“Dual education system in secondary vocational education institutions. Dual training in secondary vocational education

Internship assignment in Germany

1. Determine a topic (or area of ​​activity) that is relevant to you to improve the educational process: Objectives of a professional educational organization in the system of a practice-oriented (dual) education model, “College 2020”.

During the internship, select material on this topic (direction)

2. Select material for further use in the educational process, systematizing it in the form of the following table:

3. Determine the main activities for the implementation of the internship results:

Internship report in Germany

Dual education (Duales Studium) is a vocational training system widespread in Germany. Students in such a program simultaneously receive theoretical knowledge at the educational institution and practical knowledge at the employing company. The content of the programs is compiled taking into account international experience in training farm specialists in the field of increasing the efficiency of using agricultural machinery, studying modern crop and livestock technologies. Student training is organized according to the scheme - 20% theory and 80% practice.

All professions that can be studied under the dual education program are stipulated in German legislation. As of 2016, there are three hundred and fifty such professions in Germany. Among them are a salesman, an electrician, a cook, an IT specialist, and a heating and air conditioning mechanic.

The Duales Studium training program usually lasts two or three years. The student works 3-4 days a week in a company with which he has signed a contract, and another 8-12 hours a week studies at a vocational school (Berufsschule). At the end of the training, you need to pass a state exam, which, if you fail, can be retaken two more times. Part of the educational program may take place abroad. All this time, the student receives a scholarship, which allows him to pay for housing and food.

A trainee student cannot be forced to make coffee and run to the post office. The employer can only give the trainee tasks that are directly related to the profession he is studying. The undeniable advantages of this type of education are the acquisition of practical knowledge and experience from the very first months of training and a high chance after completion of training to find a job in the company that provided practical training.

The basis of professional education today should be not so much academic disciplines as ways of thinking and acting. Therefore, the preparation of a future specialist will most effectively occur in the process of organizing the student’s independent cognitive activity, aimed at setting and solving specific educational tasks (cognitive, research, transformative, project, etc.). For example, the most progressive, but not actually used in the educational process, is the projective approach to organizing the educational activities of students. In the educational process, the project method is a teaching technology when students acquire knowledge, abilities, skills, and experience in the process of planning and performing gradually more complex practical projects. When organizing projective activities, I proceed from the fact that a project is a small creative work, staged from idea to its implementation, with objective or subjective novelty; In the process of working on a project, the student comprehends real processes and experiences specific situations. Projects can be either individual or completed in groups. The main stages of projective activity are: organizational and preparatory, technological and final, at which the results are presented and the activities of students are monitored. The role of the teacher during the implementation of projects is to provide proper guidance and consultation. A prerequisite is the creation of a positive psychological microclimate, stimulating students' self-confidence, independence and perseverance in solving assigned tasks.

Workshop: “Structure of the educational process under the dual model of education”

Workshop plan:

Purpose of the practical lesson: discussion of current problems on the introduction of elements of dual education and training of highly qualified, competitive specialists in the field of agriculture

I. Introductory part (5 min)

Greetings

Filling out the support sheet (first column)

II. Main part (1 hour 20 min)

Conversation-lecture on the topic“The structure of the educational process with dual

learning models" (10 min)

Work in groups (description of the benefits for participants in dual education: for enterprises, for the state and society, for the vocational education system) (15 min)

Discussion of the advantages of dual education (mini-presentation of group work) (6 min)

Work in groups to develop a sequence of actions to

implementation of a dual learning model (20 min)

Drawing up a calendar schedule of the educational process in groups according to areas of training(17 min)

Mini-presentation of group work (6 min)

III. Discussion of the results of the workshop (5 min)

Filling out questionnaires. (5 minutes)

Progress of the workshop:

Today, during our workshop, we ask you to fill out a questionnaire. At the beginning of our work, we invite you to make entries in the first column of the questionnaire.

The process of training a qualified specialist has recently undergone significant changes.The system of secondary vocational education cannot develop today as a closed system. Schools, technical schools and employers are links in one chain. Employers are called upon to formulate requirements for both the quantity and quality of training of professional personnel, and educational institutions are called upon to satisfy these requirements.

The vocational education system in the changed conditions of the country's socio-economic development is constantly being improved and requires new approaches to establishing interaction between the parties.

Currently, the priority task is to bring the educational services market in line with the needs of the labor market.

