Dual training as a form of implementation of basic professional educational programs in the context of the Federal State Educational Standard for secondary vocational education

In the context of the transition of the Russian economy to an innovative path of development, the role of the secondary vocational education system increases significantly in providing new jobs with qualified personnel, in stimulating the creative activity of young people and in creating conditions for their effective employment.

Today's economy is in dire need of qualified specialists and workers. The tasks of bringing the structure of vocational education in line with the needs of the labor market, improving the quality of training of qualified workers and mid-level specialists, the prestige of the relevant professions and the attractiveness of the relevant educational programs are coming to the fore.

The relevance of this topic lies in the distinctive change for our time in the nature of education and the implementation of specialist training based on the new federal state educational standards for secondary vocational education (FSES SVE), based on competencies.

In accordance with the legislation of the Russian Federation, the federal state educational standard is the main regulatory document that establishes a system of norms and rules that are mandatory for execution in any educational institution.

Student practice is an integral part of the OPOP, ensuring the implementation of the Federal State Educational Standard for Secondary Professional Education. The practice is aimed at comprehensive mastery by students of all types of professional activities in their specialty (profession), the formation of general and professional competencies, as well as the acquisition of the necessary skills and practical experience by students in their specialty (profession). The types of practice for students mastering the OPOP are: educational practice and industrial practice.

The creation of a dual educational environment on the basis of a college involves the real inclusion of strategic partners (employers) in the development of new content of professional education based on professional standards and competencies; participation in the formation of the innovative infrastructure of the college, quality control procedures for vocational education.

The dual system includes two different, but independent in legal and organizational terms, educational and production environments, such as the establishment of a secondary vocational education program and the enterprise-employer.

It is these subjects of the educational process that are more interested not only in the results of training, but also in the content and its organization. The dual education system does not have any shortcomings in the training of future specialists, since it combines both theoretical and practical training in the educational process.

Dual training is a form of professional training that combines theoretical training in an educational institution and practical training at the sites of companies and enterprises. The main principle of the dual education system is the equal responsibility of educational institutions and enterprises for the quality of personnel training.

An example is the vocational education system of Germany, which, according to the International Institute for Monitoring the Quality of Labor, is one of the leaders in terms of personnel qualifications, and its dual education system is in many ways a model for the entire European Union. The successful experience of the German dual education system is of great interest for our country, as it contributes to innovative processes in modern education, allows us to overcome the gap in the quality of labor from the real requirements of modern production and the opportunity to provide qualified and professional personnel to enterprises.

The dual system meets the interests of all parties involved in it: enterprises, workers, and the state.

For employers, this is an opportunity to prepare personnel for themselves, saving on the costs of searching and selecting workers, their retraining and adaptation.

For young people, dual education is an excellent chance to gain early independence and adapt more easily to adult life.

The state, which effectively solves the problem of training qualified personnel for its economy, remains an absolute winner.
In conclusion, it should be emphasized that the implementation of an innovative program based on a dual approach will contribute to the transition to a qualitatively new level of training and retraining of highly qualified workers and specialists for high-tech production, as well as the formation of general and professional competencies of college graduates, ensuring their competitiveness and demand in the world. labor market. As well as the development of an effective system of social partnership in the field of vocational education.

“We need to maximally tune vocational education to the needs of the economy, to solve the problems of development of both individual regions and the country as a whole. Business and educational institutions must finally have a wide range of cooperation mechanisms, so that future specialists can acquire the necessary skills directly at enterprises, and those who are already working can improve their skills, change their profession, and, if necessary, their field of activity.”

V.V. Putin Speech at the State Council 12/23/2013

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 education of young workers in pre-war Germany , When Studying at an educational institution was combined with part-time work 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 the 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 costs for the search and selection of 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.

GBPOU "Solikamsk Social Pedagogical College" is beginning to introduce dual education among educational institutions of secondary vocational education in the Perm Territory.

Dual training is a network form based on the interaction of employers and educational institutions of secondary vocational education, namely the coordinated interaction of educational institutions of the Solikamsk city district and the pedagogical college.

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 training 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).

Currently, the Solikamsk Pedagogical College is introducing elements of dual education for students in the specialty 44.02.01 Preschool education.

Target: creation of 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.

Tasks:

Graduates' qualification level = employers' expectations,

Increasing the investment attractiveness of the region,

Attracting investment in the vocational education system.
Participants: preschool educational institutions of the city of Solikamsk; college students; teachers.

At the first stage of preparation for dual training, the college develops regulatory, educational and methodological documentation for the dual training system:

Agreements on dual education of college students with preschool institutions of the city;

Additionally, educational institutions are 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;

Schedules for dual training will be coordinated with basic educational institutions;

An action plan is being 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, it 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.

