A cure for unemployment. Why does Russia need dual education? Dual education in Russia

Dual education system.

Kan Venera Yurievna, master of industrial training

GKKP "Kapshagai Multidisciplinary College"

Currently, there is a significant shortage of professional, technical and qualified workers in the republic. According to the Ministry of Labor and Social Protection of the Population of the Republic of Kazakhstan, the total need of the economy for personnel for 2010-2014. is 287 thousand people. A radical renewal of the technical and technological park of the industry of the Republic of Kazakhstan in accordance with the innovative course of economic development of the Republic requires improving the system of training technical and professional personnel. In this regard, an important place is currently given to the dual education system. Thanks to the increasing role of practical training, future specialists master production skills already at the training stage. This is achieved by increasing the practical component of the educational process and conducting classes directly at the workplace. The system operates successfully in many European and Asian countries (Germany, France, China, etc.).Dual education system involves a combination of training at an educational institution with periods of industrial activity. The educational process is organized as follows: in parallel with regular classes at a university, college or other vocational educational institution (general education training), students go to work at a specific enterprise or company, where they gain practical experience (vocational training). This form of training and retraining of technical and professional workers allows you to flexibly combine the completion of a theoretical course and professional training of specialists directly on the job and ensure the assignment of higher qualifications (grades) to students and the possibility of expanding functional responsibilities. The dual system assumes the direct participation of enterprises in the vocational education of students. The company provides conditions for practical training and bears all costs associated with it, including possible monthly fees to the student. Educational institutions cooperate on an equal basis with enterprises on the basis of which industrial or practical training is carried out.

The main advantages of the dual education system

Dual educational programs:

open up additional opportunities to increase the efficiency of training highly qualified workers and technical personnel;

provide diversification of professional education, i.e. allow you to increase the variety of professional programs offered;

contribute to more comprehensive professional development of students;

ensure interconnection, interpenetration and mutual influence of various systems (science and education, science and production, etc.), which leads to qualitative changes in vocational education.

Ultimately, it makes economic sense for employers to invest in education, since at the end of the day they receive a ready-made specialist who is thoroughly familiar with the specifics of the work of this particular enterprise (organization).

For students, dual education, along with the optimal transfer of professional experience, also means a completely different degree of socialization: young people are tested and learn to assert their position in production conditions and, thus, in situations “real life ».

Upon completion of training, trained personnel can immediately be involved in production: there is no need for professional adaptation.

Dual education in Kazakhstan will be introduced in more than 100 colleges. The Prime Minister of the country announced this at a meeting on January 21, 2013, dedicated to the results of 2012 and the tasks for implementing Strategy 2050. The Head of Government recalled that as part of the modernization of technical and vocational education, the dual education system of education is being developed.

Of particular interest in this regard is the vocational education system of Germany (this country is one of the leaders in terms of personnel qualifications). The dual education system in Germany has been tested by life and is a model for the entire European Union. In Germany, many schoolchildren, even after 12-13 years of studying at a gymnasium and passing final exams, which give the right to enter higher education institutions, choose dual education. In particular, this applies to those regions where large enterprises are concentrated, such as, for example, Volkswagen, BMW and Siemens or Bosch and Merzedes-Benz.

The dual system allows you to kill two birds with one stone, that is, combine both theoretical and practical training in the educational process. Simultaneously with their studies, students master their chosen profession directly at work, that is, they study in two places at once: 1-2 days a week at the school, the rest of the time at the enterprise. The program usually lasts 3 years and ends with an exam, which is taken by representatives of the enterprise, school and regional crafts or chambers of commerce and industry. Graduates who successfully pass the exam receive a certificate from the chamber, giving them the right to work in their specialty.

Thus, the enterprise enters into contracts with a number of specialized educational institutions for targeted training of personnel. For an enterprise, dual education is an opportunity to prepare personnel exactly “to order”, ensuring their maximum compliance with all its requirements, saving on the costs of searching and selecting employees. In addition, it is possible to select the best students, because in 3 years all their strengths and weaknesses become obvious. In turn, this approach motivates students to learn not for show.

As a rule, enterprises have more modern equipment on which trainees are trained than workshops of educational institutions. This is explained by the fact that the state does not have sufficient financial resources to fully equip educational institutions with all the latest instruments and machines. Participation in personnel training has a positive effect on the reputation of the enterprise and its image as an employer in the labor market. At the same time, it retains the right to choose, and it decides for itself whether to organize training. For small enterprises that want to provide training, but do not have the opportunity to equip their own workshops, chambers of commerce and industry create inter-industrial training centers.

During the republican seminar “Dual system: experience and prospects for implementation” in Karaganda, Minister of Education and Science Bakytzhan Zhumagulov spoke about the advantages of dual education for Kazakhstan:

high percentage of graduates’ employment; Training is as close as possible to production requirements.

high motivation for acquiring knowledge is achieved, the psychology of the future employee is formed,” said B. Zhumagulov.

Separate measures to introduce the dual system began in our country back in the late 90s - on the basis of three TVE organizations in Almaty, Pavlodar and Akmola region together with the German Society for International Cooperation GIZ.

The experience of dual training in the mining industry at two colleges of the Kazakhmys corporation and at the Pavlodar Electrolysis Plant (college No. 7) deserves special attention.

Dual training was mastered in cooperation with such large companies as the National Holding "KazAgro", PL No. 2 and LLP "NOVA-ZINK", "Kazakhstan Temir Zholy", TPTK and "ArcelorMittal Temirtau", "Donskoy Mining and Processing Plant", " Kazakhstan Engineering", "KazMunayGas", Satpayev Technological College and Kazakhmys Corporation,

Submarine No. 1 of Karaganda and Imstalcon JSC,

The principle of vocational training in a dual system :

Two training places:at the enterprise(80%) And
at a vocational school (20%)

Study and work: an employment contract and a vocational training contract are concluded at the same time

Participation of social partners in the dual system( educational plans)

The absolute winner is the state, which effectively solves the problem of training qualified personnel for its economy. Unlike Kazakhstan, in Germany the main burden in the field of education lies with enterprises, which spend more than 40 billion euros annually on improving the professional qualifications of their employees. This amount is more than what it costs the state to maintain universities.

DUAL TRAINING: EXPERIENCE OF GERMANY AND REALITIES OF RUSSIA. DUAL SYSTEM.

The German vocational education system has been tested by life and is a model for the entire European Union

Source: № 1 2008

The eternal problem of first Soviet and later Russian professional education is the gap between theory (young heads are generously stuffed with it) and reality (young people inevitably encounter it after graduation).

Participants in the All-Russian Conference “Russian Vocational Education: Experience, Problems, Prospects,” held in Moscow on April 23-24, 2008, noted that the qualitative characteristics of the country’s economy do not allow it to fully take advantage of global competition. Russia remains vulnerable to fluctuations in the world commodity and financial markets. Among the limiting factors is an acute shortage of highly qualified workers in the federal and regional labor markets.

An enterprise for which the provision of qualified personnel is a matter of life and death has to bridge the gap between theory and practice. Everyone solves this issue in their own way. In some places, mentors are assigned to newcomers, they are inducted into positions, in others, 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 has excellent knowledge of production. Isn’t it too expensive to first teach for several years, and then complete and re-teach for almost the same amount of time? Isn't it possible to do something more efficiently and quickly?

Practice is the criterion of truth

It turns out that it is possible. We need to take a closer look at the experience of those who have already solved this problem, and not without success. Of particular interest in this regard is the vocational education system of Germany (this country, according to the International Institute for Monitoring the Quality of the Labor Force (Switzerland), is one of the leaders in terms of personnel qualifications). The dual education system in Germany has been tested by life and is a model for the entire European Union.

German education has deep historical roots and strong traditions. Already in the Middle Ages, German artisans were distinguished by their special skill and practiced the transfer of craft from master to apprentice for the longest time in Europe. By the way, a student could remain an apprentice for half his life, the requirements for his qualifications were so high. The right of a master to put a personal mark on goods was a symbol of not only professional, but also life success.

The new economy transformed the tradition of “piecemeal” training by a master into a dual training system. This is a special form of training qualified workers based on close interaction between enterprises and vocational schools: students learn a profession from “masters” who have undergone special training.

It is not a sin to learn from the Germans a traditionally respectful attitude towards that type of work, which in modern conditions can only conditionally be called physical. After school, our young people strive to go to university. And more than half of children in Germany go through vocational education, preferring to learn how to do something with their hands. Currently, there are several hundred professions that can be studied using the dual system, and this list is constantly growing.

Dual system allows you to kill two birds with one stone, that is, combine both theoretical and practical training in the educational process. Simultaneously with their studies, students master their chosen profession directly at work, that is, they study in two places at once: 1-2 days a week at the school, the rest of the time at the enterprise.

