Article 2025

Rhetorics and Justifications Behind the Transfer of Dual Vocational Education and Training Policy: Insights From the Spanish Case

International Journal of Training and Development
Journal
Abstract

In 2012, in a context of high youth unemployment and under the influence of the European Union, Spain, began adopting dual vocational education and training (VET), initiating a policy transfer process that culminated in 2022 with legislation establishing duality as a defining feature of the national VET system. This article analyses the discourses and justifications expressed by national actors, focusing on the expected benefits that supported the adoption of dual VET during this phase. This study employs a qualitative methodology combining document analysis and semi-structured interviews. Data were analysed using Reflexive Thematic Analysis to ensure a structured and rigorous approach. The research focuses on governmental, business, union, and educational actors, as well as foundations promoting dual VET, with data collected at the national level and in the autonomous communities of Andalusia and the Basque Country. The analysis identifies four main justifications for the adoption of dual VET in Spain, with the first two being the most widespread: (A) as a solution to the mismatch between qualifications and labour market demands, focusing on employers; (B) as a tool to improve youth employment and reduce unemployment, focusing on young people; (C) as a catalyst for training partnerships and systemic improvement; and (D) as a tool to reduce dropout rates. The two most widespread justifications (A and B) reflect international trends and the educationalisation of economic problems. Although actors cited Central European models, critics questioned their relevance, pointing to earlier national reforms, regional labour disparities, and stronger VET outcomes than university education. Justification C presented dual VET as a tool to foster collaboration and address underinvestment in public training infrastructure. Justification D, the least prominent, associated dual VET with reducing early school leaving, an idea supported by employers and foundations but not by unions. © 2025 Brian Towers (BRITOW) and John Wiley & Sons Ltd.

Keywords

Author Keywords

Apprenticeship Educational policy transfer dual vocational education and training Education policy policy adoption educationalisation

Index Keywords

Author Affiliations
Department of Pedagogy, Universidad de Granada, Granada, Granada, Spain
Department of Theory and History of Education, Universidad de Málaga, Malaga, Malaga, Spain
Funding & Acknowledgements
Consejería de Universidad, Investigación e Innovación, Junta de Andalucía
Grant: P21_00162
This study was supported by the Consejer\u00EDa de Universidad, Investigaci\u00F3n e Innovaci\u00F3n of the Junta de Andaluc\u00EDa (P21_00162) and the Ministerio de Universidades (FPU 19/02739).
Consejería de Universidad, Investigación e Innovación, Junta de Andalucía
This study was supported by the Consejer\u00EDa de Universidad, Investigaci\u00F3n e Innovaci\u00F3n of the Junta de Andaluc\u00EDa (P21_00162) and the Ministerio de Universidades (FPU 19/02739).
Ministerio de Universidades, MU
Grant: FPU 19/02739
This study was supported by the Consejer\u00EDa de Universidad, Investigaci\u00F3n e Innovaci\u00F3n of the Junta de Andaluc\u00EDa (P21_00162) and the Ministerio de Universidades (FPU 19/02739).
Ministerio de Universidades, MU
This study was supported by the Consejer\u00EDa de Universidad, Investigaci\u00F3n e Innovaci\u00F3n of the Junta de Andaluc\u00EDa (P21_00162) and the Ministerio de Universidades (FPU 19/02739).
References 10 References
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9 Andersson, Ingela, Formation of apprenticeships in the Swedish education system: Different stakeholder perspectives, International Journal for Research in Vocational Education and Training, 2, 1, pp. 1-23, (2015)
10 Barabasch, Antje, Policy lender and borrower at once: Korea’s developments in the vet sector and its new pathway to apprenticeship, Technical and Vocational Education and Training, 25, pp. 187-206, (2017)
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