Analysis of experience in implementing dual education programs in

OGAPOU "Stary Oskol Pedagogical College"

Stary Oskol Pedagogical College is among the educational institutions of secondary vocational education in the Belgorod region on the basis of the Decree of the Government of the Belgorod Region “On the procedure for organizing dual education of students” No. 85-pp dated March 18, 2013, Decree of the Government of the Belgorod Region dated May 19, 2014 No. 190 “On amendments to the Decree of the Government of the Belgorod Region of March 18, 2013 No. 85-pp” introduces dual training.

Dual training is a form based on the interaction of employers and educational institutions of secondary vocational education, namely the coordinated interaction of the education department of the administration of the Stary Oskol city district and the pedagogical college.

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, institutions of further education in the city.

Dual training programs, implemented at specific workplaces in educational institutions of the city under the guidance of school teachers-mentors, include three main components:

1) educational, industrial (pedagogical) practice;

2) practical and laboratory classes;

3) extracurricular work (excursions, round tables, workshops)

Currently, OGAPOU "Stary Oskol Pedagogical College" provides dual training for students in the following specialties:

At the first stageIn order to prepare for dual training, the college has developed regulatory, educational and methodological documentation on the dual training system:

– agreements on dual education of college students were concluded with the education department of the administration of the Stary Oskol city district, the “anchor employer” and with basic schools and institutions of additional education for children: MBOU “NOSH No. 31”, MBOU “Gymnasium No. 18”, MAOU “Secondary School No. 24 with UIOP", MAOU "Secondary School No. 40", MBOU "Secondary School No. 16 with UIOP", MBOU "Secondary School No. 28 with UIOP named after. A.A. Ugarova", MBOU "Secondary School No. 21", MBOU "Secondary School No. 30", MBOU "Secondary School No. 14" named after. A.M. Mamonova, MBOU "Secondary School No. 20 with UIOP", MBOU "School No. 23 for students with disabilities", MBUDO CDO "Perspective", MADOU kindergarten No. 69 "Ladushki", MBDOU kindergarten No. 71 "Pochemuchka", MBDOU kindergarten No. 20 “Kalinka”, MBDOU kindergarten No. 68 “Romashka”.

– institutions for conducting certain types of dual training of students are additionally identified: MBUDO “Children’s Art School No. 2”, MBUDO “Children’s Music School No. 5”, MBUDO “Children’s Music School No. 3” MBUDO “Children’s School of Arts named after M.G. Erdenko No. 1", MBUK "Stary Oskol House of Crafts", MAUK DK "Komsomolets", MBUKDO "Center for Ecological and Biological Education", LLC "Art-Master", furniture studio “Astoriya”, LLC RA "Premiere Plus", LLC "Bright World", MUP "Zelenstroy", MKUK "Stary Oskol Art Museum", IT Web Studio Up,RPK Rekline LLC, Gelion LLC, Softservice LLC.

Practical classes for students of the 21st group on MDK 01.11. Training of additional education teachers in the field of musical activities: choir class and practice of working with the choir at the base

MBUDO"Children's Art School named after. M. Erdenko No. 1.” The choir lesson is conducted by teacher-mentor S.N. Ivanova.

Practical lesson for students of the 22nd group on MDK 01.02. Training of a teacher of additional education in the field of choreography: rhythm with teaching methods on the basis of the MBU DO "Children's Music School No. 5" (teacher-mentor S.A. Kleschevnikova, college teacher V.N. Hristolyubov .)

– Dual training programs for all specialties have been developed, the Programs have been coordinated with the education department of the administration of the Stary Oskol city district, with the department of internal and personnel policy of the Belgorod region;

– curricula for all specialties have been developed, the curricula have been coordinated with the education department of the administration of the Stary Oskol city district;

– plans and schedules for dual education have been coordinated with the education department of the administration of the Stary Oskol city district and basic educational institutions;

– a “road map” (action plan) has been drawn up to ensure the educational process as part of the implementation of dual education;

– the Regulations “On the organization and conduct of dual education in college” were approved;

– student agreements on dual training have been concluded;

– the education department of the administration of the Stary Oskol city district and the OGAPOU “Stary Oskol Pedagogical College” held a joint meeting “On the procedure for organizing and implementing dual education for students.”

At the second stage– the stage of implementation of dual training programs, according to the approved schedules, dual training of 2-4 year students is carried out through practical training (viewing and analysis of lessons, extracurricular activities, class hours) at the employer’s base. This form today produces positive results in college students acquiring better professional experience.

