ВИЩА ДУАЛЬНА ОСВІТА В ЄВРОПІ: ВИТОКИ, ОРГАНІЗАЦІЯ, ЕКОНОМІЧНО-ПРАВОВІ УМОВИ

Abstract

The sources of the origin of dual university education in the European Union have been observed in the context of the reform processes that have been taking place continuously throughout the years of state independence in the system of personnel training in Ukraine. Germany was chosen as an example because, firstly, it is its ancestor, and secondly, it has brought dual education to exemplary perfection. Germany was chosen as an example because, firstly, it is its ancestor, and secondly, it has brought dual education to exemplary perfection. An evidence positing the methods developed by German experts are favorably received by countries located on all continents of the planet has been gained. It was found that the impetus for its spread beyond vocational education was unexpected changes in the mood of young people, who, seeking to ensure economic stability in the future, are not limited to acquiring a minimum bachelor's and, eventually, master's degree. Moreover, before our eyes is an attractive example of ones who is of the same age, preferring classical academic education. This impulse coincided with the Fourth Industrial Revolution. And it, in turn, has formed a demand for intellectual capital capable of serving the latest information and communication technologies. A confirmation of the proposed working hypothesis about the importance of creating an institutional economic and legal basis for fruitful cooperation of recipients of educational services, employers and universities has been obtained. Each of this triad needs a separate thorough motivation. Models of dual education on the distribution of study and working time and the types of training courses that have acquired the greatest practical application are presented. It is emphasized that dual education is not an innovation for domestic higher education. At least in such forms as night-school classes, nonresident training and online education, as they are used in the past and in the present by higher education institutions. However, each of them should be filled with new content, given the positive world experience. As for full-time dual education, it is associated with deep reengineering of the educational process, which, in fact, is the content of future scientific research of the authors.