Across the Commonwealth of Pennsylvania, more than 80 career and technology centers (CTCs) offer students an alternative pathway to success by combining rigorous academics with hands-on, career-focused learning. These centers are vital components of the state’s commitment to preparing students for postsecondary education, the workforce and active citizenship. While they share many qualities with vocational education systems worldwide, particularly Germany’s renowned Dual VET model, there are key differences in structure, implementation and industry integration. 

What are CTCs? 

Pennsylvania’s CTCs provide students with a blend of academic instruction and technical training, equipping them with the skills and knowledge necessary for a competitive job market. Approved by the Pennsylvania Department of Education (PDE), these programs serve thousands of high school students each year. Students typically begin attending a CTC in 10th grade and continue through graduation, either on a part-time basis – splitting their time between their home high school and the CTC – or on a full-time basis, receiving both academic and technical instruction on one campus. 

Students self-select into these programs, often maintaining rigorous academic schedules that include honors and Advanced Placement courses at their sending districts. CTCs offer programs in diverse career clusters such as Business and Information Technology, Communications, Construction, Engineering and Manufacturing Technology, Healthcare, Human Services, and Transportation. These programs integrate academic concepts with real-world application, allowing students to earn industry-recognized certifications and, in many cases, college credits through articulation agreements with postsecondary institutions. 

Industry connection and instructional excellence 

CTCs are deeply connected with regional business and industry partners. Advisory committees — composed of professionals in related fields — review and help update curricula annually to ensure students are learning relevant and up-to-date skills. Instruction is delivered by experienced professionals who not only bring subject-matter expertise but also understand the realities of the workplace. Classrooms are outfitted with state-of-the-art equipment and labs that simulate actual job environments, and many students participate in internships, co-ops or job shadowing to gain firsthand experience. 

Through these programs, students learn to apply core academic subjects like math, science, reading and communication in practical, meaningful ways. The result is a graduate who is not only prepared to enter the workforce but also ready for continued education and lifelong learning. 

How does this compare to Germany’s Dual VET system? 

Germany’s Dual VET system shares many of the same goals as Pennsylvania’s CTCs — career readiness, academic integration and industry-aligned training — but achieves them through a distinctly different approach. In the Dual VET model, students typically undergo an intensive interview process with potential employers. Once selected, they sign a formal contract with the company, effectively becoming an employee-in-training. Their vocational education is split between classroom instruction at a vocational school and hands-on training directly within the company. 

This immersion into the workplace is perhaps the most significant distinction between the two systems. Dual VET students learn their trade surrounded by professionals, with access to the full range of company resources and mentoring. They participate in actual workflows, adapt to company culture, and learn to collaborate within professional teams. Importantly, they receive a paycheck and often benefits, reinforcing their role as contributors rather than just students. 

In contrast, Pennsylvania CTC students are more likely to train in specialized labs or workshops on a school campus, often alongside peers rather than in mixed-age, real-world teams. While some have opportunities for work-based learning experiences, many only begin their industry employment after graduation and certification. The Dual VET model arguably offers a more immersive and authentic training experience, one that not only teaches the trade but also fosters organizational navigation and interpersonal competencies within a business setting. 

Both Pennsylvania’s CTCs and Germany’s Dual VET system provide high-quality, career-focused education, but they differ in execution and depth of industry integration. CTCs excel at blending academic rigor with technical skill development and offer a valuable pathway for students seeking careers or further education. However, the Dual VET model sets a high bar for industry collaboration and real-world immersion, giving students an edge in workplace readiness through direct engagement with employers from the outset. 

Key Insights and Takeaways 

The PSBA delegation identified several key lessons from the German Dual VET system that could potentially enhance Pennsylvania’s own career and technical education programs: 

• Stronger industry partnerships: German companies are integral to vocational training. Pennsylvania districts could benefit from more structured, statewide partnerships with industry leaders to co-develop curriculum, offer apprenticeships and align training with labor market demands. 
   

• Early career pathway decisions: German students begin vocational training earlier and with a clearer sense of their future careers. Pennsylvania might explore models that introduce career exploration and decision-making at an earlier age. 
   

• Cultural attitudes toward vocational education: In Germany, vocational training is viewed as a prestigious and practical alternative to university. Promoting a similar cultural shift in the U.S. could help reduce stigma around career and technical education and attract a broader range of students. 
   
• Integrated funding models: The delegation noted how Germany’s shared funding model — between government, employers and schools — supports a sustainable and cohesive system. Pennsylvania could investigate more collaborative funding mechanisms to support long-term program viability.