No.	Name of specialty	Dual training bases
1.	02/44/02 Teaching in primary school	MBOU "NOSH No. 31", MBOU "Gymnasium No. 18", MAOU "Secondary School No. 24 with UIOP", MAOU "Secondary School No. 40", MBOU "Secondary School No. 16 with UIOP", MBOU "Secondary School No. 28 with UIOP named after. A.A. Ugarova"
2.	49.02.02 Adaptive physical education	MBOU "Secondary School No. 30", MBOU "Secondary School No. 14" named after. A.M. Mamonova, MBOU "School No. 23 for students with disabilities", MBOU "School No. 20 with UIOP".
3.	44.02.01 Preschool education	MBDOU kindergarten No. 69 "Ladushki", MBDOU kindergarten No. 20 "Kalinka", MBDOU kindergarten No. 71 "Pochemuchki", MBDOU kindergarten No. 68 "Romashka", MBDOU kindergarten No. 11 "Zvezdochka".
4.	02/09/05 Applied informatics (by industry) 02/09/07 Information systems and programming	MAOU "Secondary School No. 40", MAOU "Secondary School No. 24 with UIOP", MBOU "Secondary School No. 16 with UIOP", MBOU "Secondary School No. 20 with UIOP", MBOU "Secondary School No. 28 with UIOP named after. A.A. Ugarova", LLC "Gelion", LLC "Softservice".
5.	02/44/03 Pedagogy of additional education (in the field of musical activity)	MBOU "Secondary school No. 28 with UIOP named after. A.A. Ugarova", MBOU "Secondary School No. 21", MBOU "Gymnasium No. 18", MAOU "Secondary School No. 40", MAOU "Secondary School No. 24 with UIOP", MBUDO "Children's Art School No. 2", MBUDO "Children's Music School No. 5" , MBUDO "Children's Music School No. 3", MBU DO "Children's School of Arts named after MBUDO M.G. Erdenko No. 1."
6.	44.02.03 Pedagogy of additional education (in the field of choreography)	MBOU "Gymnasium No. 18", MBUDO CDO "Perspective", MAOU "Secondary School No. 40", MBOU "NOSH No. 31", MBU DO "Children's Music School No. 5", MBU DO "Children's Art School named after M.G. Erdenko No. 1", MAUK DK "Komsomolets", MBUDO "Children's Art School No. 2".
7.	02.54.01 Design (by industry)	MBUDO "Center for Ecological and Biological Education", LLC "Art-Master" furniture studio “Astoriya”, LLC RA "Premiere Plus", RA "Bright World", MUP "Zelenstroy", MKUK "Stary Oskol Art Museum", LLC RPK "Rekline", MAUK DK "Komsomolets".

On the third– at the stage of implementation of educational and practical training programs, more than 15 types of practical training are implemented. Students undergo educational and practical training in more than 30 organizations and educational institutions of various types (kindergartens, schools, additional education institutions).

02/09/07 Information systems and programming

02/09/05 Applied computer science

02/44/03 Pedagogy of additional education (in the field of musical activity)

44.02.03 Pedagogy of additional education (in the field of choreography)

49.02.02 Adaptive physical education

Summer internship for students

Practice within the framework 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 is an integral part of the (qualifying) exam.

Thus, the transition to a dual education system:

firstly, it made it possible to 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 contributed to solving the problem of training specialists who are fully prepared for teaching activities;

thirdly, it increased the professional mobility and competitiveness of graduates in the labor market;

fourthly, it strengthened the relationship between educational institutions of general and vocational education.

Dual education programs

Adaptive physical education 2018

MINISTRY OF LABOR, EMPLOYMENT AND HUMAN RESOURCES OF THE NOVOSIBIRSK REGION

GBPOU NSO "Cherepanovsky Polytechnic College"

Organization of the educational process in a secondary vocational educational institution using elements of dual education

Pedagogical project

LISTENER

Advanced training course “Young Leaders in Education”

Listener __________

­­­­­­­­­­­­­­­­

date

_______________

signature

ON THE. Antropova

(Ph.D. Science.)

­­­­­­­­­­­­­­­­

date

_______________

signature

L.V. Arbuzova

Novosibirsk, 2014

Introduction……………………………………………………………………………………… 3

Chapter 1. Theoretical and methodological foundations of the organization

dual training ………………………………………………………. 7

1. 1. The essence of dual training in an organizational setting

educational process………………………………………............. 7

Conclusions on Chapter 1……………………………………………………………….. 16

Chapter 2. Practical basis for the implementation of elements of dual

training ……………………………………………………………………………. 17

2.1. Conditions for organizing elements of dual training and dual

culture of teacher and master…………………………………………… 17

2.2. The mechanism for implementing the model for managing the elements of dual education in the State Budgetary Educational Institution of the National Educational Institution “Cherepanovsky Polytechnic College”……………………… 21

Conclusions on Chapter 2………………………………………………………… 25

Conclusion ……………………………………………………………………… 26

Bibliography ……………………………………………………………… 29

Applications

Appendix 1 ……………………………………………………………………………… 31

Introduction

Vocational education is the basis of the socio-economic development of society, the basis of scientific and technological progress, many spheres of life of the state, a means of formation, development and self-affirmation of the individual. It is aimed at achieving the universal professionalization of society, satisfying the individual’s needs for differentiated professional educational services. The system of primary and secondary vocational education is a social institution that has its own specifics in the professional structure of the educational complex, a unique socio-cultural background, and its own logic of development.

