University Honors

This project examines the core components and underlying structures of the dual vocational training systems in Spain and Germany. In both contexts, the term dual system refers to a model that combines in-company training with classroom-based education, typically provided by vocational schools. The project first outlines the organizational structure of the Spanish system, paying special attention to the variation across autonomous communities and the challenges of coordinating stakeholders at different levels. It then presents a comparative analysis of the German model, which is often cited as a reference point due to its close alignment with labor market needs and contribution to the country's economic resilience. Rather than focusing solely on outcomes, the analysis emphasizes institutional and structural determinants—such as governance arrangements, regulatory frameworks, and the role of employer associations—that shape how the dual systems function. Key comparison areas include the duration and intensity of training, the mechanisms for apprentice selection, and financial incentives for firms and apprentices. The project also discusses the criteria for student evaluation, the qualifications required for in-company trainers, and the involvement of Chambers of Commerce and Joint Training Facilities, particularly in supporting small and medium-sized enterprises. It concludes with policy recommendations to strengthen the institutional foundations of Spain's dual vocational training system to enhance its coherence and effectiveness.