V.V. Putin, in a report on the work of the Government, said “it is necessary to solve the basic problem - to modernize the network of vocational education institutions, adjust it to the needs of the economy, giving employers themselves the opportunity to directly participate in the management of vocational education.”

This task can be accomplished with the help of dual education - a new model that combines theoretical training and practical training in the workplace.

The modern market situation requires new methods of work for educational organizations and employers. Employers, as potential customers, should be actively involved in the process of forming a state order, determining professional competencies, and participating in the student’s professional training.

The term "Duality" means "Twoness, duality."

The dual model of training is understood as a model in which the entire process of mastering a profession takes place in two educational institutions, that is, the practical (production) part - at a training enterprise, and the professional-theoretical part - in an educational institution.

The dual training system is the product of a partnership between educational institutions and employers for the successful professional and social adaptation of a future specialist; it is built on the interaction of two legally independent spheres within the framework of officially recognized professional education, carried out in accordance with the law.

Required system changes

Traditional training

Aimless recruitment of applicants. Neither the quantity nor the areas of training have been planned, nor, moreover, the specialization for the workplace. All educational institutionsstrive, due to economic feasibility, to recruit as many students as possible, without paying attention to their personal qualities, abilities and the needs of enterprises.

Minimum number of practical lessons. Places of internship are in no way related to future employment.Mentoring at the enterprise is either completely absent or of very low quality.

Any planned or naturalThere is no career growth for college graduates.Much depends on the personal qualities of the graduate and the combination of circumstances.

Dual training

The student is enrolled in the 1st year, clearly understanding in which place he will work,practice during training is completely focused on training and adaptation of the student to a specific workplacein a specific team (shift). The quality of preparation is very high.After graduation, the student remains to work at the place of practice.

Each graduate who has completed professional training has opportunities for professional and career growth.Main evaluation criteria– high quality of operations,mentoring, professional development.

Analysis of the state of implementation of dual training

Responsibility of educational organizations

Development of a curriculum, schedule, work programs UD and PM, practice programs

Creation of FOS

Development of the State Examination program, organization of the State Examination procedure

Coordination of interaction on the implementation of dual training

Development of regulatory documents on the organization of dual training

Registration of tripartite agreements (OO – student – ​​enterprise)

Development of programs and training of mentors, training of enterprise employees on the job, in the International Financial Training Center

Updating the material and technical base

Responsibility of enterprises

Coordination of work programs for UD and PM, practice programs

Approval (coordination) of FOS

Coordination of the state inspection program, participation of the employer’s representative in the state inspection as chairmen and experts

Providing practice places

Providing jobs for organizing internships for public education teachers and teaching assistants

Group work

for enterprises

personal training

formation of personnelpotential

optimization of costs for search, selection and adaptation of personnel

increased influxqualified personnel

for the state and society

reduction in unemployment amongyouth

increasing the competitiveness of labor resources in the labor market

improving the business and investment climate in the region

training of qualified workers in demand by the real sector of the economy

increasing the efficiency of the vocational education system and spending budget funds

Group work

Stage 1 – establishment of contractual relations between the PA and the enterprise:

Creation of the Center for Continuing Agricultural Education

Correlation of the Federal State Educational Standard and the employer’s requirements, recorded in professional standards and job descriptions - highlighting additional competencies

Introduction (at the level of thematic planning) of changes to the content of programs

Stage 2 – distribution of the area of ​​responsibility for the implementation of dual training between the public organization and the enterprise

Drawing up a schedule for alternating theory and practice

Coordination of the list of types of work that will be performed at the enterprise

Creation of a regulatory framework for the implementation of individual curricula for students studying under the dual model

Stage 3 – designing elements of the dual learning process

Adjusting the content of work programs towards practice orientation

Development of control and evaluation tools (content of tasks and evaluation criteria)

Development of programs for training enterprise mentors and conducting training

Development of sets of educational and methodological support for work programs taking into account the technology of dual training

Stage 4 – testing and adjustment

Organization of the dual training process based on the developed set of documentation

Identification of problems, prompt response

Testing of pedagogical technologies focused on effective learning

Now we suggest you work on drawing up a calendar schedule for the educational process. You are divided into groups according to the specialties of secondary vocational education. At what time of the academic year do you think it is advisable for students to undergo industrial training, taking into account the specifics of the specialty or profession?

