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Learning democracy in vocational education and training in Europe - An anthology (2025)

Human rights, democratic citizenship and interculturalism
Format : Paper PDF
978-92-871-9608-8
Type of document :
Book
Format :
Paper
Language :
English
Size :
16 x 24 cm
Number of pages :
138
Council of Europe
42.00 € / 94.00 $US
Tax excluded
How can vocational education and training prepare learners not only for the labour market but also for life in democracy?

This publication explores the crucial role of vocational education and training (VET), not only in driving economic development through the creation of a skilled workforce but also in preparing learners to participate actively in democratic societies.

In line with the Council of Europe Education Strategy 2024-2030 and building on the RFCDC Guidance document for vocational education and training (2024), the publication offers an in-depth analysis of how competences for democratic culture can be integrated into VET systems and presents numerous examples of policies and practices across Europe.

Addressing topics such as curriculum, assessment, in-company training, teacher training and teacher continuing development, implementation of RFCDC through a whole-school approach, social partners involvement, inclusion and learners’ participation, this anthology identifies key challenges, gaps and opportunities for implementation across diverse European contexts.

Aimed at both policy makers and practitioners, this publication serves as a practical tool to support the integration of competences for democratic culture in VET and contributes to the Council of Europe’s efforts in promoting the development of a culture of democracy and the cultivation of democratic values across education systems.
FOREWORD 
INTRODUCTION 
Context 
The RFCDC and VET 
CDC as a European-level policy priority 
The anthology 
Readers’ guide 
References 
CHAPTER 1 – CDC IN VET CURRICULA: SOME GROUND CLEARING AND FOUNDATION BUILDING 
What is a curriculum? Setting the scene for understanding democratic competences in VET curricula 
Different approaches to and examples of integrating CDC into VET curricula 
Conclusions 
References 
CHAPTER 2 – ASSESSING CDC IN VET: WHY? WHAT? HOW? 
Assessing CDC in VET: policy and contextual challenges 
Why are we assessing? The purposes of assessment 
Linking CDC to the curriculum: what should be assessed? 
How should CDC be assessed in VET? 
Grading within the assessment 
Assessing CDC in VET: quality assurance and system issues 
Looking to the future: what have we found and what can systems do to increase and improve assessment of CDC within VET? 
Assessing CDC in VET: the way forward 
References 
CHAPTER 3 – FOSTERING CDC IN VET TEACHER TRAINING 
Introduction 
Variety of teachers’ roles and functions in VET 
Key challenges and potential for VET teacher education: “the political in the vocational” 
Conditions and challenges for implementing the RFCDC for VET teachers 
Conclusions 
References 
CHAPTER 4 – POTENTIAL FOR FOSTERING CDC IN IN-COMPANY TRAINING 
The relevance of the topic of CDC in in-company training 
Contribution of training companies to a democratic society 
Training of in-company trainers as a means of promoting CDC in in-company training 
Company-based training systems as a means of promoting CDC in in-company training 
Conclusions 
References
CHAPTER 5 – IMPLEMENTING CDC IN VET SCHOOLS: THE RELEVANCE OF THE WHOLE-SCHOOL APPROACH 
CDC as preparation for a way of life 
Implementing CDC in schools providing VET 
The whole-school approach 
The advantages of a whole-school approach to CDC in VET schools and associated learning environments 
Applying the whole-school approach in VET schools and workplaces 
Getting started 
Conclusions 
References 
CHAPTER 6 – CDC AND INCLUSION 
Inclusion – Introduction and definitions 
Individual inclusion, CDC and VET 
Social inclusion, CDC and VET 
Political inclusion, CDC and VET 
Economic inclusion, CDC and VET 
Conclusions 
Recommendations for policy and practice 
References 
CHAPTER 7 – THE ROLE OF SOCIAL PARTNERS IN DEVELOPING CDC IN VET LEARNERS 
Social partners and VET 
Social partners and CDC 
About democracy – Social partners’ influence on CDC in VET legislation, curricula and local school policies 
Through democracy – Social partner-supported platforms for democratic dialogue 
For democracy – Social partners’ initiatives to promote CDC in VET learners 
Conclusions 
References 
CHAPTER 8 – LEARNERS’ VOICE AND PARTICIPATION 
Developing CDC through learners’ participation 
Democratic citizenship 
Empowering VET learners 
Transformative potential 
Conclusions 
References 
KEY MESSAGES 
It is time to change the narrative of citizenship competences in VET 
Learning CDC in VET is much more than “citizenship education” 
The need for innovative practices in teaching and assessment 
An integrated approach is necessary 
Participation as “learning by doing” 
References

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