Can an evidence-based Dual Vocational Education Model become policy in Azerbaijan?

By Ahad Kazimov, Regional Facilitator for Eastern Partnership

Dual vocational education and training (VET) systems combine classroom instruction with workplace training. These dual VET systems have proven to be highly successful in delivering positive results in several countries, such as Germany and Austria. Their effectiveness lies in strong cooperation between employers, vocational schools, and state institutions—resulting in modernised curricula, industry-trained mentors, and sector-specific skill development.

Collaboration between private companies and VET institutions within the framework of Dual VET helps modernise curricula, train mentors from industry, enhance practical skills of students, and establish sector-specific programmes. The system thus has the potential to build a competitive workforce, equip future professionals with contemporary practical skills, and achieve a diversified, knowledge-based economy.

These goals are very much in line with the aims and objectives of a country such as Azerbaijan. The challenge is how to translate the available evidence of success from other countries into national policy at home.

For Azerbaijan, which aims to build a diversified, knowledge-based economy, Dual VET can become a strategic policy instrument. The challenge here is how to transfer the evidence of successful dual system in Germany into a national policy framework that fits Azerbaijan’s institutional, economic, and cultural realities. This article examines how international evidence, particularly from Germany, can inform Azerbaijan’s next stage of policy development.

Background: The skills–policy gap in Azerbaijan

Azerbaijan faces a pronounced mismatch between the skills of graduates and the rapidly evolving needs of its labour market, particularly as the country diversifies beyond oil and gas and confronts the demands of the Fourth Industrial Revolution (American Chamber of Commerce in Azerbaijan, 2023).

In this context, the concept of Dual VET - especially in Technical Vocational Centers in Azerbaijan - can greatly facilitate the process of obtaining practical experience within important technical specialties. This has the potential to link business and vocational education institutions, boost youth employability, and support sustainable economic growth, advancing the country’s competitiveness in global markets (Strategic Roadmap for Vocational Education and Training in the Azerbaijan Republic, 2016).

However, there is still a big need to eliminate the gap between theory and practice in our vocational educational institutions. There is a strong need to introduce a mandatory dual vocational model concept - building on the experience and evidence of other countries - to achieve our own positive results.

Despite pilot initiatives, a mandated, system-wide dual VET policy was still not implemented in Azerbaijan. As a result, the theory–practice gap persists, employer engagement remains voluntary and inconsistent, and public perception of vocational education remains comparatively weak.

Germany’s dual VET system: evidence of impact

Germany’s Dual VET system remains a cornerstone of its education system, combining workplace training and apprenticeships (70-80% of time) with theoretical instruction at vocational schools (Euler, 2013; Heinz & Jochum, 2014). This model is credited with smooth school-to-work transitions, high youth employment rates, and a skilled workforce that meets industry standards (Hippach-Schneider et al., 2007; Brockmann et al., 2010).

With over 50% of German school leavers enrolling in dual programmes (Autorengruppe Bildungsberichterstattung, 2018), the system has been instrumental in the past 30 years in maintaining a low youth unemployment rate in Germany while fostering innovation in industries like engineering and healthcare. These outcomes underline the economic value of investing in dual vocational education.

The German Dual VET model also serves as a tool for social inclusion by providing opportunities for disadvantaged groups. In several G20 countries, reforms have introduced flexible pathways for learners to accumulate qualifications over time, improving access for marginalised populations (Dixit & Ravichandran, 2024). These efforts highlight the potential of the Dual VET model to promote equity alongside economic development in Azerbaijan as well.

One of the few counter arguments is that, while effective, the dual system is not immune to issues of social stratification. Research shows that access to high-quality apprenticeships can be limited for students with lower academic achievement or from disadvantaged backgrounds, potentially reinforcing social inequalities (Protsch & Solga, 2016).

What the evidence tells us: core elements that drive success

The Germany Dual VET model has therefore proved itself as a role model not only for European countries but for countries all over the world. However, success in transferring the German dual VET model depends on a solid understanding of how it works in practice and adapting core elements to the local context. 

