1. Introduction
In recent decades, European Vocational Educational Training schemes (hereinafter VET), referring to both vocational training in the education sphere and vocational training for employment, have faced great challenges and have evolved to become a key element for the economic and social development of territories, ensuring their sustainability, entrepreneurship, and innovation capacities. VET has advanced across Europe while maintaining sight of the scientific, technological, productive, and commercial specializations of each country as well as their competitive challenges in terms of innovation and training.
Alongside the commitment of many European governments, this progress has had a lot to do with the trust that companies have placed in this type of training, seeing it as an opportunity to adapt to current trends through new professionals who have acquired the skills necessary for a changing industrial and production context that is increasingly technological and digitized [
1,
2,
3,
4,
5,
6].
VET’s commitment to quality qualifications and improvements to professional placing of youths entering the workforce constitutes the basis of the advances produced in it. Changes to company participation in the training of students, to training duration and substance and in the employer-student relationship are the foundation of the dual European system of vocational training, which is a system that is very advanced in countries like Germany, Switzerland, and Denmark, where these systems are considered to be the best strategy for the transition between school and work. Furthermore, these schemes have been seen as a benchmark for youth employment policies [
7,
8,
9,
10,
11,
12,
13,
14,
15,
16].
This dualisation of the VET scheme has contributed to what we could call the Europeanisation of VET. This Europeanization process has generated joint spaces for debate, has allowed the exchange of good practices, and the implementation of improvements to benchmarking processes.
Spain, the country that is the object of this study, has also joined the Europeanization of VET, moving toward a more flexible, comprehensive, dynamic, sustainable system, which have been linked to the commitments made by Spain in the 2030 Agenda [
17], under the umbrella of sustainable development objectives (SDG), and in reference to the principles of Education for Sustainability [
18,
19].
However, interest in VET is not new and there have been many initiatives launched in Spain with some more successful than others. Dual training has played a leading role in the advancement and modernization of VET in both the VET subsystem for employment and in the educational system, ensuring compliance with the goals associated with SDG 4 ‘quality education’ as well as with others linked to economic development through the commitment to decent work and economic growth (SDG 8), the reduction of inequalities (SDG 10), and the strengthening of sustainable cities and communities (SDG 11) by establishing alliances and networks (SDG 17).
Dual VET has been incorporated into the Spanish Educational System’s VET programme, in the midst of the economic and financial crisis, and the alarming unemployment rates (especially among young people) with the purpose of increasing the number of young people attaining a post-compulsory educational qualification, improving their employment opportunities and adapting their training to the requirements of a socioeconomic and employment context that is increasingly demanding professional profiles aligned to industries of the future, and characterised by the implementation of highly technological behavioural guidelines (References [
20,
21,
22,
23,
24,
25,
26,
27], among others).
It is true, however, that Spain’s level of implementation for this dualisation is far from what has been achieved in the rest of Europe [
28]. In recent years, in Spain, VET—in both the educational and industry sectors—has become one of the strategic axes of government policies, and is considered to be an important engine for driving socioeconomic sustainability, and employability and youth entrepreneurship from the perspective of Education for Sustainability (ES).
Dual VET, which supports the dual system in Spain, was regulated in this country in 2012 through the Royal Decree 1529/2012 [
29] and has continued to grow. This Royal Decree has become the regulatory framework for both the contract for training and learning, which has a long tradition in Spain, and for dual VET within the Spanish educational system, specifically within the Initial Vocational Training scheme. This study focuses on dual VET within the educational system.
In the autonomous community of Andalusia, which is the territory under study, dual VET was rolled out in an experimental way in the 2013–2014 academic year without a specific regulatory framework within the jurisdiction of various annual calls launched by the Andalusian government itself.
