Dual Education Research Articles

ОСОБЛИВОСТІ ДЕРЖАВНОГО УПРАВЛІННЯ ТА ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНИХ УМОВ У СИСТЕМІ ПІДГОТОВКИ ФАХІВЦІВ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ І ПІДВИЩЕННЯ КВАЛІФІКАЦІЇ

The article considers approaches to determining the organisational and pedagogical conditions, features of state administration that affect the training of specialists on the example of the field of finance, their competencies in accordance with the higher education standard, the requirements for a competitive specialist, as well as existing trends in foreign and domestic practice in terms of professional training, etc. Based on the hypothesis that European integration processes affect the renewal of forms, methods and means of professional and pedagogical activity in Ukraine, and post-war recovery will require rapid training of specialists, the wider use of dual education, addressing the issue of institutional support for the introduction of a system of micro-qualifications and updating educational programmes are proposed. The author emphasises the need to follow a certain algorithm of actions and procedures based on the theory of constructive alignment in the preparation of dual educational programmes, specialised and short-term courses. The author substantiates the sequence of steps in the implementation of dual education programmes in the field of finance: development of a curriculum with a balance of time for theory and practical skills; selection of employers and vacancies; establishment of cooperation between mentors and teachers; formation of a schedule; explanation of requirements to students, criteria for evaluating their work. The necessity of including micro-qualifications in the National Qualifications System is proved. The importance of increasing the institutional capacity of universities, creating a mechanism of endowment funds and grants for students, changing the management system and granting real financial autonomy to universities, integrating them into the European educational and scientific space is emphasised. Keywords: state administration, training of specialists, organizational and pedagogical conditions, competences, sphere of finance, dual education, micro-qualifications.

Дуальное обучение как условие формирования экологической компетентности студентов в системе среднего профессионального образования

The system of secondary vocational training in Russia is undergoing significant changes regarding the quality of training of competent specialists who are able not only to carry out professional activities in modern socio-economic conditions, but also to successfully compete in those sectors of the national economy where they will work after graduation. As noted in the state program of the Russian Federation “Development of Education” until 2030, special attention is paid to the development of dual education and environmental education of students. In this regard, since 2014, dual (practice-oriented) training has been successfully implemented in secondary vocational education institutions in the country, within which students acquire basic theoretical knowledge in college classes and acquire practical skills at the enterprise. The purpose of the article is to study ways of developing students’ environmental competence in the system of secondary vocational education. Materials and research methods include an analytical review of scientific research related to the formation of environmental competence in dual learning conditions. The results of the study and their discussion are determined by the choice of approaches, technologies, methods, techniques and forms of work to develop students’ environmental competence. In conclusion, the results of the study are summarized.

Assessment of Student Satisfaction with Dual Education in Educational Programs in Kazakhstan

Dual education, a hybrid model combining classroom learning with practical on-site training, is critical to vocational and technical education (TVET). Despite its widespread implementation, there are significant gaps in understanding how dual education influences student satisfaction. The primary objective of this study is to investigate the key factors influencing student satisfaction in Kazakhstan’s dual education system, focusing on the impact of practical and theoretical training. This study adopted a quantitative approach, and data were collected from students enrolled in dual education programs across various educational institutions using a structured survey. The survey measured overall satisfaction and professional experience on a Likert scale. The analysis revealed that the practical component of dual education significantly increases student satisfaction by 42.3%, followed by theoretical training (35.1%) and professional experience (16.6%). The model explains 46.3% of the variance in overall student satisfaction. This suggests that practical and theoretical components are critical to enhancing student experiences in dual education programs. The findings highlight the need for further development in both practical and theoretical aspects of dual education to meet student and labor market needs. The study’s implications are essential for improving vocational training programs, particularly aligning education with market expectations. The implications of our study can be instrumental in refining educational programs and aligning them with the needs of students and the labor market. Further research is necessary to explore the specific challenges different specializations face in dual education.

