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