Despite a large number of contributions by various national and international organizations (the European Centre for the Development of Vocational Training (CEDEFOP), the European Alliance for Apprenticeships (EAA), the Organization for Economic Cooperation and Development (OECD), the Bertelsmann Foundation, the Alliance for Dual Vocational Training, the Dual + Centre for Dual Vocational Research developed by Bankia, the Princess of Girona Foundation, and the Spanish Chambers of Commerce, among others) that have endorsed the suitability of this training modality, there are also a number of others that have raised concern that Spain’s implementation of this initiative is not being carried out as it should be, putting its success at risk.
There have been repeated concerns about a number of obstacles in the consolidation of dual VET in Spain, including: its financing, its adaptation to the needs of a crisis economy, the exporting of the German model without proper contextualization to the Spanish environment, the lack of regulatory specification, the opportunity of industry and the involvement of companies, the adaptation of the training on offer to industry requirements, the support of administrations, recognition of teachers involved, the educational centre-company coordination, the ability of dual VET to cover the entire official curriculum, the sufficiency of physical and human resources, and the suitability of its governance model or the adequacy of guidance systems [
30,
31,
32,
33,
34,
35,
36,
37,
38,
39]. Another issue adding to these concerns is the regional powers that each of Spain’s autonomous communities have with regard to educational matters when adopting measures within their respective educational systems, which has contributed to the simultaneous implementation of different models under the same legal framework.
This study aims to characterize, based on the experience of three education centres in the region of Andalusia (Spain), the implementation of the dual VET scheme in this Autonomous Community, identifying those key factors that condition the scheme’s success and those that constitute the weaknesses of this educational modality. This study also aims to contribute to work carried out by Echeverría and Martínez-Clares [
34] who have outlined those factors they consider necessary to guarantee the incorporation of dual VET in the educational system. This occurred from the perspective of sustainability by sharing experiences and generate empirical evidence to justify the suitability of this educational modality. We have included the feedback of teaching staff involved in the dual VET across different areas of responsibility (centre managers, project coordinators, staff responsible for monitoring the programme, and staff involved in teaching). We highlight those factors that they see as key to ensuring the sustainability and success of this VET modality in educational centres in Andalusia.
4. Results
As previously indicated, this article focuses on the information collected through the first scales of the CAEI Questionnaire with regard to the qualitative information collected through the SWOT technique in relation to those areas identified as weaknesses of dual VET. For this, we have taken into account the factors identified in the factor analysis carried out on them and explained previously.
Table 16 shows the opinions provided by the respondents in the first scale of the CAEI Questionnaire in which they indicate, taking as a reference the current situation of dual VET at their respective educational centres, the extent to which they consider that the aspects shown help or hinder the implementation and success of the dual VET through the following scale: −1: hinders implementation, 0: does not influence implementation, and +1: helps implementation. The items on this scale have been grouped in accordance with the three factors identified.
From a general perspective, and as indicated by the percentages and the total sum shown in the previous table, the aspects that determine the dual VET governance model (Factor 1 GM-S1) at the participating educational centres are those that are facilitating its implementation at these centres. This does not happen with external factors (Factor 2 EF-S1: regulations, administration, resources, etc.). It seems that, at these institutions, these aspects are conditioning the implementation of this training modality. Finally, recognition (Factor 3 RA-S1) is not an aspect that greatly conditions the success of dual VET at these centres.
Moving into a more detailed analysis, we note that there are four aspects related to dual VET governance model (Factor 1 GM-S1) at their respective educational centres that are helping the success rates of dual VET. The network of contacts that the centre maintains with the companies in their area (77.3%//70), student motivation (68.1%//54), length of stay at the company (62.9%//49), and work in coordination with the company (66.3%//48).
The information that companies have on the dual VET (41.5%//8) and, to a lesser extent, the socioeconomic and business environments are all aspects that are making it difficult for these centres to implement this modality of VET.
