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....

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Autores: Rodríguez Pérez, Sara|||0000-0001-6964-9156, Barrientos, Daniel|||0000-0002-2023-4109, Pineda i Herrero, Pilar|||0000-0001-6270-8045
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
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spelling Apprentices' Satisfaction With Dual VET in SpainA Comparison of Students' Satisfaction With Two DualVET ModelsRodríguez Pérez, Sara|||0000-0001-6964-9156Barrientos, Daniel|||0000-0002-2023-4109Pineda i Herrero, Pilar|||0000-0001-6270-8045ApprenticeDual VETQuality of educationStudent satisfactionStudentsDual 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. 22026-01-0120262026-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/327414https://dx.doi.org/urn:doi:10.1111/ejed.70580reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:dnet:uabarcelona_::7dce0e674fce3492f71bb5fdfac302cd2026-06-06T12:50:31Z
dc.title.none.fl_str_mv Apprentices' Satisfaction With Dual VET in Spain
A Comparison of Students' Satisfaction With Two DualVET Models
title Apprentices' Satisfaction With Dual VET in Spain
spellingShingle Apprentices' Satisfaction With Dual VET in Spain
Rodríguez Pérez, Sara|||0000-0001-6964-9156
Apprentice
Dual VET
Quality of education
Student satisfaction
Students
title_short Apprentices' Satisfaction With Dual VET in Spain
title_full Apprentices' Satisfaction With Dual VET in Spain
title_fullStr Apprentices' Satisfaction With Dual VET in Spain
title_full_unstemmed Apprentices' Satisfaction With Dual VET in Spain
title_sort Apprentices' Satisfaction With Dual VET in Spain
dc.creator.none.fl_str_mv Rodríguez Pérez, Sara|||0000-0001-6964-9156
Barrientos, Daniel|||0000-0002-2023-4109
Pineda i Herrero, Pilar|||0000-0001-6270-8045
author Rodríguez Pérez, Sara|||0000-0001-6964-9156
author_facet Rodríguez Pérez, Sara|||0000-0001-6964-9156
Barrientos, Daniel|||0000-0002-2023-4109
Pineda i Herrero, Pilar|||0000-0001-6270-8045
author_role author
author2 Barrientos, Daniel|||0000-0002-2023-4109
Pineda i Herrero, Pilar|||0000-0001-6270-8045
author2_role author
author
dc.subject.none.fl_str_mv Apprentice
Dual VET
Quality of education
Student satisfaction
Students
topic Apprentice
Dual VET
Quality of education
Student satisfaction
Students
description 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.
publishDate 2026
dc.date.none.fl_str_mv 2
2026-01-01
2026
2026-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/327414
https://dx.doi.org/urn:doi:10.1111/ejed.70580
url https://ddd.uab.cat/record/327414
https://dx.doi.org/urn:doi:10.1111/ejed.70580
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
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https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
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