Abstract
This study aims to show the inclusive nature of vocational education and training (VET) in Spain, with a specific focus on the participation of socially excluded and vulnerable groups in lifelong learning opportunities within education and the workforce. The political-institutional perspective emphasises that education is a pivotal mechanism for fostering social inclusion, aligning with global initiatives such as the fourth Sustainable Development Goal of the 2030 Agenda. The study addresses social exclusion in lifelong learning by using a prescriptive strategy. It focuses on the VET system and subsequent labour market transitions as a means of navigating social challenges. The study conducts a comprehensive literature review to identify indicators that measure the inclusiveness of VET in both educational and socio-occupational spheres. Vulnerable groups are identified based on the AROPE rate (at risk of poverty and or social exclusion), a well-established poverty risk indicator. The study analyses indicators related to participation in education and vocational education and training (VET), as well as the transition to the labour market, using official statistical sources. The results indicate that the VET system is adaptable and inclusive beyond compulsory education. However, limitations are observed in training choices based on VET level and attainment degree (completion rates). VET qualifications have been found to offer advantages for specific labour market groups, including women and foreign workers, while also revealing disparities in quality. The study emphasises the importance of taking a holistic perspective when monitoring these groups but acknowledges limitations in data accessibility. This research provides valuable insights into the inclusive nature of Spain's VET system, highlighting its adaptability and positive impact beyond compulsory education. Although data access limitations exist, the study calls for a more comprehensive approach to monitoring groups at risk of social exclusion and advocates for further development in understanding and addressing these challenges. This paper is a significant contribution to our understanding inclusive vocational education and training (VET), providing a basis for future research and policy development.
