The School-Based Vocational Education and Training System in Spain

Fernando Marhuenda is Full University Professor of Didactics and School Organization at the Faculty of Philosophy and Educational Sciences of the University of Valencia, Spain. He has been a Visiting Scholar at the Institute of Education of the University of London (UK), the University of Wisconsin – Madison (USA), the University of Augsburg (GER), on several occasions at the University of Mainz (GER), and most recently at the University of Rochester, NY (USA). Coordinator of the University of Valencia’s multidisciplinary research group on transitions from education into employment for people living in vulnerable conditions, where he has led regional, national and European research and innovation projects on vocational education and training to facilitate transitions into adulthood and working life. His publications include ‘La formación profesional, logros y retos’ (Madrid, Síntesis, 2012) and he is editor of  ‘Vocational education beyond skill formation’ (Bern, Peter Lang, 2017). He is a peer reviewer for journals such as the Journal of Curriculum Studies, the International Journal of Research on Vocational Education and Training, Psychosocial Intervention, Revista de Educación, Profesorado and Revista Interuniversitaria de Orientación Psicopedagógica.

Section 1 VET in Spain: Subsystems, governance and actors.- 1 The VET system, its subsystems and their relation to the labor market: Strengths, weaknesses and challenges of VET in Spain.- 2 Building up a VET system: Formal VET.- 3 Continuing vocational education and training in Spain: Current organization and challenges.- 4 Accreditation of learning and vocational qualifications.- 5 The education of VET teachers and trainers.- Section 2 Challenges in VET: Research upon tensions within the system.- 6 The planning and organization of VET: Research of VET networks in Andalusia.- 7 The role of work- and school-based supervisors in bridging educational and workplace contexts in Catalonia.- 8 The production of disqualified youth through basic vocational education and training provision: Examples from Valencia.- 9 The promotion of educational success in intermediate VET level: The case of the Balearic islands.- 10 Continuing training in the autonomous region of Galicia: Perspectives andnew challenges.- 11 The implementation of dual VET in Spain: An empirical analysis.