lnitial vocational education in Spain was created within the formal education system in 1970. During the reform process, in 1990, it has been acquired modern architecture. During the period from 1990 to 2002, a series of reforms took place in the country, the most important of which was the adoption in 2002 of the national law on education, the main provisions of which were agreed upon with all stakeholders - the main political parties, social agents, employers and trade unions. The law introduced the following key features of the vocational education system in Spain: a mandatory curriculum module for all students of vocational s implemented directly at the workplace; the same requirements for entry into higher education institutions for all searchers; active involvement of employers, representatives of trade unions, administrations in the process of developing of professional qualifi and vocational education curricula. The article provides a general overview of Spain's vocational education system in social and historical contexts. The institutional and legislative mechanisms, which ensure functioning of the corresponding system (functions of which are, in particular, the legislation of the management of the system of vocational education and training) are described. A general overview of the major reforms in the VET system in Spain is presented, which gives the reader a certain idea of the trends that have taken place over the years and indicate an increase in the prestige of vocational education and training. The current state of VET sphere development and some negative tendencies of recent years that are likely to endanger the consensus achieved over the past decades are described. The peculiarities of the training of teachers of vocational training in Spain and the institutional features of professional standards training and accreditation of professional qualifications have been identified.