thus, for example, entrepreneurial activity is measured by various indicators of start-up activity, derived from the GEM database. However, in the GEDI index, these are weighted by indicators of the quality of institutions, notably indicators of institutional quality from internationally recognized organizations such as the World Economic Forum and the Heritage Foundation. Thus, the index builds on the insights from Baumol that the effects of entrepreneurial effort on economic growth will depend upon the national institutional context in which those efforts are placed.

Specifically, in the GEDI index, institutional influences are divided into the three sub-indices: Entrepreneurial Attitudes, Actions and Aspirations. Institutional measures for Entrepreneurial Attitudes include market size, level of education, the general business riskiness of a country, the population’s use of the Internet, and cultural support for entrepreneurship as a good career choice. The institutional variables included in the Entrepreneurial Action sub-index measure the business regulatory environment, technology adsorption capacity, the extent of existing human resources improvements through staff training, and the dominance of powerful business groups in the domestic market. Finally, the Entrepreneurial Aspirations sub-index includes institutional variables that measure R&D potential, the sophistication of the business and of innovation, the level of globalization, and the availability of venture capital. One of the main criteria for constructing the GEDI Index is selecting the key institutional (and individual variables) that affect entrepreneurial performance. Even though 'property rights' and 'rule of law' are seen as key factors affecting entrepreneurial development and performance, they tend to cover a wide range of issues and no internationally acceptable measure currently exists that includes GEDI's participating countries. Instead, the GEDI Index captures aspects of property rights through its variable ‘Freedom’, which represents the overall regulatory burden for starting, operating and closing a business. In general, the institutional variables included in GEDI tend to be highly correlated with one another.

Global Entrepreneurship Index 2018 of the Partnership-countries incl. first and last place

2.3. Seven skills for social entrepreneurs

Over the years, social entrepreneurship has grown significantly. Today, giving back in a substantial and unique fashion requires more than simply donating profits to a good cause—business owners who aim to stand out in the social entrepreneurial field have to develop novel and effective approaches to addressing broad social issues. To enact their visions for social justice, a successful social entrepreneur often needs particular robust skills.

2.3.1 Recognizing unjust social issues

Social entrepreneurs start by identifying a problem. Most often, they choose a fundamentally stable but unjust social circumstance that excludes or marginalizes a portion of humanity. These populations struggle because of their lack of resources and inability to stabilize themselves due to underlying social, economic or political injustices.

The “father of microcredit,” Muhammad Yunus, is a telling example. He called out the inability of impoverished Bangladeshi populations to secure any amount of credit. They did not qualify for loans through the banking system and could only accept loans with usurious rates from local, predatory moneylenders.

2.3.2 Identifying business opportunities

Muhammad Yunus not only identified this fundamental problem, but he also identified how he could use his own capital to address it in a way that would be financially beneficial. His bank, Grameen Bank, kept itself afloat by charging interest on the small loans to poor Bangladeshi women. The bank would then use that gained interest to help fund loans to other women.

Yunus saw this as a prime opportunity to apply social entrepreneurship. He believed in the Bangladeshi women’s ability to generate income, and recognized that it was only their socio-economic circumstances that prevented them from doing so. Identifying business opportunities often requires an open mind and a special intuition.

2.3.3 Inspiring change through participation

Jason Aramburu started working with biochar—a fertilizer made from plant waste—when he was a research scientist with the Climate Mitigation Initiative at Princeton University. In 2008, he founded re:char, an organization that helped provide biochar to third-world farmers to promote sustainable agricultural practices.

Aramburu saw the need for better and affordable fertilizer. In Western Kenya, for example, small-scale and subsistence farmers spend more than half of their income on fertilizers that negatively impact the environment. With re:char, Aramburu used his specialized skills and expertise to apply change through participation in agricultural production.

2.3.4 Taking direct action

Social entrepreneurs are not likely to be satisfied with merely handing out capital to fix a problem. They take direct action to create positive change. Muhammad Yunus and Jason Aramburu pinpointed individual concerns, became directly involved in a process to ameliorate injustice, and turned both issues into business opportunities.

