The impact of education on entrepreneurs activity and employment among marginalized groups: an evidence of Serbia

Measuring human development and well-being is based on a numerous of indicators of social inclusion (Lelkes 2006). Mostly significant indicators of well-being include employment, health and education. When any individual or group is excluded from education or it is employed below the level of expertise, we can talk about the “marginalization”. Groups or individuals can be excluded from society on gender, religious and ethnic grounds or on the basis of a refugee status, physical and mental disabilities. There are multiple factors that make an impact on social exclusion. Most of all, economic restructuring of a system excludes certain groups from the labour market due to the fact that their skills and education level do not match the requirements of the new system. Beside that, certain population groups can be discriminated against because of various stereotypes, stigma and prejudice. In other words, various stereotypes, stigma and prejudice can be among the factors leading to their social and economic vulnerability. Therefore, reaching equality among all population groups and the absence of discrimination in contemporary society represent moral imperatives. Accordingly, the Europe 2020 Strategy pays special attention to social programs for the most sensitive social groups. These programs should enable their accelerated employment. Also, they are aimed at fighting all types of discrimination that exists. Addressing this issue is of special importance for Serbia on its path to EU accession. Despite the Anti-discrimination law was adopted in 2009, Serbia is still not among the most liberal and tolerant societies in Europe, where gender, age and other differences are respected. In line with this, educational institutions should play an important role and become more responsible in terms of providing support to the Romani, the disabled and those who are excommunicated and are not in an equal position with other groups. This is, perhaps, where we can find the key to overcoming inequalities and discrimination that starts back in school (Furlong et al. 2011). In this paper, special attention was paid to the following issues. These are: (a) the issues of determining the form of social exclusion that is the most common in Serbia; (b) determining the cause of the faster leaving the educational processes of marginalized groups compared to other population groups; (c) defining the development directions (forms and types) of education that would encourage learning and greater inclusion of these groups; (d) identifying the causes of difficult employment of marginalized groups in Serbia; (e) examining the possibilities for faster employment by fostering entrepreneurial activity and work in social enterprises