Satisfying All Stakeholders: Incorporating the Restaurant Industry into the Dual Education Programs

Satisfying All Stakeholders: Incorporating the Restaurant Industry into the Dual Education Programs

FEATURES AND ADVANTAGES OF THE DUAL FORMOF HIGHER EDUCATION

The advantages and possibilities of a dual form of higher education as a symbiosis of theoretical and professional-practical components of education are considered. In this case, the applicant receives all the necessary knowledge on the basis of a higher education institution (university or college), and practices them at an enterprise or company with which the institution cooperates. This system is currently being implemented in all European countries. Modern professional education, including higher education, lacks practical content. Instead, the dual form involves constant communication between the educational institution and the employer. Enterprises reserve the required number of training places for future specialists in higher education institutions. Students work in their chosen specialty during the entire period of professional training. There are various options for combining training and practice: three days at the enterprise and three days at the institution; classes in the morning, and work in the afternoon or vice versa. Depending on the chosen program and the agreement with the employer, applicants can spend a week studying theory and a week gaining practical experience, or two months attending lectures and the next two months working, developing and improving the acquired skills and abilities. Undoubtedly, the introduction of dual education requires adjusting industry standards and revising educational programs, designing learning outcomes that are required by the labor market. The concept of training specialists under the dual form of education, approved in Ukraine, regulates the rights, interests and obligations of educational institutions, employers, and students. Dual education makes it possible to turn students into mobile, competent, dynamic and experienced professionals who know what they want to achieve. It opens up new opportunities for professional training. At the same time, in the authors’ opinion, it is inappropriate to transform all professional education into dual education; this is a form of education for those who are able to combine study and work experience.

Research on the training path of Chinese foreign-related lawyers from an international perspective

With the economic globalization and the internationalization of the legal service market,the professional quality and international perspective of foreign-related lawyers have become important standards for measuring the level of a country’s legal services. This article aims to systematically study the training path for foreign-related lawyers in China, analyze the challenges and shortcomings of the current training model, and propose a new path for training foreign-related lawyers that adapts to Chinese characteristics based on the experience of training. First, the article explores the background and motivations for training foreign-related lawyers in China. With the globalization of China’s economy and the advancement of national strategies such as the “One Belt, One Road” initiative, Chinese companies have become more active on the international stage. In this context, it is particularly urgent to cultivate foreign-related lawyers with international vision and professional capabilities. In addition, the rapid changes in the international legal services market have also placed higher professional and skill requirements on foreign-related lawyers. Then, the article further analyzes the main challenges faced by the cultivation of foreign-related lawyers in China, including the high barriers to entry in the international legal service market, the disconnect between domestic legal education and practice, and the difficulties in cross-cultural.Furthermore,this article examines the British lawyer training model in detail. This model provides important inspiration for the training of foreign-related lawyers in China, especially in terms of professional practice ability training and professional ethics education. Finally, the article puts forward strategies for building a new path for cultivating foreign-related lawyers in China. It is recommended to be guided by the country’s foreign-related legal strategy, strengthen the dual education of legal professional ethics, focus on the close integration of legal education and practical work, and cultivate special talents who are proficient in the laws, cultures and languages of different countries. These measures will help enhance the international competitiveness of China’s foreign-related lawyers and better serve the country’s opening up and international cooperation.

ДУАЛЬНА ОСВІТА СТУДЕНТІВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ НІМЕЧЧИНИ

The article reveals the peculiarities of dual education of students in higher education institutions in Germany. To solve the set goal, the following research methods were used: theoretical: analysis of pedagogical literature, normative documents, materials of periodicals on the research topic; structural-logical analysis and systematization; comparison of different views on the problem; generalization. It has been established that the dual form of education in Germany has the right to be chosen by students who study full-time or in other forms of education and have expressed a personal desire and passed the selection process at the employer. In Germany, the following models of dual higher education are presented: higher education with integrated professional (vocational and technical) education (Ausbildungsintegrierendes Duales Studium). This is higher education combined with professional and technical (professional) education. That is why this model is covered by the Vocational Training Act. A special feature is the combination of training in a higher education institution and in a vocational and technical education institution, as well as in a company, where the applicants are in the status of a "student" and not an intern or an employee of the enterprise; higher education with integrated practical training (Praxisintegrierendes bzw. kooperatives Duales Studium). This is the most widespread model in Germany, which involves long-term practice at the company as an intern/trainee. The alternation of periods of stay in an educational institution and in a company depends on many factors, including the type of vocational training; higher education with integrated professional activity (Berufsintegierendes Duales Studium).This is a combination of education and professional activity. Thanks to the dual education model, Germany provides permanent training of qualified young professionals who study with an orientation to the existing needs of enterprises, that is, after receiving a dual education, young people have good employment prospects. Therefore, dual education plays an important role in effectively overcoming youth unemployment. At the same time, the combination of efforts of the state, educational institutions and the economy corresponds to the basic principles of the social market economy, where the state creates the necessary for the free development of the economy. We see the prospects for further exploration directly in the study of the possibilities of applying the experience of dual education in Germany in the system of higher education in Ukraine. Key words: dual education, institutions of higher education, experience of Germany.