In this regard, the further development of the vocational education system should be carried out in the interests of the formation of a creative personality, as a leading factor in the economic and social progress of society.

Based on this, the objective need is the development and implementation of various types of innovations in the educational process, with the goal of optimizing the quality of the educational system as a whole. Thus, innovative activity transforms the nature of learning in relation to such parameters as goal orientation, the nature and content of interaction between the main subjects of the pedagogical process.

The concept " education » in the modern world is associated with the interpretation of such terms as “training”, “education”, “development” . Dictionary meanings consider the term “education” as a noun from the verb “to form” in the sense:“create”, “shape” or “develop” something new. IN in a broad sense creating something new is innovation. Thus, education at its core is already an innovation.

Innovations in education, first of all, should be aimed at creating personality committed to success in any area of ​​application of their capabilities. Pedagogical innovations should be understood as a purposeful, meaningful, specific change in pedagogical activity (and the management of this activity) through the development and introduction of pedagogical and managerial innovations in educational institutions (new content of teaching, upbringing, management; new organizational forms; methods, etc.).

The leading place among the new forms of education discovered in the arsenal of world and Russian pedagogical practice today belongs to dual education. Dual learning is based on the idea that allows you to combine both theoretical and practical training in the educational process. Simultaneously with their studies, students master their chosen profession directly at work, that is, they study in two places at once: 1-2 days a week at college, the rest of the time at the enterprise. This problem is very relevant, because in our college, familiarity with the elements of dual training has been tested since 2012 in the professional activities of the NPO “Welder” profession.

All these processes are closely interconnected with updating the college’s management structure, because If the management system is not reformed, a number of quite serious obstacles to the implementation of innovations arise. It must be recognized that this aspect of management activity has been studied the least.

Thus, the organization of management of innovative processes, which includes the implementation of dual training, identifying the conditions for organizing dual training in an educational institution, appears as our problem of final qualifying work.

Based on the above, target our final qualifying work: the introduction of organizational and pedagogical conditions for organizing dual education at the State Budgetary Educational Institution of the National Educational Institution “Cherepanovsky Polytechnic College”.

Object of study– elements of dual learning as an object of implementation and management of innovative activities in an educational institution.

Subject of study– organizational and pedagogical conditions for organizing elements of dual education at the State Budgetary Educational Institution NSO “Cherepanovsky Polytechnic College”.

The above-mentioned goal, object and subject allowed us to formulate the following research objectives:

- analyze scientific sources and publications on advanced innovative practices in the implementation of dual education;

- on the basis of the studied managerial, psychological, methodological, philosophical literature, to identify scientific approaches to the organization of elements of dual training;

Determine and justify a set of necessary and sufficient conditions for the effective management of dual education in college;

To substantiate the mechanism for implementing the model for managing the elements of dual education in the State Budgetary Educational Institution of the National Educational Institution "Cherepanovsky Polytechnic College", as a specific, professional type of activity - management aimed at transforming the innovation process and transferring it to a new qualitative state.

To solve the problems and verify the starting points, the following research methods were used: theoretical analysis of literary sources, different types of official documents; studying reports, conferences, publications in periodicals; In this case, methods of a systemic-structural approach, analysis, synthesis, modeling, forecasting, observation, and study of performance results were used.

Chapter 1. Theoretical and methodological foundations of the organization

elements of dual training

Currently, new pedagogical technologies are being introduced into the educational activities of vocational education, active teaching methods are used, including elements of dual learning. This happens because the traditional form of education, in which the student is the object of learning, is losing its relevance. In its place comes another form of education, in which the student They master their chosen profession directly on the job, that is, they study in two places at once - 1–2 days a week at an educational institution, the rest of the time at the enterprise. In an educational institution, with the help of teachers, students acquire the necessary theoretical knowledge, and the company’s foremen help them develop practical work skills.

1. 1. The essence of dual training in an organizational setting

educational process

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 education of young workers in pre-war Germany, When Studying at an educational institution was combined with part-time work in production.

Analysis of the world experience of dual education creates the prerequisites for the implementation of its most effective aspects in the vocational education system of countries with market economies.

With dual training, it is assumed that junior courses will be provided with a general theoretical base, and in the second and third years, work will be carried out according to an individual plan containing practice-oriented educational tasks that require implementation in a production environment. Practitioners may be involved in guiding this work.

The final certification is carried out in the form of defending a course or diploma project in the specialization, with much attention paid to the practical significance of the work.
This form of training organization requires additional financial and labor costs on the part of all participants in the process, however, it also provides additional benefits for each of its participants.

