This volume has tried to explain why the German model of dual training, which combines school-based education and workplace training, has become an “export hit” of education policy transfer over the last two decades. The paradox is that, despite existing large research evidence on the impossibility of directly transferring the German model to other political and economic contexts (Maurer & Gonon, 2014; Valiente & Scandurra, 2017), more and more governments all over the world are trying to adopt the dual model in their home country in cooperation with governmental and non-governmental international actors (Euler, 2013; Maurer, 2019). To make sense of this paradox, contributions to this volume have addressed at least one of the two following questions: to what extend and how did the German model of dual training emerge as a global role model? And why are national policy actors attracted to its adoption in their own educational realities?. © 2026 selection and editorial matter, Oscar Valiente, Srabani Maitra, Philipp Gonon and Matthias Pilz; individual chapters, the contributors.
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