A recurring theme is that the German dual system’s success is rooted in strong institutional frameworks and social partnership among the state, employers, and trade unions (Busemeyer & Trampusch, 2012). These partnerships ensure that curricula remain relevant to labour market needs, and that both practical and theoretical components are closely aligned.

The status of vocational education is another critical theme. In Germany, VET enjoys high social prestige and is seen as a viable alternative to university, largely due to strong employment outcomes (Brockmann et al., 2010). The German system also relies on significant employer investment and a robust infrastructure for training and assessment (Deissinger, 2015; Hoeckel & Schwartz, 2010).

In summary, the literature highlights that the German dual vocational education model thrives on collaborative governance, work-integrated learning, and employer-led skill development. Research further confirms the importance of aspects such as employer engagement, standardised assessments, and social dialogue (Euler, 2013; Alemán Falcón & Calcines Piñero, 2022).

For Azerbaijan, this shows the need to replace scattered initiatives with a clear, system-wide national policy.

Challenges for transferring the model to Azerbaijan

Despite providing a successful model, the research also suggests that its success in Germany is deeply tied to the country’s institutional ecosystem - strong social partnerships, decentralised decision-making, and cultural acceptance of vocational pathways, which many countries struggle to replicate. 

Many countries, including Azerbaijan, face challenges in mobilising similar levels of funding and building partnerships with small and medium-sized enterprises. They experience insufficient employer participation, a lack of legal frameworks, and negative perceptions of vocational education. 

Furthermore, whilst Azerbaijan’s 2016 reforms centralised governance under the State Agency for Vocational Education, improving consistency across programmes, rigid state educational frameworks risk overlooking regional needs.

While no peer-reviewed studies specifically address Azerbaijan’s dual VET challenges, insights from the literature reveal systemic barriers such as:

• Weak employer engagement: Unlike Germany’s mandated corporate role, Azerbaijani firms lack incentives to participate, leading to fragmented training (Qurbanova, 2020).
• Centralised curricula: Azerbaijan’s top-down VET policies limit regional adaptability, unlike Germany’s decentralised, employer-driven approach.
• Resource gaps: Underfunded schools and outdated equipment hinder practical training, critical for dual VET models implementation projects.

Implications for Azerbaijan: turning evidence into policy

As Azerbaijan looks to the future, the challenge of preparing a skilled workforce capable of driving economic growth and innovation has never been more urgent. A dual vocational education model is not just an alternative pathway but a critical engine for aligning education with the rapidly evolving needs of the labour market. By integrating classroom learning with hands-on experience in real workplaces, the dual model can equip Azerbaijani youth and adults with both the technical expertise and adaptable soft skills essential for tomorrow’s jobs.

Investing in dual vocational education is not just about filling current skills gaps; it is about building a resilient, future-ready workforce that can support Azerbaijan’s ambitions for economic diversification and global competitiveness. By placing dual vocational education at the heart of its education system, Azerbaijan can truly prepare its skilled workers for the challenges and opportunities of tomorrow.

Kravchenko et al. (2020) have analysed the adoption of dual professional (vocational) education models, focusing on Ukraine’s efforts to integrate international best practices, particularly from Germany and Austria. For Azerbaijan, these elements suggest that dual VET reforms must prioritise industry collaboration, modular curricula (e.g., manufacturing, ICT, tourism), and public campaigns to counter stigma.

The following seem to be the most urgently needed changes:

• Policy reforms must mandate and incentivise employer involvement in VET.
• Leadership in education should focus on building sustainable partnerships with industry and fostering innovation within vocational schools.
• Learning approaches must include digital skills, soft skills, and modular, competency-based curricula to prepare students for the future of work.
• Public perception campaigns are needed to elevate the status of vocational education and attract talented youth.
• Equity measures should ensure that marginalised groups have access to high-quality dual VET opportunities.

Azerbaijan now possesses both the evidence and the institutional foundation needed. What is required next is government commitment to shift Dual VET from standalone projects to a nationwide policy in which employer-led practical training becomes standard practice.

