The number of foreign students in Europe is increasing, driven by rising youth migration, including unaccompanied minors. Ensuring their inclusion in the education system is essential for their future social and economic integration, as well as for building more inclusive societies.

In this context, the Basic Vocational Training Programmes (CFGB) in Spain, and their equivalents in Italy and Germany, are presented as potential pathways for the integration of migrant youth with interrupted educational trajectories, language barriers, or difficulties in adapting to and integrating into the mainstream education system.

This study presents a comparative analysis of the policies, structures, and practices associated with initial vocational education and training in three countries — Spain, Italy, and Germany — with the aim of identifying strengths, weaknesses, and opportunities related to the inclusion and integration of foreign students. This paper is developed within the framework of the project PID2022-140271OB-I00 funded by MCIN/AEI/10.13039/501100011033 and, as appropriate, by “ESF Investing in your future” or by “European Union Next Generation EU/PRTR”.

Through a documentary review of educational legislation, reports from international organizations and relevant literature, this study analyzes the main features of vocational training programmes in the three countries, with particular emphasis on access, equity, educational support, and the employability of students with migrant background.

This comparative analysis makes it possible to identify both strengths and weaknesses in each educational proposal. On the other hand, the importance of language support, teacher training in interculturality, and collaborative work with families is emphasized, as these are key elements for the real inclusion of foreign students.

In conclusion, this research offers recommendations to strengthen the integrative role of Basic Vocational Training Programmes in Spain, drawing inspiration from effective practices observed in Italy and Germany, with particular emphasis on improving educational inclusion, language support, connections with employers, and comprehensive socio-educational integration.

Keywords: Vocational training, foreign students, inclusive education.