To understand how dual vocational education differs from dual vocational training, it is necessary to clarify what the mysterious but now fashionable word “dual” means. Let's try to understand its meaning through a selection of synonyms. For example, such as “double-sided”, “double”.

Speaking about dual vocational education, we mean the presence of two sides: educational institutions that provide modern theoretical professional knowledge to their wards, and enterprises where they receive invaluable specific practical skills and abilities.

Such education is already practiced in the Moscow region, Perm, Krasnoyarsk territories, Nizhny Novgorod, Vologda and other regions.

The experience is very interesting and promising. Vocational educational institutions train students in accordance with the specific requests of employers. Students receive theoretical knowledge within the walls of educational institutions, but practical skills - at the enterprises of interested employers. Moreover, much more time is allocated for practice (about two-thirds) than for studying theory.

What is so attractive about this experience? Specificity. The theory is immediately supported by practice. They are trained as specialists for specific positions, and undergo practical training at their future workplace.

What other advantages of dual education?

The company is actively involved in training the necessary personnel in accordance with its requirements. The state does not waste time and money on training impersonal specialists. Students study in two places at once: in an educational vocational institution and in a real enterprise, which strengthens their desire to engage in their chosen business.

By the end of the training, the young worker is professionally competent, involved in a certain production, the future place of work is native, familiar, and understandable to him. He knows what, how and when to do, and is motivated to do successful, high-quality work. The work schedule will not be new to him. He understands the enterprise infrastructure and is familiar with the corporate culture. The team is well known, everyone knows them, so they are not afraid of stressful situations or conflicts. Entering the position also does not require time. A mentor - an employee of the enterprise - will always help and advise.

Theory is no longer divorced from practice and does not prevail in the learning process as before.

Dual vocational education allows you to avoid graduating impersonal specialists, who then need to be further trained on the job, wasting precious time on this, which as a result negatively affects the efficiency of the enterprise as a whole. That is, they do not need time to adapt.

The ranks of young specialists, either unemployed because they cannot find a job, or working outside their profession, are not being replenished.

The student feels responsibility to the enterprise, feels interested and cared for by the future employer. This gives rise to motivation for quality training, loyalty, and dedication to the enterprise and profession.

During real, adult work in real production, a strong, confident, purposeful personality is formed.

As a result, a school graduate grows into a real specialist, passionate about his work, who is not only professionally trained, but also professionally educated.

Dual vocational education cannot be replaced with vocational training. You can train (“coach”, train) anyone and anything, you just need time, the mentors have pedagogical skills and patience.

Professional education is a more capacious concept. This is not only mechanical training in certain skills and abilities, but also the formation of beliefs, attitudes, the ability to creatively use the acquired knowledge, the desire to continuously improve qualifications, and see professional prospects.

This also includes the education of a versatile personality with a developed, broad outlook.

An educated person is a person who has not only mechanically acquired certain experience, knowledge, and skills that they tried to impart to him, that is, trained, but also a thinking, independent, creative person who does not stop there.

A trained person is a performer, and an educated person is an innovator, a creator who keeps up with the times.

Dual vocational education allows you to prepare educated (and not just trained) creative, qualified vocational and technical personnel who begin working in full force immediately after training.

Education >> Bilingualism

“Partner” No. 9 (240) 2017

Dual education in Germany: pros and cons

Dual education: pros and cons

Higher education

Natalia Kudelya (Heidelberg)

Dual education is a type of training in which students acquire theoretical knowledge at the university, and practical knowledge at the workplace in an enterprise. In total, there are about 1,500 dual programs in Germany, which corresponds to approximately 4% of all specialties in the country. A prerequisite for admission to the dual program is one of the following documents certifying receipt of secondary school education: Abitur, Fachhochschulreife, fachgebundene Hochschulreife, in some cases Meisterprüfung.

There are two types of dual education: Studium mit vertiefter Praxis (also called praxisintegrierend) and Verbundstudium (or ausbildungsintegrierend). In the first case, graduates receive a bachelor's degree and practical work experience. In the second case, students additionally acquire a profession (Berufsausbildung) by passing an exam at the Chamber of Commerce, Industry or Crafts (IHK/HWK) during their studies.

