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 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. 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. History of dual education in Germany 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. This high level of coordination allowed for the development of public education programs and firm specific apprenticeships that are complementary and mutually reinforcing. Apprenticeship section As one part of the dual education course, students are trained in