Then, through discussion, we will come to the optimal option.

(work in groups and protection)

Upon completion of the work, we ask you to fill out the questionnaires and return them to us. Thank you.

Annex 1

QUESTIONNAIRE

Topic: “Structure of the educational process under the dual model of education”

I know (I put it into practice)

I found out

I want to know

I will use it at work

Appendix 2

Benefits for participants in dual education

for enterprises

for the state and society

for the vocational education system

Appendix 3

Sequence of actions for introducing a dual training model

Appendix 4

Calendar schedule of the educational process

by profession/specialty ________________________________________________________________

REGIONAL STATE AUTONOMOUS PROFESSIONAL EDUCATIONAL INSTITUTION

"Belgorod Construction College"

Publication

Developed by: industrial training master

Salabay Marina Anatolyevna

Titova Lyubov Mikhailovna

Belgorod 2017

“Dual education system in secondary vocational education institutions”

The main problem of educational institutions of the secondary vocational education system today is the low percentage of employment of graduates in their specialty. The solution to this problem is the introduction of a dual training system. Let's find out the meaning of the term dual training. "Duality" means "twoness, duality." Dual education, as the practice of the European education system shows, is a product of close interaction between educational institutions and employers for the successful professional and social adaptation of a future specialist. Already at the early stages of the learning process, the student is included in the production process as an employee of the enterprise, who, according to his functional responsibilities, manages allocated resources, bears official responsibility, masters professional skills, and in certain cases receives a salary. The dual system of vocational training has its roots in the medieval guild activities of artisans. The future artisan entered the workshop as an apprentice, his task was to observe the work of the master and reproduce his actions. After successful training, the student became an apprentice, but in order to work independently or open his own workshop, he had to pass an exam to become a master, and this, in turn, required training from other masters. From the second half of the 19th century, with the development of industrial production, apprentices began to move to industrial enterprises, where a system of factory training was already taking shape. Training workshops began to open at enterprises, in which craft technology training was carried out on a systematic basis. The dual form of vocational education is considered by scientists as an educational phenomenon successfully adapted to the conditions of a market economy. Instead of the tradition of training an individual master to train a student similar to himself, the economy has demanded a new form of training specialists based on social partnership between enterprises and vocational schools. The analysis of pedagogical research on this issue allows us to assert that in the modern system of vocational education, the practice of personnel training in Germany is especially relevant. Its origins lie in the concept of the dual form as the main method of training and educating young workers in pre-war Germany, when training in an educational institution was combined with part-time employment in production. The gap between theory and reality is a perennial problem in professional education. It was resolved differently at different times. The dual system in the world has proven its effectiveness in this matter. In the recent Soviet past, professional personnel were forged according to a similar principle and, I must say, there was a result. The modern system of dual education being introduced in our country hopes to bridge the gap between theory and practice. The introduction of dual education into any educational institution is a process of complex preparation for the transition from the traditional form of education to the system of additional education. This transition is accompanied by a change in the self-awareness of society and its readiness to accept new norms established by the need and demand of a modern society ready for development and self-improvement. In accordance with the UNESCO International Standard Qualifications of Education, a dual education system is an organized educational program for young people that combines part-time employment and part-time study in the traditional school and university system. Dual training is a form of personnel training that combines theoretical training in an educational institution (30%-40% of training time) and practical training at a production enterprise (60%-70% of training time). The main principle of the dual education system is equal responsibility of educational institutions and enterprises for the quality of personnel training. The dual system meets the interests of all parties involved in it - enterprises and organizations, students, the state: For an enterprise, this is an opportunity to prepare personnel for itself, reduce the costs of searching and selecting workers, their retraining and adaptation. For students, this is the adaptation of graduates to real production conditions and a high probability of successful employment in their specialty after graduation. The state, which effectively solves the problem of training qualified personnel for the entire economy, also