The Telebachilleratos Comunitarios (TBC) were the last educational subsystem to be created at the baccalaureate level in Mexico and were designed in the context of the compulsory nature of higher secondary education in the country in order to achieve coverage in the most remote areas. The 520 schools are located in areas of high marginalization, with a high rate of indigenous population and the lowest absorption rate for higher education of all the educational subsystems at this level.

Within the Telebachillerato Comunitario (TBC) system in higher secondary education, we find the subject called "Community Development", which has as its objective the design and implementation of impact projects in the communities where the students live and the development of professional skills. Community Development projects present a unique opportunity to promote social innovation in the localities of the State of Mexico, as well as to transform the educational system so that it responds directly to the reality of young people.

Therefore, the existing disconnection between community needs, the aspirations of educational institutions and the personal interests of students is identified as a problem. This is due to the fact that: i) there are only three teachers in each school and none of them are experts in social innovation, ii) the students see the projects as just another school subject, and iii) the lack of relationship between the projects' objectives and community needs.

Phase 1

1.1 Leading team - training of 75 teachers to replicate knowledge: a leading team of 75 teachers (3 representatives from 25 school zones) will be formed to receive training in play methodology and content, so that they can later replicate the training process with the rest of the teachers in their zone.

1.2 Training of all teachers: knowledge and pedagogical strategies will be provided to telebachillerato teachers to strengthen their professional practice so that they are able to address and promote the development of professional skills of their students (focused on entrepreneurship and sense of agency).

Phase 2

2.1 Training of teachers in best educational practices: teachers will share best educational practices on interculturality, social-emotional skills, inclusion, diversity and sustainability, providing support for their implementation in their daily work. At the same time, they will receive sessions from experts in entrepreneurship to guide their students in the development and consolidation of viable initiatives.

2.2 Entrepreneurship incubation (application of new content in the classroom): teachers replicate the knowledge acquired during year 1 with students through sessions based on learning through play to empower them as agents of change and encourage them to create their own initiatives.

2.3 Entrepreneurship community (creation of platform): the creation of an entrepreneurship community will be integrated in which, through a platform, students will register their projects, connect with other initiatives and share experiences, receiving feedback.

2.4 Collaborative entrepreneurship meeting (masterclass): the projects will be evaluated and the best initiatives will be chosen to be presented to the school community and investors.

Year 1

Direct impact

• 1,560 teachers are equipped with innovative pedagogical tools to guide their students in generating viable initiatives for their communities.
• 520 high school campuses develop annual initiatives that have an impact on their communities.

Indirect impact

• Presence through community impact projects in 98 of the 125 municipalities of the State of Mexico.

Year 2

• Direct impact
• 22,016 students (total enrollment of Telebachillerato) participate in the creation of initiatives.
• 520 high schools provide transformative education for the generation of initiatives.
• At least 1,040 initiatives are created by students.
• Number of registered projects that comply with the linkage to local problems, with the attention to the needs of the school and the linkage to the interests of the student body.

Indirect impact

• 220,160 people (each young person with an initiative impacts an average of 10 people).

• Ashoka and Colíder community
• Metlife

• Janeth Sánchez Domínguez, Strategic Alliances Specialist, janeth.sanchez@educacionparacompartir.org (México)
• Abraham David Muñoz Barbosa, General Director and Representative, abraham.muñoz@educacionparacompartir.org (México)
• Jorge Álvarez Mendoza, Advisor for the Undersecretary of Higher Education, jorge.alvarez@semsgem.mx (México)
• Brianda Ramírez Lindeamann, Advisor to the Undersecretary of Higher Education, brianda.ramirez@semsgem.mx (México)