An emphasis on the practical nature of social entrepreneurship is important. Direct action requires direct engagement. Most often, that involves establishing organizations, networks, and infrastructures to enact the changes that social entrepreneurs want to see. It also involves working on the ground directly with affected communities—perceiving and understanding what it is they need and taking action to help.

2.3.5 Public speaking

For social entrepreneurs to enact their vision, they must be effective public speakers. Change requires inspiration. For that inspiration to take root, social entrepreneurs must be able to effectively communicate their vision.

It can be challenging to motivate people, even those who are aware of the social inequalities in the world. It means asking people to break out of their routines and take action. Public speaking is one way to achieve this goal because it combines a number of important factors and synergies that build on one another. Crowds who are composed of similar mindsets can find a sense of community. A public figure or leader, who people can believe in and support, can gain momentum. A clear, inspirational vision of how things could be changed positively can result in action.

2.3.6 Fighting adversity

At the root of most social entrepreneurs is a deep commitment to social justice. Social entrepreneurs fight for communities who face daily challenges that only feed political and social instability and inequality. Social entrepreneurs must be innovative and persistent in the ways in which they fight adversity. They must be both highly passionate and pragmatic to achieve their vision.

Many obstacles can get in the way of social entrepreneurs: financial concerns, budgeting, lack of donations and inadequate organizational networks, to name a few. But each of these challenges provides an opportunity to win against adversity, which is the mission of the social entrepreneur.

2.3.7 Creativity

For social entrepreneurs, the intuition to find a business opportunity in an unjust set of circumstances is not enough; they must also develop creative solutions to address that injustice. This is often done by thinking outside the box. Social entrepreneurs have endless opportunities to further their causes of social justice. Identifying these opportunities is a great challenge that takes a talent for creativity. Social entrepreneurs are innovative thinkers by nature. They see and do what others cannot. Uncovering and taking action against social injustice is achievable, because social entrepreneurs work tirelessly to make our world a better place.

2.4. Landscape of social issues in entrepreneurship

A "social enterprise" is exemplary in that it is also involved in solving societal problems through its activities, i.e.

• unsolved social tasks are tackled ("theory of change"),

• financial profit making and social problem solving are at least an equal footing ("social effects"),

• values such as sustainability, political participation, human dignity and equal rights are part of the corporate philosophy ("compliance"),

• human resources are also recruited from social disadvantaged people.

They generate social added value:

• In production: the social added value is created during the production of services. This can mean that the goods are produced sustainably, ecologically or fairly, or that disadvantaged people, for example people with disabilities, are included.

• For the customer: this is created by offering a product or service to a certain target group, which is intended to improve the life situation of the group concerned. For example, solar lamps for people without sufficient electricity in developing regions.

• In the offer: the social added value arises from the product or service itself. Often it is social innovations that have been developed to make everyday life easier for certain groups of people, e.g. auxiliary equipment for senior citizens, or special offers for disadvantaged people

• For the employees: employees are recruited of any gender, religion, background etc. e.g. if possible, they will get the chance to do religious customs in a working pause

2.5. What is cultural heritage in social business?

In this course, we focus on starting a social business in sectors of cultural heritage. But what does that mean? You will learn more about this in the second unit of this course, however, we want to give you a first idea here.

Cultural Heritage can be distinguished in:

• built environment (buildings, townscapes, archaeological remains)

• natural environment (rural landscapes, coasts and shorelines, agricultural heritage)

• artefacts (books & documents, objects, pictures)

Cultural heritage is not only manifested through the tangible forms above, but also through intangible forms, which includes voices, values, traditions, oral history. Popularly this is perceived through cuisine, clothing, forms of shelter, traditional skills and technologies, religious ceremonies, performing arts, storytelling and music.

3. Starting a social business

Wow – you’ve already learned so much about becoming an entrepreneur and building a social enterprise in the field of cultural heritage. It’s about time we sum it up a little!

In this chapter, you find the key points for the process of starting a social enterprise (3.1), as well as the skills (3.2) and competences (3.3) you will need in an overview. You can use this as a checklist to see which points you need to work on and where in you process you are ant the moment.

3.1. Phases of starting: Getting Ideas -> Business Idea -> Start Up

• Inspiration & Motivation "Why do I want to start my own business?"

