Dual Education System Research Articles

DUAL EDUCATION AS ONE OF THE CONDITIONS FOR THE FORMATION OF PROFESSIONAL COMPETENCE

The article analyzes the development of dual education as one of the conditions for the professional competence formation. Based on the analysis of the «On Education» Law of Ukraine it is established that the dual form of education provides a combination of training persons in educational institutions with training in the workplace at enterprises to acquire certain qualifications, usually on the basis of a contract. The development of dual education in Germany, which is one of the leaders in the level of personnel qualification and a model for the whole European Union and for Ukraine as well. The essence and significance of the dual system of education for vocational training of young people is revealed. A number of advantages and problems that may arise in the application of this form of training in practice in Ukraine are highlighted. It is established that the dual form of education has tangible advantages for the student in the modern educational process. The author states that the dual form of education should not cover all students who study. Therefore, the aim of the study is to reveal the essence and importance of the dual education system for the training of road transport technicians and highlight its benefits in vocational education. The following methods were used to study the conditions for the formation of professional competence of technicians-technologists: theoretical – synthesis, analysis, generalization; empirical – observations, interviews, questionnaires, testing, interviews, surveys. The introduction of the dual system elements in the training of workers in Ukraine allows the constant updating of the content of professional education, orientation to the labor market, improving the professionalism of teachers.

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

The article considers aspects of the dual education system which are implemented in advanced higher education institutions of the Republic of Kazakhstan. The ranking of the best universities for the implementation of the dual education sys-tem is analyzed within the framework of previous studies on the matter. It is not-ed that in the system of dual education a significant role is given to the formation of the personality of the specialist. It is emphasized that dual education is aimed at raising awareness of students' educational and professional activities. The main competences of the student at different levels (practical training, content and structure of educational programs, level of mutual trust, level of adaptation to the work process, level of learning motivation, level of precision in understanding the profession, level of standardized training) are described. The importance of prac-tical orientation of the education system based on acquired competences (solving real production problems, reforming research work, participation in scientific and practical conferences) is emphasized. Recommendations on the process of intro-ducing dual education are provided and models are offered for classification of professional development resources, components of conceptual model, principles of formation of the structure and content of the educational programs, indicators of professional skills, and indicators of professional skills development.

Engaging the Liberal State II: Cardinal Manning and the Royal Commission of 1886

As Archbishop of Westminster, Henry Edward Manning had been much involved in negotiations over the Elementary Education Act of 1870 (Forster’s Act), which aimed at establishing a national system of elementary education. By the early 1880s, Manning was dissatisfied with the operation of the Act, because the secular board schools, financed from rates, had become substantial competitors with the voluntary denominational schools, which were supposed to be the backbone of the system. This established, in effect, a dual system of secular and denominational education, which Manning believed the Act had never envisioned. He lobbied for a Royal Commission to amend the Act, which Lord Salisbury granted in 1886 (the Cross Commission), with Manning as a member. In his work on the Commission, Manning was motivated by three principles, which he believed were critical for the engagement of religious bodies with the liberal state. The first was cross-denominational collaboration in support of religious education. The second was voluntarism so as to prevent state control. The third was localism as opposed to centralization, which was eventually realized with the creation of County Councils by the Local Government Act of 1888, upon whom the supervision of schools eventually devolved.

Regional Disparities in the Training Market: Opportunities for Adolescents to Obtain a Company-Based Training Place Depending on Regional Training Market Conditions