The dual system has a number of advantages compared to traditional university studies, which is why its popularity is growing all the time. In this article we will look at both the pros and cons of dual education.

Limited selection of dual programs

Not every specialty can be studied dually. The supply is dictated by the industry: the higher the shortage of specialists in a certain field, the more dual specialties in this area. For this reason, it is impossible to study, for example, German studies or history dually. Most offers can be found in the field of engineering, computer science, and business administration. Recently, more and more proposals have also appeared in the social and healthcare spheres (for example, occupational therapy, geriatrics). The most popular sites on which all dual specialties are presented are duales-studium.de; http://wegweiser-duales-studium.de and ausbildungplus.de.

Dual specialties are most common in the federal states of Bavaria, Baden-Württemberg and North Rhine-Westphalia. When looking for a suitable dual program, you should pay attention to the offers of universities of applied sciences (Hochschule für angewandte Wissenschaften), since classical universities (Universität) offer dual training very rarely. Students interested in a particular specialty can look on the website of the chosen university to see which companies the university cooperates with. Or, on the contrary, if you have an interest in a particular company, you can find out whether it offers a dual program and which universities it cooperates with. You need to start by submitting your resume to the company, and after signing a work contract, you can submit documents to the university.

High competition

Dual education is quite popular in Germany, and getting a place is not so easy. You will especially have to compete for a place with large well-known companies, since their competition is very high. For example, in 2016, 113 applicants applied for one dual position at Adidas. You must apply one year before graduation. You can quickly get a job only in small and medium-sized enterprises.

Small firms are also a good option, as many of them have an international focus and are often world leaders in their field of activity. After receiving a place and signing an agreement, you can apply for your chosen specialty at the university. You should be careful here, since the requirements and deadlines for submitting documents to the university vary from university to university.

Salary from the first day of school

Dual students receive a salary from the first working day, both during practice and during theoretical training at the university. The salary depends on the size of the company, specialty and industry. Thus, large concerns, as a rule, pay higher salaries than medium-sized enterprises. Students majoring in economics earn more than students majoring in engineering and social sciences. Salaries in trade are higher than in healthcare.

On average, in the first year of study the salary is 700-1,000 euros per month. Students who study Ausbildungsintegrierend receive the same amount as regular Auszubildende. Salaries increase every year of study.

Practical work experience

During their studies at a university, dual students acquire not only theoretical knowledge, but also practical experience. In total, at least 12 months are spent on practical training at the enterprise, in some cases the practical part is 18 months or more. Practice time can be distributed in completely different ways. In some cases, students go to lectures 2 days a week, and work at the company for the remaining 3 days, and after completing the Ausbildung, they then go only to lectures. Sometimes you need to first complete a 12-month Ausbildung, followed by a theoretical part and ending your studies with another 10-month job in a company. There is also an option when students study for 3 months and then work for 3 months, and this is how the entire study takes place in turn. In general, studies last 4-5 years.

Throughout their studies, dual students have the opportunity to gain experience in many departments of the company. Thanks to this, by the end of their studies they already know exactly which department they are most interested in working in and where exactly they want to work upon completion of their education. This is a huge advantage over non-dual students, who often find it difficult to decide on their future specialization.

Dual students have to study and work at the same time, and this is not easy. During work, they are required to comply with the dress code, carry out instructions from management, report for the work done - everything, like ordinary hired employees. During the theoretical part, students also cannot relax, since their studies at the university follow a strict plan. In addition, the enterprise is often located in another city, not where the university is, and then a lot of time is spent on the daily journey to the place of practice. In general, the workload is very high - work and study often take much more than 40 hours a week.

There is little rest during the holidays either: instead of a 6-month vacation, dual students only have vacation; it is 24-30 days a year. To cope with such a load, students cannot do without such personal qualities as high motivation and self-organization. On the other hand, dual students have a fairly stable lifestyle throughout their studies: they do not need to look for part-time work like other students; they know what salary they will receive at the end of the month, as well as when and how many days a year they have vacation - all this is initially stipulated in the work contract.

