Not willing to participate in society? Vocational students’ perspectives on citizenship education

Contrary to curricular objectives, vocational education and training programmes in Sweden and elsewhere do not appear to foster all students’ willingness and abilities to participate actively in society. Furthermore, previous research into students’ perspectives on such education is both limited and inconclusive. The aim of this study is to add to current knowledge about Swedish vocational students’ perspectives on education for active participation in society and their expectations of such participation in the future. The study was a part of a joint research and development project, focused on developing citizenship education in the subject areas of history, religious education, science studies, and social studies in Sweden. A questionnaire about the perceived importance of citizenship education and expected future participation in society was distributed to all students in grade three of all vocational programmes in one Swedish municipality (n = 140). Most participants favoured citizenship education, but their expectations of future participation in society varied substantially, depending on the activity in question. Differences in views between students on different vocational programmes were minor. The results are discussed in relation to established types of citizens and action (individual, collective, direct, and indirect).