Creating a miniature economy: the social economy for children

The miniature model faithfully reproduces the historical Rochdale Principles; the unchangeable foundations of the social economy used as a benchmark worldwide. The young people must freely define the membership of the organisation, establishing a strictly democratic management, based on the rule of one member-one vote, and decide in a transparent way about the distribution of the surplus (profits). 

These specific, constant actions strengthen the unnegotiable value of equality, transparency and active participation in their young minds, all pillars that are often absent in traditional economic lessons, which are only centred on individual benefit.

The challenge of democratic management and negotiation

The practical management of this small social organisation forces the participants to sit down, debate, negotiate and reach functional compromises. The process of learning to discuss critical decisions, such as setting fair prices, selecting ethical suppliers or planning future projects, shows in a tangible way that democracy is not just a political structure, but also a fundamental, effective tool for the economic organisation. This practical experience of deliberation is crucial for training citizens to be able to actively influence their environment and understand that they voices are important.

Cooperatives, by definition, put a strong, admirable emphasis on the community. In the educational context, this is translated into a vital rule: the financial surplus is not only used for the members’ individual benefit, but rather an important part is used for group projects, such as improving the common space around the school, funding educational material or making a donation to a social cause chosen by the group. This practice teaches the intrinsic value of active solidarity and it shows, using specific figures, that economic success can, and must be closely linked to the social well-being and cohesion of the group.

In this way, the creation of the cooperative becomes a real-life, safe laboratory for social enterprise. The young participants must, from start to finish, identify a real need in their community, design a feasible product or service to meet this need, manage the limited resources and, the most important point, critically evaluate the social and environmental impact of their actions. This comprehensive process develops essential strategic planning skills; it encourages a leadership that is shared out amongst all the members and it intensifies critical thinking, preparing them for a professional future that increasingly values innovation that are imbued with meaning and ethics.

From the classroom to the transformation of real life

The cooperative experience must not, and cannot remain confined to the classroom. The children and young people should internalise the fact that there are business models that consciously give priority to people and to caring for the environment over excessive profit. This gives them an alternative view of the economy, which is fairer and more human, enabling them to duplicate or promote these transforming principles in their future professional or civic projects, or even in the way that they consume and take part in society. 

Finally, introducing the social economy through miniature cooperatives means actively investing in a profound cultural change. It trains future generations who understand that the economy is, and must primarily be a tool for human development, equality and social cohesion. This practical immersion with the Rochdale Principles is the shortest, most effective and recreational way to build a fairer, more responsible and much more resilient society.