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Apprentices' Satisfaction with Dual VET in Spain: A Comparison of Students' Satisfaction with Two Dual VET Models

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Title: Apprentices' Satisfaction with Dual VET in Spain: A Comparison of Students' Satisfaction with Two Dual VET Models
Language: English
Authors: Sara Rodríguez-Pérez (ORCID 0000-0001-6964-9156), Daniel Barrientos-Sánchez (ORCID 0000-0002-2023-4109), Pilar Pineda-Herrero (ORCID 0000-0001-6270-8045)
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Apprenticeships, Student Attitudes, Dual Enrollment, Career and Technical Education, Foreign Countries, Student Satisfaction, Models, Tutors, Expertise, Compensation (Remuneration)
Geographic Terms: Spain
DOI: 10.1111/ejed.70580
ISSN: 0141-8211
1465-3435
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507231
Database: ERIC
FullText Text:
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  Data: Apprentices' Satisfaction with Dual VET in Spain: A Comparison of Students' Satisfaction with Two Dual VET Models
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sara+Rodríguez-Pérez%22">Sara Rodríguez-Pérez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6964-9156">0000-0001-6964-9156</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniel+Barrientos-Sánchez%22">Daniel Barrientos-Sánchez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2023-4109">0000-0002-2023-4109</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pilar+Pineda-Herrero%22">Pilar Pineda-Herrero</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6270-8045">0000-0001-6270-8045</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Apprenticeships%22">Apprenticeships</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Dual+Enrollment%22">Dual Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Compensation+%28Remuneration%29%22">Compensation (Remuneration)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1111/ejed.70580
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: EJ1507231
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        Value: 10.1111/ejed.70580
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      – Text: English
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        PageCount: 13
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      – SubjectFull: Apprenticeships
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Dual Enrollment
        Type: general
      – SubjectFull: Career and Technical Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Models
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      – SubjectFull: Tutors
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      – SubjectFull: Expertise
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      – SubjectFull: Compensation (Remuneration)
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      – SubjectFull: Spain
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      – TitleFull: Apprentices' Satisfaction with Dual VET in Spain: A Comparison of Students' Satisfaction with Two Dual VET Models
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