Those external aspects (Factor 2 EF-S1) that, according to the participants, make it difficult to implement dual VET at their respective educational centres are related to financing, thus, the lack of homogeneity regarding financial compensation for dual training scheme students (51.5%//−27), the resources assigned by the administration to the educational centre for the implementation of this VET modality (44.2%//−22), and the lack of compensation or advantages for companies for their participation (45.6%//−13). Despite the leading role that is currently being given to macro-business organizations (chambers of commerce, confederations, business associations, etc.) in the process and implementation of dual VET in Spain and Andalusia, for 48.4% of those surveyed, this role is not significant nor does it condition implementation.
Finally, recognition of the coordination and tutoring activities undertaken by the teaching staff (Factor 3 RA-S1) does not stand out as a conditioning aspect of the development of the dual training schemes at these three educational centres.
Table 17 shows the degree to which the respondents agree with the statements in the second scale, grouped into the three factors identified in the factor analysis undertaken: the first factor relates to the governance model, the second relates to the curricular model, and the third factor refers to the results and impact of dual VET. In this case, the values on the Likert scale range from 1 to 4 (where 1 is totally agree, while 4 is totally disagree).
As indicated in the previous table, a large majority of participants agree that the dual training management model comes with a complexity to manage this type of training scheme and a large workload (Factor 1 GM-S2).
With regard to the curricular model (Factor 2 CM-S2), we want to highlight that, for the vast majority of teachers (82.3%), dual VET only differs from non-dual training schemes in the duration of the practices. This statement will be the object of an in-depth analysis in subsequent studies as we are concerned that the teachers involved in dual VET do not recognize the other differentiating curricular descriptors.
For 68.9% of teachers, the dual training curricular model addresses the entire official curriculum established at the normative level in the different training cycles, so that students do not miss out on the training content necessary to complete their professional training. It is a curricular model, the organisation of which includes a costly adaptation process both in regard to the training program (67.8%) and the schedules (66.3%).
In relation to the participation of the company in dual VET curricular model, we highlight that a majority of the teachers surveyed noted the prominence being given to this participation is high (75%), even though their teaching capability is not very good (50%), and companies seem more interested in training specialists for their own use rather than versatile professionals within the sector (55.3%).
The impact of dual VET (Factor 3 RI-S2) falls on the educational centre itself, improving its external projection (88.4%), on students whose training and job placement improves (80.9%) and on teachers, especially since this training modality promotes continuous professional learning for those staff involved in the latest technical and professional advances and innovations (70.8%). Respondents seem to indicate that, to achieve this, it is necessary to review the length of stay at the company, which 74% of respondents find to be too short.
In order to look at the previous descriptive analyses in depth, and to understand the degree of association or independence between some variables, we have carried out inferential statistical analyses (non-parametric contrast tests) based on the three identified factors and the independent variables: type of centre (private or public), discipline of knowledge (science-technology-services), management position (yes-no), gender (man-woman), and knowledge of the dual scheme (deep-basic).
In the first scale, we have identified statistically significant differences (
p < 0.05) in relation to the variables: management position, professional discipline, and knowledge of dual VET. According to the data shown in
Table 18, these differences occur in the opinions regarding the external factors that condition the implementation and success of dual VET at the participating educational centres (Factor 2 EF-S1). Thus, conditioning these opinions are the following factors: having a management position (significance level of 0.31 points), the discipline within dual VET that staff belong to (significance level of 0.27 points), and the knowledge respondents have about this training modality (significance level of 0.001).
For the management position, the average range shows us that this weight of significance is held by the responses of those who do not have a management position (average range of 43.79 points) compared to those who do (29.66 points). Regarding knowledge of the discipline, the weight of this correlation with Factor 2 is in the Services discipline (average range 47.65 points) compared to the technologies discipline (38.08 points) and sciences discipline (32.31 points). Moreover, with regard to knowledge of dual VET, those answers linked to the participants who have a basic knowledge about this training modality (45.63 points of average range) are those that carry the weight of this correlation compared to those who have in-depth knowledge (25.89 points).
