This article outlines the development of vocational training in Spain through the provisions of the major education Laws of 1970, 1990 and 2002. It discusses the extent to which vocational training has been introduced into the education system, i.e. has been converted into regulated vocational training, and how many pathways have been developed. The pathways are the result of the combination of tracks designed by education systems and social initiatives by individuals and social actors. In spite of the education reforms, the types of vocational training pathway retain a certain continuity