Context: Due to limited geographical mobility, opportunities for adolescents interested in company-based training are primarily dependent on regional training offers. Competition for company-based training among adolescents varies regionally, and thus, the chance to obtain a training contract varies as well. In this article, we investigate the opportunities for adolescents to obtain company-based training depending on regional training market conditions. We assume that the advantages of obtaining a company-based training place exist in areas of decreased competition among interested adolescents. However, the question is whether those advantages will differ between adolescents depending on characteristics such as school achievement, socioeconomic status or migration background. Furthermore, we assume that, above all, market-induced ease-of-access to company-based training exists for occupations that face hiring challenges and indicates less occupational attractiveness.Methods: The transition from school (after 9th and 10th grade) to company-based training is analysed using data from the German National Educational Panel Study (NEPS, starting cohort 4). This dataset is merged with the official regional training market data regarding local supply and demand ratio for training places (called "SDR") in the dual system of Vocational Education and Training in Germany. Logistic regressions are used to predict the probabilities of obtaining a training place. The focus lies on the interaction effects between SDR and adolescents’ education-related characteristics (school certificates and grade point average), socioeconomic characteristics and migration backgrounds. Subgroup-specific analyses of different clusters of hiring challenges for trainee occupations are used to examine whether these effects are valid for all occupations.Findings: The results confirm regional differences in obtaining a training place depending on the SDR. Here, applicant hierarchies according to educational achievement continue to exist if competition for company-based training among adolescents decreases. Beneficiaries are better-qualified adolescents with poorer GPAs. SDR hardly influences social disparities. However, the advantages of obtaining a company-based training place primarily exist for training occupations with hiring challenges when competition for company-based training among adolescents decreases. These occupations have a significantly lower occupational prestige (ISEI-08) compared to occupations with fewer hiring challenges.Conclusion: The results make it clear that market-induced ease-of-access to company-based training is not necessarily an advantage. Because the findings indicate that the advantages pertain mainly to low-prestige occupations, it can be assumed that career-path disadvantages can arise down the road. Future studies should investigate this in more differentiated ways.

Achieving the Sustainable Development Goals through Company Staff Vocational Training—The Case of the Federal Institute for Vocational Education and Training (BIBB) INEBB Project

Education for sustainable development (ESD) plays a significant role in achieving the 17 Sustainable Development Goals (SDGs) and simultaneously tackling the current global ecological challenges. Integration of ESD in Vocational Education and Training (VET) offers opportunities for private sector actors to contribute to reaching these global goals. The dual structure of business-integrated training in Germany further exemplifies a business case and the numerous opportunities available to private companies for engaging with the SDG framework. This briefing paper highlighted available evidence from the ESD literature on VET skills development in advancing the SDGs. Outcomes from best practices were based on the tried-and-tested länder—federal states—piloted vocational training of the Federal Institute for Vocational Education and Training (BIBB) INEBB1 project (INEBB), demonstrating the conditions necessary for vocational education training in sustainability and plausible transfer mechanism within companies. These conditions included (1) the application of deductive concepts, (2) the establishment of blended-learning platforms (place-based and digital), and (3) the adaptation of the criteria and contents from the German Sustainability Codex (DNK) in curriculums designed for the training. This innovative vocational course and certification as specialist training for sustainable development was a model case in bringing the SDGs closer to German companies’ vocational education. INEBB2 sought to upscale applicable and task-based instructions from the experimented model project INEBB1 within different companies through regional, lateral, and vertical transfer strands. The INEBB project model in the review suggested there was a need for further empirical work and policy discourse on educational transfer research in the framework of VET for sustainable development. The INEBB project model integrated the new standard occupational profile items of the environmental protection and the sustainability and digitalised world of work across occupational competencies in the German dual system of vocational education and training that will come into force in August 2021 for all 326 dual training professions.

Differences in Perception Matter \u2013 How Differences in the Perception of Training Quality of Trainees and Trainers Affect Drop-Out in VET

