Chapter 1 – Inclusion and Inclusive VET Education

European VET environments are rich in diversity, primarily due to a learner population composed of individuals from disadvantaged backgrounds. This is influenced by the negative perception of vocational education as a fallback option for those facing academic challenges (Jeon, 2019). Additionally, the variety of VET diplomas contributes to this diversity, encompassing differences in age, ethnicity, gender, national origin, abilities, religion, language, sexual orientation, socio-economic status, and living conditions.

However, while necessary, diversity alone does not automatically guarantee a comprehensive and meaningful inclusion (KIC and OIC, 2023). Diversity does not preclude social exclusion and there can be several types of VET systems in this regard:

(GIZ, 2020)

Meaningful inclusion does not mean simply being present in the same environment. You have to enable all individuals to participate in quality education and reach their full potential. You and your institution must adapt to the diverse needs of learners rather than forcing them to conform (UNESCO, 2020). An inclusive VET system goes beyond mere integration, values diversity, meets everyone’s needs, rejects stigma against vulnerable groups, and prioritises their rights and inclusion (KIC and OIC, 2023).