Stakeholder’s Perception of Dual Higher Education Implementation. Case Study: Academy of Economic Studies of Moldova

The purpose of this article is to analyse the implementation of dual education in higher degree studies at the Academy of Economic Studies of Moldova (ASEM), from the perspective of stakeholder management. The research focuses on assessing the perceptions and experiences of key stakeholders: students, business representatives and teachers. Starting with autumn 2022, ASEM initiated, for the first time in the Republic of Moldova, the organization of dual higher education studies within the Erasmus+ project, entitled “Integration of dual higher education in Moldova and Ukraine (COOPERA)”, reference code 617490-EPP-1-2020-1-MD-EPPKA2CBHE-SP. The research focuses on two dual undergraduate training programs: Business and Administration and Applied Informatics. The experience gained over these two years allows preliminary conclusions to be drawn on the efficiency and benefits of dual higher education, highlighting the importance of active and continuous involvement of all stakeholders for the success and sustainability of the programme.

THE IMPORTANCE OF CAREFUL LEARNING IN THE FORMATION OF STUDENTS' OFFICE MANAGEMENT SKILLS IN THE STATE LANGUAGE

The article discusses the problems associated with the development of students' office management skills in the state language, the analysis of factors, means, speech situations that cause them, as well as the development of proposals to solve these problems. Dual Education describes the problems faced by text creation and the practical results that do not meet the established requirements.

Improving the methodological foundations of teacher training in dual education

Improving the methodological foundations of teacher training in dual education

Dual Education: A methodology Used in the Professional Secretariat School for developing workplace competencies during 2023

The Dual Professional Training Project of the Professional Secretarial School (ESP) of the National University since 2000 and is implemented in the diploma program of the two careers Commercial Education and Office Administration, which provide work spaces for students to acquire certified professional experience and, at the same time, develop labor and social competencies, through the combination of theory and practice. Continuous supervision of the participants is carried out, as well as interviews and focus groups to learn about the experiences of this modality in the year 2023, which were the acquisition of knowledge in the area of technology with the use of platforms, programs and databases; the execution of techniques through the development of document types and file management; and participation in areas complementary to their training, such as training and handling of confidential information, in addition to the skills put into practice, for example, teamwork, assertive communication and creativity. The teaching staff of the ESP has pedagogical training and experience in the technical area, necessary to complement the work developed by the tutors within the companies, which have the disposition and resources to participate in this modality.

PROBLEMS AND PROSPECTS FOR THE DEVELOPMENT OF DUAL EDUCATION FOR THE POST-WAR RECOVERY OF UKRAINE

The relevance of the article is determined by the need to identify the most effective mechanisms for using the experience of introducing the dual form of education to improve the professional training of future specialists and accelerate the post-war recovery of Ukraine. The aim is to summarize the experience of the dual form of education in Ukraine, to identify the reasons for its inhibition and promising directions of its development for the post-war recovery of Ukraine. Methods: study of scientific sources, legislative, regulatory and legal documents, empirical data to determine the state of functioning of the dual form of education in Ukraine; theoretical analysis and synthesis, generalization of scientific views on the problem under study in order to identify the causes of inhibition and promising directions for the development of dual education for the post-war recovery of Ukraine. Results: the experience of pilot projects for the introduction of dual education in educational institutions of different levels is analyzed; scientific publications of domestic researchers are summarized; the reasons for inhibition and promising directions for the development of dual education are identified; the importance of dual education and its compliance with the main goals of the Strategy for Sustainable Development of Society and Post-War Reconstruction of Ukraine are substantiated; dual education is characterized as an element of a new worldview paradigm that is being formed under martial law. Conclusions: the main reasons that hindered its development and reduced the effectiveness of dual education (quarantine restrictions related to the COVID-19 pandemic; military operations; increased migration flows caused by the war; reduction in the number of students, workload for teachers and, accordingly, reduction in staff at the departments; destruction, relocation, closure of many enterprises participating in the training of specialists in the dual form of education; low level of awareness of the benefits of dual education among students, teachers and employers; promising areas of its development are outlined (strengthening career guidance and information campaigns on dual education opportunities; reducing the level of bureaucratization of the educational process in educational institutions; providing state support for those educational institutions that will implement full-fledged dual education to retain teaching staff and encourage them to update and modernize educational programs to meet the needs of dual education; improving the training of heads of educational institutions for the development of public-private partnerships, and future teachers - for pedagogical activities in the context of dual education); the dual form of education is presented as an element of a new worldview paradigm, which in times of military aggression continues to transform in three main vectors (the development vector, which focuses domestic scientists and teachers on studying the European experience of implementing dual education; the security vector, which directs the national education and science system to implement this experience to protect Ukraine's national interests; the responsibility vector, which demonstrates the commitment of the post-war educational paradigm to strengthening employers' responsibility for the quality of training and strengthening their influence on the content of educational programs).

