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Abstract
Abstract: The modern global economy increasingly demands that vocational training institutions (VTIs) produce graduates whose professional competencies are not merely declarative but demonstrably performative within authentic occupational environments. This article examines dual education not as an administrative policy initiative but as a strategic pedagogical model that fundamentally reconceives the formation of professional competencies through the systematic alternation of structured learning and supervised production activity. The central argument is that professional competency, as a multidimensional construct encompassing cognitive, procedural, and attitudinal dimensions, can only be fully formed within the conditions of real occupational practice rather than simulated laboratory settings.
References
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