benefits. An analysis of literary sources on the problem of using dual education in foreign countries allows us to say that this system can be adapted to our realities: 1) it is necessary to ensure close integration between educational institutions and enterprises; 2) it is necessary to predict the need of enterprises for workers in order to know exactly who and how many are needed; 3) it is necessary to develop professional standards and build educational programs on their basis; 4) ensure that blocks of theory and practice alternate throughout the entire training process (for example, a week of theory and immediately 2 weeks of practice); 5) it is imperative to carry out career guidance work with schoolchildren so that their choice of future profession is meaningful. Dual training is a network form based on the interaction of employers and vocational education institutions. Dual training involves a combination of theoretical and practical training, in which in college the student must master the basics of professional activity (theoretical part), and the practical part of the training takes place directly in the workplace: in schools, additional education institutions in the city, preschool institutions. Dual education programs, implemented at specific workplaces in educational institutions of the city under the guidance of school teachers-mentors and preschool educators, include three main components: 1) educational, industrial (pedagogical) practice; 2) practical and laboratory classes; 3) extracurricular work (excursions, round tables, workshops). Goal: to create a system for training qualified workers that meets the needs of employers in terms of the quality of qualifications and competencies and the number of graduates required by the economy to increase its competitiveness. Objectives: - level of qualifications of graduates = employers' expectations, - increasing the investment attractiveness of the region, - attracting investment in the vocational education system. At the first stage of preparation for dual education, the college develops regulatory, educational and methodological documentation on the dual education system: – agreements on dual education of college students with preschool institutions of the city; – educational institutions are additionally determined to conduct certain types of dual training; – Dual training programs in the specialty Preschool Education are being developed, and coordination of the Programs with preschool educational institutions is being prepared; – a curriculum for the specialty is being developed, which will be agreed upon with preschool educational institutions; – plans and schedules for dual training will be coordinated with basic educational institutions; – an action plan is drawn up to ensure the educational process as part of the implementation of dual education; – the Regulations “On the organization and conduct of dual training in college” are being prepared for approval; – student agreements on dual education are being prepared for conclusion. (2) At the second stage - the stage of implementation of dual training programs, according to the approved schedules, dual training of 2-4 year students will be carried out through practical classes and various types of internship at the employer. Practice within the elements of dual training is organized according to professional modules. Upon completion of the type of practice, differentiated tests are carried out. Defense of practice results becomes an integral part of the (qualifying) exam. Social partners have the opportunity to participate in assessing the quality of training of specialists through participation in exams (qualifications) conducted on the studied modules, state final certification with the assignment of qualifications in the specialty. College students undergo internships at city enterprises, so employers already at this stage form an opinion about the knowledge and skills that college students receive in the process of theoretical training. At the same time, during the internship, students have the opportunity to get acquainted with the operating mode of an enterprise or organization, with the conditions and economic capabilities of the enterprise. Teachers of special disciplines have the opportunity to undergo internships at the enterprises of social partners (general education institutions, preschool educational institutions), take part in master classes, seminars, and professional skills competitions, thereby increasing their level of qualifications and mastering new technological capabilities and modern equipment. Thus, the transition to a dual education system: firstly, will significantly strengthen the practical component of the educational process, while maintaining the level of theoretical training that ensures the implementation of the requirements of the Federal State Educational Standard for Secondary Professional Education; secondly, it will help solve the problem of training specialists who are fully prepared for teaching activities; thirdly, it will increase professional mobility and competitiveness of graduates in the labor market; fourthly, it will strengthen the relationship between educational institutions of general and vocational education. Thanks to the dual training system, it becomes possible to achieve real training efficiency to meet the specific needs of production. Thus, we get the opportunity to unite the interests of business, young people and the state - a completely new level of trilateral partnership.