• develop ideas (different ideas / variants)

• develop business model

• Market research

• Founding

• Establish on the market

• Growth

This requires thorough preparation.

3.2. Required skills

• Expertise and work experience

• Strengths-Weaknesses-Opportunities-Risks (SWOT-Analysis)

• Knowledge of law and taxes

• Finding a successful combination of start-up, market and resources

• Finance: cost and price calculation; Liquidity & Financing (start-up capital, grants)

• Linking economic action and social commitment

• Creating added value

3.3. Required Competences

• "Entrepreneur personality" (see questionnaire)

• Business thinking

• Will to perform

• risk awareness

• Ability to balance between social and economic added value

4. Possible ways to face social problems

A social problem is any condition or behaviour that has negative consequences for large numbers of people and that is generally recognised as a condition or behaviour that needs to be addressed. This definition has both an objective component and a subjective component.

This type of dispute points to the subjective component of the definition of social problems: There must be a perception that a condition or behaviour needs to be addressed for it to be considered a social problem. This component lies at the heart of the social constructionist view of social problems.ⁱ In this view, many types of negative conditions and behaviours exist. Many of these are considered sufficiently negative to acquire the status of a social problem; some do not receive this consideration and thus do not become a social problem; and some become considered a social problem only if citizens, policymakers, or other parties call attention to the condition or behaviour.

4.1. A Model of Social Problem-Solving

One of the main models used in academic studies of social problem-solving was put forward by a group led by Thomas D’Zurilla. This model includes three basic concepts or elements:

• Problem-solving
  This is defined as the process used by an individual, pair or group to find an effective solution for a particular problem. It is a self-directed process, meaning simply that the individual or group does not have anyone telling them what to do. Parts of this process include generating lots of possible solutions and selecting the best from among them.

• Problem
  A problem is defined as any situation or task that needs some kind of a response if it is to be managed effectively, but to which no obvious response is available. The demands may be external, from the environment, or internal.

• Solution
  A solution is a response or coping mechanism which is specific to the problem or situation. It is the outcome of the problem-solving process.

Once a solution has been identified, it must then be implemented. D’Zurilla’s model distinguishes between problem-solving (the process that identifies a solution) and solution implementation (the process of putting that solution into practice), and notes that the skills required for the two are not necessarily the same. It also distinguishes between two parts of the problem-solving process: problem orientation and actual problem-solving.

4.1.1 Problem Orientation

Problem orientation is the way that people approach problems, and how they set them into the context of their existing knowledge and ways of looking at the world.

Each of us will see problems in a different way, depending on our experience and skills, and this orientation is key to working out which skills we will need to use to solve the problem.

An Example of Orientation

Most people, on seeing a spout of water coming from a loose joint between a tap and a pipe, will probably reach first for a cloth to put round the joint to catch the water, and then a phone, employing their research skills to find a plumber.
A plumber, however, or someone with some experience of plumbing, is more likely to reach for tools to mend the joint and fix the leak. It’s all a question of orientation.

4.1.2 Problem-Solving

Problem-solving includes four key skills:

1. Defining the problem,

2. Coming up with alternative solutions,

3. Making a decision about which solution to use, and

4. Implementing that solution.

Based on this split between orientation and problem-solving, D’Zurilla and colleagues defined two scales to measure both abilities.

They defined two orientation dimensions, positive and negative, and three problem-solving styles, rational, impulsive/careless and avoidance.

They noted that people who were good at orientation were not necessarily good at problem-solving and vice versa, although the two might also go together.

It will probably be obvious from these descriptions that the researchers viewed positive orientation and rational problem-solving as functional behaviours, and defined all the others as dysfunctional, leading to psychological distress.

4.1.3 Required skills

The skills required for positive problem orientation are:

• Being able to see problems as ‘challenges’, or opportunities to gain something, rather than insurmountable difficulties at which it is only possible to fail.

• Believing that problems are solvable. While this, too, may be considered an aspect of mindset, it is also important to use techniques of positive Thinking;

• Believing that you personally are able to solve problems successfully, which is at least in part an aspect of self-confidence.