With dual target training student At the early stages of training, he acquires certain professional competencies, as well as personal qualities such as the ability to work in a team, the skills of optimal choice of technological solutions, and responsibility for the assigned area of ​​activity. In the process of work, he thinks about his future specialty in a new way and makes an informed decision about the correct choice of profession. In addition, a future specialist, with conscientious work, can secure additional income and work experience, which is extremely necessary for employment in modern conditions.

Potential employer Having his own idea of ​​a specialist, he has the opportunity to “intervene” in the learning process, supplementing the learning content with a range of specific problems for a given production. Partnership with an educational institution makes it possible to assess potential human resources at the early stages of professional training and, in case of obvious discrepancies, refuse a graduate a job in advance or enroll him in a position with a lower salary.

Educational institution is also interested in business partnerships with production, since gets access to operational information about the current state of production processes, and this allows you to make adjustments to training programs and update certain disciplines.

In the modern world, the secrets of the profession are passed on to future employees in educational institutions of various types. In them, the transfer of knowledge is arranged in such a way that there is an acquaintance with the theoretical part, and then there is an acquaintance with work skills, after mastering them, practical training is carried out. In fact, such a system gives certain failures in the learning process. This is due to numerous factors, including the isolation of production and teaching methods according to certain standards.

The current labor market in our country dictates the need to revise traditional approaches in the vocational education system.

Reorientation towards market relations required serious changes in the vocational education system. When hiring, an employer is interested not so much in the format of theoretical knowledge of educational institution graduates, but in their readiness to carry out professional activities.

Today, educational institutions are not yet ready to reorient themselves to new goals for training specialists. Current state educational standards assume an equal balance of theoretical and practical training, although practice-oriented forms are required. The education system is structured in such a way that the theory and practice of training takes place in isolation from production.

The enterprise has to bridge the gap between theory and practice. Everyone solves this issue in their own way. In some places, mentors are assigned to newcomers, they are inducted into positions, in others, training and adaptation programs are developed and implemented. And as a result, after a couple of years they get a specialist who is ready to work and has excellent knowledge of production.

On September 6, 2013, Elena Panina, a member of the State Duma Committee on Economic Policy, Innovative Development and Entrepreneurship, proposed introducing a dual education system in Russia, in which the process of professional training would be divided into mastering theory and practice.

The meaning of the term itself. "Duality" means "twoness, duality."

The dual system of vocational education has received worldwide recognition; it is the most common and recognized form of personnel training, which combines theoretical training in an educational institution and industrial training in a manufacturing enterprise.

Russia is vulnerable in world markets. One factor is the shortage of highly skilled workers.

According to the Federal Service for Labor and Employment of the Russian Federation (Rostrud), currently from 60% to 80% of vacancies in the labor market are blue-collar workers. At the same time, the average age of a Russian worker is 53-54 years. Thus, statistics indicate a difficult situation with the reproduction of qualified workers.

Reform of the vocational education system will help solve the problem. As an example, the German dual education system, proven by life and practice, is recommended.

Fig. 1 Diagram of the dual education system in Germany.

Since the Middle Ages, German artisans have been distinguished by their special skill. A student could remain an apprentice for half his life, so high were the requirements for his qualifications. The right of a master to put a personal mark on goods was a symbol of not only professional, but also life success.

We can also learn from the Germans a traditionally respectful attitude towards work, which in modern conditions can only conditionally be called physical. After school, our young people strive to go to university. And more than half of children in Germany go through vocational education, preferring to learn how to do something with their hands.

Russia is going to take the following fundamental aspects from the German model of “dual education”:

Combining theoretical and practical training in modern vocational education, in which the practical part of the training takes place directly in the workplace at the enterprise, and the theoretical part - on the basis of an educational organization;

Joint financing of job-specific training programs between commercial enterprises interested in qualified personnel and regional authorities interested in developing the economy and improving living standards in the region

Russia plans to introduce a dual education model to begin with in four pilot regions with priorities in the following industries: automotive, metallurgy, mechanical engineering, production of building materials, electrical engineering.

One of the first participants in the introduction of elements of dual education was the Moscow region. The project of the Ministry of Education of the Moscow Region “Implementation of elements of a dual model of vocational education in the Moscow Region” reflects specific actions to increase the priority of blue-collar professions (specialties) as a result of the development of new forms of education, the creation of modern professional educational programs with elements of a dual system and taking into account the development of specialized competencies.

VET contains elements of a dual education system that need to be developed into a common new professional system of training and education.

Currently, the Ministry of Education of the Moscow Region is developing a pilot project for a dual model of education, which provides for the creation on the basis of an educational institution (GBOU NPO PU No. 7 MO Zheleznodorozhny) an enterprise model, a business incubator, as close as possible to production conditions, in which students can perform real order, combining theoretical training with practical training in an educational organization. This program is called “Technopark - a new educational, research and production structure for training professional personnel.” A technology park is a regional educational, research and production complex, consisting of research laboratories and experimental production facilities, grouped around a large multidisciplinary professional educational organization of secondary vocational education. This is the territorial integration of education, science and production, the center of which is the educational organization of secondary vocational education, combining the activities of enterprises and the system of training and retraining of professional personnel into a single mechanism. The technology park development strategy is aimed at expanding the number of areas of activity of a professional educational organization, both in the educational services market and in the markets of high-tech production.

