Co-operative education has always been inextricably linked with building good governance. Good governance in co-operatives is dependent on an active and well informed membership and the quality of those elected to serve on the various committees and bodies that form a co-operative's democratic structure. Good governance also requires members to understand the importance of governance codes and good practice and to have the interpersonal skills needed to apply them.

In many parts of the world, as co-operatives have grown larger, the number of elected posts has reduced and more complex structures have developed. At every level, from the smallest co-operative to the largest, success or failure largely rests with the decisions made by elected representatives. It is critical that elected representatives are equipped with the skills, knowledge, and understanding to enable them to make decisions in the long term interests of their co-operative and its members.

As explained in guidance to the 2nd Principle, the process of democratic election is no guarantee of competence; governance should always be subject to good governance review and audit. elected representatives should be willing to commit to the continuous personal development of their capacity to govern their co-operative effectively by accessing the education and training opportunities their co-operative offers. With raised expectations in governance that has followed failures and scandals in the wider public and private sectors, co-operatives and co operative education need to ensure co-operatives achieve the highest standards of governance.

Training and development support, rooted in co-operative values that can help elected members develop the skills necessary to enable them to provide constructive challenge to executives should be a core part of co-operative education programmes. Co-operatives should consider setting competence requirements for those wishing to stand for elected office. As explained in the guidance to the 2nd Principle, if competence is combined with open education and training opportunities for members, it can be a requirement for those seeking elected office without being a threat to member democratic control.

Many larger and more complex co-operatives now have multi-tiered democratic structures. In such cases the introduction of a requirement to complete a training programme to be eligible to stand for election to higher tiers, coupled with entitlement for such training and support, may be an appropriate way forward. Such programmes reconcile the democratic process with the skills and competencies needed, particularly when complemented by other co-operative education methods, such as board or committee development centres.