THEORETICAL JUSTIFICATIONS FOR DUAL EDUCATION MODELS IN MODERN VOCATIONAL TRAINING SYSTEMS

Abstract

This article examines the theoretical foundations that justify the implementation of dual education models within modern vocational training systems. Drawing on human capital theory, constructivist learning theory, experiential learning principles, and socio-economic development frameworks, the study analyzes how dual education contributes to the formation of professional competencies and workforce readiness. The research also synthesizes international practices from Germany, Switzerland, South Korea, and Singapore to demonstrate how theoretical concepts are operationalized in high-performing dual systems. Findings indicate that dual education serves as an effective mechanism for reducing skills mismatch, improving labor market integration, and strengthening cooperation between educational institutions and employers. The article concludes that dual education is theoretically sound, practically validated, and essential for preparing a competent workforce capable of meeting contemporary economic and technological demands.