Reference year 2026
Version 2026
Drafted by Guillem Salvans, Senior project manager at Fundación Bertelsmann - Member of Cedefop Community of apprenticeship experts for Spain
1Scheme history
Apprenticeships known as Dual VET were regulated in 2012. Approximately since 2014 all the Regions had Dual VET programmes in place.
In 2022, a new VET law introduced new changes in the schemes, notably the Intensive VET pathway (Formación profesional intensiva) which represents an apprenticeship scheme (see also the Spanish country fiche).
In Apprenticeships managed by Employment authorities (level C), the 2012 regulation allowed (Ex-novo) the possibility to implement apprenticeships through a new labour training contract.
In Apprenticeships managed by Education authorities (level D and E), the 2012 regulation introduced a new VET track by integrating more work-based learning.
2Beneficiaries
In apprenticeships at level C, the minimum enrolment age is 16. VET schemes run by Employment authorities are designed for both young people and adults.
In apprenticeships at level D, the minimum enrolment age by law is 15. At that age, enrolment is allowed in Basic VET programmes. The minimum enrolment age in Intermediate VET programmes is 16. The minimum enrolment age in Higher VET programmes is 18.
Although these VET schemes are designed for the young population, the average ages are well above the minimum entry ages.
Apprenticeships at level D are more developed in Higher VET; in this case, as mentioned before, learners are at least 18 years old.
In Apprenticeships at level C, average ages are also in the 18 to 24 range.
Data is available only for students in programmes managed by Education authorities, level D (basic, intermediate, and high).
In apprenticeships at level D, during 2023/2024 school year, a total of 60,018 students followed the apprenticeship itinerary.
As a comparison, a total of 45,612 were enrolled in the school year 2021/22, 37,828 in 2020/21 and 32,919 in 2019/20.
Source: Ministerio de Educación y Formación profesional
3Qualifications
Qualifications obtained from apprenticeships (level C, D, E) are included in the Spanish Qualification Framework (Catálogo Nacional de Cualificaciones Profesionales).
Basic programmes= Level 1 of the Spanish Qualification Framework Intermediate programmes= Level 2 of the Spanish Qualification Framework Higher programmes=Level 3 of the Spanish Qualification Framework
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
Apprenticeships managed by Employment authorities. Level C:
• Professional certificate programmes Level 1. ISCED 254
• Professional certificate programmes Level 2. ISCED 351
• Professional certificate programmes Level 3. ISCED 453
The certificates accrediting the set of professional skills are officially recognised as formal VET qualifications allowing access from one level to the next. The certificates can also be recognised by VET programmes managed by the Education authorities. The qualifications achieved through C-level programmes are part of the qualifications achieved in Level D.
Apprenticeships provided by Education authorities. Level D:
• Basic VET (lower secondary). ISCED 353 (Secondary level) □ Basic Professional Diploma
• Intermediate VET programmes. ISCED 354 (upper-secondary level) □ Technician Diploma
• Higher VET programmes. ISCED 554 (Tertiary level) □ Higher/Advanced Technician Diploma
These programmes lead to qualifications that are officially recognised as formal VET qualifications, each one allowing access to the next education level.
Since 2022, apprenticeships (so-called Intensive VET mainly in levels C, D) are a pathway available in the VET system, but students get the same qualification as through other pathways.
Students get the same qualification through the so-called General VET, which also include in-company training, although in a lower proportion than the Intensive VET pathway.
This situation was similar before the entry into force of the Vocational Training Act in 2022. The same qualification could have been obtained through other pathways (in apprenticeships managed by either Education or Employment authorities).
The formal qualification obtained through apprenticeships (Intensive VET) does not indicate the apprenticeship pathway.
In apprenticeships corresponding to level D, students who have obtained the Intermediate level qualification can access directly to Higher VET programmes.
Only higher-level VET gives access to higher academic education. Therefore, apprentices who have obtained qualifications from Higher VET programmes are eligible to access university degrees. In this regard, the corresponding degree (Higher Technician diploma) is already higher education (non-university), and gives access to Bachelor’s programmes under various limitations. These criteria refer to: final grade obtained in the studies completed or in specific modules/subjects; relationship between the curricula of the studies completed and the university degree, among others.
In addition, there is the possibility of improving the marks obtained in Higher VET programmes by taking part (partially) in the exam to gain access to university through academic pathways.
Apprenticeships in level C last typically 1 year.
Apprenticeships in level D last 2 years, and in some cases last 3 years.