Fig.2 Scheme for the implementation of dual education in the Moscow region.

Thus, we have determined that a dual training system is a set of interrelated activities designed to achieve a specific goal over a given period of time, aimed at “creating unique products or services.” At the same time, the system of dual education, regardless of the degree of its novelty, in our opinion, is based, historically, on a number of its predecessors, who created certain prerequisites for the emergence of a new approach, new technology, knowledge system, etc.

Conclusions on the first chapter

Currently, changes are taking place in the vocational education system aimed at creating an environment that would motivate and orient students towards successful professional activities, as well as quickly and freely navigate the surrounding professional space, the mobility of a qualified working specialty in a rapidly changing situation on the labor market. The dual training system allows you to solve the tasks set by the 3rd generation Federal State Standards and more effectively develop the professional competencies of students.

In modern teaching, elements of dual learning are considered as one of the student-oriented learning technologies, group methods, reflective, presentational, research, search and other methods. It is used not instead of systematic subject teaching, but along with it as a component of the education system.

In order to successfully organize the elements of dual training, it is necessary to fully study the essence of dual training, the stages of work on it, principles, know the criteria for assessing dual training and what knowledge, skills and abilities are formed among participants in such activities.

Chapter 2. Practical basis for the implementation of elements of dual training

2.1. Conditions for organizing elements of dual training and dual

teacher culture

The main task of the leader when introducing innovations into the educational and production process is to create conditions for self-realization and self-development of each participant in the educational process, situations of success.

And, undoubtedly, the most important condition for the productive organization of a system of elements of dual education is a high level of dual culture, first of all, of the engineering and teaching staff of an educational institution.

The dual culture of IPR is a complex integrative concept, including general cultural, competence and personal components. It is formed in a team, therefore its significant external element is the corporate culture of the organization, uniting values, norms, traditions, style, social climate. A generalized model of the IPR project culture is presented in Fig. 2.

An important place in this model is occupied by the competence component in the form of a set of “dual” abilities, skills, methods of innovative transformation of pedagogical reality based on the formation of a problem vision, planning, forecasting, organization of developmental educational interaction with students. The model of a teacher’s dual culture also includes psychological qualities, personality traits of a teacher and a master, necessary for the successful mastery of elements of dual activity when solving professional problems. Among them it is worth highlighting social and communication skills - the art of speech, managing one’s behavior during communication.

Dual competencies are presented in sufficient detail in Fig. 2, first of all, this is the level of knowledge and skills in professional areas: creating and using a developmental environment, didactic material, establishing integrative connections between various educational areas in dual education.

Personal and professional qualities(activity, efficiency, initiative, responsibility, professional competence)

Dual competencies

A clear understanding of dual learning as a phenomenon (awareness of the IPR concepts of “dual learning”, “dual learning technology”

Ability to implement dual training:

Analyze the problems of dual learning;

Form a system of goals and objectives of dual training;

Carry out integration and planning of dual training;

Predict the expected results of all participants in dual training;

Build relationships between the teacher (mentor) and the student in the process of dual learning activities;

Organize a presentation of the received knowledge of dual training participants.

A creative approach to the implementation of dual training

(mastery of various techniques)

Rice. 2 IPR dual culture model

At the beginning of the experimental work, in order to diagnose the initial level of the dual culture of the IPR of the Cherepanov Polytechnic College, it was proposed to conduct a self-assessment on a ten-point scale, using eight generalized indicators of the developed model (see Fig. 2). Analysis of the results presented in Fig. 3 showed that the assessments of the main components do not exceed level 6 on a ten-point scale. This is primarily explained by a lack of understanding of the essence of dual learning, insufficient motivation, as well as poor mastery of dual competencies.

Results of self-assessment of the level of dual culture

Rice. 3 Comparative results of self-assessment of the initial level of dual culture and the level of dual culture achieved during the EER

At the second stage of work, targeted training was organized, methodological associations and trainings were carried out, and the practical participation of IPR at the enterprise was ensured, which significantly increased the level of IPR in the field of dual culture.

The next stage was the organization of activities to develop and implement elements of dual training in the Welder profession. Its main content is the development of a plan, planning, distribution of responsibilities to effectively achieve set goals, implementation of elements of dual learning, reflection.

All this made it possible to significantly increase the level of dual culture. Comparative indicators of the initial and achieved level of dual culture are presented in Fig. 3.

Analysis of the presented data allows us to conclude that the level of dual culture in all components has significantly increased after the organization of work in this direction. The results of self-assessment of the IPR practically coincide with the results of an objective expert assessment. The direction of further research is to optimize the methodology for forming a dual culture and study the factors that determine the effectiveness of dual-creative technologies.

