A METHODICAL SYSTEM OF PROFESSIONAL TRAINING FOR FUTURE SKILLS WORKERS WITH ELEMENTS OF DUAL EDUCATION

Abstract

Abstract.

Relevance: It is indeed essential to realize the importance of implementing strategies for sustainable development of the society, one of which is dual education. In turn, it will contribute to the effective organization of such education in professional (vocational) education schools (hereinafter “P(V)E schools”), as well as to timely development of a scientifically justified methodical system of professional training for future skilled workers with its elements.

The article aims 1) to consider the essence and structure of such a methodical system of professional training for future skilled workers with elements of dual education, 2) clarify the content of its components for a successful and effective implementation of this system in P(V)E schools.

Research methods are the following: analysis and synthesis - to identify and justify the components of the methodical system of professional training for future skilled workers with elements of dual education; generalization - to formulate conclusions; modelling - to determine the relationships between the system’s components; empirical methods, including praximetric (a study and analysis of pedagogical experience, curricula, training programmes for future skilled workers within dual education) - to describe the educational process (in the form of dual education) in P(V)E schools; interrogatory-diagnostic (interviews with the teaching staff of P(V)E schools and employers) - to clarify the content of the methodical system of professional training for future skilled workers with elements of dual education).

Results: the article presents the author’s methodical system of professional training for future skilled workers with elements of dual education. It is viewed as an open system that consists of certain interrelated components (students, teachers, social partners, goals, content, pedagogical interaction tools, diagnostics and assessment, promising opportunities for updates in the methodical system).

Conclusions. The identified structural components of the author’s methodical system enable its life cycle and further transformations. Below are the expected positive results of its implementation in P(V)E schools: the successful introduction of dual education; clear awareness of the essence, content and characteristics of professional training for skilled workers under dual education by all actors in the educational process, as well as the consistency of their actions; the enhancement of students’ professional competencies and competitiveness in the labour market; the shortening of graduates’ adaptation period in their first employment.