The implementation of dual education in college scheme. “Dual training system in secondary vocational education institutions

14.12.2019

Report on the topic: “The relevance of the concept of the development of dual education in the light of the adoption of GEF SPO 4”

Prepared by:

Reznik A.S.

Modern system of secondary vocational education

requires us, as an educational organization, to prepare and graduate

highly skilled

cited and

competitive

specialists

One of requirements GEF SPO 4 generations is practice oriented approach in training. It is in the new standards 60% study time is practical training.

This form of training is mechanism of close interaction between the state, employers and educational institutions to train highly qualified personnel in accordance with the needs of the labor market.

The dual system fully meets the basic principles of the competency-based approach , underlying modern federal state educational standards of secondary vocational education

I.e dual training Is a training in which theoretical part passes based on educational organization

(30–40% of study time),

a practical part training at a manufacturing enterprise , workplace

(60–70% of the study time).

The innovation of the dual system is as follows:

changes in the organization of the educational process (the volume of practice increases to 60% of the volume of the curriculum);

manufacturing practice is based on an individual approach and is as close as possible to the conditions of real production;
additional measures of financing from the enterprise;
development of the institute of mentoring in the workplace.

For enterprises:

training for specific technological processes. As well as reducing the time for adaptation of graduates at the enterprise, which directly affects the increase in labor productivity.

For the education system:

the opportunity to improve the quality of secondary vocational education and, as a consequence, increase the competitiveness of the educational organization, and the percentage of graduate employment will increase significantly.

For future professionals:

Mastering professional competencies and skills for work and work already during training. It is important to note that all the time spent at the enterprise as part of the training must be paid. And of course, guaranteed employment

Regions will also benefit. Because there will be a balance of supply and demand in the labor market. As a result, the investment attractiveness of the region will also increase

The dual education system involves co-financing training programs for a specific workplace by commercial enterprises interested in qualified personnel and regional authorities interested in developing the economy and improving living standards in the region.

Since 2014, the Russian Federation has been implementing the system project "Training of workers who meet the requirements of high-tech industries based on dual education."

Currently in 20 pilot regions of the Russian Federation are already testing the regional standard for staffing industrial growth, which includes dual education.

Positive results from the implementation of this project are also available.

Today in Russia dual training called the most promising direction in training mid-level specialists with the participation of large business.

Using dual model educational programs taking into account

offers of employers .

Dual training in open source software , which is currently practiced in educational institutions of the Russian Federation, partially can be compared with the Soviet system vocational education

If you take

individual effective moments of the educational system ,

which we used in the past combine them with some borrowings from the German system

and, starting from the available opportunities, to fit all this into the framework of the GEF, - most likely,

get a great result .

In the conditions of our technical school, the dual system could be applied in such specialties:

02/26/02 "Shipbuilding",

02.26.04 “Installation and maintenance of ship machinery and mechanisms”

02.28.01 “Economics and accounting”,

02.22.06 “Welding production”

Its implementation will contribute to

closer interaction between the educational institution and employers,
eliminates problems with determining the place of practice for students of these specialties,
will increase the prestige of these specialties,
will attract more applicants
guarantees the employment of more of our graduates.

An important aspect in the formation of a future specialist is his participation in professional skills contests.

Taking part in such contests, students learn to organize their own activities, choose standard methods and ways to perform professional tasks, evaluate their effectiveness and quality.

Worldskills - This is an international non-profit movement, the purpose of which is to increase the prestige of working professions and develop skills in industry and services

Dual system training and implementation of standards Worldskills in secondary vocational education

provides smooth entry of students into labor activity , without the inevitable stress for other forms of training caused by a lack of information and poor practical training.

Sooner or later, you and I will have to switch to a dual learning model because Russia, despite the temporary difficulties in the field of sanctions, is an integral part of the global world economy. And the leading states in this area have already made their choice in favor of such an education.

REGIONAL STATE AUTONOMOUS PROFESSIONAL EDUCATIONAL INSTITUTION

Belgorod College of Civil Engineering

Publication

Salabay Marina Anatolyevna

Titova Lyubov Mikhailovna

Belgorod 2017

“The dual training system in secondary vocational education institutions”

