Dual Vocational Education and Training (dual VET) has become an important educational model across Europe, although it is implemented in significantly different ways and remains a minority educational pathway in most countries. Previous research highlights that the capacity of dual VET models to resolve social and economic challenges requires a high degree of involvement and coordination of social partners. This article explores the role played by trade unions and employer organisations in the governance of experimental ‘dual VET systems’ under Southern statist skill formation regimes where social partners play a comparatively less institutionalised role in providing skill formation–namely, Greece, Portugal, and Spain. In doing so, the article draws on a systematic governance approach which distinguishes three governance levels (political-strategic, technical-strategic, technical-operation) and combines desk research (specialised literature, policy documents, institutions’ legal statutes, etc.) and fieldwork (key informant interviews). The article shows that the three countries have each developed some collective responses to ‘dual VET’ and, accordingly, cannot be assessed as strictly or exclusively statist governance models. At the same time, the article illustrates interesting cross-country differences across the three governance levels. © 2024 The Vocational Aspect of Education Ltd.
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