The German Dual Vocational Training System (Duales System) is globally renowned for its efficiency in cultivating a high-skilled workforce. While its structural and pedagogical strengths are widely studied, a critical yet under-examined facet is its intrinsic embedding of safety competence, which this paper conceptualizes as its "Safety Genes." These genes comprise a complex allele of legal frameworks, corporate responsibility, and a pedagogical culture that normalizes safety as a core professional virtue. This paper employs a historical-comparative analysis to deconstruct these elements within the German context, contrasting them with the evolving, yet often compliance-driven, safety education paradigm in Chinese Higher Vocational Education (HVE). It identifies a fundamental dissonance: China's approach often treats safety as a standalone knowledge set, whereas the German system integrates it as a habitual practice within the workplace learning community. Moving beyond mere comparison, this study proposes a critical localization framework for the Chinese context. It argues against simplistic transplantation and advocates for a synergistic model that hybridizes the rigorous, standard-based German approach with the scalability and digital adaptability of China's HVE system. The proposed pathways include the development of "Smart Safety Apprenticeships," the creation of industry-specific, tripartite safety competency standards, and the repositioning of safety from a technical skill to a foundational element of professional identity.

Dayang Zhuang. Research on the Sinicization of Germany's Vocational Education Safety Genes and the Localization Path of Safety Education in Chinese Higher Vocational Colleges. Frontiers in Educational Research (2025), Vol. 8, Issue 10: 168-171. https://doi.org/10.25236/FER.2025.081025.

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