The dual system of vocational education and training (VET) and its quality have recently been receiving scientific attention, partly due to high drop-out rates and to politically-motivated efforts to increase participation in the system (Le Mouillour, 2018). However, it remains controversial as to how quality within training companies should be measured, and from whose perspective, and how the quality of training affects drop-out. Empirical studies mostly target the quality perceptions of trainees or of trainers in isolation. The extent to which output factors such as drop-out rates are influenced by variations in perceptions of quality between both these parties has to this point not been tested. The object of the present study was to present a novel bilateral approach to assessing training quality. For this reason, the effects on drop-out intention of differences in the perception of in-company training quality (incongruences) between trainees and trainers from the same company were examined. An online survey was conducted involving 311 commercial trainees and training officers from 30 German companies. A framework model of workplace learning (Tynjälä, Vocations and Learning,6(1), 11–36, 2013) and a short questionnaire “VET-LQI” (Böhn and Deutscher, Zeitschrift für pädagogische Psychologie: ZfPP, 33, 49–70, 2020) served as the theoretical basis and test instrument respectively. Responses from trainees were matched to those of their corresponding trainers, in order to determine possible differences for every item and scale. Following a weighting method regarding the absolute rating level, 15 input- and process-quality factors of divergence, so called “difference accounting multi-perspective scores” were used as independent variables in multiple regression analyses. The results show that differences in perception of quality not only have a significant effect on drop-out intentions, but also explain drop-out intentions more generally, and with a higher predictive power than the conventional method of merely focusing on the quality perceptions of trainees (adjusted R2 = .439 > .333).

Изучение зарубежного опыта профессионального самоопределения обучающихся как инновационный потенциал опережающей профессиональной подготовки

The study of Russian as well as foreign experience concerning the effective practices for performing learners’ vocational training and self-determination allows the educators to extrapolate the most adequate ideas, principles, technologies, approaches to the development and implementation of career guidance and vocational training programs intended for specialists. The acquired knowledge can be further used for analysis, comprehension and application of the best practices in the system of advanced vocational training.
 The article considers the features of the dual secondary vocational training system of Germany and focuses on the career guidance experience in schools and colleges in the UK. It also presents approaches that are not widespread and less known in Russia than in other countries to apply them to the dual higher education system.
 Some elements of effective foreign practices of vocational training, self-determination and career guidance can be used in advanced vocational training centers as well as in institutions involved in general secondary, secondary vocational and additional education.

ДУАЛЬНА ОСВІТА ЯК ЗАПОРУКА СОЦІАЛЬНОГО ПАРТНЕРСТВА У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ ВИПУСКНИКІВ ВИШІВ: ЗАРУБІЖНИЙ ДОСВІД

The article describes the role of the dual education system as a guarantee of social partnership in improving the quality of professional training of graduates of higher educational institutions. The dual education systems of the world (Germany, France, Denmark, Japan, South Korea) for professional training of university graduates in accordance with modern requirements of employers, who acquire the features of national models of functioning, and that there is no single reference model of dual education. The scheme of dual education is proposed as an innovative type of organization of targeted professional training of students in the Nikopol region, in Ukraine, which is a coordinated cooperation of universities and employers in the training of competitive professionals. Social partnership is seen as a social dialogue carried out in the form of cooperation, which facilitates the transition of professional training of competitive university graduates to a qualitatively new level of training. The introduction of a dual form of education to ensure a rapid response to changes in the labor market, and this is possible only by creating a system of social partnership, improving the training of graduates to organize social partnership, while maintaining the best traditions of higher education. Approbation of dual education as a guarantee of social partnership in the professional training of graduates was carried out on the basis of the National Metallurgical Academy of Ukraine (Nikopol Faculty and Nikopol Vocational College). The study covered from 2016 to 2020 about 1,600 students. Based on the results of the analysis of foreign experience of dual education as a guarantee of social partnership of higher education institutions with employers, it can be argued about various forms of interaction (development of educational institution strategy with enterprises, implementation of graduate career tracking system, etc.). -production process. Social partnership is considered as a social dialogue carried out in the form of cooperation, which will facilitate the transition of professional training of educational institutions to a qualitatively new level of training of competitive graduates. The implementation of the dual system contributes to the development of an effective system of social partnership of universities with basic enterprises. The dual system as a guarantee of social partnership in the professional training of graduates of higher educational institutions is socially significant for the functioning, support and development of Ukraine, requires a clear appropriate state policy.

