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[This] article discusses the educational policies that move the Spanish [vocational education and training] VET model from a school-based to a work-based approach, taking into account the history and cultural tradition that has shaped it throughout history. Firstly, it presents a historical analysis of the evolution of the vocational and educational system in Spain since its first years of formation. Secondly, it analyses the efficiency of the VET system in terms of enrolment, graduation and employment rates of graduates. Finally, it discusses the challenges that need to be tackled to bolster the vocational education structures: attract more students, engage social agents and improve quality outcomes.

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The aim of this study was to investigate the transfer of learning of professional competences from vocational colleges to the workplace context in vocational education. Concretely, the study examined the relations between the professional competences learned at school and the use and further development of those competences at the workplace during the practice module in vocational education programmes in Spain. The study analysed individual, educational design and work environment factors that facilitate or hinder transfer of learning. The study took a multidimensional approach to professional competences by observing four dimensions: hard-specific, hard-generic, interpersonal and intrapersonal. The data collection drew from a questionnaire administered to students of vocational education programmes after they had completed the practice module scheme. A moderation analysis was applied to observe the effect of individual, educational design and workplace factors on the relation between the competences learned at school and those used at the workplace. The findings showed that compulsory placement, school-work alignment, work-based supervisor, access to resources and task complexity are significant moderators between the competences learned at school and those used at the workplace. The study highlights the coherence between the school and workplaces and work environment characteristics as factors conducive to transfer of learning.

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The paper presents the results of a research about the influence of school and workplace features on the relationship between the learning of specific competences at school and the use of specific competence on the workplace during the 'practice module' in professional training degrees in Spain. The research draws on data collected through questionnaires and interviews to a sample of students, teachers and workplace-based supervisors of initial professional training courses. A moderator analysis was conducted to observe the influence of school and workplace features on the association between learning and use of specific competences. The results show that the perception of the coherence between school and workplace, a student-centred approach and some task features at workplaces where the 'practice module' takes place have a significant influence on the relation be- tween learning and use of specific competences.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 123.477. Show less