Chapter 1 – The Importance of Learner Participation in VET Governance and Management

Modern societies increasingly frame vocational education as solely meeting market needs and boosting employability, ignoring its educational value. VET systems, like any other educational path, should prepare learners for their lives not only as workforce but also as citizens (EAN 2018).

Unfortunately, achieving active learner participation in education decisions remains a challenge: while teachers are recognised as relevant stakeholders and their contributions valuable, school students and VET learners are often not given the same status (OBESSU, 2020). Learner-centred approaches shape European education policies, but they must actively engage learners at every stage to be effective: learners are experts in their own education (OBESSU and EAN, 2020). Shaping VET institutions and programmes around this principle presents numerous advantages:

• Enhancing Programmes’ Quality and Relevance: Learners provide key insights on curriculum, assessment, and support, ensuring VET programmes stay relevant and responsive to their diverse needs. Their direct involvement can influence institutional policies to better serve the student population, and offer valuable feedback on inclusivity initiatives and curriculum development (CoE 2024). Moreover, learner representatives can act as a bridge between educational institutions and employers, providing feedback on how well training matches real-world job requirements. Finally, a strong commitment to inclusive engagement boosts institutional appeal to learners, families, and stakeholders  (SEPR and SKUPNOST 2024).
• Improving Governance and Decision-Making: When learners are involved in governance, decisions are more likely to reflect the diverse needs of the student body, including those of underrepresented groups or non-traditional learners. This contributes to bridging communication gaps between students and administration (CoE 2024), supporting the enhancement of the organisational learning and quality culture (Meeuwissen et al. 2019). Moreover, involving learners in governance fosters a culture of transparency and accountability within VET institutions (ETF 2013), which can in turn increase public confidence in the quality of the programmes being offered.
• Developing Student and Civic Competencies: By actively involving students in governance, you can help them develop crucial skills like communication, leadership, and advocacy. Your support allows learners to understand the educational process more deeply, enhancing their ability to contribute both inside and outside the classroom. Giving students a voice fosters personal growth and broader civic skills (Meeuwissen et al. 2019). This involvement builds social responsibility and community engagement. By guiding them through governance participation, you’re teaching the value of dialogue, negotiation, and collective decision-making, which are key to a democratic environment.
• Empowerment and Ownership: Involving learners in decision-making builds ownership, accountability, and confidence to drive change in school and future careers. Your efforts can help students see a strong connection between their vocational identity and their role within the VET institution, especially when their chosen profession is well-represented.This alignment fosters professional growth and a positive environment. By promoting a sense of belonging, you contribute to their well-being and academic success, as they become more invested in their education, leading to greater motivation and better outcomes.This also cultivates a supportive, engaging teaching environment for all (SEPR and SKUPNOST 2024).