Bibliography

1. Raven John. Competence in modern society. Identification, development and implementation.//M., 2002.

2. Tereshchenkova E. V. Dual education system as the basis for training specialists // Scientific and methodological electronic journal “Concept”. – 2014. – No. 4 (April). – pp. 41–45. – URL: http://e-koncept.ru/2014/14087.htm.

3. Sherstneva N.V. Dual training is a promising training system in TVET [Electronic resource]. URL: http://pedagog.kz/index.php?option=com_content &view =article&id=1947:2013-04-25-15-19-19&catid=70:2012-04-18-07-08-22&Itemid=95

4. Issues of transition to dual education [Electronic resource]. URL: http://forum.eitiedu.kz/index.php/2012/01/04/dualnaya-model-p-t-obrazovaniya/

So, what is the goal of dual training, what are its main objectives and what can be obtained as a result?

This system of training specialists is aimed at improving the model of training professional personnel, taking into account the economic needs for specialists to increase the investment interest of the regions.

The main objectives of the dual education system include:

• creation of models aimed at the financial participation of enterprises in the implementation of personnel training programs, development of formats and models of network interaction between public organizations and enterprises in personnel training;
• creation, approval based on inspections, implementation and popularization of dual education models in pilot regions.

The expected results of the introduction of dual models of vocational education include:

1. Training focused on existing production.
2. Increasing the interest of enterprises in financing.
3. Improving the system for forecasting the need for specialists.
4. Variability of individual educational programs.
5. Improvement of qualifications. Increased prestige of professions.

Main aspects of the dual learning model

In the following list of characteristics, you can see the differences between practice-oriented education in relation to other types:

1. Improved partnership mechanisms (social sphere).
2. The focus of the goals is on the economic sphere.
3. The use of technological standards in teaching is defined as the primary guideline when choosing means, methods and forms of training.
4. Using primarily practical forms of training, which are focused primarily on the development of specific skills according to standards.

Dual education implies the attraction and involvement of employer organizations in the software system as a provider of educational services. In the Russian Federation and in many other countries, the introduction of a dual training model in this format is impossible.

The concept of “dual learning” in Russia is used in a broad and narrow sense.

In a broad sense, dual education means infrastructure regional model. It ensures the interaction of several systems. These systems include:

1. Personnel requirements forecasting system.
2. Vocational education system.
3. System of professional self-distribution.
4. System of training, development and qualification of teaching staff. This also includes mentors in production.
5. System for assessing professional qualifications.

The systems are interconnected and one simply cannot exist without the other.

In the narrow sense, dual training can be considered as a form of organization and implementation of education, implying theoretical training in an educational institution, and practical training from an employer in the organization.

Today, dual training is considered the most promising direction in training specialists for the real sector of the economy. Big business with high-tech production, the guidelines of which are international standards of product quality and qualifications of the personnel themselves, directly affected.

Factors of attractiveness of the dual system of personnel training for business:

1. The preparation of curricula is carried out taking into account the proposals of employers. For students, this results in gaining knowledge, primarily related to what will be useful to them in production. As a result, the qualifications of future specialists correspond to the professional standards in force in production.
2. The future specialist acquires professional skills, abilities, and competencies right at the workplace - he is prepared for work in production and is motivated for production activities.
3. The student gets acquainted with and assimilates the norms of corporate culture in practice.
4. The company saves on personnel recruitment. In the vast majority of cases, graduates of secondary vocational education go to work in the enterprises where they completed their internship.
5. HR departments make fewer mistakes - over the course of long practice, it is already possible to note the strengths and weaknesses of students.
6. Cooperation with an educational organization within the framework of dual training provides the employer with the opportunity to organize a training system within the company and, as part of a professional development program, choose at its discretion the most qualified teachers from the educational organization.

Regulatory and legal design of dual education: about the provisions

A step-by-step implementation of the dual learning model is as follows:

Let's stop and look at the second point in detail. For the regulatory and legal registration of the implementation of the dual training model, the preparation of an appropriate regulatory and legal framework is required. It is divided into three levels of management:

1. Local.
2. Regional.
3. Federal.

As for the term “Dual education”, today there is no definition for it at the federal level. It can be used by public organizations and employers if there are regulatory legal acts of a constituent entity of the Russian Federation on conducting a regional experiment.

Based on the experience of the pilot regions, it can be seen that the general conditions for organizing vocational education are determined by the regulations of the constituent entity of the Russian Federation. Documents may have different names, but, as a rule, these are “Regulations on dual training.” The document may also have other names:

1. Regulations on monitoring the employment of graduates of educational programs using elements of dual education.
2. Regulations on mentoring.
3. Model agreement on the network form of implementation of the educational process
4. Regulations on the organization of on-the-job training.
5. Regulations on the Employment Assistance Service for graduates trained under the dual training system.
6. Standard student agreement.

All the above names can be applied at the regional level. However, they will not contradict federal legislation.

Participants can work out the educational process in detail. local regulations, the content of which will depend on the specifics of the specific educational program adopted as the main one in a specific professional educational organization. For example, these could be documents with the following names and corresponding contents:

1. Regulations on production examination.
2. Regulations on industrial practice.
3. Regulations on moral and material encouragement of the best graduates, teachers, and industrial training masters.

Here are examples of provisions written by some NGOs.