Precise institutional supply pathways to address faculty shortages in German vocational schools

Abstract

This study aims to explore Germany's systemic experience in addressing vocational education teacher shortages, to provide insights for developing China's "dual-qualified" teaching workforce and tackling the global shortage of vocational instructors. Employing a literature analysis method, the research systematically examines Germany's institutional reform pathways since the late 20th century. The findings reveal that Germany effectively alleviated teacher shortages through an integrated institutional approach combining "entry system innovation-training system optimization-incentive system reconstruction". This approach formed a model vocational teacher supply system. However, the study also identifies persistent challenges within the German model: balancing vocational and academic values, coordinating short-term demands with long-term standards, and effectively integrating cross-state collaboration mechanisms. The conclusion emphasizes that continuous institutional optimization is necessary to address these issues.