Work-Based Learning Involving the Dual Education Elements

Abstract

The article analyses the dual education capacity for implementing work-based learning (WBL) for future skilled workers in order to improve the quality and enhance their professional training practice orientation. It is emphasised on information accumulating in the national scientific-pedagogical dimension on dual education elements introducing into future skilled workers professional training. Therefore, the appropriate issues on relevance, expediency, perspective and necessity are actively studied. It is noted that dual education applying is to create real production situations, assure cooperation of students and experienced mentors from enterprises, and demonstrate students' autonomy and initiative in the workplace. It also represents the students' involvement into professional culture and their professional identity, recruitment possibility for the youth of appropriate qualification, strengthening the practical component of professional (vocational) education (P(V)E) system, etc.It provides characteristics for WBL activities and its main forms: work experience, traineeship, work-shadowing, mentoring, apprenticeship, cooperative learning, partnership-based learning, internship or work placement.The article envisages WBL opportunities in terms of dual education elements implementing. They are the following: 11) vocational training as a means of achieving economic, social and individual goals; 2) vocational training as a task to be carried out in partnership between the government and the business community; 3) joint funding of vocational training; 4) social acceptance of vocational training, the main objective of vocational training; 5) to produce skilled workers with flexible qualifications who are mobile and capable of working in their chosen fields; 6) alternating learning situations in accordance with the dual principle; 7) qualifications of teachers and training personnel; 8) codifying quality standards; 9) balance between standardization and flexibility; 10) complementary programs run by schools or non-business entities; 11) creating a solid basis for decisions and design.Êëþ÷îâ³ ñëîâà: íàâ÷àííÿ íà çàñàäàõ ïðîäóêòèâíî¿ ä³ÿëüíîñò³, åëåìåíòè äóàëüíî¿ ôîðìè çäîáóòòÿ îñâ³òè, çàêëàäè ïðîôåñ³éíî¿ (ïðîôåñ³éíî-òåõí³÷íî¿) îñâ³òè, ïðîôåñ³éíà ï³äãîòîâêà, ìàéáóòí³ êâàë³ô³êîâàí³ ðîá³òíèêè.

Development of Professional Skills in the Context of Higher School Dual Education

“…L. Didukh, R. Gurevych, M. Kademija and V. Kobysia [18] presented an experience of preparation of competitive specialists in the conditions of the implementation of dual education in high education institution. N. Kulalaieva and S. Leu [19] described the work-based learning involving the dual education elements. S. Wichitsathian and D. Nakruang [20] worked on knowledge integration capability and entrepreneurial orientation.…”