EUROPEAN EXPERICNCE IN IMPLEMENTING DUAL HIGHER EDUCATION

Abstract

It is found that in order to meet the requirements of the modern labor market, dual education, which combines academic training at the university with work experience in a company/organization, is gaining popularity in Ukraine. The necessity to study foreign experience of implementing this form of education is substantiated.

Regulatory documents, as well as the practice of implementing dual education at the European University of Dual Education and partner universities (Baden-Württemberg Cooperative State University in Germany, Institute of Advanced Industrial Technologies in France, Joanneum University of Applied Sciences in Austria, Malta College of Arts, Science and Technology, Mondragon University in Spain, John von Neumann University in Hungary, PAR University of Applied Sciences in Croatia, Savonia University of Applied Sciences in Finland, Koszalin University of Technology in Poland), are analyzed. The main advantages of the University's activities and areas of activity for the implementation of dual education are identified.

Three types of dual programs in Germany (practice-oriented, training-oriented, and career-oriented) are described. It is found that in France, students in the dual form of education develop new hard and soft skills that are measured and evaluated (individual skills, company work skills, scientific and technical skills). In Austria, in cooperation with stakeholders, the Federal Ministry of Economy, Energy, and Tourism is improving dual education through its continuous modernization (introduction of digital elements into well-known professions, modularity of dual education, incentives for training companies, cooperation between dual training applicants and experienced company employees (“training permeability”), etc.

At the same time, it should be noted that Spanish dual education has certain aspects that need improvement, in particular the regulatory framework. The same applies to Croatia, where there are certain difficulties with the differentiation of the concepts of “dual education,” “on-the-job training,” “apprenticeship,” and “internship,” which creates problems of compliance with European educational practices. The advantages of dual education in Poland, Hungary and Malta are highlighted.

Based on the analysis, recommendations for the effective implementation of dual education programs, which can be used to optimize dual education in Ukraine, are outlined.