It was a great privilege to contribute to the Council of Europe’s initiative supporting the development of a culture of democracy within Vocational Education and Training (VET) across member states. During this work, inclusion emerged as one of the key areas – strongly connected to the promotion of democratic competences in learning and workplace contexts. In a world grappling with social exclusion, political unrest, and economic upheaval, VET emerges as a powerful arena to cultivate inclusion through competences for democratic culture. By embedding values such as respect, critical thinking, and active participation into vocational pathways, VET not only equips learners with employability skills but also empowers them as engaged citizens. Therefore, rethinking inclusion in VET, both as a practice and as a mindset, has never been more timely. This blog illustrates how inclusion unfolds across four interconnected dimensions - individual, social, political, and economic - and highlights strategies to make democratic competences integral to VET contexts.
Inclusion and Democratic Culture in VET go beyond physical access to classrooms or workplaces. It encompasses equity, belonging, and the meaningful participation of diverse learners - migrants, ethnic minorities, low-skilled adults, young NEETs, and others at risk of marginalisation. Competences for Democratic Culture (CDC), as outlined by the Council of Europe, include values, skills, attitudes, knowledge, and critical understanding that enable individuals to contribute to democratic processes. When VET programmes intentionally integrate CDC, they transform isolated training sites into inclusive communities that mirror and strengthen the democratic fabric of society.
The complexity of understanding inclusion across different countries, contexts, and communities led us to explore it through its dimensions. Four Dimensions of Inclusion, emerging from both research and practice, help unpack the concept and illustrate how inclusion and CDC intersect.
Individual Inclusion builds critical understanding, knowledge, and self-efficacy. VET learners gain confidence to voice opinions, analyse workplace challenges, and evaluate decisions. Embedding modules on ethical responsibility, communication, and civic reasoning turns practical training into opportunities for democratic learning.
Social Inclusion ensures learners feel they belong in both classroom and workplace communities. Practices such as inclusive group projects, mentoring circles, and non-discriminatory policies foster trust and mutual respect. Digital platforms and social hubs broaden networks, helping vulnerable learners build self-esteem and a sense of belonging.
Political Inclusion equips learners to shape and transform their workplaces and wider society. By involving apprentices and interns in workplace meetings, collaborative boards, and policy deliberations, VET cultivates the skills needed to negotiate change, represent peers, and sustain democratic dialogue in professional settings.
Economic Inclusion links training to sustainable employment and entrepreneurship. Beyond technical methods, VET can integrate CDC into apprenticeship schemes, entrepreneurial incubators, and social enterprises. Learners who experience solidarity, ethical decision-making and collective problem-solving at work reinforce their identity as active economic and civic contributors.
Practical Illustrations from VET Settings show how Competences for Democratic Culture can be meaningfully integrated into learning and work experiences
- Structured College Models: In some Swedish VET colleges, learners rotate through multiple workplaces and serve on governance boards alongside teachers, employers, and union representatives. This rotation builds a view of production chains and invites VET learners into political discussions on organisational change, nurturing both political and social inclusion.
- Brave Space Initiatives: A Netherlands nursing programme introduced student-led safe spaces where learners shared experiences of discrimination, co-created action plans, and engaged teachers in equity partnerships. Over time, students gained voice, teachers embraced the agenda, and the culture shifted toward inclusive democratic practice.
- Digital Community Engagement: The EduMap Horizon 2020 project identified key enablers for digital inclusion - aspiration, network access, relevant content, media proficiency, and communication literacies. By weaving these elements into VET and adult education, programmes make sure isolated groups can use online platforms to participate in debates, access civic information, and connect with learning communities.
- Deliberative Democracy for Sustainability: The Erasmus+ GreenVETers project embeds citizen deliberation and debate on climate change into agriculture and engineering curricula. Learners use deliberative workshops to weigh environmental trade-offs, craft community proposals, and present recommendations to local stakeholders, reinforcing democratic values in real-world contexts.
- Work Integration Social Enterprises (WISE): WISE organisations offer sheltered employment for disadvantaged adults, pairing on-the-job training with citizenship learning. Participants rebuild confidence, learn collective decision-making, and practice solidarity, demonstrating how economic inclusion can serve as a springboard for broader democratic engagement.
It is important to highlight the implications for policy and practice, which draw attention to how inclusion and CDC can be embedded across all aspects of Vocational Education and Training - from governance and curriculum design to teaching, mentoring, and digital innovation.
- Place inclusion at the heart of VET strategy, from recruitment to governance.
- Develop curricula that weave CDC competences into technical modules, assessments, and workplace practicum.
- Invest in teacher and mentor training on inclusive pedagogy, deliberative methods, and digital facilitation.
- Ensure governance structures - school councils, advisory boards, workplace committees - are representative and student-driven.
- Leverage digital tools to make learning flexible, accessible, and participatory for all learners.
By reframing VET as a vehicle for democratic culture, policymakers and educators can combine excellence in skill development with robust inclusion. When learners see VET pathways as spaces where their voices matter, they gain not only employability but also a stake in shaping workplaces and societies.
In conclusion, inclusion as a facet of competences for democratic culture transforms vocational education from a narrow training ground into a vibrant ecosystem of engaged citizens. By addressing individual, social, political, and economic dimensions, VET can counteract exclusion and build resilience against social fragmentation. The practical examples illustrate that when inclusion is intentional - through structured governance, safe spaces, digital networks, deliberative curricula, and social enterprises - learners emerge ready to contribute to democratic workplaces and communities. Our findings indicate, that embracing this holistic approach ensures VET remains both inclusive and dynamic, fostering learners who are skilled, confident, and democratically empowered.
Written by
Per-Åke Rosvall and Natasha Kersh