At the school, young people receive theoretical knowledge by studying both special subjects in their chosen profession and general education (native and foreign languages, mathematics, religion). And the masters at the enterprises help them acquire practical skills, teach them the subtleties and intricacies of the profession, which are not in any book.

The program usually lasts three years and ends with an exam, which is accepted by a commission of representatives of the enterprise, school and regional crafts or chambers of commerce and industry. Graduates who successfully pass the exam receive a certificate from the chamber, giving them the right to work in their specialty.

Anna Bechtold

chief HR specialist

Division "Light Commercial Vehicles"

LLC "Commercial Vehicles - GAZ Group"

In 2008, I attended an on-site seminar in Germany on the effectiveness of training a personnel reserve at an industrial enterprise using a dual training system, organized by the German Business School at the companyIndustrial Consulting Group .

Why did I go to the seminar? I was primarily interested in the opportunity to get acquainted with the experience of 2 companies: Continental AG and Volkswagen, since we work closely with them. These cutting-edge businesses operate in the same industry as us.

Why do young Germans want to get blue-collar jobs? In Germany, students provide for themselves; their parents stop providing for them after graduation, so they are ready to do any work and get paid for it. Russians want to get everything at once (that’s the mentality!), so young people immediately see themselves as a manager with a big salary. In Germany, excellent conditions for work have been created, including in blue-collar occupations, plus there are excellent conditions for training (using the same dual system).

German companies do not expect favors from nature, but are actively involved in training personnel to meet their needs. Why don't we follow best practices? The reason is the education system, regulated from above. It is centralized. And in order to implement a dual training system at your enterprise, you must first get permission from above. And this can only be an experiment, since each specialty has an approved program, and educational institutions have no right to deviate from it.

A dual system (according to the German model) could be a good source of labor for enterprises, which would contribute to the development of industry and the economy. However, there is one “but”. This system cannot be implemented at Russian production sites in the near future, as this requires a complete overhaul of the training system in Russia.

In my opinion, this is something we should strive for. It is truly useful and necessary to conduct parallel theoretical and practical training for students. This solves several problems. First, the intern gains the necessary experience. After graduation, it will be easier for him to find a permanent job. Secondly, the enterprise with this approach to training will be provided with a constant influx of qualified personnel.

After my return, our company entered into agreements with a number of specialized educational institutions for targeted training of personnel (mainly in in-demand working specialties). In 2009, it is planned to equip a number of classrooms and laboratories for internships (practical training).

Our long-term plans include the creation of a dual training system at GAZ production sites, which will be declared an experimental site for dual training. Currently, this project is being approved by the Ministry of Education. In addition, a corporate training center was created, the work of which is aimed at training qualified personnel to meet the needs of the enterprise.

I believe that it is necessary to improve the quality of education in existing universities by all possible methods. You can always reduce it, this is the simplest thing, but raising education to the required level is much more difficult, but more effective.

Everyone plays and wins

The high viability and reliability of the dual system is apparently explained by the fact that it meets the vital interests of all parties involved in it - enterprises, workers, and the state.

For an enterprise, dual education is an opportunity to prepare personnel exactly “to order”, ensuring their maximum compliance with all its requirements, saving on the costs of searching and selecting workers, their retraining and adaptation. In addition, it is possible to select the best students, because in three years all their strengths and weaknesses become obvious. In turn, this approach motivates students to learn not for show.

Newcomers can immediately work with full dedication and productivity; they know the life of the enterprise well and feel like they belong there. All this together helps to retain personnel and reduce turnover, which is important for production.

Participation in personnel training has a positive effect on the reputation of the enterprise and its image as an employer in the labor market (the so-called HR brand of the company). At the same time, it retains the right to choose, and it decides for itself whether to organize training. For small enterprises that want to provide training, but do not have the opportunity to equip their own workshops, chambers of commerce and industry create inter-industrial training centers.

For young people in Germany, dual education is an excellent chance to gain early independence and painlessly adapt to adult life. Already during training they receive a monetary reward for their work at the enterprise, and after graduation they receive a job for which they are well prepared. The dual system ensures a smooth entry into work, without the stress that is inevitable for other forms of learning caused by a lack of information and poor practical training. It allows you not only to learn how to perform specific job duties, but also develops the ability to work in a team, forms social competence and responsibility.

The dual system provides excellent opportunities for managing your own career. The level of training within its framework is constantly increasing. If previously fourteen-year-old teenagers became students, now in most cases they are already quite mature young people with a good knowledge base. Every sixth student even has a certificate of complete secondary education, which allows him to enter a university, but still they prefer to first get a profession at an enterprise. Not a single university engineering education is capable of providing such knowledge of production from the inside as dual training, which makes it an important step on the path to a successful career.

The state, which effectively solves the problem of training qualified personnel for its economy, remains an absolute winner. Unlike Russia, in Germany the main burden in the field of education lies with enterprises, which spend more than 40 billion euros annually on improving the professional qualifications of their employees. This amount is more than what it costs the state to maintain universities.

The state supports the training of specialists at the enterprise by financing the system of vocational schools. Students attend educational institutions within the dual education system. The main function of the state is coordination and provision of the legislative framework.

At the federal level in Germany, the Law “On Vocational Training” (hereinafter referred to as the law) and the “Craft Code” have been adopted, which regulate the relationship of the student with the enterprise and educational institution. This law also determines which enterprises can participate in the program (out of 3.6 million enterprises in Germany, 500 thousand are involved in the vocational training program). According to the Law, provisions on the training of specialists are adopted by the parties to tariff negotiations, that is, employers' and employees' organizations, and are then put into effect at the federal level by the competent minister (usually the Minister of Economy). The Ministry of Labor, in turn, is developing a “Training Regulation” that regulates examination requirements.

The general ideology of cooperation is determined by the Federal Institute of Vocational Education, on the basis of which the Ministries of Education and Science of the Federal Republic of Germany interact with other interested ministries and departments. At the level of the federal states there is a Standing Conference of their Ministers of Education. Each of the land ministries exercises control over the activities of all vocational schools on its territory, develops standard regulations, and is responsible for providing them with teaching staff and for the content of educational programs. In addition, its competence includes legal control and cooperation with regional chambers on vocational training issues. The tasks of these chambers include monitoring the availability at enterprises of the necessary conditions for training students, as well as creating examination commissions.

Thus, the country provides a unified educational space with the ability of regions to solve their specific problems in the field of vocational and technical training.

What do we have?

“If you study poorly, you will go to a vocational school,” this was the horror story that Soviet school teachers actively used to “pacify” slobs. In those days, continuing to study at a vocational school was perceived by young people and their parents as an option for losers. Where can we talk about the pride of a working man! Nevertheless, the system of vocational education worked at the very least and supplied the national economy with the planned number of specialists.

At the end of the 20th century, the situation underwent significant changes. The consequence of the socio-economic crisis and the decline in production was a decrease in the need for qualified personnel: from 1985 to 1994. the training of specialists with secondary technical education decreased by almost 2 times, enrollment in technical specialties decreased from 421 to 222 thousand people.

Then, emerging from the 2nd half of the 90s. The rise in production also caused an increase in demand for qualified personnel. Moreover, demand has changed not only quantitatively, but also qualitatively. Due to changes in the employment structure of the population, the use of new technologies, modern equipment, and knowledge-intensive automated processes, the requirements for workers have increased significantly. Theoretical training had to be combined with practical skills in providing repair and adjustment of equipment, its diagnostics and ongoing operation, performing dispatch and administrative and technical functions, and product quality control. The state of the education system did not allow us to effectively solve this problem.

At the moment the situation is no less complicated. According to the Federal Service for Labor and Employment of the Russian Federation (Rostrud), currently from 60 to 80% of vacancies in the labor market are blue-collar workers. At the same time, the average age of a Russian worker is 53-54 years. Thus, statistics indicate a difficult situation with the reproduction of qualified workers.

The main task that the education system needs to solve is to form a new model of professional training that would overcome the gap in the structure, volume and quality of labor resources from the real requirements of specific enterprises. And in solving it, the experience of developing a dual form of vocational education in Germany can be extremely useful - for improving legislation, determining a mechanism for dividing powers of the Federation and regions, resuscitating the traditions of craft training, and forming a system of multi-channel training financing.

Text:Anna Brylevich, Sofia Kranz

Dual education

– a type of vocational education in which the practical part of the training takes place in the workplace, and the theoretical part – on the basis of an educational organization. The dual education system involves joint financing of training programs for a specific workplace by commercial enterprises and regional authorities.

On January 30, cooperation agreements were signed with the regions - winners of the Agency for Strategic Initiatives (ASI) competition for the selection of “pilot” subjects of the Russian Federation implementing elements .

