The purpose of this thesis is to explore the considerations and reasons behind didactical choices that are taken when education is organised for party-political participants. The national party organisations constitute the main focal point while the municipal administration functions as counterpoint. Didactics and a scheme of analysis where political parties are construed as strategic actors make up the theoretical perspective of the dissertation. The didactical interest of knowledge is directed towards the political system, the parties as actors and the party members. Qualitative research has been conducted as the basis for the different studies that the thesis encompasses. The empirical material has been gathered through qualitative research interviews, collection of different types of documents and an extensive surveying.The thesis is made up of a collection of four papers. Paper I analyses the organisation of party schooling as tools for the national party organisations. Paper II looks at the meaning conferred on party education by the central level of the national party organisation and how the design of education may come to foster political participation. Paper III investigates relationships to the political system and illustrates how the organisation of party schooling may both affect and be affected by how party functions are being exercised. Paper IV looks at education being organised by the municipal administration and stresses three lines of reasoning as expression of how the municipal organisers reason and motivate the education they design and offer to municipal councilors.The thesis stresses two main reasons behind didactical choices made by the national party organisations when organising party schooling, namely, to affect and foster. The ways that the national party organisations motivate and reason about the education that they organise is discussed in relation to the terms persons, process, and the place. The dissertation shows how the organisation of party schooling carries a strategic potential for the parties. The organisation of education in political parties and municipalities may also affect the construction of the participants' democratic competence, which may affect how their active citizenship is manifested.