coordinate and control the educational process, bear joint responsibility for its results
and the graduate’s destiny [9]. The Friedrich Ebert Foundation provides significant
scientific and methodological support to this process.
There is a considerable layer of scientific research and practical experience of
professional preparation of qualified specialists at all educational levels in Ukraine. In
particular, R. Gurevich,
G. Elnikova, I. Licarchuk, P. Luzan, S. Nikitchina,
N. Nyckalo, V. Radkevich, V. Svistun, A. Shcherbak and others study theoretical and
methodological aspects of this problem; N. Abashkina, V. Gamanyuk, T. Desyatov,
L. Sergeyev, A. Kaplun, N. Pazuri and others carry out a comparative analysis of the
system of professional education of various foreign countries and distinguish ways of
there adaptation to the domestic educational field; V. Lozovetskaya, G. Lukyanenko,
L. Petrenko, L. Pukhovskaya, I. Savchenko, T. Stoichyk, V. Yagupov and others
decide issues the training of working personnel in various forms of organization of the
educational process.
Therefore, in our opinion, it is not entirely correct to define the dual system of
professional preparation as a new educational phenomenon for the domestic
educational field. At the same time, they are needed to study and investigate the
specific mechanisms of establishing equal partnership between educational
institutions, employers and education applicants with the aim of forming professional
competencies and professional adaptation in the future specialist in terms of real
professional activity [6].
Background of the dual system of training in the domestic educational
realities. Definitely, when the volume of social experience was not so great, and
educational standards were just becoming, there were already models of preparation
that similar to the dual system. Actually the so-called German vocational education
system is rooted in the XII century, but its formation took place at the end of the XIX
century thanks to the works of G. Kershenshteiner (1854-1932). During 1895-1919,
scientist was been a school counselor in Munich, he was engaged in reforming the
curricula of popular schools and introduced practically oriented schools. In them the
main attention was paid to a particular profession and assimilation of the requirements
proposed to it. At the beginning of the XIX such schools have already been functioning,
and the butchers, confectioners, chimney-sweeps and hairdressers were getting the
professional education their separately. This type of vocational school in Germany was
complemented by the prevalent schools at the time for the training of workers at the
enterprises. And the actual concept of the dual system of professional education
appeared in the second half of the 1960's. as a result of the discussion on the newly
introduced Law on Professional Education in 1969 [9].
In the native educational areas already since the XIX, two main ways of getting
education were launched. The first way is the classical elite education, which
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