THE IMPLEMENTATION OF THE EXPERIENCE OF FUTURE RAILWAY EXPERTS TRAINING INTO THE MODERN EDUCATION PROCESS

The article deals with the implementation of the experience of future railway experts training into the modern education process. The author underlines that the problem of the railway experts training is relevant during the whole period of the existence of the railway educational institutions. The burning questions are as follows: the continuity of the academic syllabi and curriculums at the different levels of the education, the correspondence of the training level to the labour conditions and railroad requirements, the dual education system, etc. In the past (the second half of the XX) the process of railway experts training was stipulated by several factors. One of them was the scientific and technical development of railway transport (for instance, the replacement of steam trains and diesel locomotives with electrical locomotives; the application of automatic systems in the railway operation, etc.). Another factor is railroad enterprise requirements (as the railway transport develops the enterprises need more qualified workers or employees with some new qualification). Thus, the railway industry required new skilled workers and the institution of railway education aimed at the training of skilled workers for different railroad branches. To achieve the aim vocational schools launched new majors and created new academic syllabi and curriculum which were relevant for the railway requirements. The author summarizes that taking into account the previous historical background, it would make sense to arrange future railway experts training at enterprises with the participation of the employees who work at the enterprise. Training within the industry has to take more than half of the total teaching hours. Such an approach provides balanced acquirement by hard and soft skills: professional knowledge and abilities, necessary key competencies as well as communicative skills, teamwork, critical thinking, etc. The author offers the draft syllabus which can be used for railway experts training within the dual education system programme.

Interaction of Higher Education and Employers As a Competitiveness Factor of a University

The labor market constantly demands qualified personnel and increases the requirements for graduates of educational establishments. In order to train a competitive young professional, universities seek modernization of various kinds and implement it in the educational process. Dual form of education is one of these efforts undertaken by educational institutions. The article presents the results of the semantic analysis of the dual education concept, an analysis of the stakeholders’ roles in the system of higher education with a large emphasis on the role of the employer, statistical data collection, and the main advantages and disadvantages of the dual approach to the educational process organization. The aim of the study is to analyze experience of dual education development in Germany, where it is regulated at the legislative level. The main advantages of dual education are identified: establishing practice-oriented training system, involving motivated employers in the training process and educational programs designing, alternating the theoretical and on-the-job training, and reducing the costs associated with personnel selection and adaptation. The study has developed a generalized process model for the implementation of the project ”Introduction of the dual form of education in an educational organization”. According to the proposed model, the first stage includes developing normative acts regulating dual education training, forming a team of mentors, and selecting students. At the second stage, the authors propose to distribute the contact work as follows: 60% for theoretical training and 40% for production-based. The final stage is devoted to the evaluation of the of the dual education system implementation effectiveness. The model was tested for the Novouralsk Institute of Technology — branch of the National Research Nuclear University MEPhI. The study presents a stage-by-stage description of the model and examines examples of the education dual form positive effects at the university, as well as considers emerging “noises”.
 Keywords: dual education, professional training, educational system

STATE REGULATION OF HIGHER EDUCATION FUNDING: WORLD EXPERIENCE

Improvement of the quality of higher education depends on many factors, including adequate funding for higher education. At the same time, the low level of higher education quality leads to numerous problems in the labour market, low-level development of human capital and the economy. Thus, the expenditures on financing higher education are investments in the development of the state's human capital, which has a direct influence on its economic growth and sustainable development. The article gives the analysis of approaches to the higher education funding based on the foreign experience study in order to determine the possibilities of adaptation and implementation to Ukrainian education system. The authors chose to analyze the approaches to financing higher education in England, Germany, the Scandinavian countries and the United States. The key models of funding higher education are reviewed, namely the English model as an example of formula funding, the social model of the Scandinavian countries, the American model with a comprehensive financial support system for students and the German model with a dual education system. Countries have different approaches to the organization of financing higher education (for example, funding "by formula" (which also differs in various models), "by results", "money per student", etc.). The common for the countries is the recognition of higher education and HEIs as essential subjects of the socio-economic space, interaction with which contributes to the quality development of society and economic growth of the country. Therefore, the considered models are characterized by a multi-channel system of financing higher education institutions, which includes both funding from the state budget and revenues from private sources, as well as paid services provided by the very universities. There is also a high level of financial support of students through grants, loans, subsidies and more. It is noted that this principle of financing the Higher Education Institutions and, in fact, students as subjects of education is prospective for implementation into higher education funding system of Ukraine.

