We were pleased to be invited to be part of the Council of Europe’s project to develop an anthology on the key issues facing citizenship education in Vocational Education and Training (VET) across Europe. Reflecting on issues for assessment of citizenship skills in VET was, for us, a vital part of the picture. Project colleagues have written on the curriculum that needs to be covered: a cursory look at VET curricula reveals that VET encompasses more than just technical skills such as automotive repair or business management. Assessments leading to VET certification are designed to verify that candidates have mastered the knowledge and skills essential for professional practice and have the minimum level of competence required to perform a role and completion of VET assessments may be a prerequisite for obtaining a professional licence.
However, modern educational systems also require that professionals graduating from VET have a strong foundation of noncognitive transversal competencies that extend beyond the narrowly defined skills typical of a given occupation. Many researchers argue that VET schools should teach such transversal skills to support the holistic development of individuals and strengthen their sense of citizenship. Our fellow anthology authors have documented the many challenges involved in robustly including development of citizenship skills in VET programmes. The challenge for us, was to provide thoughts on how VET systems can determine whether students have developed these essential skills: this is where robust assessment practices become crucial.
While traditional assessments effectively evaluate technical knowledge, they are less suited to assessing attributes such as tolerance for differing viewpoints, respect, and teamwork. Although some regard these so-called “soft skills” as difficult to measure, current research and practice suggest that with thoughtful approaches, these skills can be reliably assessed. The case for broadening assessment to include competences for democratic culture (CDC) rests largely on assessment’s strong “washback” effect: it signals what learning matters and therefore shapes what teachers prioritise and what learners invest time in. Where these competences are absent from assessment and certification, they risk being marginalised in teaching and learning.
VET instructors must strike a balance between evaluating occupational competencies and broader citizenship-related skills, or competences for democratic citizenship (CDCs). While not universally assessed in all countries, several education systems incorporate citizenship and social understanding into their evaluations, and we documented these in order to provide examples that others may consider. These examples include:
- In Scotland, assessments in health and social care programmes include measures of communication, respect for differing values, and safeguarding wellbeing, alongside technical competence.
- Internships in Austria emphasize punctuality, reliability, and teamwork, documented through diaries and portfolios maintained by students.
- In France, in the context of civic and moral education, the assessment combines a teacher-supervised dossier (individual/group; 3–4 varied documents plus analysis linked to taught topics, often history/geography) with an oral presentation and a 10-minute teacher interview defending the choices made; this hybrid approach blends formative and summative elements, and the oral mark contributes to the Certificat d’aptitude professionnelle qualification
We identified three principal methods that are prevalent in the assessment of CDCs:
- End-point assessment: Culminating assessments – such as final examinations or major projects – focus primarily on completed products. These may comprise written outputs, oral presentations, or project defences.
- Continuous or periodic assessment: Evidence of skill development is compiled over time via projects, portfolios, and feedback from educators and employers.
- Recognition of informal learning: The awarding of microcredentials and digital badges acknowledges skills acquired outside the classroom, including through volunteering or engagement with non-governmental organisations.
We also found a variety of other assessment strategies in use. In some systems, these strategies were well-embedded, whilst in others they are likely to be seen as more innovative, or even radical:
- Situational assessments: Students are evaluated in realistic or simulated scenarios to observe their responses and competencies.
- Group projects: Collaborative assignments facilitate assessment of leadership and cooperation.
- Self and peer assessment: These techniques promote self-awareness and accountability among students by involving them directly in the assessment process.
Our advice is that VET systems should consider drawing on as wide a range of assessment strategies as possible if they want to ensure robust assessment of important transversal skills like CDCs. This, though, brings a need for resources and support. Effective assessment of CDCs necessitates support and training for both teachers and employers. Reliable quality assurance mechanisms are essential to mitigate inconsistencies and potential biases in assessment. Vocational education systems should provide clear policies, adequate resources, and platforms for professional collaboration to promote high standards across institutions.
Improvement must be fostered through both policy initiatives and grass-roots educational innovation. Such efforts require time and investment in order to succeed.
In conclusion, we would argue that assessing citizenship skills in VET transcends mere compliance: it ensures that learners are equipped for both professional success and active civic engagement. Through systematic, innovative approaches and sustained support, vocational education can produce not only skilled workers but also responsible, engaged members of society.
Written by
Horacy Debowski and Dr Lena Gray.
Horacy Dębowski serves as Vice-Director of the Central Examination Board (CKE), where he is responsible for vocational examinations, and he represents Poland in the European Qualifications Framework Advisory Group at the European Commission. He also works at SGH Warsaw School of Economics, where he conducts research on skills formation and economic policy.
Dr Lena Gray spent many years in senior policy and research positions in national assessment and awarding organisations across the UK, She is currently an independent assessment researcher and Honorary Norham Fellow of the Department of Education, University of Oxford. Lena is a Fellow of the Association for Educational Assessment – Europe. Her research interests include work-related assessment and assessment of transversal and higher order skills.