In the case of the second scale (
Table 19), these significant differences occur in the variables: type of educational centre (level of significance 0.023 in Factor 3 RI-S2), gender (level of significance 0.039 in Factor 2 CM-S2), knowledge of discipline (level of significance 0.034 Factor 2), and knowledge of dual VET (0.006 Factor 1 GM-S2). As the following tables show, belonging to a public or private educational institution conditions the opinions of the respondents in relation to the impact and results of dual VET (Factor 3 RI-S2) with the significance loading on the answers given by the teachers of the private institution (average range 43.07 points) compared to those from the public institution (27.23 points).
The opinion that these have about the curricular model of dual training (Factor 2 CM-S2) is conditioned by gender, with the strongest correlation loading on the responses of females (average range 40.09 points) when compared to responses given by males (29.31 points), and by the discipline within dual VET that staff teach with a strong correlation in the responses given by respondents from the Technology disciplines (49.11 points) versus Science disciplines (32.2 points) and Services disciplines (42.62 points). Finally, the opinions that have been contributed with regard to the governance model (Factor 1 GM-S2) are conditioned by the knowledge that the respondents have about dual VET schemes with the significance loading on those answers given by the respondents with a basic knowledge of this training modality (41.55 points of average range) versus those answers given by respondents with an in-depth knowledge (25.76 points).
Regarding the analysis of the qualitative information collected using the SWOT technique, it has been focused on the contributions of a single dimension of the SWOT: Weaknesses.
In the following table (
Table 20), we show the internal factors that are, according to the respondents, weaknesses of this VET modality in relation to the training model, the educational centre, the company, and the agents involved.
The complexity of the management, the excess of work, the need to specify aspects related to the organization of the teachings in regulations, the difficulty of monitoring dual students with the same criteria used for non-dual students, and the stability of the projects are, among others, some of the most noted weaknesses.
Additionally, 26.6% of the contributions refer to the regulations that regulate dual VET, its rigidity, and lack of definition as a weakness of the model, with arguments including:
‘The regulations are very rigid and complicate management for the dual VET centres’ (C1.S22).
‘The regulations should regulate much more than it does now, since it does not address situations that occur daily (students who repeat years/subjects, students who drop out), where the solution is left to the schools’ (C1.S42).
In addition, 22% of the contributions state that the curriculum is a weakness of the model itself including its inability to ensure its complete development, as established in the teachings, and the coordination between the curriculums addressed in the theoretical training and in practice.
‘The problem is that we cannot ensure that students complete a dual cycle having been taught the entire curriculum’ (C2. S79).
‘There is a lack of actual alignment between the curriculum of the modules and what is learned at companies’ (C1.S2).
The lack of coordination is highlighted as a weakness of this system. Greater communication between the institution and the company is necessary to ensure success.
A key element for the development of dual VET at all three educational institutions is the stability of the projects. Stability is essential to acquiring the experience and knowledge necessary to make adjustments and changes aimed at improving the training offered in this modality. The permanent mobility of the teaching staff involved is seen as a weakness by a large part of the respondents working at the public institution participating in this study (59.2% of the teaching staff).
For 66% of those surveyed, the governance model represents a great weakness for dual VET.
‘There is a missing line that delineates the management and administration aspects of physical and human resources. It is very important to have a clear governance model that ensures that the dual VET is a system that is maintainable and sustainable’ (C1. S68).
Of the three large groups involved in the development of dual VET, the majority of respondents identify a number of weaknesses with the student body. Associated factors include the student’s maturity levels, the lack of previous training, the lack of remuneration/scholarship, and the highly company-specific training the student receives while on a placement.
‘The student receives specialized training related to a specific role rather than industry-based training’ (C 3.S.90).
‘The training that students receive is so specialized that it means we cannot ensure their versatility, which is currently the most sought-after professional quality’ (C3. S.34).
