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The article focuses on the reflection on those factors that can promote a better social participation in education and from citizenship. In this regard, repairs in the reasons that justify the social participation in education, their prerequisites and basic characteristics, its principles and purposes, its main benefits and drawbacks, its problems, perversions, tricks and lies, as well as in some of its facilitators. From the approaches of participatory democracy, social participation in education is considered as a right and as a duty. For this reason, insists on the need to promote and advance the social participation in education in response to dissatisfaction with their state, redefining the models and practices that are accurate and trying to move forward in the direction of development and progress of the educational institutions with the commitment of all essential, also of all the citizens. ; El artículo se focaliza en la reflexión sobre aquellos condicionantes que pueden favorecer una mejor participación social en educación y desde la ciudadanía. Al respecto, repara en las razones que justifican la participación social en educación, sus prerrequisitos básicos y características, sus principios y fines, sus principales beneficios e inconvenientes, sus problemáticas, perversidades, trampas y engaños, así como en algunos de sus facilitadores. Desde los planteamientos de la democracia participativa, la participación social en educación se considera como un derecho y como un deber. Por eso, se insiste en la necesidad de promover e impulsar la participación social en educación en respuesta a la insatisfacción con su estado, redefiniendo los modelos y las prácticas que sean precisas y tratando de avanzar en la dirección del desarrollo y el progreso de las instituciones educativas con el compromiso imprescindible de todos, también del conjunto de la ciudadanía.

We examine the relationship between education and social protection policies across OECD countries and thereby contribute to the growing political and academic discussion on how social investment and social protection are interrelated. We focus on how government policy in two policy domains (education, social protection) affects social stratification. The paper is based on a principal methodological innovation, which lies in disaggregating the ways in which policy-makers influence stratification into two distinct dimensions: one is concerned with how much the state intervenes in the provision of education/social protection and how much it leaves to individual, family and market, and the second is concerned with the bias towards equality or stratification found in the state system itself. We find that countries can be grouped into a distinct number of education–social protection typologies, which differ from traditional clusterings and could indicate the need for multi-faceted pan-European education policies that take into account the longstanding differences in stratification as opposed to one-size-fits-all policy initiatives.

Purpose
The study aims to provide an empirical investigation of social enterprises in the context of experiential learning. Specifically, the study aims to investigate the interplay between faith-based principles and the processes of opportunity recognition and exploitation through an in-depth, qualitative study of social enterprises offered through the Global Social Benefit Institute (GSBI).


Design/methodology/approach
In this study, student experiences with social entrepreneurship are examined and their subsequent reflections are analyzed. Applying the Gioia methodology to the sample of student reflection data, this study enriches the growing literature on sense-making by looking closely at how student entrepreneurs engage their own faith-based education in helping their teams, beneficiaries and stakeholders "make sense" of a social change opportunity.


Findings
This study finds evidence of variability in the elaboration of the faith-based principles when sampling on the social needs of affection, behavioral confirmation and status.


Originality/value
The results suggest a role for faith-based sense-making when confronting the realities of social change opportunities.

While an increased focus on social entrepreneurs, social enterprises and the wider social economy has seen a parallel increase in academic literature on the topic, as of yet, there is not a single widely accepted definition of what constitutes a social enterprise and how it relates to the concept of the social economy (Forfás, 2013; Hulgard, 2010; Communities Scotland, 2006; Communities Scotland, 2007). Existing academic literature has examined how social entrepreneurs and those working in social enterprises use shared meanings and a sense of shared identity to make sense of social enterprise and the social economy (Phillips, Lee, Ghobadian, O'Regan, & James, 2014; Seanor & Meaton, 2007) but the literature has yet to progress to a single definition (Forfás, 2013; Borzaga & Tortia, 2007). The research question posed is: "What influences the respondents' understanding of what a social entrepreneur is?" The objective of this research is to understand how certain different but interrelated variables such as background, motivation, employment status and sector, political beliefs, social support and educational interventions can lead to an explanation of changes in respondents' attitudes towards the potential role of social enterprises and the social economy and to an understanding of the defining characteristics of these attitudes in the university environment. This research topic is important to investigate because many social entrepreneurs fail to understand the constructs of a social enterprise at the start of their venture, resulting in a lack of strategic clarity which is especially problematic among interactions with key stakeholders (Rykaszewski, Ma, & Shen, 2014). The research strategy being employed for this project is a multi-phased approach. The objective is to utilise a quantitative approach, with the respondent group being the participants of a level 9 Graduate Certificate in Innovation in Social Enterprise. The participants will complete a questionnaire on their understanding of social ...