DUAL EDUCATION AS A WAY TO SOLVE MODERN PROBLEMS OF UKRAINIAN HIGHER EDUCATIONAL INSTITUTIONS

High quality education is one of the main aspects that enables graduates to be competitive in the labor market. Competitiveness consists not only of professional knowledge and skills, but also of different qualities, such as resistance to stress, initiative, sociability, application of knowledge in practice and skills for self-organization, just to name a few. Contributing to the development of these qualities creates new difficulties for higher educational institutions (HEI), since in order to do this effectively, it is necessary to use a modern material and technical base and involve first-class specialists with practical experience. The problems of higher education faced by Ukrainian HEI today do not allow students to fulfill their potential in their own universities. Moreover, the qualifications of students after graduation are often not good enough to meet the needs of employers. One of the ways to make the education system more effective for both students and higher institutions is a dual education system. This reserch aims to describe the model of dual education as a tool to solve the main problems faced by Ukrainian universities. The article reveals the differences between the traditional model of education and dual one: acquisition of technical skills, development of critical thinking, learning through experience, and reflection on work practice, solving problems in the work environment, and is thus centered around real-life projects. Also the study shows the approaches to the organization of this type of education, which are inherent in different countries,as well as the advantages that allow dual education to increase the competitiveness of universities in the country and, as a result, their graduates. Based on the experience of Germany, a world leader in the organization of this model of education through the analysis of its basic elements, an algorithm of implementation of concept of a dual education in Ukrainian HEI was developed. Proposed main steps that universities should take to implement dual education (such as creation of a dual education department at universities; forecast of sectoral and regional needs; search for enterprises that are interested in the dual form of education; selection of students for vacant places for dual education; signing a tripartite agreement; curriculum development to combine practical and theoretical knowledge; issuance of an order on the organization of dual education and referral of students to the enterprise during dates; regular monitoring of student work at the enterprise; control of learning outcomes) will allow them to improve the quality of skills of graduates, as well as create more effective relationships with local enterprises and the state.Keywords: dual education, university competitiveness, traditional education, world experience of dual education.

Constructing a model of dual professional competences in engineering education

The scientific research aims to describe the content and features of the introduction of dual education in Ukraine, to investigate the prospects and advantages of the formation of practical oriented engineering education, to construct a circular model of dual professional competencies of engineering education and to establish the interconnection of structural and functional subsystems of this model. Using the methods of the systematic approach, comparative analysis, synthesis, and generalization, the authors concentrate on conceptualising and formalising the dual content of engineering education. The authors analysed the curricula of individual engineering majors, identified several discrepancies in the correlation of theoretical and practical courses, proved the need to change the curricula and bring them closer to dual education standards. To develop the dual content of specialists' professional training in the field of engineering, the authors suggest using the distinction the two subsystems – internal and external. The result of interaction between these two subsystems is the parallel acquisition of necessary applied engineering skills while studying at higher educational establishments, practical cooperation between higher educational institutions and leading enterprises of the region, rational alternation of theory and practice in the educational process. Our finding offers a significant contribution to further understanding the methodology involved in implementing the academic standards and highlighting discrepancies between traditional and dual education systems. Prospects for further research in this area may be studies on developing dual education in economic and humanities.