4Governance
Participatory mechanisms are in place for apprenticeships in both levels C and D. These mechanisms ensure appropriate coordination between the national government and regional governments. In turn, there are also mechanisms that ensure the participation of social partners in both systems.
Regions play a key role in both schemes, as they have a wide margin of decision, and have the responsibility for implementation.
The General Council for VET (Consejo General de la Formación Profesional) is the national government advisory body on VET policy. It comprises representatives of national and regional public authorities as well as social partners.
However, there is no organization specifically designated for the coordination of Apprenticeships at the national level.
Social partners (business associations and trade unions) can support the development of new VET qualifications (which are also available through apprenticeships).
During the process of elaboration of a new qualification, they are consulted at various stages through the General Council for VET (Consejo General de la Formación Profesional) which is the regular advisory body for VET.
The National Qualifications Institute is responsible for updating the National Catalogue of Qualifications and for coordinating the whole process. Metodología de elaboración - Incual (educacion.gob.es)
At the same time, companies can lead initiatives to create new VET programmes and work together with national education authorities. Once this process is completed, the Spanish Ministry of Education and VET is responsible for designing new VET curricula.
National and regional Education and Employment authorities are responsible for implementing apprenticeships.
However, the 2022 VET Law recognised the co-responsibility of the VET Schools and companies to implement VET programmes, including apprenticeship ones. In this sense, it is expected that the roles of business associations, chambers of commerce and unions increase within the VET system in the coming years.
The 2022 law determines the framework for the participation of social partners in vocational training (Article 59). Social partners and intermediate bodies will have the following tasks:
-To promote company participation.
-To advice companies.
-To ensure coordination with authorities and VET schools at local and regional level.
-To promote networks of small and medium training companies to ensure learning outcomes for students.
The involvement of social partners and intermediate bodies has increased over the last period (2012-2022), especially in apprenticeship programmes.
The Spanish Chamber of Commerce manages its own programme for the promotion of apprenticeships, with advisory actions for smaller companies, among other work packages. This programme is implemented through the Chambers of Commerce at local level. Chambers encourage participation of companies. They also provide materials, training and information to the enterprises and to the company trainers.
• Vocational education and training (VET) is under the responsibility of Education and Employment authorities.
• The Ministry of Education oversees programmes that offer upper secondary, post- secondary and higher VET qualifications (level D and E), which can be also carried out in the form of apprenticeships.
• Employment authorities offer programmes to obtain a qualification corresponding to an occupational profile, which can be also carried out in the form of apprenticeships (level C).
• The National Qualifications Institute is responsible for updating the National Catalogue of Qualifications
• Following input from social partners, the Spanish Ministry of Education and VET is responsible for designing new VET curricula.
• Regions have a wide margin of decision, first on which schemes will be offered (Intensive VET-Apprenticeship) or school-based VET scheme (General VET that includes also a relevant part of in-company training), and then on specificities of apprenticeships, such as duration, share of workplace learning and possibility to offer incentives.
• VET Schools share the responsibility with companies for implementing apprenticeships.
Institutions providing Apprenticeships are mainly secondary schools (65.7% of total providers); in these schools, vocational provision and academic provision coexist. Spain also has post-secondary schools with an exclusively vocational provision (28.8%) and integrated VET schools (5.5% of total providers), that is, VET schools offering a broader range of VET provision, including levels A, B, C and D (for example, lifelong learning).
Source: Radiografía de los centros de FP en España, published by the Observatorio de la FP of CaixaBank Dualiza.
The main categories of VET teachers and trainers in formal VET are:
• secondary school teachers;
• technical vocational teachers (to be phased out);
• when necessary, experts in different professional sectors and in-company trainers (trainers/tutors involved in practical training modules at workplaces) can participate in training delivery.
IVET teachers must:
• hold a university degree (ISCED 6);
• hold a master’s degree (university master’s degree in teacher training);
• undergo an internship at an education centre;
• in public education, teachers have the status of civil servants, and need to pass a complex selection process to acquire such condition.
Source: https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/spain-u3
For more detailed information, you can also see Cedefop’s activities on VET teachers and trainers: https://www.cedefop.europa.eu/en/themes/vet-youth-teachers-trainers
In June 2025, Spain's Ministry of Education, Vocational Training and Sport (MEFD) launched a new quality framework for VET. This initiative aims to guarantee continuous evaluation of the system to ensure quality in the design of public policy. This includes a Common framework for assessment and quality assurance and a State system of indicators for the assessment and quality of vocational training which will guide systematic data collection and monitor the core actions within the VET system.
VET schools oversee apprentices’ in-company training under a mandatory agreement for each apprentice. VET schools have the authority to exclude the participation of companies when irregularities are identified.
