Promotion of democracy in vocational education and training

The research group has produced important research on several topics related to the key theme of democracy in vocational education and training, including the political participation and attitudes of young people in vocational education and training and the factors influencing these. Furthermore, the research group is currently engaged in the production of research finding on two key topics, 1) concepts, implementation and anchoring of democracy education at vocational schools and 2) the professionalization of vocational education and training staff in the field of teaching and learning democracy.

Current projects

  • Financing of the study: Prof. Dr. Susan Seeber (own funds)
  • Duration: 01.07.2024 – 31.12.2024

Nationwide survey to assess the democratic practices and attitudes of young adults in employment, education, and training, as well as democratic learning opportunities in the workplace and educational settings such as vocational schools, companies, and universities. For this purpose, young adults aged 18 to 35 were surveyed nationwide between July and September 2024 as part of an access panel (Bilendi) (n = 3,000).

Scientific study of democracy education at vocational schools in Lower Saxony

  • Financing of the study: own funds
  • Duration: 01.04.2022-29.06.2024

Democracy requires committed individuals and must be learned in each passing generation (Bundesministerium für Familie, Senioren, Frauen und Jugend, 2019, p. 45). In order to educate the younger generations to become capable and responsible citizens who can participate in the social life of the modern economy and society, it is essential to provide them with and education in democracy (Feli, 2019, p. 3-7). The importance of vocational education and training (VET) in general and the vocational school as a place of learning is of central significance in this context. On the one hand, the normative objective of VET is to promote civic engagement (Baethge et al. 2003). On the other hand, VET has other important key functions: VET represent an educational pathway rich in prospects for shaping careers and further social participation for a large and heterogeneous group of young adults. At the same time, the diverse learning environments and new socialisation contexts in VET offer a range of possibilites for democratic skills development. Furthermore, the educational mission of vocational school is not only to equip trainees with the skills to fulfil their professional roles, it also encompasses the preparation of students to contribute to the shaping of the world of work and society in a socially and ecologically responsible manner (KMK, 2011). Indeed, the world of work requires employees who possess the capacity to engage effectively with political and democratic processes (Zurstrassen, 2020, p. 134). The significance of democracy education at vocational schools is further emphasized by the recently published strategic framework for vocational school (Niedersächsisches Kultusministerium 2021)

In light of these factors, the objective of the scientific study is to examine the concepts, challenges and foundations of democracy education at vocational schools. In order to achieve this aim, a survey was conducted among school staff at vocational schools in Lower Saxony (n = 56) as part of a mixed-method study.

  • Busse, R., Brodsky, A., & Krebs, P. (im Erscheinen). Demokratiebildung – Was kann die Berufs-ausbildung beitragen? Berufsbildung in Wissenschaft und Praxis, 53(4).
  • Brodsky, A., Busse, R., Seeber, S., & Seifried, J. (2023). Die Rolle des Lernorts Betrieb für die Entwicklung von politischen Kompetenzen von Auszubildenden – Ein Scoping Review. In M. Hommel, C. Aprea, & K. Heinrichs (Hrsg.), Netzwerke – Strukturen von Wissen, Akteuren und Prozessen in der beruflichen Bildung. Profil 8: Digitale Festschrift für Bärbel Fürstenau (S. 1–27).
  • Busse, R. & Krebs., P. (2022). Digitale politische Partizipation von Jugendlichen in der Berufsausbildung. In S. Schumann, S. Seeber & S. Abele (Hrsg.), Digitale Transformation in der Berufsausbildung. Konzepte, Befunde und Herausforderungen (S. 55-74). Bielefeld: wbv Publikation.
  • Busse, R., Krebs, P., Seeber, S. & Seifried, J. (2022). Zur Bedeutung der beruflichen Bildung für die politische Partizipation von Auszubildenden. berufsbildung , Heft 195, 3-8. https://doi.org/10.3278/BB2203W
  • Lischewski, J., Busse, R., Seeber, S., & Baethge, M. (2020). Der Einfluss von schulischer, nachschulischer und Erwachsenenbildung auf die politische Partizipation: Ein integratives Modell unter Kontrolle des familiären Hintergrundes. Soziale Welt, 71(4), 375–406. https://doi.org/10.5771/0038-6073-2020-4-375
  • Lischewski, J., Busse, R., Seeber, S., & Baethge, M. (2020). Weiterbildungserträge in Abhängig-keit unterschiedlicher Bildungsverläufe. Dargestellt am Beispiel der Wahlbeteiligung als zentra-ler Facette politischer Partizipation. In J. Schrader, A. Ioannidou, & H.-P. Blossfeld (Hrsg.), Edi-tion ZfE: Monetäre und nicht monetäre Erträge von Weiterbildung (S. 213–235). Wiesbaden: Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-25513-8_8
  • Busse, R., Lischewski, J., & Seeber, S. (2019). Do non-formal and informal adult education affect citizens’ political participation during adulthood? Journal of Social Science Education, 18(4). https://doi.org/10.4119/jsse-1443

Busse, R. (2024). Challenges of Democracy Education at Vocational Schools. Jahrestagung 2024 of the Division Vocational Education of the German Educational Research Association (DGfE) in Dresden, Germany.

Busse, R. (2024). Vocational Teachers’ View on Democracy Education ?at Vocational Schools. EARLI SIG 11 & 13 in Oxford, England.

Busse, R. (2023). Vocational Teachers’ View on Civic Education at Vocational Schools. ECER 2023 in Glasgow, Schottland.

Busse, R. & Krebs, P. (2023). Politische Einstellung und Partizipation von Auszubildenden. Herausforderungen für berufsbildende Schulen. Hochschultage Berufliche Bildung 2023 in Bamberg.

Busse, R., Krebs, P., Seeber, S. & Seifried, J. (2022). Determinants of trainees’ intended political participation. EARLI SIG 13 Conference 2022 in Kristiansand, Norwegen.

Busse, R., Lischewski, J., & Seeber, S. (2018). Dimensionen politischer Partizipation und ihr Zusammenhang mit unterschiedlichen Bildungsphasen. 6. Tagung der Gesellschaft für Empirische Bildungsforschung, Basel