• Understanding that solving problems successfully will take time and effort, which may require a certain amount of resilience; and

• Motivating yourself to solve problems immediately, rather than putting them off.

The skills required for rational problem-solving include:

• The ability to gather information and facts, through research.

• The ability to set suitable problem-solving goals.

• The application of rational thinking to generate possible solutions.

• Good decision-making skills to decide which solution is best.

• Implementation skills, which include the ability to plan, organise and do.

4.1.4 Potential Difficulties

Those who struggle to manage rational problem-solving tend to either:

• Rush things without thinking them through properly (the impulsive/careless approach), or

• Avoid them through procrastination, ignoring the problem, or trying to persuade someone else to solve the problem (the avoidance mode).

This “avoidance” is not the same as actively and appropriately delegating to someone with the necessary skills. Instead, it is simple ‘buck-passing’, usually characterised by a lack of selection of anyone with the appropriate skills, and/or an attempt to avoid responsibility for the problem.

4.2. Conflict management in social enterprises

Conflict management is the process of limiting the negative aspects of conflict while increasing the positive aspects of conflict. The aim of conflict management is to enhance learning and group outcomes, including effectiveness or performance in an organizational setting. Properly managed conflict can improve group outcomes.ⁱ

Conflict resolution involves the reduction, elimination, or termination of all forms and types of conflict. Five styles for conflict management, as identified by Thomas and Kilmann, are: competing, compromising, collaborating, avoiding, and accommodating.ⁱⁱ

The aim of conflict management is a systematic analysis of the causes, not least to mitigate future conflicts. Of course, conflicts can never be completely avoided using conflict management. Rather, the aims of conflict management are:

• Overcoming existing conflicts

• Solving necessary conflicts

• Avoiding of unnecessary conflicts

4.2.1 Requirements for successful conflict management

There are conflicts everywhere, but the ability to deal with them is often sought in vain. As soon as a conflict is even in the air, many try to avoid a possible conflict, but constructive conflict management looks different.

Firstly, communication is crucial. Conflicts can only be resolved through discussion and dialogue. Anyone who does not speak to each other can never resolve a difference of opinion or a misunderstanding, and so it continues to bubble away - escalation is then only a matter of time.

Secondly, no successful conflict management can be achieved without willingness to compromise. Talking about it is indispensable, but at the same time it also requires the willingness to meet the other and make compromises. If both sides simply insist on their rights and behave stubbornly, conflict management hardly has a chance to do much about it.

Thirdly, conflict management requires control at several levels. On the one hand, team members must have self-control in order to solve conflicts constructively. Conflict management is not possible if the participants get upset and yell at or insult each other.

These prerequisites include some basic rules for successful conflict resolution, those being:

Staying objective is the top priority in a dispute. Anyone who becomes polemical or personal in the process disqualifies himself and can just as easily save the conflict discussion. In any case, there will be no meaningful results from attacks below the belt. Instead, keep calm and always remain sovereign - even if you are attacked unobjectively.

Let the other finish. It is a matter of allowing, listening to and understanding both points of view. Both parties of the dispute should never interrupt each other - that would be disrespectful and would not exactly serve the better understanding.

Demonstrate appreciation. In order to defuse a conflict, you should at the same time signal that you understand the other person's attitude. This does not mean that you share his opinion or find it good. But you show clearly (also verbally) that you understand the motives and respect them on a human level.

4.2.2 Methods to manage a conflict

4.2.2.1 The iceberg model

Conflicts that are deeper and more difficult to resolve can be solved with the iceberg model. It is about the huge iceberg, of which only the top sticks out of the water. At first glance it seems harmless, small and insignificant. But beneath the surface there is much more. This is how you can imagine it in conflicts. Conflicts arise on different levels. And mostly they are not fought out on the level on which they arose, but on the levels above.

That's why it's important to tackle the conflict at the level of origin. In the case of personal conflicts, it is also advisable to consult a neutral moderator to settle the dispute.

