proceeded from the principle of fundamentalization. The second one is the so-called
"real education" that was oriented towards obtaining a certain specialty and envisaged
extensive practical preparation in the production’s terms. For example, future teachers
had to learn and parallel to work in the school that was a substructure of the teachers'
institute. Similarly, the preparation of future workers was passing directly held at the
industrial enterprise. Already from 1920, in the USSR, a network of factory-plant
discipleship schools (FZU) was forming to provide of industry by workers. FZU
schools acted at large enterprises for the preparation of skilled workers and were the
main type of vocational school of the USSR before the war [11].
Participation of enterprises in the specialists’ preparation can be traced in the
model of training for target orders, which is widely used in our time. At the beginning
of the entrant concludes a contract with the company, and then with any marks goes to
the chosen specialty and receives a scholarship from the enterprise and other
preferences, in particular there are a place for practice and preparation of graduation
work, and in the future – a workplace.
Furthermore, a long time the medical educational institutions have lectureroom in
medical facility, and clinical disciplines are taught directly in hospitals, where theory
and practice are indivisible. There are many other examples; however, it would be
wrong to identify them with a dual system of preparation only on account the practice-
oriented learning is prevailing or some enterprises take part in its organization. It is
worth to understand that the dual system is based on entirely different conceptual
approaches to professional preparation in compare to those function in Ukraine and in
the Post-Soviet space.
However, as noted above, the applicant no longer satisfies the range of
educational services that do not provide him flexibility in the choice of educational and
career paths, does not guarantee his future professional competitiveness and demand
for the labour market. Therefore, it is no coincidence in the new wording of the Law
of Ukraine "On Education" the dual form of training is being determined the status
along with the institutional and individual forms of education [15].
December 26, 2017, at the enlarged meeting of the College of the Ministry of
Education and Science of Ukraine was presented, and on September 19, 2018 the
Concept of training specialists for the dual form of education was adopted. The same
issues are being dealt with in the Concept of the implementation of the state policy in
the field of professional education "Modern professional education" for the period up
to 2027. In this act, the achievement of the basic objectives of professional education
is associated with an increase in its quality, with the wide introduction of the dual
system of preparation, decentralization of management and financing, and the spread
of public-private partnerships in vocational education and training [12; 13].
The basic principles of the dual system of preparation: advantages and
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