The social and solidarity economy (SSE) has gained worldwide attention over the last decade. It represents a host of diverse economic activities which take different forms in each country, but which share solidarity values that are alternatives to mainstream market economic logics. In Ecuador, the SSE acquired legal status in the 2008 Constitution that aimed to foster an alternative development model based on the Buen Vivir (BV) paradigm. However, despite a broad new regulatory framework for the SSE, the implementation of specific policies faces significant challenges. This article, based on fieldwork and interviews with many stakeholders, critically analyzes the transformative scope of the policies of the main newly created institution (IEPS—Instituto de Economía Popular y Solidaria). We discuss policy challenges focusing on trade-offs for small rural producers due to their dependent market integration and overall flaws in fulfilling SSE solidarity values.

This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and solidarity economy to provide community services through a service-learning methodology. Using a mixed method approach, we combined the practical experience of the social entity with an active student-centred teaching methodology in order to foster the acquisition of general and specific competencies related to sustainability and social justice. The aim was to create learning connections between members of the university community and links with the environmental and social reality of the Basque Country. This pilot study was carried out in the first term of the 2018–2019 academic year. This work allowed (a) critical knowledge to be generated by incorporating and hybridising discussion elements of social justice, such as sustainability; (b) intergenerational participation processes to be generated between elders, university students and social organisations in order to acquire general and specific learning competencies and (c) social and environmental needs to be addressed through community services.   Keywords: Higher education, intergenerational learning, service-learning, teaching innovation, university social responsibility.

This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and solidarity economy to provide community services through a service-learning methodology. Using a mixed method approach, we combined the practical experience of the social entity with an active student-centred teaching methodology in order to foster the acquisition of general and specific competencies related to sustainability and social justice. The aim was to create learning connections between members of the university community and links with the environmental and social reality of the Basque Country. This pilot study was carried out in the first term of the 2018–2019 academic year. This work allowed (a) critical knowledge to be generated by incorporating and hybridising discussion elements of social justice, such as sustainability; (b) intergenerational participation processes to be generated between elders, university students and social organisations in order to acquire general and specific learning competencies and (c) social and environmental needs to be addressed through community services.   Keywords: Higher education, intergenerational learning, service-learning, teaching innovation, university social responsibility.

The -SSE- tries to build complex relations of production, consumption, distribution and financing based on justice, cooperation, reciprocity and mutual help, In this study an ESS educational model for the development of Artisanal and Small Scale Mining (ASSM) that incorporates women in Colombia is proposed. The ASSM is the mining subsector where the situation of women is more precarious. a subsistence economy and are in serious situations of inequality. Promoting and educating for a social and solidarity ASSM with a strong gender focus could break down obstacles, stereotypes and build more equitable gender relations. An intersectional and differential approach complements the necessary analysis to address this problem and proposes local built models, that are flexible, participatory and liberating, where the economic, cultural and social causes of women´s labour are tackled with .   Keywords: Social economy, Solidarity economy, education in values, women mining;

El artículo argumenta el porqué las micro-finanzas, amparadas por los valores de la ESS, son promotoras de cambios estructurales en las relaciones sociales y económicas de las mujeres en contextos donde el derecho al crédito no está garantizado. Dicha valoración se realiza por medio del análisis de las prácticas realizadas por la mutua de crédito FADEC Njambur, en el entorno del Departamento de Kebemer, Senegal, y su comparación con los principios de la economía social y solidaria y su real aplicación en el terreno.