DUAL ONLINE CENTER
Bank of Good Practices in Social Inclusion through WBL
Dual System In The Spanish Vocational Education And Training (VET) Framework
Overview
1. Why it was created – What problem does it address?
The Dual Vocational Education and Training (FP Dual) system in Spain was created to bridge the gap between academic education and the labor market. It addresses the challenge of low youth employability by providing students with real-world work experience during their training, aligning education more closely with the current needs of the productive sector.
2. Who it supports – Which groups benefit from this initiative?
The FP Dual initiative primarily supports students in vocational education, especially those seeking practical skills and faster labor market integration. It also benefits companies, which gain access to trained talent tailored to their specific needs, and educational institutions, by strengthening their ties with the productive sector.
3. What it aims to achieve – How does it promote social inclusion, diversity, and equity in WBL (Work-Based Learning)?
The FP Dual model promotes social inclusion and equity by offering an alternative, practice-oriented learning path that is accessible to a wide range of learners, including those who may not thrive in traditional academic settings. It fosters diversity by allowing flexible learning routes and by encouraging participation from companies of various sectors and sizes. Additionally, the paid training (in its intensive form) reduces financial barriers to participation, making learning more inclusive.
4. Where it takes place – Countries or regions involved
The initiative takes place throughout Spain, as regulated by national law (Royal Decree 659/2023). It is implemented at a regional level by the Autonomous Communities, with each region adapting the dual model to its local labor market and educational context.
The Dual Vocational Education and Training (FP Dual) system in Spain was created to bridge the gap between academic education and the labor market. It addresses the challenge of low youth employability by providing students with real-world work experience during their training, aligning education more closely with the current needs of the productive sector.
2. Who it supports – Which groups benefit from this initiative?
The FP Dual initiative primarily supports students in vocational education, especially those seeking practical skills and faster labor market integration. It also benefits companies, which gain access to trained talent tailored to their specific needs, and educational institutions, by strengthening their ties with the productive sector.
3. What it aims to achieve – How does it promote social inclusion, diversity, and equity in WBL (Work-Based Learning)?
The FP Dual model promotes social inclusion and equity by offering an alternative, practice-oriented learning path that is accessible to a wide range of learners, including those who may not thrive in traditional academic settings. It fosters diversity by allowing flexible learning routes and by encouraging participation from companies of various sectors and sizes. Additionally, the paid training (in its intensive form) reduces financial barriers to participation, making learning more inclusive.
4. Where it takes place – Countries or regions involved
The initiative takes place throughout Spain, as regulated by national law (Royal Decree 659/2023). It is implemented at a regional level by the Autonomous Communities, with each region adapting the dual model to its local labor market and educational context.
Objectives
– What is the main goal of this best practice?
The main goal of Spain’s Dual Vocational Education and Training (FP Dual) system is to enhance the employability of students by combining classroom-based education with substantial, hands-on work experience in companies. It aims to strengthen the connection between the education system and the labor market, ensuring that learners acquire the skills actually demanded by employers.
– How does it help underrepresented groups access Work-Based Learning?
FP Dual promotes inclusive access to work-based learning by offering flexible and modular training paths that cater to diverse learning needs and backgrounds. It supports students from underrepresented groups—such as early school leavers, individuals from low-income families, or those with limited academic success—by providing a more practical and accessible form of education that increases motivation and engagement. In many cases, learners also receive financial compensation, which reduces the economic burden and allows broader participation.
– How does it reduce barriers to participation in apprenticeships and vocational training?
The system reduces barriers by:
Integrating learning directly in the workplace, which can be more appealing and relevant to students who struggle with traditional academic models.
Decentralized implementation by Autonomous Communities, allowing training programs to be adapted to local labor market needs and regional socio-economic conditions.
Encouraging company involvement, which opens up more apprenticeship positions and fosters smoother transitions into employment.
The main goal of Spain’s Dual Vocational Education and Training (FP Dual) system is to enhance the employability of students by combining classroom-based education with substantial, hands-on work experience in companies. It aims to strengthen the connection between the education system and the labor market, ensuring that learners acquire the skills actually demanded by employers.
– How does it help underrepresented groups access Work-Based Learning?
FP Dual promotes inclusive access to work-based learning by offering flexible and modular training paths that cater to diverse learning needs and backgrounds. It supports students from underrepresented groups—such as early school leavers, individuals from low-income families, or those with limited academic success—by providing a more practical and accessible form of education that increases motivation and engagement. In many cases, learners also receive financial compensation, which reduces the economic burden and allows broader participation.