The main problem of educational institutions of the secondary vocational education system today is the low percentage of employment of graduates in their specialty. The solution to this problem is the introduction of a dual training system. Let us clarify the meaning of the term dual learning. "Duality" means "dual unity, duality." Dual training, as the practice of the European education system shows, is the product of close interaction between educational institutions and employers for successful professional and social adaptation of a future specialist. The student is already at the early stages of the learning process is included in the production process as an employee of the enterprise, who, according to functional responsibilities, manages the allocated resources, bears official responsibility, masters professional skills, and in some cases receives wages. The dual system of vocational training is rooted in the medieval guild activity of artisans. The future artisan acted as a student in the workshop, his task was to observe the work of the master and reproduce his actions. After successful training, the student became an apprentice, but for independent work or opening his own workshop, he had to pass an exam for a master, and this, in turn, required training from other masters. Since the second half of the 19th century, with the development of industrial production, apprentices began to switch to industrial enterprises, where a system of factory training was already taking shape. At the enterprises, training workshops began to open, in which craft technology training was carried out in a systematic manner. The dual form of professional education is considered by scientists as an educational phenomenon successfully adapted to the conditions of a market economy. Instead of the tradition of training a student like himself as a separate master, the economy demanded a new form of training for specialists based on the social partnership of enterprises and professional schools. The analysis of pedagogical research on this issue suggests that the practice of training personnel in Germany is especially relevant in the modern system of vocational education. Its origins are in the concept of the dual form as the main method of training and education of young workers in pre-war Germany, when training in an educational institution was combined with part-time work. The gap between theory and reality is an eternal problem of professional education. At different times, she decided differently. The dual system in the world has proven its effectiveness in this matter. In the recent Soviet past, professional cadres were forged on a similar principle and, it must be said, the result was. The modern system of dual education, introduced in our country, has hopes for closing the gap between theory and practice. The introduction of dual education in any educational institution is a complex preparation process for the transition from the traditional form of education to the system of additional education. This transition is accompanied by a change in the consciousness of society and its willingness to accept new standards established by the need and demand of modern society, ready for development and self-improvement. In accordance with the UNESCO International Standard Qualification of Education, the dual education system is organized educational programs for young people combining part-time work and part-time education in the traditional school and university systems. Dual training is a form of training that combines theoretical training in an educational institution (30% -40% of educational time) and practical training at a manufacturing enterprise (60% -70% of educational time). The basic principle of the dual training system is the equal responsibility of educational institutions and enterprises for the quality of training. The dual system meets the interests of all parties involved in it - enterprises and organizations studying, the state: For the enterprise - this is an opportunity to prepare personnel for themselves, reduce the costs provided for the search and selection of employees, their retraining and adaptation. For students - this is the adaptation of graduates to real production conditions and a high probability of successful employment in the specialty after graduation. The state remains the winner, which effectively solves the problem of training qualified personnel for the entire economy. An analysis of literary sources on the problem of using dual education in foreign countries suggests that this system can be adapted to our realities: 1) close integration between educational institutions and enterprises should be ensured; 2) the need for enterprises in the workforce should be predicted in order to know exactly who and how much is needed; 3) it is necessary to develop professional standards and build educational programs on their basis; 4) to ensure that the blocks of theory and practice alternate throughout the entire training process (for example, a week of theory and immediately 2 weeks of practice); 5) it is imperative to carry out career guidance work with students so that their choice of a future profession is meaningful. Dual training is a network form based on the interaction of employers and educational institutions of secondary vocational education. Dual training involves the combination of theoretical and practical training, in which the student must master the basics of professional activity in the college (theoretical part), and the practical part of the training takes place directly at the workplace: in schools, additional educational institutions of the city, pre-school institutions. Dual training programs implemented at specific workplaces in educational institutions of the city under the guidance of school teachers, tutors, preschool teachers, include three main components: 1) educational, production (pedagogical) practice; 2) practical and laboratory exercises; 3) extracurricular activities (excursions, round tables, workshops). Objective: to create a system for training qualified workers that meets the needs of employers in terms of the quality of qualifications and competencies and the number of graduates required by the economy to increase its competitiveness. Tasks: - the level of qualification of graduates \u003d expectations of employers, - increasing the investment attractiveness of the region, - attracting investment in the vocational education system. At the first stage of preparation for dual education, the college develops legal and educational documentation on the dual education system: - agreements on dual education of college students with pre-school institutions of the city; - In addition, educational institutions for certain types of dual training are determined; - dual education programs are being developed in the specialty of preschool education, coordination of programs is being prepared with preschool educational institutions; - a curriculum for a specialty is being developed, which will be agreed with preschool educational institutions; - Schedules of dual training will be agreed with the basic educational institutions; - an action plan is being drawn up to ensure the educational process in the framework of dual education; - The Regulation "On the organization and conduct of dual education in college" is being prepared for approval; - student agreements on dual education are being prepared for conclusion. (2) At the second stage - the stage of the implementation of dual training programs, according to the approved schedules, dual training of 2-4 year students will be carried out through practical classes and various types of practice on the basis of the employer. Practice within the framework of the elements of dual learning is organized according to professional modules. At the end of the type of practice, differential tests are carried out. Protection of the results of practice becomes an integral part of the exam (qualification). Social partners have the opportunity to participate in assessing the quality of training of specialists through participation in exams (qualification) conducted on the studied modules, state final certification with the assignment of qualifications in the specialty. College students undergo practical training at the enterprises of the city, so employers already at this stage have an opinion about the knowledge and skills that students receive in college in the process of theoretical training. At the same time, students during the internship have the opportunity to get acquainted with the operating mode of the enterprise or organization, with the conditions and economic capabilities of the enterprise. Teachers of special disciplines have the opportunity to take internships at enterprises of social partners (general educational institutions, preschool educational institutions), take part in master classes, seminars, and professional skill competitions, thereby improving their skills and mastering new technological capabilities and modern equipment. Thus, the transition to the dual training system: firstly, it will significantly strengthen the practical component of the educational process, while maintaining the level of theoretical training that ensures the implementation of the requirements of the Federal State Educational Standard; secondly, it will help to solve the problem of training specialists who are fully prepared for pedagogical activity; thirdly, it will increase the professional mobility and competitiveness of graduates in the labor market; fourthly, will strengthen the relationship of educational institutions of general and vocational education. Thanks to the dual training system, there is the possibility of real training effectiveness to meet the specific needs of production. Thus, we get the opportunity to join the interests of business, young people and the state - a whole new level of triangular partnership.

List of references

1. Raven John. Competence in modern society. Identification, development and implementation. // M., 2002.

2. Tereschenkova E. V. The dual education system as the basis for training specialists // Scientific and methodological electronic journal "Concept". - 2014. - No. 4 (April). - S. 41–45. - URL: http://e-koncept.ru/2014/14087.htm.

