professions associated with technological manufacturing and the metal industry. At the
core of the triple model of professional education is educational network wich a wide-
and-available to of enterprises in a certain branch [2].
Coordination and organization can be carried out by an independent organization
that acts as a partner in the network of cooperation. In this way, the issues of marketing
and management of production occupations will be centrally addressed; the needs in
specialist will be to clarify; the joint efforts and interaction with the of the Chamber
of Commerce and Industry and the Chamber of Craftsman, professional schools and
employment services will be coordinate; the issues of personnel developmentto will be
solve [14].
This idea is quite attractive for Ukraine as well. In 2011, dual system of
professional preparation is widely used in Kazakhstan. First of all the government
identified sectors that require personnel (agriculture, transport, metallurgy and machine
building, oil and gas and chemical production) and those educational institutions that
can become the basis for their qualified preparation. The National Welfare Fund of
Kazakhstan has drawn up a step-by-step plan for the introduction of the dual model
and a definite list of the base enterprises participating in this project [8].
A model based on the corporate consortium is one of the most promising for the
implementation of dual sistem of higher education in Kazakhstan [8]. It is founded a
distributed learning process: the theoretical training on the basis of Internet, distance
and other computer-oriented technologies, mainly in the evening, while at daytime,
applicants acquire practical skills and competences in a production environment.
CONCLUSION
Above all, it is worth noting that the foreign experience of the dual system of
professional preparation, in particular Germany, can not be uncritically transferred to
the domestic educational realities and socio-economic terms.
As the experience of Ukraine showed, the introduction of elements of the dual
form of education contributes to the improvement of the quality of professional
education, the motivation of applicants, institution and employers, enabling employers
to significantly influence the quality of study, it gives a new impetus to the
development of professional and educational competence-oriented standards of
preparation as future skilled workers , as well as teachers and masters of vocational
training; it provides the necessary level of decentralization in the management of
professional education and autonomy of educational institutions.
Despite this, there are problems and risks, such as: it is absence of a package of
normative acts, in which there would be a certain motivation for enterprises and
employers; it is insufficient level of design of conceptual foundations and specific
mechanisms for the implementation of the dual system of professional preparation,
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