КОГНИТИВНОЕ МОДЕЛИРОВАНИЕ СИСТЕМЫ МЕНЕДЖМЕНТА КАЧЕСТВА СРЕДНЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ В УСЛОВИЯХ МОДЕРНИЗАЦИИ

The paper describes the updated approach to quality management of vocational secondary education (VSE) in the context of its modernization involving cognitive modeling of the educational process in the college. The authors analyzed the impact of project initiatives in the national VSE system on the quality of education in the college: the spreading of the dual education system, evaluation of education results through the WorldSkills national system of qualifications and standards, digital transformation of education. Cognitive modeling allowed studying the quantity change in the quality of education in response to variations of managing variables – project initiatives in the national VSE system – and modeling the results of the application of various strategies of development of the VSE educational institution. Based on the processing of experts' opinions matrix, the authors formed the educational process cognitive map. The paper contains the description of the cognitive model of the educational process of the college and the results of scenario modeling of the project initiatives’ impact on the quality of education. Using PEST- and SWOT-analysis, the authors described the characteristics of the educational process cognitive model. PEST-analysis revealed ten various factors (concepts) influencing the educational process in the college: the quality of education, independent evaluation of qualification, digitalization of education, academic learning, practical education, attendance, students’ academic progress, material and technical support of educational process, dual education system, and teaching staff competence level. SWOT-analysis identified cause-effect relationships between factors, evaluated their power and focus. The presented technique of cognitive modeling of the college educational process allows implementing new possibilities of strategic planning of the VSE quality management system.

Упровадження дуальної системи освіти на гірничо-металургійних підприємствах (на прикладі ТОВ «Метінвест»)

The article is aimed at studying the dual education system at the mining and metallurgical enterprises (on the example of «Metinvest» LLC), highlighting the main trends and significance. As a result of the study, the process of introduction of dual education on the territory of Ukraine is considered, the main advantages of obtaining the dual form of education (ODFE) are determined. The main aspects of carrying out the large-scale pilot project on training specialists in the dual form of education with the support of the Foundation named after Frederick Ebert and the Ministry of Education and Science of Ukraine are highlighted. The list of enterprises participating in the pilot project on the implementation of ODFE in Ukraine is analyzed, comprised of the employers conducting various types of economic activity and representing almost all regions of our country. In particular, these are enterprises of various forms of ownership, design bureaus, banks, enterprises of food industry, machine-building, agriculture, energy, transport, metallurgy, IT sector, etc. It is noted that metallurgical enterprises subordinated to «Metinvest Holding» LLC were among the first to take the initiative to introduce a dual system. The actions of the principal partner of «Metinvest Holding» LLC, the State Higher Educational Institution of the Azov State Technical University, on the implementation of the ODFE on the territory of Ukraine, are indicated and determined. The activities of «Metinvest Politekhnika», a non-governmental mining and metallurgical university, and its impact on the development of the dual education system in Ukraine are researched.

Development trends in practical training of college students in the context of digital transformation of education

The study proves the key role of practical training as a basic constituent of the content of secondary vocational education, represented by both apical and implicit components. The study’s goal is to identify and highlight the development trends of practical training of college students in the new digital society. The study was carried out on the basis of the Polytechnic College No. 8 and the Russian State Agrarian University – Moscow Timiryazev Agricultural Academy. Basic methods involved the analysis of scientific and pedagogical literature, regulatory documents, SWOT analysis, generalization, observation, pedagogical experiment. The authors make a strong case for improving the practice-oriented component of vocational education in the context of it digital transformation. For this purpose, network interaction is actively implemented as a prototype of the dual education system. Analyzing the case of a polytechnic college, the authors show the advantages of using computer models in the process of practical preparation, including the SinuTrain program, which can fully simulate the operation of numerically controlled metal-working machines on a personal computer. In the context of the digital transformation of education, an important trend is the use of VR/AR technologies in the training process. The paper outlines the effectiveness of cooperation between the college and partner enterprises in preparing students for the demonstration exam. The authors prove the necessity of transforming practical training in colleges into a system of dual education on the basis of network interaction. This can be implemented in the form of study and production clusters.