3. Sherstneva N.V. Dual training is a promising system of training in TVE [Electronic resource]. URL: http://pedagog.kz/index.php?option\u003dcom_content & view \u003d article & id \u003d 1947: 2013-04-25-15-19-19 & catid \u003d 70: 2012-04-18-07-08-22 & Itemid \u003d 95

4. Issues of transition to dual education [Electronic resource]. URL: http://forum.eitiedu.kz/index.php/2012/01/04/dualnaya-model-p-t-obrazovaniya/

“We need to maximize the professional education for the needs of the economy, for solving the development problems of both individual regions and the country as a whole. Businesses and educational institutions should finally have a wide range of cooperation mechanisms, so that future specialists can get the necessary skills directly at the enterprises, and those who are already working can improve their skills, change their profession, and if necessary, and the field of activity ”

V.V. Putin Speech at the State Council 12/23/2013

Let us clarify the meaning of the term dual learning. "Duality" means "dual unity, duality." Dual training, as the practice of the European education system shows, is the product of close interaction between educational institutions and employers for successful professional and social adaptation of a future specialist. The student, already at the early stages of the learning process, is included in the production process as an employee of the enterprise, who, according to functional responsibilities, manages the allocated resources, bears official responsibility, masters professional skills, and in some cases receives wages.

The dual system of vocational training is rooted in the medieval guild activity of artisans. The future artisan acted as a student in the workshop, his task was to observe the work of the master and reproduce his actions. After successful training, the student became an apprentice, but for independent work or opening his own workshop, he had to pass an exam for a master, and this, in turn, required training from other masters.

Since the second half of the 19th century, with the development of industrial production, apprentices began to switch to industrial enterprises, where a system of factory training was already taking shape. At the enterprises, training workshops began to open, in which the training of craft technology was carried out in a systematic manner.

The analysis of pedagogical research on this issue suggests that the practice of training personnel in Germany is especially relevant in the modern system of vocational education. Its origins are in the concept of the dual form as the main method of training and education of young workers in pre-war Germany , when training in an educational institution was combined with part-time work.

The gap between theory and reality is an eternal problem of professional education. At different times, she decided differently. The dual system in the world has proven its effectiveness in this matter. In the recent Soviet past, professional cadres were forged on a similar principle and, it must be said, the result was. The modern system of dual education, introduced in our country, has hopes for closing the gap between theory and practice.

The introduction of dual education in any educational institution is a complex preparation process for the transition from the traditional form of education to the system of additional education. This transition is accompanied by a change in the consciousness of society and its willingness to accept new standards established by the need and demand of modern society, ready for development and self-improvement.
In accordance with the UNESCO International Standard Qualification of Education, the dual education system is organized educational programs for young people combining part-time work and part-time education in the traditional school and university systems.

Dual training is a form of training that combines theoretical training in an educational institution (30% -40% of educational time) and practical training at a manufacturing enterprise (60% -70% of educational time).

The basic principle of the dual training system is the equal responsibility of educational institutions and enterprises for the quality of training.

The dual system meets the interests of all parties involved in it - enterprises and organizations studying, the state:

For the enterprise, this is an opportunity to prepare personnel for itself, to reduce the costs provided for the search and selection of employees, their retraining and adaptation.

For students - this is the adaptation of graduates to real production conditions and a high probability of successful employment in the specialty after graduation.

The state remains the winner, which effectively solves the problem of training qualified personnel for the entire economy.

An analysis of literary sources on the problem of using dual education in foreign countries suggests that this system can be adapted to our realities:

1) it is necessary to ensure close integration between educational institutions and enterprises;

2) the need for enterprises in the workforce should be predicted in order to know exactly who and how much is needed;

3) it is necessary to develop professional standards and build educational programs on their basis;

4) to ensure that the blocks of theory and practice alternate throughout the entire training process (for example, a week of theory and immediately 2 weeks of practice);

5) it is imperative to carry out career guidance work with students so that their choice of a future profession is meaningful.

GBPOU “Solikamsk Social and Pedagogical College”, among the educational institutions of secondary vocational education of the Perm Territory, begins to introduce dual training.

Dual training is a network form based on the interaction of employers and educational institutions of secondary vocational education, namely, the coordinated interaction of educational institutions of the Solikamsk city district and teacher training college.

Dual training involves the combination of theoretical and practical training, in which the student must master the basics of professional activity in the college (theoretical part), and the practical part of the training takes place directly at the workplace: in schools, additional educational institutions of the city, pre-school institutions.

Dual training programs implemented at specific workplaces in the educational institutions of the city under the guidance of school teachers, tutors, preschool teachers, include three main components:

1) educational, industrial (pedagogical) practice;

2) practical and laboratory exercises;

3) extracurricular activities (excursions, round tables, workshops).

At present, the Solikamsk Pedagogical College GBPOU implements the elements of dual training for students in the specialty 44.02.01 Preschool education.

Goal: creation of a system for training qualified workers that meets the needs of employers in terms of the quality of qualifications and competencies and the number of graduates required by the economy to increase its competitiveness.

Tasks:

Graduate qualifications \u003d expectations of employers,

Improving the investment attractiveness of the region,

Attracting investment in vocational education.
The participants: preschool educational institutions of the city of Solikamsk; college students; teachers.

At the first stage of preparation for dual education, the college develops legal and educational documentation on the dual education system:

Dual student agreements with college pre-schools in the city;

Additionally, educational institutions for certain types of dual training are determined;

Programs of dual education in the specialty of Preschool education are being developed, coordination of Programs with pre-school educational institutions is being prepared;

A curriculum for a specialty is being developed, which will be agreed with preschool educational institutions;

Schedules of dual training will be agreed with the basic educational institutions;

An action plan is being drawn up to ensure the educational process in the framework of dual education;

The Regulation "On the organization and conduct of dual education in college" is being prepared for approval;

Student agreements on dual learning are being prepared for conclusion. (2)

At the second stage - the stage of implementation of dual training programs, according to the approved schedules, dual training of 2-4 year students will be carried out through practical classes and various types of practice on the basis of the employer.

Practice within the framework of the elements of dual learning is organized according to professional modules. At the end of the type of practice, differential tests are carried out. Protection of the results of practice becomes an integral part of the exam (qualification). Social partners have the opportunity to participate in assessing the quality of training of specialists through participation in exams (qualification) conducted on the studied modules, state final certification with the assignment of qualifications in the specialty.

