Кәсіби білім беру және оқу жүйесі

System of secondary schooling incorporating vocational education

A dual education system combines apprenticeships in a company and vocational education at a vocational school in one course. This system is practiced in several countries, notably Germany, Austria, Switzerland, South Tyrol and in the German speaking Community of Belgium, but also for some years now in South Korea. In the Duales Ausbildungssystem, students can learn one of 250 (as of 2022) apprenticeship occupations (Ausbildungsberufe), such as Doctor's Assistant, Dispensing Optician or Oven Builder. The precise skills and theory taught are strictly regulated and defined by national standards: An Industriekaufmann (Industrial Manager) has always acquired the same skills and taken the same courses in production planning, accounting and controlling, marketing, HR management, trade laws, etc. Especially in southern Germany this model is also used for a special college system called Duale Hochschule. In France, dual education (formation en alternance) has gained a lot of popularity since the 1990s, with information technology being the greatest draw. The Dual Education system in France, also known as the "Alternance" system, is an approach to learning where students alternate between periods of academic studies and work experience. This hybrid model of education and vocational training is designed to give students both practical knowledge and theoretical skills, providing a comprehensive understanding of their chosen field. In South Korea, the German and Swiss dual apprenticeship system was studied and implemented by then President Park Geun hye to address South Korea's more glaring employment needs including tackling the country's high youth employment rate and as well as reforming South Korea's entire education system. Since the rise of Meister schools and modern reforms through the implementation of vocational education in the South Korean education system, graduates from vocational high schools have been successful in navigating through South Korea's highly competitive and sluggish job market as they possess relevant skill sets that are in high demand in the South Korean economy.

In Germany, the dual education system formally emerged after the passage of the Vocational Training Act of 1969. A description of its functioning and value is given in Pritchard (1992), It was significantly enhanced by reforms in 2005. Historically, vocational training was organized by the various guilds through apprenticeships, as their members sought to ensure that they had a talented labor pool to perpetuate their respective industries. The Vocational Training Act codified and standardized this system across Germany, serving as the foundation upon which the state, the private sector, and trade unions could effectively coordinate to deliver the dual system for a modern Germany. As a consequence, Germany has the lowest rate of youth unemployment in the European Union, and Austria has similarly low rates. Furthermore, the system effectively provides huge savings for firms on recruitment costs, as they are aware of and invested in the skills of potential hires. The model is unlikely to easily be adapted in other countries for a variety of reasons. Firstly, the high degree of success can be attributed to Germany's long historical culture of apprenticeships. This system was grown in Germany over a period of time under very specific conditions and cannot easily be adapted in other modernized countries. One important degree of the dual education system is the high standard of education provided by the German government in Germany. This allows apprentices to not only specialize early on but maintain the basic education needed to react flexibly in the future. Another important aspect is that in other developed or developing countries, large social problems exist which prevent the creation or minimize the effectiveness of a potential dual education system. High college costs and economic inequality mean that the local government must provide even more for certain individuals to succeed for the system to work. Finally, the long culture of apprenticeship makes sense in Germany but produces social stigmas in other foreign nations as it is seen as inferior as opposed to the traditional educational pathway.

Today's system of dual education in Germany functions by cooperation between small and medium companies. Cooperation is regulated by law and employers and trade unions are responsible for creating new training regulations. Since certificates are standardized across all industries, the dual education system ensures that apprentices receive the same training regardless of region or company. Employers trust the certificates since they provide evidence of an individual's knowledge. There is also a shared responsibility between the government, employers and trade unions which helps in responding to digital landscapes or changing job markets which impact how effective future employees may be in the future job market. Dual education was designed to make it easier for employers seeking new employees by allowing them to test potential candidates as apprentices and create a smoother flow for the hiring process. This is known as Continuous Vocational Educational Training, or CVET. Given the robustness of the systems in Germany, Austria, and other similar countries, dual education may help these countries adapt more quickly to ongoing economic transformation.