橘逾淮為枳？德國雙元制高等教育之發展評析

Dual in Name Only? An Analysis of the Development of Germany’s Dual Higher Education System

1971年德國企業以享譽全球的雙元制職業教育為範本，創建職業學院；而後該辦學模式「斯圖加特模式」擴散至高等學校，進而創建雙元制高等教育體系。本文透過文件分析法，探究該體系之發展，並以職業教育為對照，評析其歷史發展、現況與趨勢。半世紀以來雙元制高等教育蓬勃發展，且參與機構已擴散至公私立不同類型高等學校，並發展出四種不同雙元制類型，其中最受關注的是初次職業教育階段的「職業培訓整合型」和「實習整合型」。雙元制高等教育肇始於斯圖加特模式，而後各邦因地制宜發展出多元化辦學模式，不僅出現了「混合型」雙元制，且「實習整合型」幾乎逐年遞增，而最能彰顯「雙元性原則」的職業培訓整合型卻逐年萎縮。再者，相較於職業教育詳備的法規範體系，雙元制高等教育為能靈活辦學，未制訂完備法規範，並使得下位法規範各行其是，甚至在統計數據上未納入職業學院。此外，職業教育的理論課程規劃都是為行會考試「量身訂做」，但雙元制高等教育的理論課程多是混班上課，導致越來越多學子需通過外部考試獲得職業資格。雙元制高等教育的肇建，雖以職業教育為藍本，但已發展出多樣化面貌、與後者相去甚遠，大抵可以用「橘逾淮為枳」來形容。

In 1971, German enterprises established vocational academies based on the internationally renowned dual vocational education and training (VET) system. This institutional model, commonly known as the Stuttgart Model, subsequently expanded into higher education and gave rise to Germany’s dual higher education system. Employing document analysis, this study examines the development of the dual higher education system and evaluates its historical evolution, current status, and future trends through comparison with the traditional dual VET system. Over the past five decades, dual higher education has experienced substantial growth and has expanded across a wide range of public and private higher education institutions. Four major forms of dual higher education have emerged, among which the training-integrated model and the practice-integrated model at the initial vocational education stage have attracted the greatest attention. While the Stuttgart Model served as the foundation of dual higher education, individual federal states subsequently developed diverse institutional arrangements in response to local conditions. As a result, hybrid forms of dual education have emerged, and the practice-integrated model has expanded steadily over time. In contrast, the training-integrated model, which most fully embodies the principle of duality, has gradually declined. Furthermore, unlike the comprehensive legal framework governing the dual VET system, dual higher education has developed without a fully standardized regulatory structure in order to maintain institutional flexibility. Consequently, lower-level regulations vary considerably across jurisdictions, and vocational academies are not always included in official statistical reporting. In addition, whereas theoretical instruction in dual VET programs is specifically aligned with occupational qualification examinations administered by competent chambers, theoretical coursework in dual higher education programs is often delivered in mixed cohorts. As a result, an increasing number of students must obtain occupational qualifications through external examinations. Although Germany's dual higher education system originated from the dual VET model, it has evolved into a highly diversified system that differs substantially from its vocational education predecessor. The findings suggest that the contemporary system has gradually moved away from the core characteristics traditionally associated with the dual principle, raising questions about whether the designation“dual higher education„still accurately reflects its institutional reality.