– How does it reduce barriers to participation in apprenticeships and vocational training?
The system reduces barriers by:
Integrating learning directly in the workplace, which can be more appealing and relevant to students who struggle with traditional academic models.
Decentralized implementation by Autonomous Communities, allowing training programs to be adapted to local labor market needs and regional socio-economic conditions.
Encouraging company involvement, which opens up more apprenticeship positions and fosters smoother transitions into employment.
Implementation
The implementation of the Dual Vocational Education and Training (FP Dual) system in Spain followed a structured, multi-level approach to ensure accessibility and social impact:
National Legal Framework:
The initiative was formally established through national legislation (notably Royal Decree 659/2023 and Organic Law 3/2022), making dual education a core component of the national VET system. This legal foundation ensured that all regions would offer Dual VET and provided minimum quality standards for equity and inclusion.
Decentralized Implementation:
Autonomous Communities (regional governments) were given the flexibility to adapt FP Dual programs to their local social and economic contexts. This allowed for targeted strategies to support vulnerable populations, such as offering programs in rural areas or regions with high youth unemployment.
Company Engagement & Local Partnerships:
The Ministry of Education and regional authorities fostered partnerships between VET centres and local companies. This broadened opportunities for students from diverse backgrounds to access real work environments. Efforts were made to include SMEs and non-traditional sectors to diversify learning contexts.
Modular and Flexible Learning Pathways:
The modular structure of FP Dual allows students to progress at their own pace and combine different levels and types of training. This flexibility makes it easier for students with discontinuous learning histories or personal constraints (e.g., young parents, people with disabilities) to participate.
Recognition and Guidance:
The initiative includes mechanisms for recognizing prior learning and providing personalized guidance to ensure that students from underrepresented groups can enter and succeed in Dual VET programs.
By embedding inclusion, flexibility, and regional adaptation into its design, the FP Dual system in Spain actively promotes social equity and diversity in access to high-quality, work-based learning.
National Legal Framework:
The initiative was formally established through national legislation (notably Royal Decree 659/2023 and Organic Law 3/2022), making dual education a core component of the national VET system. This legal foundation ensured that all regions would offer Dual VET and provided minimum quality standards for equity and inclusion.
Decentralized Implementation:
Autonomous Communities (regional governments) were given the flexibility to adapt FP Dual programs to their local social and economic contexts. This allowed for targeted strategies to support vulnerable populations, such as offering programs in rural areas or regions with high youth unemployment.
Company Engagement & Local Partnerships:
The Ministry of Education and regional authorities fostered partnerships between VET centres and local companies. This broadened opportunities for students from diverse backgrounds to access real work environments. Efforts were made to include SMEs and non-traditional sectors to diversify learning contexts.
Modular and Flexible Learning Pathways:
The modular structure of FP Dual allows students to progress at their own pace and combine different levels and types of training. This flexibility makes it easier for students with discontinuous learning histories or personal constraints (e.g., young parents, people with disabilities) to participate.
Recognition and Guidance:
The initiative includes mechanisms for recognizing prior learning and providing personalized guidance to ensure that students from underrepresented groups can enter and succeed in Dual VET programs.
By embedding inclusion, flexibility, and regional adaptation into its design, the FP Dual system in Spain actively promotes social equity and diversity in access to high-quality, work-based learning.
Innovative features
Financial support (e.g., grants, scholarships, wage subsidies), Policy changes to encourage inclusive Work-Based Learning (WBL), Digital learning tools to improve access, Specialized training tailored to different learner needs, Offers flexible learning options for different needs
Success stories
VET has established itself as an effective option for accessing quality jobs, especially in high-demand sectors such as technology, health and commerce.
Measured outcomes
Vocational Education and Training (VET) in Spain has a high labour market insertion rate, with rates exceeding 70% in some cases.
Challenges and lessons learned
Constant updating of curricular contents to adapt to the needs of the labour market, the effective implementation of dual VET, and the improvement of communication about its benefits.
- CountrySpain
- SectorAll sectors
- Target groupAll target groups
Leading organisation
Ministry of Education, Vocational Training and Sport of Spain
Date
2024, ongoing
Key stakeholders
• VET Providers and Training Centers: VET centers and students at national level
• SMEs and employers at national level
• SMEs and employers at national level
Number of beneficiaries
A total of 1,083,963 students studied Vocational Education and Training in 4,022 schools in the 2022-2023 academic year in Spain