College students undergo practical training at the enterprises of the city, so employers already at this stage have an opinion about the knowledge and skills that students receive in college in the process of theoretical training. At the same time, students during the internship have the opportunity to get acquainted with the operating mode of the enterprise or organization, with the conditions and economic capabilities of the enterprise.

Teachers of special disciplines have the opportunity to take internships at enterprises of social partners (general educational institutions, preschool educational institutions), take part in master classes, seminars, and professional skill competitions, thereby improving their skills and mastering new technological capabilities and modern equipment.

Thus, the transition to the dual learning system:

firstly, it will significantly strengthen the practical component of the educational process, while maintaining the level of theoretical training that ensures the implementation of the requirements of the Federal State Educational Standard;

secondly, it will help to solve the problem of training specialists who are fully prepared for pedagogical activity;

thirdly, it will increase the professional mobility and competitiveness of graduates in the labor market;

fourthly, will strengthen the relationship of educational institutions of general and vocational education.

Thanks to the dual training system, there is the possibility of real training effectiveness to meet the specific needs of production.

Thus, we get the opportunity to join the interests of business, the young man and the state - a whole new level of triangular partnership.

Dual training as a form of implementation of the main professional educational programs in the context of the Federal State Educational Standard

In the context of the transition of the Russian economy to an innovative path of development, the role of the secondary vocational education system significantly increases in providing new jobs with qualified personnel, in stimulating the creative activity of young people and in creating conditions for their effective employment.

Today, the economy is in dire need of qualified specialists and workers. The tasks of bringing the structure of vocational education in line with the needs of the labor market, improving the quality of training of skilled workers and mid-level managers, the prestige of the relevant professions and the attractiveness of relevant educational programs are coming to the fore.

The relevance of this topic lies in the distinctive for our time change in the nature of education and the training of specialists based on the new federal state educational standards of secondary vocational education (GEF SPO), based on competencies.

In accordance with the legislation of the Russian Federation, the federal state educational standard is the main regulatory document that establishes a system of norms and rules that are mandatory for execution in any educational institution.

Students' practice is an integral part of the OPOP, ensuring the implementation of the Federal State Educational Standard of Higher Education. Practice aims at the comprehensive development by students of all types of professional activity in a specialty (profession), the formation of general and professional competencies, as well as the acquisition of the necessary skills and practical experience of students working in a specialty (profession). Types of practice of students mastering the BEP are: educational practice and industrial practice.

The creation of a dual educational environment on the basis of the college involves the real inclusion of strategic partners (employers) in the development of new content for professional education based on professional standards and competencies; participation in the formation of the college's innovative infrastructure, quality control procedures for vocational education.

The dual system includes two different, but independent in legal and organizational respects, training and production environments, such as the establishment of open vocational education and the enterprise-employer.

It is these subjects of the educational process that are more interested not only in learning outcomes, but also in content and its organization. The dual education system is devoid of any shortcomings in the training of future specialists, since it combines both theoretical and practical training in the educational process.

Dual training is a form of professional training that combines theoretical training in an educational institution and practical - at the sites of companies and enterprises. The basic principle of the dual training system is the equal responsibility of educational institutions and enterprises for the quality of training.

An example is the German vocational education system, which, according to the International Institute for Monitoring the Quality of Labor, is one of the leaders in terms of staff qualifications, and its dual education system is largely a model for the entire European Union. The successful experience of the German dual education system is of great interest to our country, as it contributes to innovative processes in modern education, allows us to overcome the lag in the quality of workforce from the real requirements of modern production and the ability to provide qualified and professional personnel for the enterprise.

The dual system meets the interests of all parties involved in it: enterprises, workers, and the state.

For employers, this is an opportunity to prepare personnel for themselves, saving on expenses for finding and selecting employees, their retraining and adaptation.

For young people, dual training is a great chance to gain independence early and to adapt more easily to adulthood.

The state, which effectively solves the problem of training qualified personnel for its economy, remains the undisputed gain.
In conclusion, it should be emphasized that the implementation of an innovative program based on the dual approach will facilitate the transition to a qualitatively new level of training and retraining of highly qualified workers and specialists for high-tech production, as well as the formation of general and professional competencies of college graduates, ensuring their competitiveness and demand for labor market. As well as the development of an effective system of social partnership in the field of vocational education.

MINISTRY OF LABOR, EMPLOYMENT AND LABOR RESOURCES OF THE NOVOSIBIRSK REGION

GBPOU NSO "Cherepanovsky Polytechnic College"

Organization of the educational process in the educational institution of secondary vocational education using elements of dual learning

Educational project

LISTENERS

Refresher course “Young Leaders in Education”

Listener __________

date

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signature

ON THE. Antropova

(candidate of pedagogical sciences.)

date

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L.V. Arbuzova

Novosibirsk, 2014

Introduction …………………………………………………………………………………3

Chapter 1.Theoretical and methodological foundations of the organization

dual learning ………………………………………………………. 7

1. The essence of dual learning in an organization

educational process………………………………………............. 7

Conclusions for Chapter 1 ………………………………………………………………… ..16

Chapter 2The practical basis for the implementation of the elements of the dual

learning ……………………………………………………………………………. 17

2.1. Conditions for organizing the elements of dual learning and dual

teacher and master culture …………………………………………… 17

2.2. The mechanism for the implementation of the model for managing the elements of dual education at GBPOU NSO “Cherepanovsk Polytechnic College” …………………… 21

Conclusions for Chapter 2 ……………………………………………………………… 25

Conclusion …………………………………………………………………………………26

List of references ………………………………………………………………29

Applications

Appendix 1 ………………………………………………………………………… 31

Introduction

Vocational education is the basis of socio-economic development of society, the basis of scientific and technological progress, many areas of the life of the state, a means of formation, development and self-affirmation of the individual. It is aimed at achieving universal professionalization of society, satisfying the needs of the individual in differentiated professional educational services. The system of primary and secondary vocational education is a social institution that has its own specifics in the professional structure of the educational complex, a kind of socio-cultural background, its own development logic.

