We investigate the objectives, practical application, and learning outcomes of moral education and citizenship education at three vocational schools in the Netherlands (VMBO). We explore teachers’ and students’ pedagogical, sociopolitical, and moral development objectives and how they deal with values, dialogue, and diversity. We continue with how the objectives get materialized in practice and teachers’ and students’ perceptions of the learning outcomes. The study shows that there is a strong agreement between teachers and students about the importance of objectives of moral education and citizenship education. Schools differ in how sharply they focus on social and political aspects, and in how reflective and dialogical their approaches are. The differences revealed in the moral education approaches can be largely linked with differences in their cultural environment. 1. Introduction Citizenship development is an important theme in current political initiatives and public debate, and education has an important role to play. Governments in various countries have incorporated citizenship development into education in recent years [1, 2]. The Dutch Minister of Education submitted a legislative proposal in 2006 that asks schools to actively promote citizenship and social integration. The minister defines social integration as the participation of citizens in society and its institutions, as well as social participation and familiarity with and knowledge of Dutch culture. The government gives schools the freedom to interpret citizenship education further in their own way. There is a strong international debate on citizenship education in the political and academic worlds, and given the cultural and social challenges facing Dutch society, we think it is important to examine how moral education and citizenship are being implemented in Dutch secondary education. In a first study we had a survey among teachers of secondary education [3]. In the next two studies we went more into the practice of schools. This study focuses on vocational (VMBO) schools. This VMBO study follows a comparable study in preuniversity (VWO) schools [4]. VMBO schools are the lower tracks in vocational education; it is a four-year programme. The students involved are 15 years old. Since schools have possibilities to interpret citizenship education, it is interesting to document examples of divergent practices in schools. We selected out of our survey study three schools with the greatest possible variety, in terms of location (rural, medium-sized town, and major city), school size
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