The lack of training and experience in dual stands out as a weakness of the model in relation to teachers. The excessive workload that this implies for teachers and the lack of recognition of it are, among others, the weaknesses highlighted that, according to the respondents, determine the success of this modality.
Finally, we want to highlight that a lack of educational training of the workplace tutor is the most repeated weakness in relation to this agent with repeated arguments including little we can do at the institution since the problem lies in the lack of educational training on the part of the workplace tutor (C1. S26).
5. Discussion of Results
Based on the contributions outlined in various scientific papers (cited in the first part of this article) about the teaching staff and management teams participating in this study and, taking the objectives of this work as a reference, it is worth highlighting dual VET regulations as a key aspect to the success of the implementation of this training modality. It is necessary to approach its revision taking into account both the new structural framework of dual VET and the requirements of the collaborating companies. It is necessary to move toward a single, national regulatory framework, which has greater flexibility in the model used that are based on the principles that govern the associated SDGs (SDG 4, 8, 10, 11, and 17).
Another key aspect is the relationship between the training offerings and industry sectors. In this sense, it requires training programs to address the competences required by the different professional sectors, and for sustainability and entrepreneurship initiatives to be included in these programs under the framework of Education for Sustainability, and that the training offered are directly related to industry demands, which is an aspect that acquires great prominence in the current economic situation triggered by the health crisis caused by COVID-19. This would translate, on the one hand, into a greater number of companies participating in dual VET and, on the other hand, into more employment opportunities for students after completing their dual training, in turn, consolidating a much more sustainable training model.
Recognition is another factor of special importance. Acknowledgment of the work being carried out by educational institutions, teachers, and companies for the consolidation of dual VET. For an educational institution, participating in dual VET schemes means taking on a significant bureaucratic management task. In this sense, having greater support from the administration is necessary for this management philosophy to be much more sustainable. For teachers, getting involved in this training modality means assuming responsibilities not considered until now. It is possible that recognition of these tasks by administrations would motivate teaching staff and ensure their permanence in dual training projects. Achieving the loyalty of companies and their permanence in dual training projects is a constant concern for the management teams at educational institutions. In this sense, it is essential that the administration is aware of these issues and establishes incentives and recognitions that motivate companies to participate. This participation should not be limited to only serving students for a set period of time.
The implication that the dual VET system demands a great deal of a company is very real with activities including: participation in the design of the regional training strategy, in prospective analyses and in the meta-evaluation of the model, maintaining permanent coordination processes with the educational institutions for the design and implementation of a specific training program and of any complementary training, devising processes for monitoring and evaluating student learning, their job placement, and entrepreneurial capacities, etc.
In the opinion of the teaching group participating in this study, the key aspects mentioned above are the foundation of the weaknesses that the Andalusian dual system has. Therefore, the rigidity and lack of specificity of the regulations, the lack of continuity for both the teaching staff and the companies in the dual training projects, the difficulties relating to central coordination of the institution and the company, the suitability of the educational model used to ensure students develop the abilities, skills, attitudes, and knowledge outlined in the official curriculum and required by industry, and the relevance of the training offerings and its potential to increase employability factors are some of the weaknesses of the Andalusian dual system.
There were a number of actions highlighted to improve and modernise the dual training offering including, but not limited to, increased investment in dual VET (which implies greater financing and budgets), simplifying bureaucracy, defining a network of educational centres, companies, public administrations, macro-business organizations, and foundations involved in dual VET, provide greater flexibility, dynamism and agility to training, both in regard to its curriculum as well as its structure and duration, redefine the dual offering by realigning it with the industry across different territories, reimagine the training content ensuring the development of entrepreneurial capacity among young people, and the development of skills in sustainability and entrepreneurship, facilitate the exchange of good practices, and encourage the participation of companies, especially SMEs.
As previously indicated, the new economic situation caused by the COVID-19 health crisis has forced governments to realign the VET and also dual VET.