In this regard, the further development of the vocational education system should be carried out in the interests of the formation of a creative personality, as a leading factor in the economic and social progress of society.

Based on this, an objective need is the development and implementation of various innovations in the educational process, aimed at optimizing the quality of the educational system as a whole. Thus, innovative activity transforms the nature of learning in relation to its parameters such as target orientation, nature and content of the interaction of the main subjects of the pedagogical process.

The concept of " education » in the modern world is associated with the interpretation of terms such as “Training”, “upbringing”, “development” . Vocabulary meanings consider the term "education" as a noun from the verb "form" in the sense of:“Create”, “form” or “develop” something new. IN broad sense to create new is innovation. Thus, education at its core is already an innovation.

Innovations in education, first of all, should be aimed at creating success-oriented personality in any area of \u200b\u200bthe application of its capabilities. Pedagogical innovations should mean a purposeful, meaningful, definite change in pedagogical activity (and the management of this activity) through the development and introduction of educational and managerial innovations in educational institutions (new content of training, education, management; new organizational forms; methods, etc.).

The leading place among the new forms of instruction found in the arsenal of world and Russian pedagogical practice today belongs to dual learning. The basis of dual learning is an idea thatallows you to combine theoretical and practical training in the educational process. Along with their studies, students learn their chosen profession directly in production, that is, they study in two places at once: 1-2 days a week at college, the rest of the time at the enterprise. This problem is very relevant, because in our college, familiarity with the elements of dual education has been tested since 2012 in the professional activities of the profession of the Welder NGO.

All these processes are closely interconnected with updating the management structure of the college, as if the management system is not reformed, a number of rather serious obstacles to the implementation of innovations accordingly arise. It must be recognized that this aspect of management has been the least studied.

Thus, the organization of management of innovative processes, which include the implementation of dual education, identifying the conditions for the organization of dual education in an educational institution, appears as our problem of graduate qualification work.

Based on the foregoing, target of our final qualification work: the introduction of organizational and pedagogical conditions for the organization of dual training in GBPOU NSO "Cherepanovsky Polytechnic College".

Object of study - elements of dual learning as an object of implementation and management of innovative activity in an educational institution.

Subject of study - organizational and pedagogical conditions for the organization of the elements of dual education in GBPOU NSO "Cherepanovsky Polytechnic College".

The above purpose, object and subject made it possible to formulate the following research objectives:

- analyze scientific sources and publications on innovative best practices in the implementation of dual learning;

- on the basis of the studied managerial, psychological, methodological, philosophical literature, to identify scientific approaches to the organization of elements of dual learning;

Define and justify the complex of necessary and sufficient conditions for the effective management of dual education in college;

To substantiate the mechanism for the implementation of the model for managing the elements of dual education at the Cherepanov Polytechnic College, SBPEI, as a specific, professional type of activity — management, aimed at transforming the innovation process and translating it into a new qualitative state.

The following research methods were used to solve the tasks and verify the starting points: theoretical analysis of literary sources, various types of official documents; study of reports, conferences, publications in periodicals; in this case, methods of a system-structural approach, analysis, synthesis, modeling, forecasting, observation, studying the results of activities were used.

Chapter 1. Theoretical and methodological foundations of the organization

elements of dual learning

At present, new pedagogical technologies are being introduced into the educational activities of vocational education, using active teaching methods, including elements of dual training. This is because the traditional form of training, in which the student acts as the object of training, loses its relevance. In its place comes another form of training in which the student they master their chosen profession directly in production, that is, they study in two places at once - 1-2 days a week in an educational institution, the rest of the time - in an enterprise. In an educational institution, with the help of teachers, students acquire the necessary theoretical knowledge, and the masters of the enterprise help them to form practical work skills.

1. The essence of dual learning in an organization

educational process

Since the second half of the 19th century, with the development of industrial production, apprentices began to switch to industrial enterprises, where a system of factory training was already taking shape. At the enterprises, training workshops began to open, in which craft technology training was carried out in a systematic manner.

The dual form of professional education is considered by scientists as an educational phenomenon successfully adapted to the conditions of a market economy.Instead of the tradition of training a student like himself as a separate master, the economy demanded a new form of training for specialists based on the social partnership of enterprises and professional schools.
The analysis of pedagogical research on this issue suggests that the practice of training personnel in Germany is especially relevant in the modern system of vocational education. Its origins are in the concept of the dual form as the main method of training and education of young workers in pre-war Germany, when training in an educational institution was combined with part-time work.

An analysis of the global experience of dual training creates the prerequisites for the implementation of its most effective sides in the vocational education system of countries with market economies.

With dual training, it is supposed to provide a general theoretical base at junior courses, and in the second or third year, work according to an individual plan containing practical-oriented educational tasks that require implementation in a production environment. Practitioners may be involved in leading this work.

Final certification is carried out in the form of defense of a course or diploma project in specialization, while much attention is paid to the practical significance of the work.
This form of training organization requires additional financial and labor costs on the part of all participants in the process, however, it also provides additional benefits for each of its participants.

With dual target training studentat the early stages of training acquires certain professional competencies, as well as such personal qualities as the ability to work in a team, the skills of the optimal choice of a technological solution, and responsibility for the assigned area of \u200b\u200bactivity. In the process, he reinterprets the future specialty and makes an informed decision about the correct choice of profession. In addition, a future specialist with conscientious work can provide himself with additional income and work experience, which is extremely necessary for employment in modern conditions.

