Vol. 2 No. 27 (2023)
Professional Pedagogics

Professional Pedagogics

DESIGNING AN EFFECTIVE EDUCATIONAL PRODUCTION ENVIRONMENT IN VOCATIONAL SCHOOLS UNDER DUAL VOCATIONAL EDUCATION

Published 06.10.2023

  • Natalia Kulalaieva
    • ,
  • Olha Haiduk

Natalia Kulalaieva
Kyiv National Economic University named after Vadym Hetman image/svg+xml , Kyiv National Economic University image/svg+xml

Olha Haiduk
Institute of Vocational Education of the National Academy of Educational Sciences of Ukraine image/svg+xml

Professional Pedagogics

Abstract

Relevance: The issue of introducing dual education, in particular the design of a quality educational and production environment of a professional education institution under such conditions, is becoming more and more relevant. At the same time, it is important to take into account both objective and subjective factors affecting the specified process, as well as to determine the directions and prospects for the development of a high-quality educational and production environment of a professional education institution.

The article aims to discover how to design an effective educational production environment in vocational schools in the conditions of dual vocational education, create it in the schools involved in the experiment, assess its quality under appropriate parameters and provide relevant recommendations.

Methods: analysis of scientific and pedagogical sources and regulatory framework; study of the work practice of vocational education institutions according to research issues; SWOT analysis of the introduction of elements of a dual form of education in the professional training of future specialists, surveys of vocational education applicants, pedagogical workers of vocational education institutions and representatives of enterprises; modeling, analysis, synthesis and generalization of scientific material for the development and implementation of methodological tools; systematization and generalization of research results.

The results. As part of this research, an effective educational production environment in the conditions of dual vocational education was designed in vocational schools involved in the experiment after introducing the authors’ methodical tools. The quality of the designed environment was assessed at the beginning and at the end of the formative experiment (the training course for vocational education teachers was organized; the authors’ methodical tools were implemented) with the help of such parameters as modality, extension, intensity, awareness, generalization, dominance, social activity, mobility. A detailed analysis of the obtained results shows a significant increase in the quality of the specified parameters of an educational production environment in vocational schools with some elements of dual vocational education at a high level.

Conclusions. It is essential to support various innovations and initiatives of all the actors in the educational process to strengthen a creative atmosphere in vocational schools and, thus, prepare creative specialists who should act as proactive and free citizens of their country. It is crucial to build a constructive dialogue between all the actors in dual vocational education based on the principles of partnership and consensus to boost their motivation for joint productive activity and responsibility for its results and make their actions more coordinated. It is important to regularly update technological equipment in vocational schools and enterprises providing their production sites for practical training and promote continuing professional development of vocational education teachers and mentors at the enterprises to ensure high-quality vocational training of future specialists in the conditions of dual vocational education. Finally, it is advisable to improve educational programmes and curricula following the needs of enterprises (employers), as well as the fast-moving requirements of the labour market, to support the flexibility of the educational process.

Keywords

designing, educational production environment, vocational school, dual vocational education, future specialists

pdf

Author Biography

Natalia Kulalaieva

Doctor of science in pedagogy, Associate Professor, Doctor of Pedagogic Sciences, Associate Professor, Vadym Hetman Kyiv National Economic University, Ukraine, https://orcid.org/0000-0002-8613-1495,
e-mail: culture2016@ukr.net

Olha Haiduk

PhD in Pedagogy, Research Officer of the Laboratory of Professional Education Technologies at the Institute of VET of the NAES of Ukraine, Ukraine, https://orcid.org/0000-0002-2290-6669, e-mail: olyagayduk@ukr.net