The winners and finalists included 10 regions: Kaluga, Yaroslavl, Ulyanovsk, Sverdlovsk, Nizhny Novgorod, Volgograd and Moscow regions, Perm and Krasnoyarsk territories, as well as the Republic of Tatarstan.

The following took part in signing agreements and awarding the winners: Director Agency for Strategic Initiatives (ASI)Dmitry Peskov, Director of the Department of State Policy in the Field of Workforce Training and Additional Professional Education of the Ministry of Education and Science of the Russian FederationNatalia Zolotareva, Chairman of the Russian-German Foreign Trade ChamberMichael Harms, relevant ministers and deputy regional governors.

An agreement on the implementation of elements of the dual model of education is signed between these regions, the Agency for Strategic Initiatives, the Ministry of Economic Development of Russia, the Ministry of Industry and Trade of Russia, the Ministry of Labor of Russia, the Russian-German Chamber of Foreign Trade and the Ministry of Education and Science of Russia.

Dmitry Peskovnoted that the project to introduce elements of the dual education system was supported by the ASI Supervisory Board by the President of the Russian FederationVladimir Putin:

“In his address to the Federal Assembly, the President emphasized the need to introduce educational models that are effective for training highly qualified production personnel. We hope that the course towards practical education will become systematic. And this will no longer be a pilot project, but normal everyday practice,” he emphasized Dmitry Peskov.

The pilot program, approved by the ASI Supervisory Board, provides for the training of future specialists according to the following scheme: students of secondary vocational educational institutions acquire theoretical knowledge in classrooms, and practical knowledge directly at production enterprises, their future workplace.

The dual education model involves cooperation between enterprises, educational institutions, and regional authorities. Joint financing of the personnel training program for a specific workplace is carried out by enterprises - customers of personnel and regional authorities.

Natalia Zolotarevaemphasized that the dual education program is an experience that has already been done in Russia. But the difference between today’s project is that now the country has a different, unplanned economy, and enterprises interested in highly qualified personnel voluntarily solve the problems of staffing and are ready to share responsibility for their training:

“A significant effect in the development of the training system for workers and technical specialists can only be achieved if business takes on part of the responsibility for training. If this is a joint area of responsibility of the state, education and employers.”

Natalia Zolotarevanoted that the experience of introducing the dual education model in Germany and other countries of the world can be successfully applied in Russia. “The new law “On Education” makes it possible to implement a “dual model” of personnel training. But, of course, the experience of our foreign colleagues requires adaptation,” she emphasized.

Source:

More details on the website:

System project “Training of workers who meet the requirements of high-tech industries based on dual education”:

PROJECT “PREPARATION OF WORKFORCE

MEETING THE REQUIREMENTS OF HIGH-TECH INDUSTRIES BASED ON DUAL EDUCATION"

In accordance with the decision of the Supervisory Board of the autonomous non-profit organization “Agency for Strategic Initiatives to Promote New Projects dated November 14, 2013 Based on the monitoring, the Ministry of Education of the Moscow Region decided to participate in the competition to develop the project “Implementation of elements of the dual model of vocational education in the Moscow Region.”

In this application, the Moscow Region presents a regional project “Implementation of elements of a dual model of vocational education in the Moscow Region” to increase the investment attractiveness of the region by training workers who meet the requirements of high-tech industries based on dual education.

The priorities for the development of the vocational education system in the Moscow region are reflected in the objectives of subprogram IV “Vocational Education” of the state program. The purpose of the subprogram and its tasks were developed taking into account the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” and the “Strategy for the development of a system for training workers and the formation of applied qualifications in the Russian Federation” for the period until 2020.

The purpose of the development and implementation of this Program is to ensure modern quality of professional training and retraining of workers and specialists for priority sectors of high-tech production with the involvement of public-private partnerships.

Objectives of the Program:

Development, testing and modernization of educational programs - implementation of dual education based on 14 educational centers.

Organization of advanced training for engineering and teaching staff involved in training highly qualified specialists on the basis of resource centers.

Creation of the material and technical base of professional educational organizations for the implementation of dual education.

Introduction of methods for medium-term forecasting of personnel needs using the example of enterprises of the military-industrial complex of the Moscow region in order to ensure planning of the volume and structure of personnel training at all levels of professional education, formation of state orders and admission targets.

Bringing the structure, content and technology of implementation of educational programs into line with the requirements of employers, professional standards, students, as well as taking into account the forecast of the labor market and socio-economic development of the Moscow region.

Creating conditions for organizing interdepartmental interaction in order to train personnel for priority sectors of the economy of the Moscow region.

Introduction of mechanisms for professional and public accreditation of educational programs based on a module-competency approach and professional standards, with the direct participation of employers or their associations.

Creating conditions for the development of a system of independent assessment of the quality of vocational education, assessment and recognition of qualifications.

Development of workplace training models, including through the creation of basic centers of educational institutions at enterprises.

Expanding the powers of employers in managing professional training and recognizing qualifications.

Development of a regional system of educational and methodological support for vocational education organizations, including the creation of sectoral methodological centers for vocational education based on Resource Centers.

Creation of conditions for technical re-equipment of vocational education organizations.

Number of employees at enterprises participating in the pilot project: 36,783 people.

Number of enterprises participating in the project:14.

12.

In terms of industrial production, the Moscow Region ranks second among Russian regions (after Moscow); dozens of enterprises of all-Russian importance operate in the region.

The scientific and technical complex of the Moscow region is one of the largest among the regions of Russia: there are over 40 research and educational institutes of the Russian Academy of Sciences: “Joint Institute for Nuclear Research (JINR)”; FSUE Flight Research Institute named after. MM. Gromova"; JSC Rocket and Space Corporation ENERGY named after. S.P. Queen"; FSUE "NPO Mashinostroeniya" and others.

The areas of activity of the scientific and technical complex cover the branches of mechanical engineering and metallurgy, aviation and rocket and space technology, electronics and radio electronics, defense industry and instrument making, chemistry and forestry, agriculture and the construction industry, ecology and medicine.

The average annual number of adults employed in the economy of the Moscow region, according to the Ministry of Economy of the Moscow region, is 2,923,800 people.

Implementation of a set of measures to increase by 2015 the share of the employed population aged 25 to 65 years, who have undergone advanced training and (or) vocational training, in the total number of people employed in the economic field of this age group to 37 percent:

A model methodology has been developed for predicting the need for personnel in the regional economy;

Interaction was organized with ministries and departments of the Moscow region in order to collect information on the number of workers in other industries who have completed advanced training programs or vocational training (about 23% of all workers employed in the economy have undergone advanced training and training);

A primary electronic database has been formed about organizations located in the Moscow region and having licenses to implement advanced training and vocational training programs (more than 1000 organizations);

14 industry-specific Resource Centers have been created on the basis of vocational education organizations; more than 200 training programs have been developed; about 15,000 people completed advanced training and vocational training programs per year (as of 10/01/2013);

Vocational education organizations have concluded more than 300 agreements with enterprises to provide places for practical training to students;

The first multifunctional center for applied qualifications was created on the basis of Krasnogorsk State College;

Since 2009 The regional system for advanced training of education workers in the Moscow region is successfully functioning and developing, taking into account modernization processes, which has provided advanced training for more than 65% of teaching staff.

9. The significance of this area for the education system of the Moscow region is confirmed by the fact that the indicator “The share of the employed population aged 25 to 65 years who have undergone advanced training and (or) professional retraining in the total number of people employed in the economy of this age group from 22.5 percent up to 49 percent" is included in the list of planned results of the implementation of the state program "Education of the Moscow Region" for 2014-2018.

To implement this paragraph of the Decree in the state program of the Moscow region “Education of the Moscow Region” for 2014-2018, subprogram IV “Vocational Education” provides for the implementation of task 2 “Formation of a system of continuous education that allows you to build flexible (modular) trajectories for mastering new competencies” involves the implementation of programs advanced training and vocational training in priority sectors of the economy of the Moscow region, as well as measures to popularize vocational education in the amount of more than 160 million rubles at the expense of the regional budget.

At the same time, the above activities require the active involvement of employers in the personnel training process, namely:

In advanced training and retraining of employees;

In identifying forecast staffing needs;

To the development of programs and requirements for their development;

To the formation of necessary competencies;

To conduct intermediate and final certification of students.

On the territory of the region there is a special concentration of enterprises of the defense complex (Russian Center for the Demonstration of Weapons, Military Equipment and Technologies in Krasnoarmeysk, aircraft production of the MiG Corporation in Lukhovitsy, JSC Kamov, NPP Zvezda, State Research Institute of Aviation Systems, Phazotron-NIIR and many others.

