Lavrentieva O.
Doctor of Pedagogical Sciences, Assistant of Professor, Kryvyi Rih State
Pedagogical University, Kryvyi Rih, Ukraine
Rybalko L.
Doctor of Pedagogical Sciences, Assistant of Professor, Poltava National
Technical Yuri Kondratyuk University, Poltava, Ukraine
Lakomova O.
Candidate of Geographical Sciences, Kryvyi Rih State Pedagogical University,
Kryvyi Rih, Ukraine
IMPLEMENTATION OF THE DUAL SYSTEM OF VOCATIONAL
EDUCATION: HISTORY, TRENDS, PERSPECTIVES
Introduction. The need to update the regulatory framework of the domestic
education system is primarily due to the socio-economic transformations taking place
in Ukraine and the total processes of globalization and the informatization of society
as a whole. They led to the expansion of the labor market on the one, and on the other,
they put forward new requirements either to the level of the specialist’s preparedness
or to the content and forms of organization of the educational process. However, there
is the gap increasingly spreading, one is between the realities of professional activity
and the material-and-technical and organizational-and-pedagogical terms in which the
professional training of future specialists is carried out. The education community,
employers and the public are conducting a joint search for ways and means of the
education system qualitative restructuring at all its levels.
The change vector must to concern the conceptual foundations of professional
education, which should develop appropriate tools for the shaping of individual
educational trajectories in order to ensure professional self-actualization and self-
realization of the future specialist.
In such terms the experience of the dual system of preparation is became quite
relevant. It was started in the 1960's in Germany. In the opinion of researchers and its
supporters, such a system is capable of eliminating the main disadvantages of
traditional forms and methods of training future professionals, to overcome the gap
between theory and practice, education and production, and significantly improving
the quality of preparation skilled personnel in taking into account the employers’
requirements [6; 14].
Today, this system, withstood the test of time, is successfully used in the countries
of Europe, Canada and the United States, and around 60 countries of the world for to
preparation qualified professionals on the basis of social partnership. Upon the
educational institution and the employer are equal partners, who together develop,
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