Excellent career prospects

Companies that have invested financial and time resources in training dual students are interested in graduates remaining to work for them after completion of their studies. Sometimes employers even oblige their graduates to work for some time after studying. Students who violate this clause of the contract and leave the company before the agreed time are required to pay monetary compensation to the company.

Most often, graduates are also interested in having their work contract extended. After all, in this case they will not have to waste time looking for another job, and then learn new job responsibilities and get used to the new team. On average, over 70% of all dual program graduates remain in the company where they completed their dual training. According to statistics from the consulting firm Deloitte, in 2015, 7% of dual students not only remained working in “their” company, but also immediately received the position of head of a department.

If the company is not interested in hiring a dual student after graduation, such a graduate can easily find another job thanks to the acquired practical experience. In addition, graduates can continue their studies at a master's degree, but this rarely happens, since dual education initially has other goals.

In summary, I would like to emphasize that the muzzle system is suitable, first of all, for people with a very high degree of determination, organization and flexibility and requires a lot of endurance and motivation throughout the entire training. But having gone through this difficult path, you can count on a decent salary and excellent career development.

MAIN ISSUES CHARACTERIZING DUAL TRAINING IN THE RF

What is meant by dual education?

“A set of measures aimed at improving the system of secondary vocational education for 2015-2020”, approved by Order of the Government of the Russian Federation of March 3, 2015 No. 349-r, provides for “the consistent introduction of a practice-oriented (dual) training model in secondary vocational education "

Essential characteristics of practice-oriented education that distinguish it from all other types of education:

• the source of goal setting is the request of the economic sphere (which is considered as the core of “social practice”, understood in a broad sense) for qualified personnel of a certain level and qualification profile;
• developed mechanisms of social partnership (involvement in the activities of professional educational organizations of representatives of the economic sphere - direct customers, consumers and beneficiaries of the results of practice-oriented education);
• the primacy in the educational process of practical forms of training, focused primarily on the formation of specific, standard and standardized skills and abilities (within the framework of the implementation of specified professional functions);
• predominant use in the pedagogical process of standard and technological forms, techniques, methods and teaching aids.

There are “narrow” and “broad” meanings of the concept “dual education (training)” that have developed in the Russian Federation.

In a narrow sense, dual training is a form of organization and implementation of the educational process, which implies theoretical training in an educational organization, and practical training in an employer’s organization.

Dual training in the narrow sense practically coincides with the form of organizing practice in the workplace within the framework of an educational program. This form, as a rule, implies interaction between a professional educational organization and the employer’s organization and does not lead to changes in the vocational education system at the level of the entire subject of the Russian Federation.

In a broad sense, dual education is an infrastructural regional model that ensures the interaction of systems: forecasting personnel needs, professional self-determination, vocational education, assessment of professional qualifications, training and advanced training of teaching staff, including mentors in production. The relationships between the parties are regulated by a flexible consensus, collegial management system. Each system influences the development of the other and one cannot exist without the other.

It is the integrity and at the same time distribution of the functions of the participants that ensures the effectiveness of the dual model of training (education).

The development (updating) of the basic professional educational program should be carried out jointly by representatives of employing organizations and professional educational organizations. Development or updating requires the creation of separate working groups that closely interact with each other.

It is important to follow the sequence of steps of the algorithm: from determining the results of mastering the educational program to assessment procedures and assessment tools, only then to the formation of the actual content and structure of the program. Understanding the goals (results) and how to verify them makes it possible to build a program in the most optimal way. At the same time, the formation of the structure of the program (composition of professional modules, academic disciplines) and its content is carried out according to the principle “from the reverse”: first, the types of work (practices) included in the modules are determined, then the composition and content of the MDK by module, and then the composition and content of disciplines. The content of a professional module should ensure the principle of synchronization of theory and practice, and the content of academic disciplines should “support” and prepare for the development of modules. In the process of forming the content of programs of professional modules and disciplines, a redistribution of educational material occurs: everything special, professionally significant is included in the modules, general professional issues are covered in the content of the disciplines. It is important to understand that the entire content of the program should be aimed at achieving learning goals - mastering professional and general competencies that determine the qualifications of graduates.