In the structure of the domestic regional product, the main contribution to the creation of gross value added belongs to the real sector of the economy, including industry - almost a third.

There are 8 science cities in the Moscow region, including 2 scientific centers of the Russian Academy of Sciences in the cities of Pushchino and Chernogolovka in the Moscow region.

For the purposes of implementing this Program, a decision was agreed upon to define the military-industrial complex, hereinafter referred to as the defense industry, as the highest priority sector of the regional economy, and Tactical Missile Weapons Corporation OJSC, hereinafter referred to as the Corporation, was recognized as a leading enterprise, which is reflected in the signed Agreement.

OJSC Tactical Missile Weapons Corporation currently unites 25 enterprises located in 15 constituent entities of the Russian Federation; created as part of the implementation of the federal target program “Reform and development of the military-industrial complex (2002-2006)” and Decree of the President of the Russian Federation of January 24, 2002 No. 84.

The strategic goal of creating the association was to preserve and develop the scientific and production potential of rocketry, ensure the defense capability of the state, mobilize resources for the creation of highly effective guided missiles and air, ground, and sea-based weapons systems, and strengthen positions global arms market.

Main products: aviation weapons, ship-based missile systems, etc.

The corporation's production and technological base covers the entire life cycle of products: from the development of design documentation, production of prototypes, carrying out all types of tests, serial production, repairs, and up to modernization; and for resource development – recycling.

In 2007, the Corporation’s Development Strategy until 2017 came into force, the main objectives of which are defined as:

Carrying out an effective and realistic product policy that ensures the retention and expansion of market niches while unconditionally implementing the state armament program and the state defense order.

Technical and technological re-equipment of enterprises, reduction of production costs, shortening the cycle of creating new types of high-precision military equipment while simultaneously increasing their combat effectiveness and reliability.

Improving the system and management mechanism of both the corporation as a whole and individual areas of activity.

Implementation of effective social and personnel policies.

The Moscow region successfully provides funding for the opportunity to obtain vocational education for students from families with low incomes, a low level of parental education, as well as for teenagers who find themselves in difficult life situations.

Currently, optimization of the network of professional educational organizations and higher education organizations continues, taking into account the changing role of educational organizations of primary vocational education, attracting the potential of the corporate sector in training, and reducing the number of branches of federal universities located in the Moscow region.

As a result of the implementation of the Program, a new model of professional training will be formed, which will overcome the gap in the structure, volume and quality of labor resources from the real requirements of specific enterprises.

A system of new forms of organizing educational activities will be formed, which will take on the main burden of personnel and scientific support for the needs of the high-tech sector of the regional economy; The importance of resource centers and multifunctional centers of applied qualifications on the basis of “core” organizations of vocational education will increase.

The priority of social development of the Moscow region is the modernization of the teacher education system, within the framework of which a qualitative renewal of the teaching corps of vocational education organizations is taking place through advanced training and internships for teachers at enterprises, including in the Corporation, attracting talented young specialists, including from the real sector of the economy, as well as the transition to an effective contract with employees of educational organizations, taking into account the increase in the average salary of teachers.

The Moscow region ensures the successful functioning of a regional personalized system for advanced training and retraining of education workers, the mechanisms of action of which allow the development and training of teachers and managers using a block-modular system with the construction of an individual route; correlate professional growth with the certification procedure; carry out the selection and certification of training modules, as well as use the resources of innovative educational institutions and the best teachers.

During the implementation of the Program, educational programs of dual vocational education will be updated and re-created, which will ensure flexibility and individualization of the learning process using new technologies (introduction of e-learning and distance learning technologies in priority areas; testing of a network interaction system with employers; development of individual storage mechanisms and use of learning results, etc.), including for persons with disabilities.

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

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

Currently, the Ministry of Education of the Moscow Region is developing a pilot project for a dual model of education, which provides for the creation on the basis of an educational institution (GBOU NPO PU No. 7 MO Zheleznodorozhny) an enterprise model, a business incubator, as close as possible to production conditions, in which students can perform real order, combining theoretical training with practical training in an educational organization. This program is called “Technopark - a new educational, research and production structure for training professional personnel.” A technology park is a regional educational, research and production complex, consisting of research laboratories and experimental production 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 into a single mechanism. The technology park development strategy is aimed at expanding the number of areas of activity of a professional educational organization, both in the educational services market and in the markets of high-tech production.

The project will implement, in accordance with the plan, activities with strategic partners to modernize the material and technical equipment of professional educational organizations in order to effectively train workers, as well as organize advanced training for engineering and teaching staff involved in the training of highly qualified workers.

The project reflects the activities of resource centers created in accordance with the order of the Minister of Education of the Moscow Region No. 4747 dated November 21, 2012, for the training of qualified specialists in vocational education institutions, as well as the activities of multifunctional centers of applied qualifications. These structural divisions make it possible to effectively create and implement mechanisms for interaction between professional educational organizations and business partners, which is a prerequisite for the transition to a dual education system.

Scheme for the implementation of dual education in the Moscow region.

Enterprises participating in the pilot project:

Open Joint Stock Company "Rocket and Space Corporation "Energia" named after S.P. Korolev" (JSC RSC Energia named after SP Korolev) is a leading Russian rocket and space enterprise, the leading organization for manned space systems. It is working on the creation of automatic space and rocket systems (launch vehicles and inter-orbital transportation), high-tech systems for various purposes for use in non-space spheres.

Open Joint Stock Company "Ramenskoye Instrument-Making Design Bureau" (JSC RPKB) - carries out the production and assembly of electronic modules and units, microelectronics and micromechanics, development and production of on-board and ground-based radio-electronic equipment for vehicles.

Open Joint Stock Company "Ramensky Instrument-Making Plant" (JSC "RPZ") - is one of the leading Russian manufacturers of on-board Avionics, flight and navigation systems; provides maintenance services to aircraft and helicopter manufacturers, airlines and repair facilities in the field of military and civil aviation; carries out the production and assembly of electronic modules and microelectronics and micromechanics units; development and production of on-board and ground radio-electronic equipment for vehicles.

Open joint-stock company “Research Institute of Instrument Engineering named after. V.V. Tikhomirov" (JSC "Research Institute of Instrument Engineering named after V.V. Tikhomirov"). The company specializes in the following areas of activity: automatic control systems, diagnostics and safety of electric trains and metro trains, hydroacoustic equipment for marine surveys, search work in water areas, weapons control systems for fighter aircraft, anti-aircraft missile systems for air defense.

Moscow Scientific Research Institute "Agat", Zhukovsky (MRI "Agat"). The company produces medical equipment (portable electrographic complex ECG "Agat", bilirubin level analyzer ABChK-02, UROFLOWMETER device "AGAT"), high-performance on-board digital computers and digital signal processors, antenna equipment, radar homing heads for surface-to-air missiles and air-to-air.

Open Joint Stock Company “Krasnogorsk Plant named after. S.A. Zverev » (JSC "KZ named after S.A. Zverev"). The company specializes in mechanical engineering, metalworking, and optical instrumentation.

Open Joint Stock Company "Research and Production Complex "ALTEN" (JSC NPK ALTEN). This state-owned enterprise, which became part of the Russian Aviation and Space Agency, produces the following types of products: on-board aviation batteries; lithium primary chemical current sources; lithium-ion batteries. The company is engaged in scientific research activities in the field of rocket and space technology.

Open Joint Stock Company Scientific and Production Enterprise "Cyclone-Test" (OJSC NPP "Cyclone-Test" ). The company serially develops and produces devices for measuring and protecting against electromagnetic fields and radiation for a wide range of applications, and medical diagnostic equipment.

Federal State Unitary Enterprise "Research and Production Association named after S.A. Lavochkin" (FSUE "NPO named after S.A. Lavochkin") creates spacecraft to solve very complex and interesting scientific and technical problems. The company has a modern design and construction and powerful laboratory and testing facilities.

Open Joint Stock Company "Scientific and Production Association of Measuring Equipment" (JSC "NPOIT"). The company specializes in the development, production and implementation of: microelectronic components, sensors and converting equipment; information and telemetry systems and complexes, measuring instruments; diagnostics, monitoring and control for rocket and space technology and other high-tech sectors of the national economy.

Open Joint Stock Company "Aviation Corporation "Rubin" (JSC "AK "Rubin") - a leading research and production enterprise in the Russian aviation industry. Specializes in the design, production, repair and testing of unique equipment of hydraulic pumps and motors, pumping stations and fluid flow control units, drive-generators of constant frequency alternating current, brake systems and units, wheels and brakes of aircraft, including carbon friction discs.