Potential employerhaving his own idea of \u200b\u200ba specialist, he has the opportunity to "intervene" in the training process, supplementing the training content with a range of specific problems for this production. Partnership with an educational institution makes it possible, even in the early stages of training, to evaluate potential human resources and, in the event of a clear discrepancy, to reject a graduate in advance or to enroll him in a position with a lower salary.

Educational institution also interested in business partnerships with production, as gets access to operational information about the current state of production processes, and this allows you to make adjustments to training programs and update certain disciplines.

In the modern world, the secrets of the profession are passed on to future workers in various types of educational institutions. In them, the transfer of knowledge is arranged in such a way that there is an acquaintance with the theoretical part, and then there is an acquaintance with the skills of work, after mastering them, practical training is carried out. In fact, such a system gives certain failures in the learning process. This is due to numerous factors, including the isolation of production and training methods according to certain standards.

The labor market in our country dictates the need to review traditional approaches in the vocational education system.

The reorientation to market relations required serious changes in the vocational education system. When hiring an employer, they are interested not so much in the format of theoretical knowledge of graduates of educational institutions as in their willingness to carry out professional activities.

Today, educational institutions are not yet ready to reorient themselves towards the new goals of training specialists. Current state educational standards imply an equal ratio of theoretical and practical training, although practice-oriented forms are necessary. The education system is structured as follows, so that the theory and practice of training goes by margin from production.

The enterprise has to bridge the gap between theory and practice. Everyone solves this issue in his own way. Somewhere, mentors are attached to newcomers, introduced to the position, somewhere, training and adaptation programs are developed and implemented. And as a result, after a couple of years they get a specialist who is ready to work and who knows perfectly the production.

On September 6, 2013, Elena Panina, a member of the State Duma committee on economic policy, innovative development and entrepreneurship, proposed introducing a dual education system in Russia, in which the training process would be divided into the development of theory and practice.

The meaning of the term itself. "Duality" means "dual unity, duality."

The dual system of vocational education, has received worldwide recognition, is the most common and recognized form of training, which combines theoretical training in an educational institution and production training at a manufacturing enterprise.

Russia is vulnerable in world markets. One of the factors is the shortage of highly skilled workers.

According to the Federal Service for Labor and Employment of the Russian Federation (Rostrud), at present, from 60% to 80% of vacancies in the labor market are working professions. At the same time, the average age of the Russian worker is 53-54 years. Thus, statistics indicate a difficult situation with the reproduction of skilled workers.

Reform of the vocational education system will help to solve the problem. The German dual education system, tested by life and practice, is recommended as an example.

Fig. 1 Scheme of the dual education system in Germany.

Already from the Middle Ages, German artisans were distinguished by special skill. A half-life student could remain an apprentice, the requirements for his qualifications were so high. The right of the master to put a personal brand on goods was a symbol of not only professional, but also life success.

We can learn from the Germans a traditionally respectful attitude to work, which in modern conditions can only conditionally be called physical. Our young people after school tend to go to college. And more than half of the children in Germany go through vocational education, preferring to learn how to do something with their hands.

Russia is going to take the following fundamental aspects from the German model of “dual education”:

The combination of theoretical and practical training in modern vocational education, in which the practical part of the training takes place directly at the workplace at the enterprise, and the theoretical part is based on the educational organization;

Co-financing of training programs for a specific workplace by commercial enterprises interested in qualified personnel and regional authorities interested in developing the economy and improving living standards in the region

Russia plans to introduce a dual education model to begin with in four pilot regions with priorities in the following sectors: automotive, metallurgy, mechanical engineering, production of building materials, and electrical engineering.

One of the first participants in the implementation of the elements of dual learning was the Moscow region. The project of the Ministry of Education of the Moscow Region “Implementation of the elements of the dual model of vocational education in the Moscow region” reflects specific actions to increase the priority of working professions (specialties) as a result of the development of new forms of education, the creation of modern professional educational programs with elements of the dual system and taking into account the development of specialized competencies.

VET has elements of a dual education system that need to be developed into a common new vocational training and education system.

Currently, the Ministry of Education of the Moscow Region is developing a pilot project of the dual model of education, which provides for the creation on the basis of the educational institution (GBOU NPO PU No. 7 of the city of Zheleznodorozhny) a model of the enterprise, a business incubator as close as possible to the production conditions on which students can perform real order, combining theoretical training with practical training in an educational organization. This program is called "Technopark - a new educational, scientific and industrial structure for training professional personnel." Technopark is a regional educational-scientific-production complex, consisting of research laboratories and experimental facilities, grouped around a large multidisciplinary professional educational organization of secondary vocational education. This is the territorial integration of education, science and production, the center of which is the educational organization of secondary vocational education, combining the activities of enterprises and the system of training and retraining of professional personnel in a single mechanism. The development strategy of the technopark is aimed at expanding the number of areas of activity of a professional educational organization, both in the market of educational services and in the markets of high-tech industries.

Fig.2 The scheme for the implementation of dual education in the Moscow region.

Thus, we have determined that the dual learning system is a set of interrelated activities designed to achieve a specific goal within a given period of time, aimed at “creating unique products or services”. At the same time, the system of dual training, regardless of the degree of its novelty, in our opinion, relies, historically, on a number of its predecessors, who created certain prerequisites for the emergence of a new approach, new technology, knowledge system, etc.

Conclusions of the first chapter

Currently, changes are taking place in the vocational education system aimed at creating an environment that would motivate and orientate students to successful professional activities, as well as quickly and freely navigate in the surrounding professional space, in the mobility of a skilled work specialty, and the rapidly changing situation on the labor market. The system of dual training allows us to solve the tasks stipulated by the Federal State Standard of Education 3 generations and to more effectively develop the professional competencies of students.

