schools, including general education and professional one's. This makes the dual
system of professional education attractive enough, first of all, in the system of
vocational (vocational-and-technical) education. This fact has caused considerable
interest from the Post-Soviet countries in the lane of adapte foreign experience in the
training of skilled workers on the dual system. During 2015-2017, an experiment was
conducted in Ukraine to introduce elements of the dual form of education based on the
three Higher Professional Schools. According to the results of the first issue in every
institution of vocational education it was fixate the high level of employment of
graduates – up to 97%, the improvement of the quality of their professional preparation
by 12-17%, and additional financial proceeds – up to 50 thousand gr. [4]. Since 2016,
the practice of introducing elements of the dual system of profational preparation of
workers has been extended to all regions of Ukraine, in particular, to Kryvyi Rih.
As a result of the introduction of elements of the dual form of education in more
than 10 vocational skools of Kryvy Rih, a certain algorithm of joint actions of the
institution and employers has been developed, the experience gained in preparation
specialists in a number of professions, and reduced budget expenditures. The
expediency of using the dual system for praparation within the limits of
monoprofessions and only students with a complete secondary education has been
clarified. Recently, the classical dual system of professional preparation is also being
implemented into a higher vocational school. Predictably, this is of considerable
interest from methodologists and theorists of professional education. But even so, as
the study of primary sources shows, in the domestic educational areas the dual system
in higher education is generally regarded as one of the more or less optimal ways of
combining study and work of student. Above, we have emphasized the falsity of this
point of view.
In Germany, the dual sistem of higher education integrates classic higher
education with vocational education or with practical professional activities in
production. And while for employers thise sistem is too much expense, nevertheless,
in the society the educated practitioners are more preferred; they can even to take
executive positions by the end of stydy [14].
There are three such varieties in Germany's dual sistem of higher education [5]:
1) integrated into teaching the combining classical higher education with vocational
education in single specialty; 2) integrated into professional activity as an analogue of
advanced training or re-training to a related profession; 3) integrated into practice as a
type of combined study, which includes long-term practice at any enterprise and
involves obtaining two diplomas about higher education.
The model of the future for Germany is so-called the system of "triple" vocational
education, it complements the above components of the third, namely: innovation in a
certain field of social practice. Researchers perceive the greatest prospects in the
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