Dual education in high school: actors involved, scope and challenges in the Mexican context

Abstract

Dual vocational training at the upper secondary level in Mexico combines classroom learning with on-the-job experience in companies, targeting students in technological and vocational high schools. This study stands out for its original approach, integrating the perspectives of stakeholders with the systematization of the concrete experience at Conalep Tlaxcala, Campus 101. Through a descriptive-analytical qualitative analysis, based on regulations, reports, surveys, and recent literature, the benefits, scope, and limitations of the model are examined. The findings show that it strengthens technical and socio-emotional skills, improves employability, and promotes school retention. However, challenges remain in terms of coverage, social recognition, quality of tutoring, and financial support. The main contribution lies in highlighting the actual conditions of implementation and proposing contextualized improvements. It is concluded that the model has high potential, provided that tutors are professionalized, adequate conditions are ensured, and strategies are adapted to local contexts such as Tlaxcala.