In modern teaching, the elements of dual learning are considered as one of the personality-oriented learning technologies, group methods, reflective, presentational, research, search and other techniques. It is not used instead of systematic subject-based learning, but along with it as a component of the education system.

In order to successfully organize the elements of dual learning, it is necessary to fully study the essence of dual learning, the stages of working on it, the principles, know the criteria for evaluating dual learning and what knowledge, skills and abilities are formed among participants in such activities.

Chapter 2. Practical basis for the implementation of the elements of dual learning

2.1. Conditions for organizing the elements of dual learning and dual

teacher culture

The main task of the leader when introducing innovations in the educational process is to create conditions for self-realization and self-development of each participant in the educational process, success situations.

And, undoubtedly, the most important condition for the productive organization of the system of elements of dual education is the high level of dual culture, especially the engineering and pedagogical staff of the educational institution.

The dual culture of IPR is a complex integrative concept, including general cultural, competency and personality components. It is formed in a team, therefore its significant external element is the corporate culture of the organization, uniting values, norms, traditions, style, social climate.A generalized model of the design culture of IPR is presented in Fig. 2.

An important place in this model is occupied by the competency component in the form of a combination of “dual” skills, methods of innovative transformation of pedagogical reality based on the formation of problematic vision, planning, forecasting, and the organization of developing educational interaction with students. The model of the dual culture of the teacher also includes psychological qualities, personality traits of the teacher and the master, necessary for the successful mastery of the elements of dual activity in solving professional problems. Among them, it should be distinguished with social and communicative skills - the art of speech, control of one’s behavior during communication.

Dual competencies are presented in sufficient detail in Fig. 2, first of all, this is the level of knowledge and skills in professional fields: the creation and use of a developing environment, didactic material, the establishment of integrative ties between various educational fields in dual learning.

Personal and professional qualities (activity, efficiency, initiative, responsibility, professional competence)

Dual competencies

A clear idea of \u200b\u200bdual learning as a phenomenon (awareness of the concepts of “dual learning”, “dual learning technology” in the IPR

Ability to implement dual training:

Analyze the problems of dual learning;

Form a system of goals, tasks of dual training;

To carry out the integration and planning of dual training;

Predict the expected results of all participants in dual training;

To build the relationship of the teacher (mentor) and the student in the process of dual learning;

Organize a presentation of the received ZUN participants in dual training.

Creative approach to the implementation of dual learning

(mastery of various techniques)

Fig. 2 IPR dual culture model

At the beginning of the experimental work in order to diagnose the initial level of dual culture of IPR of the Cherepanovsk Polytechnic College, it was proposed to conduct a self-assessment on a ten-point scale using eight generalized indicators of the developed model (see Fig. 2). Analysis of the results presented in Fig. 3, showed that the estimates of the main components do not exceed level 6 on a ten-point scale. This is primarily due to a lack of understanding of the essence of dual education, lack of motivation, as well as poor ownership of dual competencies.

The results of the self-assessment of the level of dual culture

Fig. 3 Comparative results of self-assessment of the initial and achieved in the course of the OER level of dual culture

At the second stage of the work, targeted training was organized, methodological associations and trainings were conducted, and practical participation of IPR in the enterprise was ensured, which significantly increased the level of IPR in the field of dual culture.

The next step was the organization of activities for the development and implementation of elements of dual training in the profession "Welder". Its main content is the development of design, planning, the distribution of responsibilities for the effective achievement of goals, the implementation of the elements of dual learning, reflection.

All this allowed to significantly increase the level of dual culture. Comparative indicators of the initial and achieved levels of dual culture are presented in Fig. 3.

Analysis of the data presented allows us to conclude that a significant increase in the level of dual culture in all components after the organization of work in this direction. The results of the IPR self-assessment practically coincide with the results of an objective expert assessment. The direction of further research is the optimization of the methodology for the formation of dual culture, the study of factors that determine the effectiveness of dual-creative technologies.

2.2 The mechanism for the implementation of the model of management of the elements of dual learning in GBPOU NSO "Cherepanovsky Polytechnic College"

Like any new business, in the beginning dual activity occupied an insignificant place in the educational process of the college. The lack of knowledge of technology and methods, the lack of professional knowledge and culture in the field of dual education affected, frightened the expected learning outcome. The alertness, distrust, and skepticism about a new type of educational activity were indicated by the results of the first diagnostic studies on these issues (questionnaires on various problems are conducted at the college constantly).

Today, the elements of dual learning are the norm in the educational activities of the college for both students and their mentors.

Some factors have had a major impact on the process of building the system of elements of dual education in college. A significant role in the formation of the system of elements of dual education in college was played by the active, enthusiastic work of a creative group of IPR innovators, who first relied on a small team of students studying for the profession “Welder”. It was the activity of this group and the constant growth of its supporters that gradually changed the psychology of the collective, eliminated distrust and fear, intensified the process of mastering the elements of dual learning, who saw in this kind of activity new opportunities for the formation of key educational and professional competencies among students, which he needed for future social adaptation in modern society.

The model of releasing and managing the elements of dual training in the college directly unites all participants in the process (students, public education, the enterprise), which will significantly improve not only the professional level of the student, his further employment in the chosen profession, but also the knowledge of the employer in the educational process, increasing the prestige of an educational institution. The organization of the elements of dual training is presented in Appendix No. 1.

GBPOU NSO "Cherepanovsky Polytechnic College"

Cherepanovskfermmash CJSC

Trained in the profession "Welder"

Fig.4. The structure of the implementation of the elements of dual education in GBPOU NSO "Cherepanovsky Polytechnic College"

The introduction of the dual form of training allows us to solve the main problem of professional education - the gap between theory and practice.

It is really a useful and necessary thing to conduct parallel theoretical and practical training of students. Thus, the following problems are solved:

The intern gets the necessary experience. After graduation, it will be easier for him to find a permanent job;

The company with this approach to training will be provided with a constant influx of qualified personnel.