Functioning of education in remote teaching mode – practice and exchange of experiences

This study aims to determine the practical aspects and functioning of higher education over distance in Ukraine. The subject of the work is the systematic approach to the analysis of the organization of higher education as a subject of research, the identification of problems and challenges by presenting higher education as an economic, market, management, and operational subsystem. During the investigation it was established that the dominance of asynchronous educational technologies, identified and characterized the thin sides within each of the subsystems of higher education, among which the most vulnerable are: technological support of optical networks and wide-format access for Internet users, especially in rural areas; weak infrastructure in universities for video conferencing and other forms of remote work; low digital competencies of teachers (up to 60% of surveyed teachers), low quality of university management and adaptation to change; slow use of innovative offline learning technologies. The introduction of the systematic approach to improving the quality of education through the strategic definition of goals, mission, and priorities of university development is substantiated; introduction of pedagogical design; creating a comfortable environment for students to study and research; providing EdTech tools for training and assessment; regular monitoring of the content and making sure that the design of educational courses were grounded. Among the applied steps, it is recommended to intensify the implementation of a dual education system adopted by the author of innovative teaching methods, particularly “flipped learning” technology.

German Vocational Education in the New Century

After the merger of two Germany States, the German economy has suffered from a lack of growth and social contradictions have appeared day by day. The Dual System of vocational education with German characteristics has also faced many difficulties and challenges. Many scholars even believe that the Dual System in Germany will soon disintegrate, but as a social system, the Dual System of vocational education also has the basic mechanism to change itself to meet the requirements of social development.

A Comparative Study of Vocational Education in China and Germany

Vocational education is the main way to improve the quality of national skills. In developed countries in the world economy, all are placed in an important position, but specific methods have their own characteristics. The dual system of vocational education in Germany is quite distinctive, and it is also extremely advanced. Today, it is particularly important to learn from the advanced experience of foreign countries when carrying forward the spirit of craftsmen in a great country. Vocational education between China and Germany differs greatly from eight aspects of culture, vocational education concepts and values, legal systems, vocational education models, as well as the construction of the teaching staff and the implementation process of education and teaching. Therefore, Chinese vocational education cannot replicate the German model. It must be based on China’s national conditions and learn from German vocational education experience, from improving laws and regulations, strengthening the construction of “dual-teacher” faculty, standardizing the construction of curriculum systems and curriculum standards, and forming an industry-enterprise participation mechanisms and other aspects, carry out practical reforms and innovations to promote the healthy and orderly development of China’s vocational education and serve the sound development of the social economy.

Usage of Information Communication Technologies for Training Prospective Mathematics Teachers in the Context of Dual System of Education in Ukraine

On the base of the analysis of the state of mathematical and pedagogical education, the importance of the dual form of education for the training of the prospective mathematics teachers in Ukraine is explained. The advantages of combining the university education with the work place training are highlighted. The experience of the education systems of the USA and the Netherlands, regarding the training of the prospective mathematics teachers at the work place at school, has been analyzed. It is substantiated that the relevance of the dual form of education for training of mathematics teachers will promote the development and testing of specialized learning and teaching support materials for the students in the condition of dual education. Electronic didactic project of the lesson in mathematics, developed and tested by the authors is presented as the electronic tool, intended for practical training, namely, as computer-based functional, its main function is to create the conditions for individual activity and information interaction between the teacher and the student in the process of formation skills of future teachers of mathematics, needed for preparation for the mathematics lesson. By the results of the survey of the experts, it has been determined that the training of the future mathematics teachers to prepare for the lessons of mathematics with the help of the suggested electronic didactic projects of the lessons enables to form the ability to prepare viable project of the lesson; creates the conditions for rapid and efficient methodical aid from the experienced teachers; teaches to take into consideration various components in the process of the lessons preparation; makes comprehend each structural component of the lesson. The conclusion is made, regarding the possibility and expediency of applying the suggested electronic didactic projects of the lessons to provide the efficient methodical training of the future teachers in the conditions of the dual education.