2.2 The mechanism for implementing the model for managing the elements of dual education in the State Budgetary Educational Institution of the National Educational Institution "Cherepanovsky Polytechnic College"

Like any new business, at first dual activity occupied an insignificant place in the educational process of the college. Ignorance of technology and methods, lack of professional knowledge and culture in the field of dual training affected, and the expected result of training was frightening. The results of the first diagnostic studies on these issues (questionnaires on various problems are constantly carried out in college) spoke about wariness, distrust, and skepticism towards a new type of educational activity.

Today, elements of dual education are the norm in the educational activities of the college for both students and their mentors.

Some factors had a serious impact on the process of forming a system of elements of dual education in college. A significant role in the formation of the system of elements of dual education in college was played by the active, enthusiastic work of the creative group of IPR innovators, who initially relied on a small team of students in the profession of “Welder”. It was the activities of this group and the constant growth of its supporters that gradually changed the psychology of the team, eliminated mistrust and fear, and intensified the process of mastering the elements of dual education, which saw in this type of activity new opportunities for the formation of key educational and professional competencies in students, necessary for future social adaptation in modern times. society.

The current college model for releasing and managing elements of dual education directly unites all participants in the process (students, educational institutions, enterprises), which will significantly improve not only the professional level of the student, his further employment in the chosen profession, but also the importance of the employer in the educational process, increasing the prestige of an educational institution. The organization of dual learning elements is presented in Appendix No. 1.

GBPOU NSO "Cherepanovsky Polytechnic College"

CJSC "Cherepanovskfermmash"

Trained as a Welder

Fig. 4 Structure of the implementation of elements of dual education in the State Budgetary Educational Institution of the National Educational Institution "Cherepanovsky Polytechnic College"

The introduction of a dual form of education allows us to solve the main problem of vocational education - the gap between theory and practice.

It is really useful and necessary to conduct parallel theoretical and practical training for students. This solves the following problems:

The intern receives the necessary experience. After graduation, it will be easier for him to find a permanent job;

With this approach to training, an enterprise will be provided with a constant supply of qualified personnel.

The main advantages of dual training include:

Firstly, the participation of the employer in adjusting training programs and ensuring a high percentage of graduates’ employment, since they fully meet the employer’s requirements. Training is as close as possible to production requirements. It is noteworthy that the smallest company can participate in dual training;

Secondly, high motivation for acquiring knowledge is achieved, and the psychology of the future employee is formed.”

The experience of using a dual training system has shown the following advantages of this system compared to the traditional one:

The dual system of specialist training eliminates the gap between theory and practice;

The dual system of employee training creates high motivation for gaining knowledge and acquiring skills at work, because the quality of their knowledge is directly related to the performance of official duties in the workplace;

The interest of the heads of relevant institutions in the practical training of their employees;

An educational institution working in close contact with the Enterprise takes into account the requirements for future specialists during training, etc.

The high reliability of the dual training system is explained by the fact that it meets the interests of all parties involved - enterprises, workers, the state:

For an enterprise, dual education is an opportunity to prepare personnel exactly “to order”, ensuring their maximum compliance with all its requirements, saving on the costs of searching and selecting workers, their retraining and adaptation. In addition, it is possible to select the best students;

For young people, dual education is an excellent chance to gain independence early and adapt more easily to adult life;

The state, which effectively solves the problem of training qualified personnel for its economy, remains an absolute winner.

In order for innovation to enter our lives, it is necessary:

It is necessary to work closely with enterprises that have the opportunity to implement a dual training system;

Together with employers, develop recommendations for enterprises on the implementation of a dual training model;

Ensure the creation or allocation at enterprises of student places, training grounds and workshops for training according to the dual system.

Introduce mandatory (once a year) on-the-job training for teachers of special disciplines and masters of industrial training;

Preparing future vocational education teachers for the organization and methodology of teaching dual education.

Chapter 2 Conclusions

It is impossible to imagine a speedy solution to all the problems of creating a system of elements of dual education without the systematic and powerful formation of a college methodological base - an active, effective incentive for dual education, a formed dual culture of IPR.

Today, teachers have the opportunity to organize the educational activities of their students in a new way, using new technologies. There are still many problems, both with technical and methodological support to support such classes, but, nevertheless, work towards improvement is already underway. Independent acquisition of knowledge, the ability to apply acquired knowledge in practice, as well as practical tasks - the essence of the educational process and its result. That is why the modern educational process cannot be limited only to theoretical knowledge, to a textbook, to a teacher and a master. Multilateral cognitive activity is required (education institution, student, enterprise), based on elements of dual learning. Which will allow raising the educational level of graduates will solve the issue of their socialization.

