DUAL ONLINE CENTER
Bank of Good Practices in Social Inclusion through WBL
In-Company Training Placements For Vocational Training Teachers
Overview
– Why it was created – What problem does it address?
This initiative was created to bridge the gap between vocational education and the realities of the labor market. By offering in-company training placements for VET teachers, it addresses the challenge of outdated technical knowledge and the need for continuous professional development to ensure relevant, high-quality teaching.
– Who it supports – Which groups benefit from this initiative?
The primary beneficiaries are VET teachers, who gain firsthand knowledge of current industry practices. Indirectly, students, particularly those from vulnerable backgrounds, also benefit from more relevant and updated instruction that better prepares them for the labor market. Additionally, companies benefit from stronger links with education providers.
– What it aims to achieve – How does it promote social inclusion, diversity, and equity in WBL?
The initiative promotes equity and inclusion in work-based learning (WBL) by ensuring that teachers are well-equipped to deliver high-quality, up-to-date training to all students, regardless of background. By strengthening the connection between schools and businesses, it helps create inclusive opportunities for student internships and apprenticeships. The updated knowledge teachers acquire helps make the classroom experience more relevant and inclusive, especially for learners from disadvantaged contexts.
– Where it takes place – Countries or regions involved
This best practice is implemented in Castilla y León, Spain, and is regulated by regional legislation (Orden EDU/1476/2009 and Orden EDU/255/2025).
This initiative was created to bridge the gap between vocational education and the realities of the labor market. By offering in-company training placements for VET teachers, it addresses the challenge of outdated technical knowledge and the need for continuous professional development to ensure relevant, high-quality teaching.
– Who it supports – Which groups benefit from this initiative?
The primary beneficiaries are VET teachers, who gain firsthand knowledge of current industry practices. Indirectly, students, particularly those from vulnerable backgrounds, also benefit from more relevant and updated instruction that better prepares them for the labor market. Additionally, companies benefit from stronger links with education providers.
– What it aims to achieve – How does it promote social inclusion, diversity, and equity in WBL?
The initiative promotes equity and inclusion in work-based learning (WBL) by ensuring that teachers are well-equipped to deliver high-quality, up-to-date training to all students, regardless of background. By strengthening the connection between schools and businesses, it helps create inclusive opportunities for student internships and apprenticeships. The updated knowledge teachers acquire helps make the classroom experience more relevant and inclusive, especially for learners from disadvantaged contexts.
– Where it takes place – Countries or regions involved
This best practice is implemented in Castilla y León, Spain, and is regulated by regional legislation (Orden EDU/1476/2009 and Orden EDU/255/2025).
Objectives
– Where it takes place – Countries or regions involved
This best practice is implemented in Castilla y León, Spain, and is regulated by regional legislation (Orden EDU/1476/2009 and Orden EDU/255/2025).
– What is the main goal of this best practice?
The main goal of this best practice is to update and enhance the professional competencies of vocational education teachers by immersing them in real workplace environments. This ensures that the training provided to students is aligned with current industry standards and labor market needs, thereby improving the overall quality and relevance of vocational education.
– How does it help underrepresented groups access Work-Based Learning?
By improving the skills and industry knowledge of VET teachers, the initiative ensures that all students—especially those from underrepresented or disadvantaged backgrounds—receive more relevant and practical training. Teachers who are better connected to the labor market are more likely to design inclusive learning experiences and identify meaningful WBL opportunities for diverse student populations.
– How does it reduce barriers to participation in apprenticeships and vocational training?
The program reinforces ties between educational centers and companies, which helps create more internship and apprenticeship opportunities, particularly for students who may not have personal networks or resources to access such experiences on their own.
This best practice is implemented in Castilla y León, Spain, and is regulated by regional legislation (Orden EDU/1476/2009 and Orden EDU/255/2025).
– What is the main goal of this best practice?
The main goal of this best practice is to update and enhance the professional competencies of vocational education teachers by immersing them in real workplace environments. This ensures that the training provided to students is aligned with current industry standards and labor market needs, thereby improving the overall quality and relevance of vocational education.
– How does it help underrepresented groups access Work-Based Learning?
By improving the skills and industry knowledge of VET teachers, the initiative ensures that all students—especially those from underrepresented or disadvantaged backgrounds—receive more relevant and practical training. Teachers who are better connected to the labor market are more likely to design inclusive learning experiences and identify meaningful WBL opportunities for diverse student populations.
– How does it reduce barriers to participation in apprenticeships and vocational training?
The program reinforces ties between educational centers and companies, which helps create more internship and apprenticeship opportunities, particularly for students who may not have personal networks or resources to access such experiences on their own.
Implementation
The initiative was implemented through a regional regulation (Orden EDU/1476/2009) by the Castilla y León government, enabling VET teachers to complete short training stays in companies. Key actions to promote inclusion included updating teachers’ industry knowledge to better support diverse learners, strengthening school-company collaboration to expand WBL opportunities, and ensuring continuous teacher development to deliver relevant and equitable training to all students.
Innovative features
Policy changes to encourage inclusive Work-Based Learning (WBL), Specialized training tailored to different learner needs
Success stories
In-Company Training Placements for 12 VET TEACHERS
Measured outcomes
The initiative led to improved alignment between classroom teaching and labor market needs, contributing to increased student employability and more meaningful work-based learning experiences.
Challenges and lessons learned
A lesson learned is the importance of integrating these placements regularly to maintain updated teaching practices.
- CountrySpain
- SectorAll sectors
- Target groupVET practitioners
Leading organisation
Educacyl - Regional Ministry of Education. Regional Government of Castilla y León
Date
2009, ongoing
Key stakeholders
• VET Providers and Training Centers: teachers and students
• SMEs and companies
• SMEs and companies
Number of beneficiaries
Available to all VET teachers