Open Joint Stock Company "Research and Production Corporation "Design Bureau of Mechanical Engineering" (JSC "NPK "KBM") - a large design and research and production center that carries out work on the design, manufacture, testing and overall comprehensive testing of weapons and military equipment of various types.

Open joint-stock company "Military-Industrial Corporation "NPO Mashinostroeniya" (OJSC "VPK "NPO Mashinostroeniya"). - one of the leading rocket and space enterprises in Russia. The parent enterprise in multidisciplinary cooperation provides the country's Armed Forces with the latest types of military equipment and carries out military-technical cooperation with foreign partners. Over its more than half-century history, the company has developed and put into service more than 25 rocket and space systems for various purposes. The main objective of the corporation is to ensure guaranteed implementation of the State Defense Order, international contracts in the field of military-technical cooperation and increasing the production of civilian and dual-use products.

Closed Joint Stock Company "DOMODEDOVO TRAINING" (CJSC "DOMODEDOVO TRAINING") - part of the group of companies Moscow Domodedovo Airport is the largest airport in Russia and Eastern Europe in terms of passenger traffic. The airport business is one of the high-tech in the transport field, which is the basis for a high level of personnel training. Moscow Airport unites enterprises specializing in providing a range of services for servicing airlines and passengers: Single customer service agent; Airport operational management; Airfield infrastructure management; passenger terminal; Aircraft ground handling; Cargo complex; Fuel filling complex; In-flight catering factory; Aviation Security Service; Agent for work with non-aviation clients; The educational center.

Number of professional educational organizations participating in the project:

State budgetary educational institution of secondary vocational education of the Moscow region "Moscow Regional State College" (GBOU SPO MO "MOGK"), Ramenskoye:

Industry affiliation: Electronic engineering, radio engineering and communications;

Automation and control.

Maintenance and repair of radio-electronic equipment,

Installer of radio-electronic equipment and instruments;

Automatic control systems,

Regulator of radio-electronic equipment and instruments,

Programmable machine tool operator.

Business partners: OJSC Ramensky Instrument-Making Plant; JSC Research Institute of Instrument Engineering named after. V.V.Tikhomirova"; International Research Institute "Agat".

State budgetary educational institution of secondary vocational education of the Moscow region "Krasnogorsk State College" (GBOU SPO MO "KGK"), Krasnogorsk :

Training is carried out in the following specialties and professions:

Optical and optical-electronic devices and systems;

Metalworking.

mechanical assembly mechanic;

processing and assembly of optical parts: grinder, polisher, gluer, optical mechanic;

operator of machine tools with PU;

turner;

milling machine operator;

REA and P regulator;

automatic and semi-automatic machines.

master;

design technician;

technologist;

technician - programmer.

Business partners: OJSC Krasnogorsk Plant named after. S.A. Zverev"

State budgetary educational institution of secondary vocational education of the Moscow region State College of Technology and Management “College Complex” (GBOU SPO MO GKTU “KK”):

Industry affiliation: Mechanical engineering and metalworking; Informatics and Computer Science; Design and technological support for machine-building industries.

Training is carried out in the following specialties and professions:

Installation and technical operation of industrial equipment;

Information Systems;

mechanical engineering technology.

technician;

mechanical technician;

information systems technician

Business partners: OJSC NPK ALTEN

State budgetary educational institution of secondary vocational education of the Moscow region "Shchelkovo Polytechnic College" (GBOU SPO MO "ShchPT"):

Training is carried out in the following specialties and professions:

“Installation and technical operation of refrigeration compressor machines and installations (by industry) “Radio equipment engineering”;

"Means of communication with moving objects"

Business partners: OJSC NPOIT.

State budgetary educational institution of secondary vocational education of the Moscow region "Fryazino State College of Electronics, Management and Law" (GBOU SPO MO "FGTEUP"):

Industry affiliation: Electronic engineering, radio engineering and communications

Training is carried out in the following specialties and professions:

“Technical operation and maintenance of electrical and electromechanical equipment”;

"Radio equipment engineering";

Business partners: OJSC NPP “Cyclone-test”.

State budgetary educational institution of secondary vocational education of the Moscow region "Khimki College of Intersectoral Cooperation" (GBOU SPO MO "KhTMV"):

Industry affiliation: Aviation, rocket and space technology

Training is carried out in the following specialties and professions:

Turner,

milling machine operator

operator of numerically controlled machines,

locksmith

Business partners: FSUE NPO im. S.A. Lavochkina.”

State budgetary educational institution of primary vocational education, vocational school No. 72 of the Moscow region (GBOU NPO PU No. 72 MO):

Industry affiliation: Aviation and rocket and space technology; Mechanical engineering and metalworking; Electronic engineering, radio engineering and communications; Informatics and Computer Science

Training is carried out in the following specialties and professions:

Mechanical engineering technology;

Operator of machine tools and equipment in machining;

Machine operator;

Welder;

Programming in computer systems;

Master of Digital Information Processing;

Computer software and automated systems;

Regulator of radio-electronic equipment and instruments.

Business partners: OJSC Rocket and Space Corporation Energia;

JSC "Research and Production Association of Measuring Equipment".

State Autonomous Educational Institution of Secondary Vocational Education of the Moscow Region "Vidnovsky Vocational College" (SAOU SPO MO "VPK"):

Industry affiliation: Mechanical engineering and metalworking.

Training is carried out in the following specialties and professions:

Installation and technical operation of industrial equipment (mechanical technician).

Business partners: DOMODEDOVO TRAINING CJSC.

State budgetary educational institution of secondary vocational education of the Moscow region "Balashikha Industrial and Technological College" (GBOU SPO MO "BITT"):

Industry affiliation: Mechanical engineering and metalworking.

Training is carried out in the following specialties and professions:

"All-round turner":

turner,

lathe-borer,

carousel turner,

revolver turner

GBOU SPO MO "Moscow Regional Agricultural College"

Industry affiliation: mechanical engineering; Informatics and Computer Science

Training is carried out in the following specialties and professions:

Mechanical engineering technology;

"Applied Informatics";

"Means of communication with moving objects."

Business partners: JSC Aviation Corporation Rubin

State budgetary educational institution of primary vocational education, vocational school No. 30 of the Moscow region (GBOU NPO PU No. 30 MO):

Industry affiliation: Mechanical engineering and metalworking.

Training is carried out in the following specialties and professions:

locksmith;

general-purpose turner;

universal milling machine operator.

Business partners: JSC Research and Production Corporation Mechanical Engineering Design Bureau

State budgetary educational institution of primary vocational education, vocational school No. 90 of the Moscow region (GBOU NPO PU No. 90 MO):

Industry affiliation: Mechanical engineering and metalworking.

Training is carried out in the following specialties and professions:

Installer;

turner;

locksmith

Business partners: JSC VPK NPO Mashinostroeniya.

Business incentives from regional authorities:

Budgetary source of salaries for practice managers, mentors, foremen working at business partner enterprises.

Business interest in its own staffing, as well as 100% investment in the implementation of the project.

Existing project backlog

The Moscow region won the competitive selection of regional programs for the development of vocational education in order to support the implementation of the activities of the Federal Target Program for the Development of Education in the direction of “improving comprehensive regional programs for the development of vocational education, taking into account the experience of their implementation” and participates in the implementation of the regional program “Modernization of the personnel training system for enterprises” military-industrial complex located on the territory of the Moscow region” adopted at the Federal level.

The Moscow region is a leading region in introducing and ensuring the development of the Olympiad movement (system of competitions) in the field of professional excellence, including within the framework of the WorldSkills movement.

Dual training system

On behalf of the President of the Republic of Kazakhstan Nursultan Abishevich Nazarbayev, Samruk-Kazyna JSC has been carrying out comprehensive work since July 2012 to introduce a dual training system for production personnel at its enterprises.

In September 2012, on the basis of the Samruk-Kazyna Corporate University, the Department of Dual Education System Methodology was created, which conducts and coordinates work in this area.

EQUAL RESPONSIBILITY - The main factor of dual education

The gap between theory and reality is a perennial problem in professional education. It was resolved differently at different times. The dual system in the world has proven its effectiveness in this matter. It cannot be said that her experience is new to Kazakhstan. In the recent Soviet past, professional personnel were forged according to a similar principle and, I must say, there was a result. The modern system of dual education being introduced in our country assigns the task of bridging the gap between theory and practice equally to enterprises, the state and the TVE system. The Director of the Corporate University of JSC “National Welfare Fund “Sam?ry?-?Azyna” Baizhumanova Zhanar Anuarovna told us about how national companies succeed in this matter.

- The dual education system involves close cooperation between the education system and enterprises. This year, the Ministry of Education and Samruk-Kazyna JSC signed a memorandum of cooperation. How is work carried out within the framework of this document?

