The dual system is currently one of the most valued VET systems on an international level and is being transferred to many countries as a measure to improve youth unemployment rates and adjust training to the productive sector. It began to be implemented in Spain in 2013 and the available data shows a progressive increase in the participation of students, centers and companies. However, it is necessary to analyze the perception of the key agents, such as teachers, about the facilitators and the elements that hinder the development of the system: this is the main goal of this study. A questionnaire designed ad hoc was administered to a representative sample of training centers (management teams, tutors and coordinators) in five regions. The results show some positive elements, such as the decision to carry out the dual model by consensus and the students’ motivation. However, other results show difficulties on the part of the centers when adapting to the implementation of dual training: teacher training deficiencies regarding the system, insufficient resources, lack of recognition of the role played by the teaching staff and lack of time among school tutors. Moreover, findings indicate that public schools express more difficulties; and that teachers in the centers where dual training is already being implemented perceive more favorable conditions, identifying fewer barriers, compared to those that have not yet begun the implementation. The study provides the basis for future, more specific research on these key factors of implementation and their relationship with the learning outcomes in the students. © 2018, Universidad Nacional de Educacion a Distancia. All rights reserved.
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