Compliance with the algorithm makes it possible, in the process of developing an educational program, for a joint working group to discuss the conditions for the implementation of the program, distribute areas of responsibility for the implementation of individual elements of the program, which leads to a justified, expedient construction of the curriculum and academic calendar.

Priority in building a basic professional educational program using elements of a dual form of education is the achievement by graduates of the qualifications required by the employer. This is the goal of network interaction between the parties, to ensure which, taking into account the specifics of production, it is determined what kind of teaching staff (including enterprise employees), equipment, infrastructure for conducting practices, what the calendar educational schedule, curriculum and content of its constituent disciplines and professional modules should be.

Theoretical and practical tasks for certification in the professional module and for assessing learning outcomes are compiled by a joint working group of experts from a professional educational organization and an employers' organization.

The practical part of the exam can take place as part of industrial practice. In this case, it is necessary to provide an expert assessment of the student’s performance of a certain task with the preparation of an appropriate protocol, which will be included in the student’s portfolio. The examination committee includes representatives of a professional educational organization (it is the organization that is responsible for organizing certification) and representatives of employers' organizations. It is advisable to provide for an “independence effect” - to include in the commission teachers, college industrial training masters and industrial mentors who did not teach these particular students.

See more details. - Moscow, 2015, pp. 23-25

· How is students’ work organized on coursework and diploma projects?

Obviously, the fundamental difference is twofold. First, the topics of coursework and diploma dissertations are related to specific technological and production processes, types of work of a particular enterprise and programs of professional modules of the BOP. The topics are developed jointly by a professional educational organization and an employer organization.

Coursework and theses are supervised by both college teachers and employees (mentors) of enterprises. The defense also takes place before a commission, which includes representatives of both organizations, and independent (who did not train or manage the work or projects) experts must be invited.

All features of the organization of this work are fixed by local regulatory legal acts of the educational organization.

When answering this question, you need to pay attention to the following: a training center (production and training unit) must be created at the enterprise. This department employs employees with different functions and levels of pedagogical training. Modern domestic and foreign experience makes it possible to talk about the existence of a typology and classification of qualifications and competencies of mentors in accordance with the characteristics of the professional activity for which they prepare their students. Mentors can be divided into those who directly teach and those who organize the learning process and interact with other organizations, including educational ones.

A mentor-organizer of training at an enterprise can conduct introductory classes, practical classes similar to classes in a college, with a group of students (10-15), and then they disperse to their workplaces, where each of them has their own mentor. This is ideal. If this is not possible, then the desirable option is 2-3 students per mentor. At the same time, the pedagogical and methodological training of such mentors is minimal (basic). The mentor-organizer also interacts with them and helps to competently organize student learning.

· What are the criteria for selecting Mentors at an enterprise and how to motivate them to work with students?

Since there is no document at the federal level establishing such requirements and measures, in each of the pilot regions and at different enterprises these issues are resolved in their own way. As part of the project, based on discussions with expert participants in the project, a draft document “Model Regulations on Mentoring” was prepared, which answers this question from the point of view of the best practices of the project “Training of workers who meet the requirements of high-tech industries based on dual education” .

For more details, see. - Moscow, 2015, pp. 110-113

· What kind of training (advanced training) do mentors, teachers of the educational center, and industrial training masters undergo? Recommended programs.

Modern domestic and foreign experience makes it possible to talk about the existence of a typology and classification of qualifications and competencies of mentors in accordance with the characteristics of the professional activity for which they prepare their students, and, as a consequence, about the differences in requirements for the level of education.

The activities of a mentor are not limited to training workers. It is necessary for technicians and technologists, engineers, etc. It is possible to teach not only certain actions and operations in the workplace, but also research, design, and engineering activities.