- Indeed, the first step in introducing a dual education system was the conclusion of a Memorandum in the field of technical and vocational education. The next step in this direction was the identification of a number of pilot institutions of technical and vocational education (TVE) for the joint implementation of a dual system of training. Social Partnership Agreements were signed between five companies of the Foundation, eight TVE institutions and the relevant education departments. Issues of joint cooperation with additional TVE institutions are currently being worked out, the activities of which are planned to cover the southern and western regions of the country next year. Thus, a step has been taken to involve business structures in the process of training qualified specialists.

- What kind of work is currently being carried out by National companies together with TVET educational institutions? It is interesting how students’ practical training, employment, and provision of material and technical resources are organized; the issue of scholarships is also important.

- The problems you raised are covered in the above-mentioned agreement. It is known that the quality of theoretical knowledge of future specialists depends on the educational institution, and practical skills are formed, of course, during professional practice. Therefore, in this case, enterprises take responsibility for providing students with jobs for industrial and technological practice, provide students with mentors and instructors from among highly qualified specialists, and create conditions for improving the professional qualifications of special subject teachers and industrial training masters. Scholarship issues are handled by the Ministry of Education.

Enterprises can pay students wages, but only if the latter take part in the production program during an internship at the enterprise. For example, if a student, during an internship in turning, participates in the production of finished products, then he will receive a salary in accordance with the work performed. But if a student undergoes training and the instructor assigned to him teaches him the correct methods of work, then what kind of monetary reward can we talk about for the student? In this case, the company bears the financial burden of paying for the work of the instructor. With regard to the material and technical equipment of colleges, financing should probably be multi-channel.

- So, we are talking about equal responsibility of participants in dual education?

- Exactly. The dual training system is based on equal responsibility for the quality of training, both on the part of the employer and on the part of the Ministry of Education, akimats and the colleges themselves. Therefore, all these actors must take part in equipping the material and technical base of colleges. As for the employment of graduates, enterprises should take part in resolving this issue, as participants in the formation of orders for specialists; akimats, as bodies that shape the personnel needs of the region and the city, and, of course, the TVE institutions themselves. Enterprises are interested in employing their own trained specialists, but only if there are vacancies.

- Yes, but it is impossible to fully implement the dual system without professional standards. How will national companies be involved in this direction?

- Indeed, at present there is an imbalance in the labor market between the demand and supply of labor. A situation has arisen where the Unified Tariff and Qualification Reference Book (UTKS) does not meet modern technologies and equipment, modern requirements imposed by the labor market for certain professions. A system of professional standards can be a solution to this problem. In our Labor Code, the Professional Standard is defined as a standard that defines, in a specific area of professional activity, the requirements for the level of qualifications and competence, for the content, quality and working conditions. In other words, this is a regulatory document with a detailed description of the requirements for job positions. Therefore, National companies are now working to create professional standards that would become the basis for updated TVE educational programs.

- What is the mechanism for developing professional standards?

- The work is proceeding in stages. This year, working groups were created in the Fund's companies to develop professional standards for blue-collar occupations. One of the first, starting in 2009, was the joint-stock company KazMunayGas. To date, they have already presented more than 300 professional standards. By the end of this year, the Fund’s group of companies had developed about 80 standards for blue-collar occupations, using the example of which the methodology for their development was tested and refined. We currently employ workers in more than 1,000 specialties, and appropriate professional standards must be created for each of them. The Foundation plans to fully complete this work by early 2016.

At the same time, both companies and the state must take responsibility for developing professional standards. We work closely with the Ministry of Education and Science, the Ministry of Labor and Social Protection of the Population in order to integrate our professional standards into the National Qualification System.

- Do representatives of National companies participate in the qualification commissions?

- Certainly. Representatives of national companies participate in qualification exams as members of qualification commissions. The pilot project involves the development of professional theoretical and industrial training programs by TVE institutions and manufacturing enterprises. In addition, leading enterprise specialists participate in assessing the knowledge and skills of students. In the future, it is planned to create an independent certification system, which is still unthinkable without the participation of employers, at least at the initial stage.

- What are pilot projects to introduce a certification system for working specialists?

- Certification is a way of assessing the professional knowledge and skills of workers applying for a qualification document. This procedure will provide the market with qualified workers. At the same time, certification will make it possible, as if through a sieve, to weed out those TVE institutions whose graduates’ qualifications do not meet the requirements of professional standards, and enterprises that participated in the training of such specialists must pay attention to the compliance of their technologies with the requirements of the external and internal markets. Our pilot projects for interaction with TVET institutions should end with the certification of graduates in working specialties. And we are now working in this direction.

Interviewed by Anargul Yelemesova

Interview to the magazine “Tekhniqalyk zhane kasiptik BILIM. Technical and vocational education", No. 4/2012

Practice is the criterion of truth

Anna Bechtold

chief HR specialist

Division "Light Commercial Vehicles"

LLC "Commercial vehicles - GAZ Group"

Everyone plays and wins

The high viability and reliability of the dual system is apparently explained by the fact that it meets the vital interests of all parties involved in it - enterprises, workers, and the state.

Thus, the country provides a unified educational space with the ability of regions to solve their specific problems in the field of vocational and technical training.

What do we have?

The main task that the education system needs to solve is to create a new model of professional training that would overcome the gap in the structure, volume and quality of labor resources from the real requirements of specific enterprises. And in solving this problem, the experience of developing a dual form of vocational education in Germany can be extremely useful - for improving legislation, determining a mechanism for dividing powers of the Federation and regions, resuscitating the traditions of craft training, and forming a system of multi-channel training financing.

Text: Anna Brylevich, Sofia Kranz

Alexey Kobilev, Deputy of the State Duma, author of the bill on “Dual education”

The labor market is perhaps one of the most dynamically developing in our country. Because he is the first to respond to structural changes in the economy - to offer new specialties, the need for which was not there yesterday. New specialties require new production technologies, which also did not exist yet. And, of course, the labor market in a modern developed country requires a transformation of the education system. And here the system does not always keep up with the trends of life.

Can we say that modern Russian education is not so modern? Indirect confirmation of this is reflected in dry statistics. Firstly, we can confidently state the obvious trend towards rising unemployment among young people. If the total number of unemployed in the Russian Federation is 5.5%, which is a very good indicator for developed economies, then the percentage of 20-30 year olds among this number is 35%. This trend has emerged since the late 2000s, when the share of unemployed young people began to grow.

The thing is that when hiring, experience is first taken into account. Not education, but practical work experience, which a university graduate has zero. That’s why many graduates cannot find a job in their specialty. Any recruiter can confirm this. And such a problem really exists.

The President also paid attention to her. Thus, at one of the SPIEF sessions several years ago, he called updating and improving the quality of secondary and higher vocational education and strengthening its connection with real education the most important task: “In many regions they are already actively and successfully developing the so-called dual education, when practice at specific enterprises combined with theoretical training," Putin said. He noted that both engineering and blue-collar professions require the highest competence, and in accordance with this, the Russian Federation is building a system of modern professional standards.

The term “dual education”, which was spoken by the head of state in that speech, is still not enshrined in any way at the legislative level. Meanwhile, “ dual education”- this is a type of education in which the theoretical part of the training takes place on the basis of an educational organization, and the practical part - in the workplace. Enterprises place orders with educational institutions for a certain number of specialists, employers also take part in drawing up the curriculum, and students undergo internships at the enterprise without interrupting their studies.

In that speech, the President also noted that he considers it necessary to summarize experience, combine our efforts and build a holistic system for training qualified personnel, taking into account the best international practices.

And there really is a lot to learn from “international practices”. So, Germany is considered the founder of the dual education system. There, the problems of future employment of youth are solved already at the level of career guidance for schoolchildren in the secondary stage of education (schoolchildren aged 12-14 years).

Currently, the dual education system is the main training system in 60 countries, including Germany, Austria, Serbia, Slovenia, Macedonia, Montenegro, Switzerland, the Netherlands, Denmark, France and some Asian countries.

It should be noted that in the dual education system the role of the employer is strengthened and qualitatively changes. Training workplaces for students are created on the territory of the enterprise, which may differ from a regular workplace by the presence of virtual simulation equipment. The most important component is the availability of trained personnel who act as mentors.

Dual education has many advantages. So for business, this is, first of all, training personnel for specific technological processes of enterprises. And also reducing the adaptation time for graduates at the enterprise, which directly affects the increase in labor productivity.

For the education system, this is an opportunity to improve the quality of professional education and, as a result, increase the competitiveness of the educational organization. And the employment rate of graduates will increase significantly.

For future specialists, this means mastering professional competencies and skills for work and work activities already during training. It is important to note that all time spent at the enterprise as part of the training will be paid. And of course, guaranteed employment

The regions will also benefit. Because a balance between supply and demand in the labor market will be ensured. As a result, the investment attractiveness of the region will also increase.