References

1. American Chamber of Commerce in Azerbaijan. (2023). Mismatch between education and labor market: Recommendations for businesses [Position paper]. https://ppl-ai-file-upload.s3.amazonaws.com/web/direct-files/51941095/74dc23c3-e334-4cd3-a6ff-e6c8f7b3be4e/mismatch-of-skills.pdf
2. Strategic Roadmap for Vocational Education and Training in Azerbaijan Republic. (2016). Approved by the Decree of the President of the Republic of Azerbaijan dated December 6, 2016. https://ppl-ai-file-upload.s3.amazonaws.com/web/direct-files/51941095/83053904-6e7e-4cf0-96c1-e1ebf5c0651c/strategic-road-map-on-VET.pdf
3. Euler, D. (2013). Germany’s dual vocational training system: a model for other countries? Bertelsmann Stiftung. https://www.bertelsmann-stiftung.de/fileadmin/files/BSt/Publikationen/GrauePublikationen/GP_Germanys_dual_vocational_training_system.pdf
4. Heinz, J., & Jochum, G. (2014). The emergence and development of the German dual vocational system: Between crises and praises. Ammattikasvatuksen aikakauskirja, 16(4), 9-27. https://journal.fi/akakk/article/download/113847/67152
5. Autorengruppe Bildungsberichterstattung. (2018). Bildung in Deutschland 2018: Ein indikatorengestützter Bericht mit einer Analyse zu Wirkungen und Erträgen von Bildung. wbv Media. https://www.bildungsbericht.de/de/bildungsberichte-seit-2006/bildungsbericht-2018/pdf-bildungsbericht-2018/bildungsbericht-2018.pdf
6. Dixit, P., & Ravichandran, R. (2024). The impact of vocational education on economic growth and development across the G20 countries. PSS Central Institute of Vocational Education (NCERT). https://ppl-ai-file-upload.s3.amazonaws.com/web/direct-files/51941095/26c3b21c-0761-45a5-8cab-aa1d6a95f376/The-impact-of-vocational-education-on-economic-growth.pdf
7. Busemeyer, M. R., & Trampusch, C. (2012). The Comparative Political Economy of Collective Skill Formation. Annual Review of Political Science, 15, 21-40. https://doi.org/10.1146/annurev-polisci-070110-122915
8. Hippach-Schneider, U., Krause, M., & Woll, C. (2007). Vocational education and training in Germany: Short description. Federal Institute for Vocational Education and Training (BIBB). Cedefop Panorama series; 138. Retrieved from https://www.cedefop.europa.eu/files/5173_en.pdf
9. Protsch, P., & Solga, H. (2016). The social stratification of the German VET system. Journal of Education and Work, 29(6), 637-661
10. Alemán Falcón, J., & Calcines Piñero, M. (2022). The internationalization of the German Dual Vocational Training System. Education Policy Analysis Archives, 30(57). https://doi.org/10.14507/epaa.30.6029
11. Brockmann, M., Clarke, L., & Winch, C. (2010). The Apprenticeship Framework in England and Germany: Perceptions of the Significance of Apprenticeship as a Route to Skilled Employment. Journal of Education and Work, 23(2), 133-143. https://doi.org/10.1080/13639081003627467 
12. Deissinger, T. (2015). The German dual vocational education and training system as ‘good practice’? Local Economy, 30(5), 557-567. https://doi.org/10.1177/0269094215589311
13. Kravchenko, O. L., Borisyuk, I. Y., Vakolia, Z. M., Tretyak, O. M., & Mishchenia, O. M. (2020). Models of introduction of dual professional education. International Journal of Higher Education, 9(7), 94-106. https://doi.org/10.5430/ijhe.v9n7p94
14. Gurbanova, I. M. (2022). Development of vocational education system in Azerbaijan and increasing its impact on employment [Doctoral dissertation, Azerbaijan National Academy of Sciences]. Institute of Economics of Azerbaijan National Academy of Sciences. https://ppl-ai-file-upload.s3.amazonaws.com/web/direct-files/51941095/e6578a68-49ca-4ca6-b5bd-a5a686fc6eb7/Development-of-Vocational-education-in-Azerbaijan.pdf