References

  1. Анкета для викладачів закладів професійної (професійно-технічної) освіти, які здійснюють професійну підготовку майбутніх кваліфікованих робітників за дуальною формою здобуття освіти (2019). https://forms.gle/PJzD2jdvdMi5vVkD7.
  2. Герлянд, Т., Дрозіч, І., Кулалаєва, Н., Романова, Г. & Шимановський, М. (2019). Організація дуальної форми навчання у закладах професійної (професійно-технічної) освіти: практ. посіб. Жито-мир: Полісся. https://lib.iitta.gov.ua/718500/1/%D0%B4%D1%83%D0%B0%D0%BB%D1%8C%D0%BD%D0%B0%D1%8F.pdf
  3. Ковальчук В. А. (2017). Творче освітньо-виховне середовище навчального закладу – важлива умова розвитку та самовдосконалення особистості. Креативна педагогіка. Житомир, Вип. 12. 226 с. С. 57-62.
  4. Кулалаєва, Н. (2018). SWOT-аналіз упровадження елементів дуальної форми навчання у про-фесійну підготовку майбутніх кваліфікованих робітників. Professional Pedagogics, (15), 54–60. https://doi.org/10.32835/2223-5752.2018.15.54-60.
  5. Кулалаєва, Н. В. (2020) Проєктування освітньо-виробничого середовища закладу професійної (професійно-технічної) освіти в умовах дуальної форми навчання. In: Науково-методичне забезпе-чення професійної освіти і навчання: збірник матеріалів XIV звітної Всеукраїнської науково-практичної конференції (м. Київ, 7 травня 2020 р.) ІПТО НАПН України, м. Київ, Україна, стор. 81-84. Режим доступу: https://lib.iitta.gov.ua/721371/
  6. Кулалаєва, Н., & Гайдук, О. (2021). Методична система професійної підготовки майбутніх кваліфікованих робітників з елементами дуальної форми навчання. Professional Pedagogics, 1(22), 96–103. https://doi.org/10.32835/2707-3092.2021.22.96-103.
  7. Кулалаєва, Н., & Гайдук, О. (2022). Забезпечення якості професійної підготовки майбутніх кваліфікованих робітників в умовах дуальної форми навчання: європейський досвід. Professional Pedagogics, 1(24), 71–80. https://doi.org/10.32835/2707-3092.2022.24.71-80.
  8. Міністерство освіти і науки України (МОН), (2019). Наказ МОН України від 12 грудня 2019 р. No 1551 Про затвердження Положення про дуальну форму здобуття професійної (професійно-технічної) освіти. https://zakon.rada.gov.ua/laws/show/z0193-20#Text
  9. Стратегія сталого розвитку України до 2030 року. Проект-2017. Під. ред. Л. Г. Руденко. Institute of Geography. M. V. Ptukha Institute for Demography and Social Studies. 112 с.
  10. Ясвин В. А. (2001). Образовательная среда: от моделирования к проектированию. М. Смысл, 365 с.
  11. Boichevska, I., & Veremiuk, L. (2020). Dual education: application of Germany’s positive experience in Ukrainian reality. Studies in Comparative Education, (1), 4–13. https://doi.org/10.31499/2306-5532.1.2020.211311
  12. Bosch, G. (2010). Zur Zukunft der dualen Berufsausbildung in Deutschland. In G. Bosch, S. Krone, & D. Langer (Eds.), Das duale Berufsbildungssystem in Deutschland, 37–61. https://doi.org/10.1007/978-3-531-92391-8_2
  13. Cattaneo, A., & Barabasch, A. (2017). Technologies in VET: Bridging learning between school and workplace – the “Erfahrraum Model”. Berufs- und Wirtschaftspadagogik – online, Ausgabe 33, 1-17. http://www.bwpat.de/ausgabe33/cattaneo_barabasch_bwpat33.pdf
  14. Cattaneo, A., & Boldrini, E. (2022). Erfahrraum und Situationsdidaktik. Analogien, Unterschiede und Herausforderungen. In G. Ghisla, E. Boldrini, C. Gremion, F. Merlini, & E. Wuthrich (Hrsg.), Didaktik und Situationen : Ansatze und Erfahrungen fur die Berufsbildung, 119-130. Bern: hep.
  15. Euler, D. (2015). Lernorte in der Berufsausbildung zwischen Potenzial und Realitat. Themenheft der Zeitschrift Berufsbildung in Wissenschaft und Praxis. 44, H. 1, 68 S. https://www.bibb.de/veroeffentlichungen/de/publication/download/7514
  16. Good Practice Studie. Meilenstein 2. Aktualisierte Version, 06.12.2021. Universitat St.Gallen. Institut fur Bildungsmanagement und Bildungstechnologien (IBB-HSG). https://lernortkooperation.ch/wp-content/uploads/2022/02/LOK_2021_Meilenstein_2.pdf