It cannot be said that in Russia no attention would be paid to this issue. Thus, the Agency for Strategic Initiatives (ASI) and the Russian-German Chamber of Foreign Trade (RGVP) agreed on the introduction of dual education programs in 2014.

The experiment, which involves 15 Russian regions, 105 educational institutions and 1005 enterprises, 20899 students, 5602 mentors, is being successfully implemented in the field of secondary vocational education and has already received high marks from the German side. Thus he noted the positive dynamics of the development of the German practice-oriented personnel training system in the Russian Federation. BIBB experts also noted the presence in the regions of a regulatory framework, practice-oriented training programs, the participation of employers in the educational process, an independent assessment of the level of qualifications of graduates and opportunities for their further employment.

Dual education, but at the high school level, is going to be gradually introduced in Moscow. Thus, in the Public Council under the Moscow Department of Education, an initiative was born to conduct an experiment on the basis of several metropolitan schools called “Profnavigation 2.0. Full immersion". Its essence is that children from high school will be completely immersed in the process of choosing a future profession. And the matter will not be limited only to traditional tests. This is a whole comprehensive program that fully involves the child in the process of building a career. It is designed for joint work of different departments and public organizations.

Such an initiative perfectly resonates with the idea of dual education, because in addition to the economic component - training qualified personnel for our economy, education in a career-oriented format carries an important social function - it gives young people an alternative way to spend their time. Gives you a choice between preparing for adult life or doing things, let’s say, that have little to do with it. And this has recently become especially relevant.

But these are all experiments. And for the system to work at full capacity, it is necessary to consolidate this concept at the federal legislative level. Because now the term “dual education (training)” can be used by professional educational organizations, employers’ organizations, subject to the availability of regulatory legal acts of the constituent entity of the Russian Federation on conducting a regional experiment. Consolidation of the terms “dual education (training)”, “dual model”, etc. at the federal level will lead to significant changes in the system of secondary vocational education, first of all, the principles of financing and infrastructure formation, changes in the degree of responsibility and rights of employer organizations in the implementation of the educational process.

We could list for a long time the advantages of introducing a dual education system in our country, but it is enough to mention that Russia, despite those temporary difficulties in the area 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 education.

Report on the topic:

Dual education in Germany

Report plan:

Introductory speech about dual higher education. Goals of dual higher education in Germany
Values (principles) on which dual higher education is built
Content and structure of dual higher education
Organization of higher dual education
Advantages of dual education.

1. Introductory speech about dual higher education. Goals of dual higher education in Germany.

A distinctive feature of the German education system is the widespread use of dual education. The dual system, in accordance with its name (from the word “duet”), is based on close interaction between educational institutions and enterprises, with the former being responsible for the theoretical training of students, and the latter for the practical component of the educational process.

The dual model is a unification of the interests of business, the future specialist and the state. The dual system meets the interests of all parties involved in it - enterprises, workers, and the state.

The undeniable advantages of dual training include the fact that it:

1. Provides a high percentage of graduates’ employment, because they fully meet the employer's requirements.Training is as close as possible to production requirements.

2. High motivation in acquiring knowledge is achieved.Students, having first established themselves in the enterprise as potential employees, learn in a completely different way, more consciously and interestedly.

3. The principle “from practice to theory” works; the student no longer works with texts and sign systems, but with production situations. Complex theories are easier to master through practice and solving real professional problems.

4. The assessment of the quality of specialist training is carried out by employers themselves. From the first days, the student spends most of his time at the workplace, showing his skills and diligence. Employers get the opportunity to assess the level of preparedness of future specialists directly in production conditions.

Recently, the classical system of dual vocational education has been supplemented by the creation of places for practical education at the higher school level. Dual higher education combines classical higher education with vocational education or practical professional activity in an enterprise. On the one hand, such training is expensive for the enterprise, since in addition to payments to the student and social tax contributions, the enterprise takes upon itself the payment of fees for higher education. However, in Germany they still rely on educated practitioners. Graduates of dual higher education can apply for leadership positions.

2. Values (principles) on which dual higher education is built

The main principle of such education is the combination of theory and practice in the educational process. The future specialist studies in two organizations: he receives theoretical knowledge at a university and practical knowledge at a training enterprise. The student combines the educational process with scientific research and innovative developments.

Teacher education in Germany links teacher training with science and practice. Students become participants in the learning process along with teachers. The value of dual education is that the student receives the necessary knowledge and skills that are actually applied in practice. This will allow him to build a successful career in the future.

For the state, the value is that a truly trained specialist will bring great benefit to his state, he will work in his specialty, he does not need to be retrained and spend additional money. A person will be able to realize himself in his own country.

The program usually lasts two to three and a half years:

70-80% of training takes place on the job
For 3-4 days the student studies and works at the enterprise
Spends 1-2 days at the university.

Learning programs:

1/3 – academic disciplines

2/3 – special disciplines

Simultaneously with their studies, students master their chosen profession directly at work, that is, they study in two places at once: 2-3 days a week at an educational institution, the rest of the time at the enterprise.

At an educational institution, students receive theoretical knowledge by studying both special subjects in their chosen profession and general education subjects. Masters at the enterprise help them acquire practical skills, teach them the subtleties and intricacies of the profession. The number of hours allocated for study and work should not exceed forty.

The program ends with an exam, which is accepted by a commission of representatives of the enterprise, educational institution and regional crafts or chambers of commerce and industry. Graduates who successfully pass the exam receive a certificate from the chamber, giving them the right to work in their specialty.

Structure of dual higher education:

1. Integrated into trainingcombines classical university education with practical professional education in any specialty (the list of educational specialties is certified/standardized).

The condition for admission to this direction is the presence of a certificate of secondary or secondary specialized education, as well as the existence of a training agreement with any enterprise.

Upon completion, the graduate receives a diploma of both higher and professional special education.

2. Integrated into professional activities:This type is designed primarily for those who have completed professional education or many years of experience in any specialty. This form of training serves, first of all, to improve qualifications. Training involves the continuation of professional activity if it is meaningfully related to the field of study. This training is possible without a certificate of secondary or secondary specialized education. Before the start of training, a tripartite agreement is concluded between the university, the student and the enterprise, in which the parties agree on the days which will be allocated for attending higher school and which for working at the enterprise.

3. Integrated into practice- this is a type of combined training, which includes long-term internship at any enterprise. This direction does not imply the receipt of two diplomas upon completion, in contrast to the dual education described above, integrated into training. The condition for admission to this direction is the presence of a certificate of secondary and secondary specialized education.

With any type of dual higher education, graduates receive a higher education diploma, supported by long-term industrial practice.

4. Organization of higher dual education.

This education begins not with the search for an educational institution where you can study a particular specialty, but with the search for an enterprise thatwhich will accept applicants for dual education. Applicants are required to provide their school certificates and undergo an interview at which the employer will assess their suitability to study a particular profession. An agreement is concluded between the students and the employer, and the person receiving the education actually receives a salary from the employer, because Part of the time he actually works at the enterprise.

The dual system can be clearly described as follows: according to a special schedule, students attend classes at the university and, in parallel, work on approved days at a company or enterprise, participate in production projects, receive wages (from 600 to 1000 euros) and have the right to vacation, as well as other employees. Therefore, it is easier for the company’s management to add a trainee to the staff after receiving a diploma rather than to search for and re-train a new candidate.
However, it is worth remembering that you will be interviewed in front of a potential practice manager and supervisor, who will decide whether you meet the requirements.

5. Advantages of dual education.

Some statistics: a study by the Federal Institute of Vocational Training (Bundesinstituts für Berufsbildung - BIBB) suggests that: 76% of surveyed enterprises value excellent knowledge of production and economic processes in their graduates. Every second company (45.6%) hires its trainee after completing dual training. Almost 64% of companies are convinced thatdual students are distinguished from others by their high motivation and independence in work. Many also praise professional skills (46.5 Prozent) and ability to work in a team(45.9%). And finally, three-quarters of the surveyed companies (74%) recognize the dual education system as the highest quality and most effective compared to the classical form of education.

“Vacancies are in great demand,” says Helmut Klein from the Institute of German Economics in Cologne, “and it is a strategically advantageous move for a company to hire a person for dual training and place him in a management position in a few years.”.

The problem of labor shortage is one of the most pressing today. Its solution, as is known, lies in the sphere of interaction between government authorities, employers and professional educational organizations.