6. Conclusions
The purpose of this study is not generalization, but rather to reflect on the findings reached and their possible application to other settings as Wood & Smith (2017) [
67] suggest in reference to case studies. Even though it is true that this type of research emphasizes particularization, it allows us to understand what happens in other, similar contexts. In general terms, this case study presented is the exploratory phase of a more ambitious study that aims to analyse the impact of dual VET in Andalusia and, from this logic, an analysis of the situation will be carried out from the perspective of all the agents involved (students, graduates, companies, and chambers of commerce).
On the other hand, we highlight the exploratory and diagnostic nature of this study and its interest in justifying the suitability of the dual training model in a regional context that has only recently been incorporated into this experience, and its contribution to providing empirical evidence that enable the identifying aspects of improvement and, thus, guaranteeing the sustainability of the model.
A government’s commitment and support is not enough to ensure the success of this training modality. It is necessary to carry out diagnostic studies that provide reliable information on the status of the key elements of the dual VET system in different regions through the opinion of all those involved so that informed decisions can be made to improve weaknesses, consolidate strengths, and disseminate the good practices identified.
The sociodemographic, economic, and educational differences between the different autonomous communities of Spain make it necessary for these studies to be carried out at a regional level. Domestic studies of the dual VET schemes provide a general perspective that is unable to detect the singularity that the implementation of the dual VET scheme poses for different regions and those aspects could be subject to improvement.
Although the commitments made by the Spanish government in relation to VET, and set out in the documents mentioned throughout this article, highlight its growing place and prominence in the political agenda of Spain, there are numerous challenges ahead to achieve Europeanization. The dualisation of VET (in the sense outlined in this study), undoubtedly constitutes the best strategy for this modernization and Europeanization.
The implementation and development of dual VET in Andalusia does not greatly differ from those in the other autonomous communities. It is true though that—even if some regions such as the Basque Country have a much more consolidated and advanced dual system—there are still many `bottlenecks´ that will slow down the consolidation of the dual VET scheme in the national context and in various regional contexts [
10,
32,
53].
The type of obstacles encountered by the dual VET schemes in the Andalusian Autonomous Community are the same as across the other Spanish regions: cultural obstacles related to the sociocultural consideration of VET and dual VET in the Spanish educational system, legislative obstacles related both to the disparity of guidelines and rules across the different autonomous communities, and to the lack of coordination across the different administrative levels on which education depends, structural obstacles related to the characteristics of the production and business fabric of the different autonomous regions, which in the case of Andalusia, because of a high presence of small companies, means that the training involvement of these companies and the rapid implementation of the dual VET scheme is especially difficult, bureaucratic obstacles, especially for educational centres that have to respond to the inflexibility of administrative regulations, academic-administrative obstacles that prevent the necessary flexibility to modify academic curricula, and teachings in a changing world such as that of industry [
76].
Finally, we cannot ignore the ideological obstacles [
54]. In this case, it is the trade union organisations that, even though they recognise the relevance of this type of training, are very critical of it, as it could imply a level of discrimination for workers, a lack of equal opportunities, and increased industry power.
The Andalusian region must continue to support this training modality, but it must incorporate improvements both in its conception and in its design and implementation. Therefore, it is necessary to move toward a much more sustainable and quality dual model, a model concerned with curricular greening, which transversally incorporates aspects such as sustainable development, inclusion, equality, social responsibility, internationalization, entrepreneurship, and digitisation in its educational corpus and ensuring that sustainable regional development and industry sectors with great entrepreneurial capacity are taken into account in the design of these programs.
For this, coordination of both educational and employment administrations are essential, that is, the joint work between educational centres and regional business organizations are consolidated as partnership alliances. We must take into account that there are two factors that determine the sustainability of this dual system: the adequacy between the training offer and the demand of the business environment and the adjustment of this offer to the strategic regional and national productive sectors.