However, speaking about the psychological, pedagogical and methodological component of mentor training, we can highlight competencies that are equally necessary for everyone, as well as for college teaching staff. Among them: competencies in the field of pedagogical design; creating a practice-oriented educational environment; support for professional self-determination of students; formation and assessment of competencies; organizing independent work of students; ensuring individual educational trajectories for students. The mentor training program can be divided into five main sections:

1. Vocational training: goal and means of achieving it
2. Assessing the results of mastering professional activities
3. Vocational training design
4. Organization and conduct of vocational training
5. Documenting the process and results of the activities of the industrial training master and mentor in production.

Work on the program and educational and methodological complex is currently being carried out by the Center for Vocational Education and Qualification Systems of the Federal State Autonomous Institution “FIRO”

In his Address to the Federal Assembly in December 2014, President of the Russian Federation Vladimir Putin set the task: by 2020, to provide training in the 50 most in-demand professions based on world standards and using modern equipment.

At the opening of the meeting of the Russian-German working group on vocational education within the framework of the Business Program of the III National Championship of Professional Excellence according to WorldSkills standards, which took place on May 21, 2015, Natalia Zolotareva, Director of the Department of State Policy in the Field of Workforce Training and Additional Vocational Education of the Ministry of Education and Science of the Russian Federation said: “Currently, a set of measures has been developed to develop practice-oriented training, and all regions, regional chambers of commerce and industry, and key Russian enterprises have begun to implement it.”

Rapidly developing scientific progress makes both the economic machines of the state and the more inert “helping parts” - education and legal support - move faster. The objective question remains the same: does education work for itself, for the individual development of a young person’s personality, or to help the country’s economy?

The answer to this question varies depending on the priorities in the economic policy of the state. If at the beginning of the 21st century the main thing was the individual development of the personality of each young person, now the economy’s need for qualified personnel for the technological renewal of many industries dominates.

Resolving personnel issues is vital for the real sector of the Russian economy. This is given great importance in the work of the Agency for Strategic Initiatives (ASI). Ekaterina Loshkareva, head of the monitoring department of the National System of Competencies and Qualifications of the “Young Professionals” direction of the ASI, said that the Agency, in cooperation with relevant ministries and employers’ associations, is currently discussing the issue of developing a regional standard for staffing economic development.

Innovative transformations of the Russian economy provide for the creation of the most attractive climate for investment - domestic, and especially foreign. The issue of attracting foreign capital to the country's economy is especially acute during the period of recovery from the economic crisis.

Reference. According to REGNUM news agency, the rating of investment attractiveness of Russian regions, compiled by the Agency for Strategic Initiatives for July 2015, was headed by the following regions: the Republic of Tatarstan, Kaluga, Tula, Belgorod, Tambov, Ulyanovsk, Kostroma, Rostov regions, Krasnodar Territory, Chuvash Republic, which included in the top ten rankings. But the most serious breakthrough, based on the results of the first year of the rating, is observed in Moscow, St. Petersburg, Leningrad and Vladimir regions - regions with an investment attractiveness rating of 1A, which means “high potential - minimal risk.” And the personnel component is one of the key criteria for rating investment attractiveness. The most attractive for investors remain the raw materials sector, industrial production and transport. Investors also point to heavy manufacturing, automotive, consumer goods and infrastructure as drivers of future growth.

When interviewing German experts who oversee investments in Russian enterprises, there are several reasons that complicate international investment. One of them is the lack of qualified personnel at the engineering and mid-level technical levels. The first thing an investor looks at is the supply on the labor market and the dynamics of this supply.

At some enterprises, the practice of closing the labor shortage with the help of migrants has spread. The way out of the situation is dubious: workers from abroad rarely have the necessary qualifications, and employers lose interest in improving the technological process and working conditions. The authorities urge businesses not to hire foreigners, but to cooperate more actively with local educational institutions, develop their material base and more actively cooperate with students.

Dual education

In Europe, a “dual education” system has been developed and is successfully operating, which combines theory training within an educational institution and training at an enterprise. This system is different from the usual production practice because it is built into the training system: three days a week - study at a technical school (practical academy) or university, two days - at an enterprise, or vice versa. Germany is the undoubted leader in solving personnel problems in production; at the state level, these problems are solved already at the level of career guidance for schoolchildren in the secondary stage of education (schoolchildren aged 12-14 years).