If you'd like to get more information on this topic, take a look at this video from Dr. John Ungerleider on the iceberg model:

4.2.2.2 The LEAF model

The name consists of the terms "listen", "empathize", "apologize" and "fix". This method is suitable for acute arguments that can be solved quickly. You certainly know the problem: Person A says something to person B and person B says it differently than person A meant it. And already there is an unnecessary conflict.

This is where the first point "listening" comes into play. Because those who feel attacked react defensively. We don't let our counterpart finish talking and instead try to defend and justify ourselves. But if you don't listen, you can't understand either.

At this point the second term, "empathize", becomes important. If we put ourselves in the position of our "opponent" and try to see things from his point of view, then we can better understand his statement and his reactions. We reflect internally on the problem and perhaps conclude that we ourselves could have done something wrong. At this point an apologize should follow. With this we show that we realise that our behaviour contributed to the conflict. Apologizing is a sign of greatness, just try it out.

After one of the opponents (or both) has apologised, the conflict is defused. The next step is to identify the original problem and “fix” it.

4.2.2.3 The Gordon Model

The Gordon model describes a form of communication for peaceful conflict resolution. Originally developed for communication in families, the Gordon model can also be applied to other areas, such as professional life.

The aim is to improve communication between the two persons and to arrive at a joint solution in which neither of them emerges as the loser. Such peaceful communication is based on three pillars.

The first pillar is the correct listening. This is important in order to understand our interlocutor. Depending on the situation, a party can act as an active listener, signalling by nodding or "yes I understand" that it is listening attentively, or as a tacit passive listener.

The second pillar is to use I-messages instead of YOU-messages. When we tell our opponent "you do this and that...", he feels attacked and switches to defence. If we say "I don't feel well when this and that happens...", then such a statement seems less aggressive to the recipient.

The third pillar of the Gordon model is the so-called gear change. This doesn't mean that you have to add another gear and engage the forward gear, but rather that you try to reach your conversation partner, for example with an I message, but he misinterprets the message. Then you should switch back and switch to listen mode.

At best, at the end of the conflict you will come to a win-win solution. This means that for both parties the issue has been resolved and no one has emerged from the conflict as a loser.

5. Examples of social entrepreneurship

In the following overview, we list some initiatives and social enterprises. Studying what others do – even if it is not in your specific area of interest – can be helpful in generating ideas how to succeed with your own social business.

5.1. Artefact e. V., Germany

Artefact operates the Centre as:

• a meeting-place for educational programmes;

• as a place for practical training programmes in environmental technologies, environmental management and environmental pedagogics; and development;

• as a dissemination of innovative environmental technology

5.2. Pindos, Greece

The social enterprise Pindos aims to pursue sustainable development by carrying out activities that:

• promote environmental sustainability,

• contribute to social and economic equality,

• promote gender equality,

• protect and develop common goods

• Promote intergenerational and multicultural reconciliation, emphasizing the peculiarities of local communities.

Specifically, the objectives of Pindos in terms of sustainable development are specified in the following activities:

• Protecting and restoring the natural environment and biodiversity.

• Sustainable agriculture, which emphasizes the preservation and spread of threatened local traditional varieties or "breeds" and the prevention of the penetration of genetically modified organisms.

• Local and regional supported farming, which contributes to the development of direct commercial relations between producers and consumers.

In order to achieve its objectives, Pindos carries out many different forms of economic activities, such as:

1. Cultivation of Aromatic Medicinal Plants that thrive naturally in the local area.

2. Production and Certification of Local Agricultural Products.

3. Cultivation of seasonal Fruits and Vegetables from a local variety. Like other vegetables for the needs of our county.

4. The processing, the vertical integration of the produced milk from our holding into Traditional Yoghurt, Cheese, and the disposal of fresh local milk. Giving added value to our products.

5. Organization of Cultural Events to promote the local products.

More information: https://www.facebook.com/pages/category/Agricultural-Cooperative/panosaeto/posts/

5.3. Visi Var, Latvia

Social enterprise “Visi Var” has opened a charity shop in Sigulda (a town 50 km from the capital city Riga), Vidzeme region. The shop sells hand-made products produced by people with disability. Products sold in the shop have been produced in candle, soap, ceramics, leader, weaving, woodworking and sewing workshops. Some of the products include traditional heritage elements.ⁱ