Apprentices' Satisfaction With Dual VET in Spain
Dual vocational training (dual VET) offers apprentices significant advantages, and their perspectives on its quality offer insights for improvement. This research aims to determine and compare apprentices' satisfaction with two dual VET models and identify factors influencing that satisfaction....
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:dnet:uabarcelona_::7dce0e674fce3492f71bb5fdfac302cd |
| Acceso en línea: | https://ddd.uab.cat/record/327414 https://dx.doi.org/urn:doi:10.1111/ejed.70580 |
| Access Level: | acceso abierto |
| Palabra clave: | Apprentice Dual VET Quality of education Student satisfaction Students |
| Sumario: | Dual vocational training (dual VET) offers apprentices significant advantages, and their perspectives on its quality offer insights for improvement. This research aims to determine and compare apprentices' satisfaction with two dual VET models and identify factors influencing that satisfaction. A quantitative, cross-sectoral methodology was used, employing an ad hoc instrument with 20 items divided into five categories: (1) sociodemographic data; (2) company-apprentice relationship; (3) training process; (4) monitoring and evaluation; (5) general satisfaction and post-VET continuity. Data were collected from 448 apprentices at all levels of dual VET (basic, intermediate, advanced): 71.2% completed the MFR model and 28.8% the LFNR model. Descriptive, inferential and Multiple Linear Regression Model (MLRM) analyses were performed. Satisfaction with both dual VET models was high. LFNR excelled in aspects related to tutors, training hours and company responsibilities, while MFR stood out for employability. The MLRM highlighted several factors affecting satisfaction, including training hours, adequacy, responsibility, resources, tutor satisfaction and communication between company and school tutors. Most of these variables displayed better results for the LFNR, which could explain why apprentices' training under this model obtained a higher degree of satisfaction with dual VET. Apprentices displayed a high satisfaction with dual VET, with 90% recommending it. Key factors included the expertise of tutors, formal structure regarding remuneration and communication and the stability of procedures and tasks. The results suggest that future research and policy making should aim to explore improvements and standardisation to enhance dual VET quality in Spain. |
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