In Spain there is no standardized examination or formal assessment to certify skills acquired in the workplace. Nevertheless, training companies assess learning outcomes of the curriculum, although the final grade remains the responsibility of the VET teacher.
At sub-national level, various regional employment services are responsible for implementing and monitoring traineeship and apprenticeship programmes and tailoring them to local labour market needs (level C apprenticeships, under the mandate of Ministry of Employment).
Regarding graduate tracking, a nationally standardized statistical database exists, enabling systematic monitoring of apprentices, including the number of participants, demographic characteristics, fields of training, and subsequent labor market integration. In addition, publications in certain regions may analyse specific outcomes, for example in Catalonia. Finally, sectoral reports, studies from educational agencies, or foundations can provide additional insights.
Under the framework of the new 2022 legislation, several evaluation mechanisms are in place, such as the State Indicator System for the Evaluation of VET Quality and a biennial review of the Vocational Training system, the first of which was published in 2025.
5Training at the workplace
The 2022 VET Law establishes that apprenticeships (Intensive VET) require training in alternation. At the same time, it defines the beginning of the placement in the company and details the possible intervals of this alternation. The law indicates that in periods of in-company training longer than 1 month, students must have contact with the VET school, due to follow-up purposes.
Finally, exclusive in-company placements of a duration equivalent to 1 year are to be considered as exceptions.
Source: Law 3/2022, article 67
The Law does not specify any distinction within workplace training.
The form of alternation is very flexible and depends mainly on regional regulation.
In this sense, there is a majority tendency in each region, although many regions allow many types of alternation. In addition, exceptions can be found within each region for specific projects, e.g. to adapt to the needs of local economic sectors. Schools have the autonomy to modify the alternation type according to specific projects and regional regulation.
In a 2-year Apprenticeship, the most typical form of alternation is to start the placement in the company in the second school-year, and to attend both the company and the school every week. However, in a limited number of regions the majority trend is in- company training in blocks of several months.
Apprenticeships in levels C, D and E must be linked to a VET qualification programme (VET diploma or professional certificate).
In level C, the scheme is implemented on the basis of the Employment programmes and students get an official certificate accrediting a set of labour skills.
In levels D and E, the scheme is implemented on the basis of the school-based programmes and students get a VET Diploma.
VET curricula include technical skills, transversal skills, emerging topics, design of concrete projects and optional training.
Within D level, regional differences and differences between Basic, Intermediate, and Higher programmes may emerge. These differences may affect the distribution of hours among the different subject blocks.
A typical distribution, in the case of Higher VET could be as follows:
Technical skills 72% of training time; personal skills (such as job search) 10%; digitalization, sustainability, and English 7%; project design 2.5%; optional training 4%.
The 2022 Organic law introduced modules on sustainability, digitalisation, and career planning.
Each person undergoing VET training (including apprenticeships) shall have a training plan, which, as a minimum, shall detail:
a) The pathway under which the training is to be carried out (General VET/Intensive VET).
b) The learning outcomes to be achieved in the company and in the VET school, specifying those to be developed in each or in both training venues.
c) The mechanisms for monitoring the in-company training.
d) The coordination, sequences, and duration of training periods in the company.
e) The measures and adaptations, when required, for persons with specific support needs for the development of their in-company training periods.
Law 3/2022, article 58
Companies participating in apprenticeships must provide a suitable learning environment (in line with the training objective of the programme), as well as appointing a company tutor. The new VET law establishes this in article 83.
There are no formal requirements to become a company tutor, the company tutor is a regular worker of the training company.
The company tutor collaborates with the VET school tutor to identify the in-company learning outcomes and to set up the in-company training plan for each apprentice. They participate in the apprentice selection process, and they welcome and mentor apprentices during their time at the workplace, ensuring a properly implementation of the training plan. In addition, the tutor monitors and evaluates the apprentice in cooperation with the VET school. VET Law, Article 61
In Spain, the training process in a company is mostly through learning-by-doing. In this context, there are no formal sanctions for employers not providing training at the workplace, but VET providers can end the cooperation with the training company if the activities the learner carries out in are not in line with his/her training plan.
6Contract and compensation
The basic provision of the 2022 VET Law is that apprenticeships are offered through a labour training contract, therefore apprentices are regular employees.
However, the national law foresees a transitional period (until 31 Dec 2028), during which apprenticeships in level D (managed by Education authorities) can alternatively operate under a grant agreement (beca). In those cases, apprentices are only students. At the moment, most of apprentices are students.