Improving the model for training workers taking into account the real needs of the economy is the goal of Project 1 of the Agency for Strategic Initiatives (ASI), implemented since November 2013 together with the Ministry of Education and Science of the Russian Federation, the Ministry of Economic Development of the Russian Federation and other ministries with the methodological support of the Federal Institute for Educational Development (FIRO). One of the main objectives of the project is the development, testing, implementation and dissemination of dual education system models in pilot regions - at the moment the most promising direction in training specialists for the real sector of the economy, focused on international quality standards.

System interaction

An analysis of activities within the framework of the project, which ends this year, and some of its results were announced by the leading researcher at the Center for Vocational Education and Qualification Systems FIRO E.Yu. Yesenina at the webinar “Dual education: from project to life” 2, organized by the Association of Heads of Educational Organizations. The magazine “Accreditation in Education” is a permanent information partner of the association.

One of the first conclusions is that vocational education and the world of work are becoming partners who can no longer exist without each other, and systemic transformations of the social and economic spheres are impossible without mutually responsible cooperation of stakeholders.

Let's take, for example, the upcoming monitoring of the quality of vocational training, in which, obviously, data regarding dual training will also appear among the indicators. Since, due to its specific features, the dual education model cannot be organized solely by vocational education, support is required from the regional administration, structures responsible for career guidance, independent assessment, and, of course, employers. In other words, “taking readings” in the monitoring process only from professional educational organizations will be incorrect, although, of course, the practice of vocational education institutions in modern conditions is becoming an effective tool for the formation and dissemination of innovations.

As for the supposed, virtual monitoring criteria that may be associated with dual education, they characterize the features of dual education as a whole and the complexity of its implementation in real rather than simulated form 3 . For example, the presence of such an important criterion as creating student motivation for professional activity and voluntary retention in the workplace is possible only in appropriate conditions, formed both at the regional level and on the part of the employer and professional educational organization.

“Vocational education is becoming a mirror of the economy. In this regard, it is important to understand that the spheres of labor and education need a responsible, interested, motivated attitude towards each other.”

From the speech of the leading researcher at the Center for Vocational Education and Qualification Systems FIRO Ekaterina Yesenina at the webinar “Dual education: from project to life”

Experts emphasize that achieving this and other criteria is possible only within the framework of a systematic approach at the federal and regional levels in terms of changing approaches to standardization and program development, motivating parties to interact and training teaching staff, including mentors at enterprises. Serious work remains to be done in this direction, and some constituent entities of the Russian Federation already have positive experience of transformations.

In pilot regions, dual education is quite successfully implemented, primarily on the basis of eleventh grades, when it is possible to admit adult students to workplaces and conduct industrial and qualification exams, and this is no coincidence. In Russia, they are not yet ready to train minors in the same format as in Germany and Austria, where it is the enterprise that accepts students for training and bears the main responsibility for the educational program.

Nevertheless, in our country, work with minor students is still carried out on the basis of students undergoing educational practice outside of real production with the participation of a structural unit of one of the organizations: a college, an enterprise, a regional center or a separate legal entity. The main task is to establish constructive interaction between organizations and their teaching staff, who would act in a single logic, present uniform requirements for training and rely on the types of work necessary for students to obtain the appropriate qualifications.

Many pilot regions organize training processes in such a way that a student enters the enterprise in the second or third year, but the employer is very actively involved in his preparation from the very beginning. In the first and second years, teachers are recruited from among employers, a unified training program is built, which allows the student to be ready to perform real tasks in the workplace, forms of organizing practice are also thought through, when training takes place in small groups and sometimes individually.

In general, building a dual education system at the regional level requires compliance with a number of conditions, which can often only be met with the participation of employers, administration, structures that become coordinators of interaction between different parties, as well as structures responsible for career guidance and independent assessment of the quality of students’ training.

Problem areas

As noted earlier, some large regions have already succeeded in creating a climate favorable to the development of dual education. At the same time, in a number of subjects we are still talking only about dual training, and not about an integral system. There are several reasons for this, and one of them is the absence of a coordinator for interaction between the parties and the weak involvement of the regional administration in the process of building such an educational model. Even if the employer and the educational organization find the opportunity to build contractual relations, these can be quite successful, but the system of personnel training at the regional level practically does not develop.

Along with this, project specialists note difficulties with the legal and regulatory support of the network form of implementation of the basic professional educational program (OPEP) in terms of the nuances of contract execution. At the moment, experts from the ASI, the Department of State Policy in the Field of Workforce Training and the Additional Professional Education Department of the Ministry of Education and Science of the Russian Federation and the FIRO are solving this problem. It is expected that a joint information letter will be prepared in the near future.

The issue is also being considered about the possibility of participation of the employer's organization in conducting educational and industrial practice not as part of the educational program, since it contains professional modules and practice is an integral element of them. Experts decide what to call documents on interaction in this case and what must be included in the structure of this document so that the collaborating parties can freely talk about the network form of implementation of the educational program.

Another problem area is students’ individual curricula, which are poorly used in actual practice by educational organizations that consider them burdensome. At the same time, the question is asked: is it necessary to conclude student agreements with students individually if they are sent as a single group to the same place of practice?

From a regulatory point of view, an apprenticeship contract is an annex to an employment contract, while an agreement is still possible within the framework of the organization of targeted training. Pilot regions developed their student agreements, including tripartite ones, with the participation of parents for minor students, but at the moment such documents are only drafts and can be concluded solely at the request of the parties. The advantage of an apprenticeship agreement is that it builds an individual training program, since it includes the types of work performed by a student or a group of students, and technical support departments at enterprises often use such documents in direct work with industrial training instructors and mentors in the workplace.

It is important to ensure an independent assessment of the educational process and learning outcomes. Interim or final certification is not the same as an independent assessment of qualifications, and if the principles of independence and objectivity are not incorporated into the work of educational organizations from the very beginning, then it will be useless to talk about the formation and assessment of qualifications.

Monitoring the needs for professional competencies of teaching staff of educational organizations and mentors in production, planning internships, determining results and monitoring their achievement - these issues also need serious study. The key condition for improving vocational education is the personnel themselves, or more precisely, a team that includes representatives of the sphere of labor and education, ready to delve into the regulatory and methodological nuances, aimed at designing the educational process and obtaining a certain result. It should be noted such components of success as the formation of a practice-oriented educational environment (in an enterprise - corporate culture), which motivates a person to do his own activities, the organization of independent work of students, implying a realistic number of hours, support for the professional self-determination of students and a number of others.

The process of transformation of consciousness can be considered fundamentally significant for eliminating these problems. Project participants and representatives of large enterprises talk about the need to create the latest methodology and didactics of vocational education and training, understood as renewal, study of historical heritage, application in modern conditions, understanding of the activities being implemented. For example, when preparing a student, the practical component is very important, but we are talking not only about solving narrow professional problems, but also about the development of professionally oriented thinking, within which it is impossible to do without general competencies related to communication, the ability to educate and self-education.

Pilot regions participating in the ASI project “Training of workers who meet the requirements of high-tech industries based on dual education”

Belgorod region

Volgograd region

Kaluga region

Krasnoyarsk region

Moscow region

Nizhny Novgorod Region

Perm region

Republic of Tatarstan

Samara Region

Sverdlovsk region

Tambov Region

Ulyanovsk region

Yaroslavl region

Forward planning

The forms and methods of practice-oriented vocational education can be very diverse. However, the main thing here is to build a sustainable system of interaction between vocational education and the world of work, giving students the opportunity to obtain qualifications that are significant for the individual, society and the state.

For Russia today, it is very important to build management mechanisms, since practice-oriented education is becoming an element of the development of qualification systems in the regions and at the federal level. The practice of pilot regions has shown that a fairly effective management mechanism can be created based on the cluster approach. It is necessary to reach a certain consensus on the development of a qualifications system, which also includes tasks for the development of vocational education.

The capabilities of enterprises also require clarification. In accordance with the Labor Code of the Russian Federation (LC), the employer's organization is responsible for training its employees, and the apprenticeship agreement, which is an annex to the Labor Code, is the regulatory framework for the relationship between the employer and the employee he trains. The project experts came to the conclusion that an enterprise can provide training if it has a license, at least in the areas of vocational education and additional professional training, as well as if there is a structural unit that deals with these issues. The functionality of industrial technical training departments is quite broad, it includes methodological work, interaction with structural divisions of enterprises and employees who are trained on site, and other areas of activity. This practice existed in Soviet times and is quite feasible at the present stage. It is also expected that amendments to Article No. 264 will be adopted, according to which training enterprises will have tax benefits.

These and other processes take time, but they are based on the understanding that there are real opportunities for interaction between employers and educational organizations, and difficulties in the path of such cooperation are being worked out and gradually resolved.

More details: asi.ru/projects/7267/
More details: http://bit.ly/AO88Dobr
See for more details in the Methodological recommendations for the implementation of the dual model of training highly qualified workers

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