It cannot be said that this topic is completely new for Russia. For example, medical universities have long had classrooms in clinics, and clinical disciplines are taught directly in hospitals and clinics, without separating theory and practice.

The participation of enterprises in the fate of students (a place for practice and the creation of a thesis, and then a vacant place of work) is also not something revolutionary, this is how targeted training works, when the applicant first enters into an agreement with the enterprise, and then, with any scores, enters a technical specialty and receives a scholarship from the enterprise and other preferences.

It is appropriate to recall the Soviet period of Russian education. Already starting in 1920, a network of factory apprenticeship schools (FZU) was formed in Russia to provide workers for the reviving industry and industry. FZU schools operated at large enterprises to train skilled workers and were the main type of vocational school in the pre-war USSR.

There is ongoing debate about the return to higher education of the institution of distribution and the three-year status of a “young specialist”, which were characteristic of Soviet-era education.

Education in Russia has been reforming in accordance with the Bologna system for many years, and much has been achieved, but the usefulness of the efforts of the education system for the economic development of the country is questionable - replenishing manufacturing enterprises with young qualified personnel remains problematic.

Now, during the period of technological transformation and re-equipment of production facilities, enterprises value highly qualified specialists who can work on the latest foreign equipment, worth their weight in gold.

Unfortunately, when hiring, experience is primarily taken into account. Not education, but practical work experience, which a university graduate has zero. That’s why many graduates cannot find a job in their specialty.

Maybe the question is not about proper career guidance and practice-oriented training, but about financing a novice worker? As you know, in the first year of work, the salary of doctors in district clinics barely reaches the subsistence level. For a young engineer, the workload of mastering new equipment and technological processes is enormous, and the salary is very small. That is why, apparently, we are losing an army of graduates who go “for rubles” to commercial structures, and after working for three years in another specialty, they lose the theoretical knowledge that they received at universities, and would like, but cannot, return to the profession. And technology changes so much in three years that it’s impossible to catch up...

Russian-German experiment

Currently, the dual education system is the main training system in 60 countries, including Germany, Austria, Serbia, Slovenia, Macedonia, Montenegro, Switzerland, the Netherlands, Denmark, France and some Asian countries.

The Agency for Strategic Initiatives (ASI) and the Russian-German Chamber of Commerce (RGVC) agreed to launch dual education programs in Russia in 2014. This will help create an optimal model for training personnel in technical specialties, the project initiators are confident.

The experiment, which involves 12 Russian regions, 106 educational institutions and 114 enterprises, is being successfully implemented in the field of secondary vocational education and should be completed by 2016.

Director of the Department of State Policy in the Sphere of Workforce Training and Additional Professional Education of the Ministry of Education and Science of the Russian Federation Natalia Zolotareva noted: “This does not mean that our work on introducing elements of dual education in the Russian Federation will end. The set of measures developed by the Department aimed at improving the system of secondary vocational education for 2015 - 2020, as one of the areas of work, determines the consistent implementation of a practice-oriented (dual) training model in secondary vocational education. The 2015 guidelines are only the starting point for further work. There is great interest in the dual system in Russian regions, and we will continue to work within the framework of other initiatives. In particular, when modernizing regional programs for the development of vocational education.”

“An exact copy of the German system will not work,” says Michael Harms, Chairman of the Board of the Russian-German Foreign Chamber of Commerce, “there are different traditions and cultures, but the basic principles of building the system can be taken as a basis.”

In practice, in Germany, this is done like this: a reputable company offers two or three places for dual training, for these places the company receives up to three hundred resume requests (the competition, as you can see, is enormous - more than in the most prestigious Russian universities). The applicant must have high grades in final exams, and fluency in several languages ​​is desirable. The company pays the full tuition and stipend to the selected candidate during his studies.

Studying dually, applicant immediately receives secondary vocational education, and then higher education, learning on the job.