During this transitional period, Regions chose whether to link students through a grant agreement (beca) or a labour training contract. In many regions both possibilities coexist.
After 1 Jan 2029, all apprentices, including at level D need to be covered by the labour training contract and therefore have the status of employee.
Typically, an agreement among learners, VET school and companies is signed first to establish their cooperation.
Beyond this initial agreement, the learner and the company sign:
- a labour training contract (the regular provision of the 2022 VET Law); or
- a grant agreement (beca) during the transitional period (until 31 Dec 2028), only for apprenticeships in level D, depending on the choice of the corresponding Region
Two options apply:
1.Labour contract. The labour training contract is an employment contract that establishes specific requirements regarding training. Apprentices entering this contract are fully covered by the Spanish social security system, on the same terms as regular employees
2.Grant agreement. The grant agreement (beca) which remains an option only for the transitional period and only for apprenticeships managed by Education authorities at level D) is a formal agreement (not a labour contract). Apprentices are covered by the Spanish social security system, although they receive a lower level of protection compared to regular employees.
The labour training contract is a type of labour contract, so it must be registered with the Public Employment Service (Ministry of employment) and the Spanish Social security system.
Grant agreements are registered by the Spanish Social Security System (still an option until 31.12.28).
Apprentices are employees and receive a taxable wage in apprenticeships.
However, during the transitional period (until 1 January 2029) and only in apprenticeships level D and managed by Education Authorities apprentices may receive either wage (through the labour contract) or grant – in both cases paid for by the company and taxable.
The wage for labour training contracts shall be established in the applicable collective bargaining agreement.
In the absence of a collective agreement, the remuneration may not be less than 60% in the first year or 75% in the second year of the wage established in the collective agreement for the professional group and remuneration level corresponding to the functions performed, in proportion to the effective working time.
In no case may the remuneration be less than the minimum national wage in proportion to the effective working time.
In case of receiving a grant during the transitional period (an option only in apprenticeships level D apprentices until 1 January 2029), the amount is set by regional education authorities (different levels apply across regions).
7Financing and incentives
Companies pay the wage or allowance in apprenticeships
Subsidisation of the wage is possible, and quite frequent in apprenticeships corresponding at level C (managed by employment authorities).
Companies pay for the in-company training part of the labour training contract. Payment is established by collective agreements or national minimum wage and adjusted to the effective working time.
In apprenticeships at level D and during the transitional period (until 1 January 2029), students can sign a contract or a grant. Also in this second possibility, companies pay the grant to the student.
Social security costs are partially covered by the State. In the case of labour training contract there is a reduction. In the case of grants, social contributions are greatly subsidised.
Training funds are not used to finance apprenticeships.
For companies signing a labour training contract:
• Strong reduction on the company’s social contributions (75% - 100% depending on the company size).
• Compensation of the in-company tutor time.
• Reduction of social contributions in case of hiring an apprentice after graduation.
For companies signing a grant agreement (beca) with the student (still an option only during the transitional period and only for apprenticeships at D level):
• Strong reduction of company’s social security contributions
Beyond these incentives, Employment and Education authorities may reimburse part of the apprentice wage/grant costs. Such reimbursement is very frequent in apprenticeships at level C managed by Employment authorities and very rare in apprenticeships at level D managed by Education authorities.
Non-financial incentives are in place in the country, in different degrees of formality.
Campaigns are conducted to attract employers, but not on a regular basis.
Various agreements between the Chambers of Commerce and SEPE exist to promote apprenticeships.
Chambers and/or business associations play a key role in promoting apprenticeships. The country has a considerable number of Chambers of Commerce, and sectoral or regional business associations involved (for many years in most cases) in apprenticeships, although many more are still needed. The VET Alliance – a national strategy to involve the productive sector – expanded to include 181 companies in 2025.
There are a few platforms to post placements at local level (in the Barcelona Region, for instance)
Intermediate bodies can promote, and assist apprenticeships, advise and involve companies in training while acting as a link with VET school and regulators. At the same time, intermediate bodies can group small and medium-sized enterprises to implement apprenticeships, complement learning outcomes, and facilitate knowledge sharing and best practices among SMEs. These functions are stablished by law.
The leading employers' organisation (CEOE) developed and published a methodological and good practice guide for business organisations in partnership with the Bertelsmann Foundation.
Tutor training is conducted regularly in a few regions of Spain, while in others it takes place more intermittently.
Labour market prospectors assist companies and VET schools to launch their initial apprenticeship projects. They operate across most regions of Spain, under the oversight of regional education authorities, Chambers of Commerce, or business associations, depending on the region.