Everyone’s involvement and participation is required!

Dear readers

The main focus of this issue of BWP is on the concept of education for democratic citizenship and on the associated question of how this can be enshrined in vocational education and training.

Democracy as a “common shared experience”

The subject of the relationship between vocational education and training and education for democratic citizenship is not a new topic in the discourse surrounding VET. It is not merely of interest in Germany and has been and is being discussed in an international context too. The German debate has, for example, been materially influenced by the American philosopher and educationalist John Dewey. In his standard work “Democracy and Education” from 1916, he puts forward some fundamental considerations regarding the mutual contingency of the two. This has its basis in a comprehensive understanding of democracy, and there is no doubt that this should be the leading factor in the current discussion too. “A democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience” (Chapter 7). According to Dewey, the development and preservation of democracy as defined above requires personal initiative and an individual sense of responsibility on the part of all members of society. Dewey ascribes an even more crucial role to vocational education than to general education in this process. This is because VET can bring about individual development within the framework of shared experiences in an occupational environment, something which is very difficult to achieve in other areas of society. A democratic society facilitates and needs the involvement and participation of everyone. “Such a society must have a type of education which gives individuals a personal interest in social relationships and in the influence of the group...” (Chapter 7). Dewey is thus addressing the social dimension of promoting democracy in VET. This is of key significance when this issue of BWP centres on VET’s contribution to the development of democratic attitudes and modes of behaviour. The role accorded to the social structures of the various learning venues in this regard is one conducive to learning. Dewey incorporates these and further aspects into the pedagogical postulate that a commitment to democracy must be inherent in “citizenship education” and that this in turn represents a fundamental element of holistic VET. Similar approaches to “citizen education” can be found in Germany in early educational reform concepts such as Georg Kerscheinsteiner’s “work school” model, which is considered to be a forerunner of the vocational school.

Heterogeneity of stakeholders offers numerous learning opportunities

Vocational education and training is of great significance as we seek to deal with current challenges such as the growing strength of populist and extremist movements and attacks on differently minded people and on democratic institutions. It has recourse to a wide range of approaches and models which have been developed and implemented within VET in Germany over the course of time.

Vocational education and training is characterised by a high degree of heterogeneity of learners. At schools and in the world of work, it provides numerous learning opportunities to impart the principles of democracy and associated values relating to societal co-existence. This issue of BWP contains examples from different perspectives, learning venues and learning contexts. May these stimulate further professional discourse and practical actions for how democracy can be experienced and learned in VET. This is more necessary now than ever before!

Hubert Ertl
Director of Research and Vice-President of BIBB

Translation from the German original (published in BWP 4/2024): Martin Kelsey, GlobalSprachTeam, Berlin