The smart specialisation of countries and regions is one of the challenges at Spanish and European levels for their economies to become more competitive and sustainable in a global context. The aim is for regions to ‘be more specialised’ in order to become ‘smarter’, identifying their assets and strengths in terms of innovation and articulating priorities that concentrate their efforts in order to maximise results (REDIDI, 2021; European Commission, 2020; Foray et al., 2018). This concept of specialisation has been introduced in the European framework mainly through the Cohesion Policy (2014-2020), which has evolved into the current programme (2021-2027). In this programme, the role of talent has been strengthened as one of the key elements for the innovative process, not only in the scientific and technological field but also in the business and organisational field. Indeed, one of its specific objectives is to foster capabilities for smart specialisation, industrial transition and entrepreneurship (Fontana et al., 2023).

Within this framework of specialisation, the role of the Vocational Education and Training (VET) system in developing skills for absorhing and socialising of technological and organisational innovations is recognized. Thus, it is a catalyst for the acceleration of applied innovation processes in companies (Hazelkorn & Edwards, 2019), especially in Spanish SMEs. It is from a combined approach to innovation that includes both the DUI (learning by doing, using and interacting) and the STI (science and technology-based innovation) approaches (Jensen et al., 2007), that the specialisation of VET professionals becomes increasingly valuable.

The role of VET is strengthened because it is a key system for providing professionals to the surrounding enterprises, which can accelerate the transfer of skills needed to implement new technologies and/or systems in SMEs (Navarro & Retegi, 2018; Albizu et al., 2017). To identify how important is the VET system in fostering SMEs innovation process, two contextual factors must be taken into account: On the one hand, Spain has a moderate innovative performance, according to the European Innovation Scoreboard (European Commission et al., 2023), the specialisation of SMEs professionals can be a catalyst for improvement. The hybridisation of professional profiles and the specialisation of curricula and qualifications are key in this respect. On the other hand, more than 99% of the Spanish enterprises are small and medium-sized.

The most recent normative developments in Spanish VET, the Organic Law 3/2022, of 31 March, on the organisation and integration of Vocational Training (BOE, 2022) and the Royal Decree 659/2023, of 18 July, which develops the organisation of the Vocational Training System (BOE, 2023), propose different mechanisms for VET specialisation. These are the so-called ‘specialisation courses’, the curricular innovation in the basic provision of the different levels of VET, the development of applied innovation projects, the specialisation of vocational training centres, the creation of integrated centres (providing both IVET and CVET), and the creation of smart specialisation networks, among others. In this paper the novel VET figure of the “specialisation courses” is analysed in the context of smart specialisation from a territorial and business perspective. It is important to point out that specialisation courses are an innovative lifelong learning tool that facilitates the professional development of VET graduates.

The aim of this paper is to present a case study of an emerging innovation in the design and format of vocational training curricula in terms of specialisation. The methodology used is both qualitative and quantitative. On the one hand, the figure of specialisation courses is analysed through a review of scientific literature that combines studies of innovation and specialisation in vocational training systems, highlighting the Smart Specialisation approach (Albizu et al., 2017; Hazelkorn & Edwards, 2019; Navarro & Retegi, 2018; Rosenfeld, 1998; Toner & Wolley, 2016). Subsequently, a normative documentary analysis is carried out at the Spanish level around the figure of ’specialisation courses’ in the Spanish strategic and planning framework (BOE, 2023; 2022). On the other hand, a quantitative analysis of the development of specialisation courses and the attraction of professionals is carried out, using data from both the Spanish Ministry of Education and Vocational Training (2023) and the CaixaBank Dualiza VET Observatory (2023). To this end, the enrolment is analysed in terms of occupational fields and other variables such as educational levels, occupational groups, gender and age. It also examines the main competence focuses of the specialisation courses, from the main forms of innovation (STI/DUI) (Jensen et al., 2007). Finally, it is relevant to highlight the novelty of this study, and its initial character, given the lack of data on the efficiency and effectiveness of educational and employment outcomes up to now. Therefore, in the future it is necessary to evaluate the results of the scope of the figure of specialisation courses, and the innovative effect in their immediate environment, mainly in SMEs. It would also be necessary to evaluate the results of specialisation courses in terms of labour market insertion in the short and medium term. Although the scientific literature points out to their positive effect in terms of skills transfer, which accelerates the absorption of new technologies in small and medium-sized enterprises, the promotion of product and process innovation through specialization courses requires a more in-depth analysis.

- Technologically-based competence sophistication: The analysis shows that the specialisation courses are focused on increasing the level of competence regarding 4.0 Technologies and related digital systems of Intermediate VET graduates and, especially, of those from Higher VET. Therefore, specialisation is taking place primarily in technology-based professional families (STEM) and with a strong industrial component. - Orientation towards applied innovation, mainly procedural innovation: Applied innovation is the main focus of the specialisation courses offered, including both product and process innovation, both of which are highly relevant for Spanish SMEs. - Higher participation in specialisation courses in the moderate innovating Autonomous Regions: Those regions considered as moderate innovators have a higher enrolment in specialisation courses than those territories that are strong or emerging in innovation. - Gender gap: As women are under-represented in the enrolment in occupational groups with a strong technological and industrial component, the same is true for the enrolment in specialisation courses. - Need for balance between training cycles and specialisation courses: The debate on the balance between polyvalence and specialisation of Intermediate and Higher VET Levels, and their convergence with specialisation courses, arises. Moreover, the cross-cutting nature of certain technologies raises the question of whether the creation of hybrid courses could provide balance of versatile and specialised skills in VET training. This is relevant only around 33% of the professional groups have developed specialisation courses. - Need for impact evaluation of specialisation courses: There is a need to evaluate the results of the scope of specialisation courses, and the innovative effect on their immediate environment, mainly SMEs. It would also be necessary to evaluate the results of specialisation courses in terms of job placement in the short and medium term.

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