  17. Herzog, W., & Von Felten, R. (2015). Erfahrung und Reflexion. Zur Professionalisierung der Prakti-kumsausbildung von Lehrerinnen und Lehrern. Beitrage Zur Lehrerbildung, 19(1), 17-28.
  18. Kulalaieva, N. & Leu, S. (2019). Dual education as a tool for assurance the education of sustainable development. International Journal of Pedagogy, Innovation and New Technologies. 6 (2), 104–115. https://doi.org/10.5604/01.3001.0013.6847
  19. Kyndt, E., Beausaert, S., Zitter l. (2021). Developing connectivity between education and work. Prin-ciples and Practices. https://doi.org/10.4324/9781003091219
  20. Schaap, H., Baartman, L. & de Bruijn, E. (2012). Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review. Vocations and Learning 5, 99–117. https://doi.org/10.1007/s12186-011-9069-2
  21. Schwendimann, B. A., Cattaneo, A. A. P., Dehler Zuffrey, J., Gurtner, J. -L., Bétrancourt, M., & Dil-lenbourg, P. (2015). The 'Erfahrraum': A pedagogical model for designing educational technologies in dual vocational systems. Journal of Vocational Education and Training (JVET). https://doi.org/10.1080/13636820.2015.1061041
  22. Translated & Transliterated
  23. Anketa dlia vykladachiv zakladiv profesiinoi (profesiino-tekhnichnoi) osvity, yaki zdiisniuiut profesiinu pidhotovku maibutnikh kvalifikovanykh robitnykiv za dualnoiu formoiu zdobuttia osvity (2019). [Questionnaire for teachers of professional (vocational and technical) education institutions that provide professional training of future qualified workers according to the dual form of education]. https://forms.gle/PJzD2jdvdMi5vVkD7. , [in Ukrainian].
  24. Boichevska, I., & Veremiuk, L. (2020). Dual education: application of Germany’s positive experience in Ukrainian reality. Studies in Comparative Education, (1), 4–13. https://doi.org/10.31499/2306-5532.1.2020.211311. , [in English].
  25. Bosch, G. (2010). Zur Zukunft der dualen Berufsausbildung in Deutschland. In G. Bosch, S. Krone, & D. Langer (Eds.), Das duale Berufsbildungssystem in Deutschland, 37–61. https://doi.org/10.1007/978-3-531-92391-8_2. [in German].
  26. Cattaneo, A., & Barabasch, A. (2017). Technologies in VET: Bridging learning between school and workplace – the “Erfahrraum Model”. Berufs- und Wirtschaftspadagogik – online, Ausgabe 33, 1-17. http://www.bwpat.de/ausgabe33/cattaneo_barabasch_bwpat33.pdf. , [in German].
  27. Cattaneo, A., & Boldrini, E. (2022). Erfahrraum und Situationsdidaktik. Analogien, Unterschiede und Herausforderungen. In G. Ghisla, E. Boldrini, C. Gremion, F. Merlini, & E. Wuthrich (Hrsg.), Didaktik und Situationen : Ansatze und Erfahrungen fur die Berufsbildung, 119-130. Bern: hep, [in German].
  28. Euler, D. (2015). Lernorte in der Berufsausbildung zwischen Potenzial und Realitat. Themenheft der Zeitschrift Berufsbildung in Wissenschaft und Praxis. 44, H. 1, 68 S. https://www.bibb.de/veroeffentlichungen/de/publication/download/7514. , [in German].
  29. Good Practice Studie. Meilenstein 2. Aktualisierte Version, 06.12.2021. Universitat St.Gallen. Institut fur Bildungsmanagement und Bildungstechnologien (IBB-HSG). https://lernortkooperation.ch/wp-content/uploads/2022/02/LOK_2021_Meilenstein_2.pdf. , [in German].
  30. Herliand, T., Drozich, I., Kulalaieva, N., Romanova, H. & Shymanovskyi, M. (2019). Orhanizatsiia dualnoi formy navchannia u zakladakh profesiinoi (profesiino-tekhnichnoi) osvity: prakt. posib. [Organization of a dual form of education in institutions of professional (vocational and technical) education: a practical guide]. Zhytomyr: Polissia. https://lib.iitta.gov.ua/718500/1/%D0%B4%D1%83%D0%B0%D0%BB%D1%8C%D0%BD%D0%B0%D1%8F.pdf. , [in Ukrainian].
  31. Herzog, W., & Von Felten, R. (2015). Erfahrung und Reflexion. Zur Professionalisierung der Prakti-kumsausbildung von Lehrerinnen und Lehrern. Beitrage Zur Lehrerbildung, 19(1), 17-28, [in German].