Conclusion

Having studied scientific sources, we have established ourselves in the understanding that the problem of dual learning has been studied in numerous works by domestic and foreign scientists in the field of pedagogy and psychology. The scientific potential of knowledge available in pedagogy suggests that further research into the problem of organizing students’ project activities is associated with the use of the theory and practice of productive learning, combining the ideas and concepts of a productive approach, free self-determination and self-realization, and the development of independent activities of students. We reviewed the history of the development of dual training, studied the positive aspects of using elements of dual training, and possible difficulties that arise during the organization of dual activities.

It is known that the inclusion of dual learning in the educational process today is associated with a number of difficulties. Many educators are generally wary of introducing innovation. This requires the professionalism of the teacher, and a sufficiently high level of knowledge of the subject being taught, moral readiness, and time investment, therefore the administration, acting as the initiator of the inclusion of projects in the educational process, is called upon to provide specific assistance to the teacher using this type of educational activity. First of all, it is required to change the positions and views of participants in the pedagogical process on educational goals and objectives in using the project activity method.

The main goal of dual training, according to the study, can be achieved only when certain conditions for implementation exist for this: these are developed methods and programs, and created additional spatial conditions for the implementation of dual training, systematicity reflected in the dual activity management model.

The experience of GBPOU NSO "Cherepanovsky Polytechnic College" and the data obtained on the introduction of elements of dual education show a number of its advantages: deeper assimilation of subject content; high ability to concentrate knowledge from different areas; motivation of students during the educational process.

This work once again proves that such an innovative teaching method as dual training quite powerfully directs its activities towards expanding knowledge in the chosen profession, develops professional and socially oriented skills and abilities: communication, managerial.

The analysis of activities described in the second chapter allows us to say that our IP team correctly understands and is aware of innovative processes and, in its practice, acts correctly in managing innovative processes. However, it is necessary to carry out an even more in-depth study of the student’s personality, career guidance, motivation of IPR and students for activities, and, taking into account these data, build further activities in the organization of the educational process.

Dual training can become one of the educational forms that organizes the educational and production work of the entire educational institution. Thus, we see that dual training can become one of the effective ways to form and develop the personality of students, reveal their intellectual potential, and increase motivation for educational and industrial activities. Of course, we do not consider dual learning as the main one that determines the strategy of education, claiming to displace other methods and types of educational activities. The training system is determined by the general concept of training and includes a whole range of components - goals, content, methods, organizational forms, training tools. All components of this system are interconnected. Elements of dual learning are just one of its components that can be effectively used in teaching, complementing any other methods in conditions of variability of learning and allowing to optimize the educational process.

In general, the results of this work confirmed the solution of the set tasks and proved the effectiveness of the developed model for managing a general education institution in the process of dual activities. The introduction of elements of dual education into the traditional form of education has shown that this approach opens up new opportunities in the provision of educational services, which in turn will increase the educational level of graduates and resolve the issue of their socialization.

In conclusion, I would like to note that the use of innovative technologies in training not only fuels the motivation of students, not only makes theoretical classes more diverse and interesting, but also contributes to the self-development and self-education of IPR, bringing all participants closer to production activities.

Bibliography

n\n

Source type

Example of a bibliographic description

Rodikov A.S. Some aspects of the profiling of educational services in the dual system of European education // Bulletin of the Military University. - 2010. - No. 3 (23). - pp. 41-46.

Article from the collection of materials

Sherstneva N.V. “Dual training is a promising system of training in technical and vocational training”, : “Issues of transition to dual education”,

Electronic information resources

moshiach.ru›study/enciclopedia/1057_11_3.html

http://www.e-prof.ru/jurnal/professia/novie_i_redkie_professii.htm

lakubik.narod.ru›mazalova/3_021.shtml

tupa-germania.ru›rabota/svobodnye-professii.html

web-local.rudn.ru› Resources›ido/psix_trud/ch4_4.htm

Magazine article

Interaction between educational institutions and enterprises

as a component of the integration of vocational education and production / I.M. Aituganov[etc.] //

Kazan. ped. magazine – 2009. – No. 2. – P. 3–9.

Petrov, Yu.N. Dual system of engineering and pedagogical education – innovative model

modern professional education / Yu.N.

Petrov. – N. Novgorod: Volzh Publishing House. state engineer.-

ped. University, 2009. – 280 p.

Smirnov I.P. New principles for organizing primary vocational education. Transition

to an open system in labor market conditions / I.P. Smirnov, V.A. Polyakov, E.V. Tkachenko. – M.: Academician. prof. Education, 2004. – 32 p.

Chapaev N.K. Integration of education and production:

methodology, theory, experience / N.K. Chapaev, M.L. Weinstein. – Ekaterinburg: Publishing House. state prof.-ped. University, 2007. – 408 p.

Shelten A. Introduction to professional pedagogy/

A. Schelten. – Ekaterinburg: Ural Publishing House. state prof.-ped. University, 1996. – 288 p.

Appendix No. 1