The duration of dual training is three years. Upon completion of their studies, students receive a bachelor's degree. Dual students study for six days: they work at the company for three working days, and study at the university for two working days and Saturday. At the end of their studies, they have an excellent chance of immediately getting a job, which is very important in European countries, which are well acquainted with unemployment. Graduates are hired at this enterprise, but strictly in the department where they studied. An engineer is unlikely to end up in the economic department of an enterprise. So there is no talk of three or four different careers throughout one’s life. The universality of such training is relative. But this system does not provide options: “what if I change my mind” or “what if I decide that this is not mine,” nevertheless, it works effectively.

Which model is better

There are several models of dual education in the world, and which one is more suitable for Russian education is a debatable question. A team of authors led by A.M. Gazaliev, in their article “Dual education on the basis of a corporate university (“Higher Education”, No. 4, 2015), highlights the model based on a corporate consortium as the most promising form of implementation of dual higher technical education. This method is based on a distributed educational process: theoretical training based on Internet technologies, which should be carried out in the evening in parallel with the acquisition of practical skills and abilities in production during the day. This approach makes it possible to reduce the training time of an engineer; it was developed at the Karaganda State Technical University, on the basis of which an innovative and educational consortium was created, uniting the university and 55 large industrial enterprises.

The proposed educational technology, as one of the possible options for implementing dual training, combines the study of theory with its practical application in production. The opportunity to receive a full-fledged technical education without increasing the duration of training has many advantages, but it also has its disadvantages. Firstly, this will require changes in regulations in the field of higher education. And secondly, such a program is designed for super-motivated students with high self-awareness, who, already from school, dream of getting into a factory and in an accelerated time frame.

Technical education is very difficult even in normal mode - higher mathematics and strength of materials alone are worth it, and gnawing on these disciplines in the evening after a working day, even with the opportunity to use virtual laboratory and practical complexes of capital universities, few students will be able or willing, having in the long term very modest salary in the first years of work. Probably, it is possible to objectively evaluate the proposed method only after receiving the first issue of “accelerated engineers”.

St. Petersburg is one of the most attractive regions for foreign investors, the economy of which is successfully “clustered”, that is, associations of manufacturing enterprises, scientific and educational institutions are formed, but not around the university, like the innovation and educational consortium in the Karaganda region, but around the determining economy industry region.

Will dual education be introduced in engineering and technical universities in St. Petersburg? If so, in what form? What legislative changes in education will this entail? Will this be in demand among applicants?

These issues undoubtedly require active discussion by representatives of educational institutions, industrial enterprises, representatives of the regional Government, as well as economic and legal experts.

Elena Zagalskaya

Alexey Kobilev, Deputy of the State Duma, author of the bill on “Dual education”

The labor market is perhaps one of the most dynamically developing in our country. Because he is the first to respond to structural changes in the economy - to offer new specialties, the need for which was not there yesterday. New specialties require new production technologies, which also did not exist yet. And, of course, the labor market in a modern developed country requires a transformation of the education system. And here the system does not always keep up with the trends of life.

Can we say that modern Russian education is not so modern? Indirect confirmation of this is reflected in dry statistics. Firstly, we can confidently state the obvious trend towards rising unemployment among young people. If the total number of unemployed in the Russian Federation is 5.5%, which is a very good indicator for developed economies, then the percentage of 20-30 year olds among this number is 35%. This trend has emerged since the late 2000s, when the share of unemployed young people began to grow.

The thing is that when hiring, experience is first taken into account. Not education, but practical work experience, which a university graduate has zero. That’s why many graduates cannot find a job in their specialty. Any recruiter can confirm this. And such a problem really exists.

The President also paid attention to her. Thus, at one of the SPIEF sessions several years ago, he called updating and improving the quality of secondary and higher vocational education and strengthening its connection with real education the most important task: “In many regions they are already actively and successfully developing the so-called dual education, when practice at specific enterprises combined with theoretical training," Putin said. He noted that both engineering and blue-collar professions require the highest competence, and in accordance with this, the Russian Federation is building a system of modern professional standards.