  32. Kovalchuk V. A. (2017). Tvorche osvitno-vykhovne seredovyshche navchalnoho zakladu – vazhlyva umova rozvytku ta samovdoskonalennia osobystosti [The creative educational environment of the educational institution is an important condition for the development and self-improvement of the individual]. Kreatyvna pedahohika [Creative pedagogy], 12. 57-62, [in Ukrainian].
  33. Kulalaieva, N. (2018). SWOT-analiz uprovadzhennia elementiv dualnoi formy navchannia u profesiinu pidhotovku maibutnikh kvalifikovanykh robitnykiv [SWOT-analysis on implementing dual education elements into future skilled workers training]. Professional Pedagogics, (15), 54–60. https://doi.org/10.32835/2223-5752.2018.15.54-60, [in Ukrainian].
  34. Kulalaieva, N. V. (2020) Proiektuvannia osvitno-vyrobnychoho seredovyshcha zakladu profesiinoi (profesiino-tekhnichnoi) osvity v umovakh dualnoi formy navchannia [Designing the educational and production environment of a professional (vocational and technical) education institution in the conditions of a dual form of education]. In: Naukovo-metodychne zabezpechennia profesiinoi osvity i navchannia [Scientific and methodological support of professional education and training]: zbirnyk materialiv XIV zvitnoi Vseukrainskoi naukovo-praktychnoi konferentsii (m. Kyiv, 7 travnia 2020 r.) IPTO NAPN Ukrainy, m. Kyiv, Ukraina, stor. 81-84. https://lib.iitta.gov.ua/721371/ , [in Ukrainian].
  35. Kulalaieva, N., & Haiduk, O. (2021). Metodychna systema profesiinoi pidhotovky maibutnikh kvalifikovanykh robitnykiv z elementamy dualnoi formy navchannia [A methodical system of professional training for future skills workers with elements of dual education]. Professional Pedagogics, 1(22), 96–103. https://doi.org/10.32835/2707-3092.2021.22.96-103. [in Ukrainian].
  36. Kulalaieva, N., & Haiduk, O. (2022). Zabezpechennia yakosti profesiinoi pidhotovky maibutnikh kvalifikovanykh robitnykiv v umovakh dualnoi formy navchannia: yevropeiskyi dosvid. [Quality assurance of professional training of future skilled workers in conditions of dual form of learning: the european practice]. Professional Pedagogics, 1(24), 71–80. https://doi.org/10.32835/2707-3092.2022.24.71-80. , [in Ukrainian].
  37. Kulalaieva, N. & Leu, S. (2019). Dual education as a tool for assurance the education of sustainable development. International Journal of Pedagogy, Innovation and New Technologies. 6 (2), 104–115. https://doi.org/10.5604/01.3001.0013.6847. , [in English].
  38. Kyndt, E., Beausaert, S., Zitter l. (2021). Developing connectivity between education and work. Prin-ciples and Practices. https://doi.org/10.4324/9781003091219. [in English].
  39. Ministerstvo osvity i nauky Ukrainy [Ministry of Education and Science of Ukraine], (2019). Nakaz MON Ukrainy vid 12 hrudnia 2019 r. No 1551 [Order of the Ministry of Education and Culture of Ukraine dated December 12, 2019 No. 1551] «Pro zatverdzhennia Polozhennia pro dualnu formu zdobuttia profesi-inoi (profesiino-tekhnichnoi) osvity». [On the approval of the Regulation on the dual form of obtaining profes-sional (vocational and technical) education]. https://zakon.rada.gov.ua/laws/show/z0193-20#Text. , [in Ukrainian].
  40. Schaap, H., Baartman, L. & de Bruijn, E. (2012). Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review. Vocations and Learning 5, 99–117. https://doi.org/10.1007/s12186-011-9069-2. [in English].
  41. Schwendimann, B. A., Cattaneo, A. A. P., Dehler Zuffrey, J., Gurtner, J. -L., Bétrancourt, M., & Dil-lenbourg, P. (2015). The 'Erfahrraum': A pedagogical model for designing educational technologies in dual vocational systems. Journal of Vocational Education and Training (JVET). https://doi.org/10.1080/13636820.2015.1061041. ,[in German].
  42. Stratehiia staloho rozvytku Ukrainy do 2030 roku. Proekt-2017 [Strategy of sustainable development of Ukraine until 2030. Project-2017]. Pid. red. L. H. Rudenko. Institute of Geography. M. V. Ptukha Insti-tute for Demography and Social Studies. https://www.undp.org/sites/g/files/zskgke326/files/migration/ua/UNDP_Strategy_v06-optimized.pdf. , [in Ukrainian].

Most read articles by the same author(s)

1 2 > >>