Assessing the German Dual Education System: A Basis of Enhancing the Training Model of Shaanxi Polytechnic Institute

Xinyu Wang; Maria Virginia Kitan

doi:10.54097/t4hst471

Authors

Xinyu Wang
Maria Virginia Kitan

DOI:

https://doi.org/10.54097/t4hst471

Keywords:

Dual Education System, Vocational Education Reform, Work-Based Learning, Teacher Industry Engagement, Educational Policy Adaptation

Abstract

The German Dual Education System has long been regarded as an exemplary model for vocational education and training (VET). This study evaluates the implementation of the dual education system at Shaanxi Polytechnic Institute to identify strengths, weaknesses, and areas for improvement. Using a qualitative descriptive research design, data were collected through one-on-one interviews with teachers, students, and company managers involved in the "Order Class" project. Findings indicate that while the dual system at Shaanxi Polytechnic Institute follows a structured framework, significant challenges persist, including the misalignment of theoretical instruction with industry needs, inconsistent industry collaboration, and a lack of standardized evaluation criteria. Recommendations include strengthening industry partnerships, updating curricula to reflect industry trends, increasing the proportion of "Double Qualified" teachers, and enhancing teacher participation in enterprise work. These measures aim to refine the adaptation of the German dual system to China's vocational education landscape, ensuring the production of highly skilled and job-ready graduates. This study provides insights that can guide policy reforms and practical improvements in vocational education in China

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References

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