The main advantages of dual training include:

Firstly, the participation of the employer in adjusting the curriculum and ensuring a high percentage of employment of graduates, since they fully meet the requirements of the employer. Training is as close as possible to the needs of production. It is noteworthy that the smallest company may be a participant in dual training;

Secondly, high motivation for obtaining knowledge is achieved, the psychology of the future employee is being formed. ”

The experience of using the dual training system showed the following advantages of this system compared to traditional:

The dual training system bridges the gap between theory and practice;

The dual training system for employees creates a high motivation for acquiring knowledge and acquiring skills in work, as the quality of their knowledge is directly related to the performance of official duties at workplaces;

The interest of the heads of relevant institutions in the practical training of their employees;

An educational institution working in close contact with the Company takes into account the requirements for future specialists during training, etc.

The high reliability of the dual training system is explained by the fact that it meets the interests of all parties involved - enterprises, workers, and the state:

For an enterprise, dual education is an opportunity to prepare personnel for itself exactly “on order”, ensuring their maximum compliance with all their requirements, saving on the costs of finding and selecting employees, their retraining and adaptation. In addition, there is an opportunity to select the best students;

For young people, dual training is a great chance to gain independence early and to adapt more easily to adulthood;

The state, which effectively solves the problem of training qualified personnel for its economy, remains the undisputed gain.

In order for innovations to enter our lives it is necessary:

It is necessary to work in close contact with enterprises that have the ability to implement a dual training system;

To develop, together with employers, recommendations for enterprises on the introduction of a dual training model;

To ensure the creation or allocation at enterprises of student places, training grounds and workshops for training in the dual system.

Introduce a mandatory (once a year) internship for teachers of special disciplines and masters of industrial training at the workplace;

Preparation of future teachers of vocational education for the organization and methodology of teaching dual education.

Conclusions for Chapter 2

It is impossible to imagine a speedy solution to all the problems of creating a system of elements of dual education without the systematic and powerful formation of the college’s methodological base - an active, effective incentive to dual education, the formed dual culture of IPR.

Today, the teacher has got the opportunity to organize the learning activities of his students in a new way, using new technologies. There are still many problems, both with technical and methodological support to support such classes, but, nevertheless, work towards improvement is already underway. The independent acquisition of knowledge, the ability to apply the acquired knowledge in practice, as well as practical tasks, are the essence of the education process and its result. That is why the modern educational process cannot be limited only to theoretical knowledge, to a textbook, to a teacher and a master. A multilateral cognitive activity (OS, student, enterprise) based on the elements of dual learning is required. Which will allowincrease the educational level of graduates, solve the issue of their socialization.

Conclusion

Having studied scientific sources, we have established ourselves in the understanding that the problem of dual education has been studied in numerous works of domestic and foreign scientists in the field of pedagogy and psychology. The scientific potential of knowledge available in pedagogy suggests that further study of the problem of organizing project activities of students is associated with the use of the theory and practice of productive training, combining the ideas and concepts of a productive approach, free self-determination and self-realization, and the development of students' independent activities. We examined the history of the development of dual education, studied the positive aspects of using the elements of dual education, the possible difficulties encountered in the organization of dual activities.

It is known that the inclusion of dual education in the educational process today is fraught with a number of difficulties. Many educators generally are wary of introducing innovations. It requires professionalism of the teacher, a sufficient high level of knowledge of the taught subject, moral readiness, time spent, therefore, the administration, acting as the initiator of the inclusion of projects in the educational process, is called upon to provide specific assistance to the teacher using this type of educational activity. First of all, it is required to change the positions and views of the participants in the pedagogical process on educational goals and objectives in the use of the project activity method.

The main goal of dual education, according to the study, can be achieved only when certain conditions for implementation exist for this: these are the developed methods and programs, and the additional spatial conditions created for the implementation of dual education, the systematicity reflected in the dual activity management model.

The experience of GBPOU NSO "Cherepanovsk Polytechnic College" and the data obtained on the introduction of elements of dual education show a number of its advantages: a deeper assimilation of subject content; high ability to concentrate knowledge from various fields; motivation of students during the educational process.

This work proves once again that such an innovative teaching method as dual training quite powerfully directs its activities towards expanding knowledge in the chosen profession, develops professional and socially-oriented skills: communicative, managerial.

The analysis of activities described in the second chapter allows us to say that our IP team correctly understands and realizes innovative processes and, in its practice, acts correctly in the management of innovative processes. However, it is necessary to carry out an even deeper study of the personality of the student, career guidance, motivation for IPR and students to work, and, taking into account these data, to build further activities in the organization of the educational process.

Dual training can become one of the educational forms that organize the training and production work of the entire educational institution. Thus, we see that dual training can become one of the effective ways of forming and developing the personality of students, revealing their intellectual potential, and increasing motivation for training and production activities. Of course, we do not consider dual education as the main one that determines the educational strategy, which claims to supplant other methods and types of educational activity. The training system is determined by the general concept of training and includes a whole range of components - goals, content, methods, organizational forms, training tools. All components of this system are interconnected. Elements of dual learning is only one of its components, which can be effectively used in learning, complementing any other methods in the conditions of learning variability and allowing to optimize the educational process.

In general, the results of this work confirmed the solution of the tasks, proved the effectiveness of the developed model for managing a general educational institution in the process of dual activities. The introduction of the elements of dual education in the traditional form of education has shown that this approach opens up new possibilities in the provision of educational services, which in turn will increase the educational level of graduates and solve the issue of their socialization.

In conclusion, I would like to note that the use of innovative technologies in training not only fuels the motivation of students, not only makes theoretical studies more diverse and interesting, but also contributes to the self-development and self-education of IPR bringing all participants closer to production activities.

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Appendix No. 1