Developing Good Democratic Education: A Participatory Approach by DKJS
Young people can actively shape democracy, and they want to be part of it. Adults are responsible for empowering them in this process by creating open spaces, meaningful learning opportunities, and supportive frameworks for democratic education. Strong democratic education is developed locally through cooperation among key stakeholders.
The German Children and Youth Foundation (DKJS) has actively contributed to shaping democratic education by developing quality criteria for cooperative democracy education as part of the federal program Live Democracy!. The criteria were developed through a participatory process involving young people, school and non-school professionals, civil society actors, academics, and policymakers. The result of this collaborative effort is a digital reflection tool that supports democracy educators in practice.
Democratic Education as a Learning Process
The DKJS aimed to develop and disseminate quality criteria for democratic education in a way that was needs-based and practice-oriented. The development process itself was structured as an open-ended learning experience.
The initial phase involved data collection through surveys, digital network meetings, and workshops, where young people and democracy educators discussed their expectations and needs. Key insights emerged, such as the importance of freedom of expression, diverse opportunities for participation, and an inclusive learning culture where young people feel valued. Participants also highlighted essential democratic values such as respect, diversity, and justice. Meanwhile, educators and mentors emphasized the rule of law, separation of powers, participation, and dialogue as fundamental components of democracy.
During the development phase, DKJS identified quality dimensions and corresponding criteria for democratic education, covering content, pedagogy, and structural aspects. Expert contributions from academia and practitioners played a crucial role in refining these criteria. A significant realization was that discussing democracy requires safe spaces, open dialogue, and the flexibility to accommodate different interpretations and perspectives rather than enforcing predetermined answers. This approach encourages both young people and adults to engage in critical reflection and dialogue, which are central to democratic education.
The participation process revealed that adult facilitators also need spaces for reflection, as their attitudes and working methods significantly impact the quality of democratic education. However, structured time for this is often lacking in formal settings. Addressing this gap is essential to ensure that educators can continuously develop their competencies.
Practical Implementation and Digital Tools
Once the quality criteria were established, DKJS focused on making them practical and accessible. The digital reflection tool was developed to help democracy educators assess their work, reflect on their strengths, and gain new ideas based on the quality criteria. The tool provides:
- Self-assessments that allow educators to evaluate their projects.
- Detailed explanations of each quality criterion, complemented by reflection questions.
- Application-oriented examples, including case studies and short videos.
- A curated collection of materials, offering educators practical guidance and new resources.
- A professional newsfeed, allowing educators to stay informed on the latest debates and research on democratic education.
This reflection tool encourages educators to adapt democratic education principles to their specific institutional and cultural contexts, ensuring that the approach remains dynamic, flexible, and impactful.
Scaling and Transferring Democratic Education Practices
To ensure the practical applicability of the quality criteria, DKJS focused on transferring these principles into both school and extracurricular education settings. Various transfer projects developed their own customized applications of the criteria, adapting them to different local, institutional, and educational structures.
For example:
- Educational authorities integrated the criteria into funding programs to improve democratic education initiatives.
- Local partnerships for democracy used the criteria for municipal projects and public events.
- Youth organizations adapted the criteria to develop training programs for young leaders.
- These experiences and best practices were compiled in the publication Praxishandbuch Transfer (currently available in German).
The flexibility of the quality criteria allows different stakeholders to integrate them into their work, making democratic education more inclusive and accessible.
Key Takeaways from DKJS’ Approach
Through this process, DKJS gained valuable insights:
- Participatory and process-oriented work requires time and resources. Structured project management and teamwork are essential, as is patience.
- Stakeholder involvement leads to real impact. The participatory approach ensured that the quality criteria were authentic and applicable, making them highly transferable.
- Academic-practitioner collaboration enhances outcomes. Engaging experts early on ensures that both theoretical and practical perspectives are considered.
- Democratic education must remain adaptable. By allowing flexibility in implementation, more organizations and educators can incorporate democratic learning in meaningful ways.
DKJS’ work underscores that democratic education is most effective when it is participatory, reflective, and adaptable. By empowering both youth and educators, democratic societies can be strengthened from the ground up.
For more information, contact: 📧 Kathrin Fehse – kathrin.fehse@dkjs.de
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