The term “dual education”, which was spoken by the head of state in that speech, is still not enshrined in any way at the legislative level. Meanwhile, “ dual education”- this is a type of education in which the theoretical part of the training takes place on the basis of an educational organization, and the practical part - in the workplace. Enterprises place orders with educational institutions for a certain number of specialists, employers also take part in drawing up the curriculum, and students undergo internships at the enterprise without interrupting their studies.

In that speech, the President also noted that he considers it necessary to summarize experience, combine our efforts and build a holistic system for training qualified personnel, taking into account the best international practices.

And there really is a lot to learn from “international practices”. So, Germany is considered the founder of the dual education system. There, the problems of future employment of youth are solved already at the level of career guidance for schoolchildren in the secondary stage of education (schoolchildren aged 12-14 years).

Currently, the dual education system is the main training system in 60 countries, including Germany, Austria, Serbia, Slovenia, Macedonia, Montenegro, Switzerland, the Netherlands, Denmark, France and some Asian countries.

It should be noted that in the dual education system the role of the employer is strengthened and qualitatively changes. Training workplaces for students are created on the territory of the enterprise, which may differ from a regular workplace by the presence of virtual simulation equipment. The most important component is the availability of trained personnel who act as mentors.

Dual education has many advantages. So for business, this is, first of all, training personnel for specific technological processes of enterprises. And also reducing the adaptation time for graduates at the enterprise, which directly affects the increase in labor productivity.

For the education system, this is an opportunity to improve the quality of professional education and, as a result, increase the competitiveness of the educational organization. And the employment rate of graduates will increase significantly.

For future specialists, this means mastering professional competencies and skills for work and work activities already during training. It is important to note that all time spent at the enterprise as part of the training will be paid. And of course, guaranteed employment

The regions will also benefit. Because a balance between supply and demand in the labor market will be ensured. As a result, the investment attractiveness of the region will also increase.

It cannot be said that in Russia no attention would be paid to this issue. Thus, the Agency for Strategic Initiatives (ASI) and the Russian-German Chamber of Foreign Trade (RGVP) agreed on the introduction of dual education programs in 2014.

The experiment, which involves 15 Russian regions, 105 educational institutions and 1005 enterprises, 20899 students, 5602 mentors, is being successfully implemented in the field of secondary vocational education and has already received high marks from the German side. Thus he noted the positive dynamics of the development of the German practice-oriented personnel training system in the Russian Federation. BIBB experts also noted the presence in the regions of a regulatory framework, practice-oriented training programs, the participation of employers in the educational process, an independent assessment of the level of qualifications of graduates and opportunities for their further employment.

Dual education, but at the high school level, is going to be gradually introduced in Moscow. Thus, in the Public Council under the Moscow Department of Education, an initiative was born to conduct an experiment on the basis of several metropolitan schools called “Profnavigation 2.0. Full immersion". Its essence is that children from high school will be completely immersed in the process of choosing a future profession. And the matter will not be limited only to traditional tests. This is a whole comprehensive program that fully involves the child in the process of building a career. It is designed for joint work of different departments and public organizations.

Such an initiative perfectly resonates with the idea of ​​dual education, because in addition to the economic component - training qualified personnel for our economy, education in a career-oriented format carries an important social function - it gives young people an alternative way to spend their time. Gives you a choice between preparing for adult life or doing things, let’s say, that have little to do with it. And this has recently become especially relevant.

But these are all experiments. And for the system to work at full capacity, it is necessary to consolidate this concept at the federal legislative level. Because now the term “dual education (training)” can be used by professional educational organizations, employers’ organizations, subject to the availability of regulatory legal acts of the constituent entity of the Russian Federation on conducting a regional experiment. Consolidation of the terms “dual education (training)”, “dual model”, etc. at the federal level will lead to significant changes in the system of secondary vocational education, first of all, the principles of financing and infrastructure formation, changes in the degree of responsibility and rights of employer organizations in the implementation of the educational process.

We could list for a long time the advantages of introducing a dual education system in our country, but it is enough to mention that Russia, despite those temporary difficulties in the area of ​​sanctions, is an integral part of the global world economy. And the leading states in this area have already made their choice in favor of such education.