National Identity in Transnational Life: The Case of Dual Education of Indonesian Migrant Children in Sabah, East Malaysia

Everyone everywhere has the right to education, including migrant children living transnational lives. The practice of transnational life in dual education for Indonesian migrant children is the main focus of this research. As such, this article examines the extent of recruitment, learning processes, outcomes and looks at the different perceptions between two educational institutions: Community Learning Centre Indonesia (CLCI) and Humana Child Aid Society Sabah (HCASS). The research method used was phenomenological qualitative, focusing on Terusan 2 Estate and Sapi 2 Estate, Sandakan District, Sabah, East Malaysia. Interviews were conducted with 25 respondents comprising teachers, students and policymakers of migrant children’s education in Sabah. Observation and documentary analysis were also conducted to strengthen the research. The research findings show prominent differences between the CLCI and HCASS education systems regarding recruitment, processes and learning outcomes. In addition, the findings also explored transnational life practices in education with two different systems. This is because one student subject received very different learning curriculum systems: Indonesia and Malaysia. Students, unconsciously or consciously, practice “code-swiching” behaviour in their interactions with their environment. However, support from the Indonesian government offers some level of national identity inculcation for students in transnational life. In addition, support from the Malaysian government and the oil palm plantations company made the teaching practice run conductively with good facilities and respectful solidarity based on universal peace. Implementing the right to education means providing equal opportunities for all migrant children to access and thrive in higher-quality schools so that, in the future, they can contribute to international life.

The Impact of a Dual Education System on the Professional Training of Future Preschool Teachers in Higher Education Institutions

The aim of the article is to determine the specifics of the impact of dual education on the future preschool teachers’ professional competence. The study employed such methods as testing, observation, and formative experiment. It was established that future preschool teachers are characterized by low motivation for professional activity, medium level of theoretical knowledge and professional skills, insufficiently developed pedagogical reflection. The hypothesis about the difference between the influence of dual and institutional education on the future preschool teachers’ professional competence was partially confirmed. Dual education demonstrated the best effectiveness in developing the active and reflective components in future preschool teachers. They are slightly better in the development of indicators of the cognitive component, the results belong to the institutional form of higher education. The dual education programme is ineffective in developing the motivational component of the future preschool teachers’ professional competence. The obtained results open up opportunities to improve dual education programmes for the training of future preschool teachers: focus on the development of future preschool teachers’ professional motivation, improving theoretical knowledge in a preschool education institution. The results also indicate the need to enhance the development of motivation and professional reflection of future specialists in the institutional form of higher education. The prospects for further research are the study of the possibilities of using dual education in the training of students of other pedagogical majors.

Experience and Prospects for the Development of Russian-Tajik Cooperation in the Field of Education

The article is devoted to the analysis of Russian-Tajik cooperation in the field of education and summarizing the results of research by Russian and foreign scientists to form a position confirming the importance of integrating the activities of educational organizations, which is a prerequisite for increasing human potential as the basic component of the socio-economic development of society. A set of measures focused on the development of the Russian-Tajik (Slavic) University was proposed, a vector of Russian-Tajik cooperation in the field of education was formed.Aim. Based on the study of many years of experience in interaction in the field of education between Russia and the Republic of Tajikistan and the features of the new economic reality, identify the most adequate forms of international cooperation, justifying the vector of their transformation.Tasks. Study the origins of the formation and analyze the reality of scientific and educational interaction between Russia and Tajikistan. Summarize and evaluate the experience of cooperation between the Russian-Tajik (Slavic) University and Russian universities. Justify the most adequate forms of international cooperation in the field of education and identify the vector of their further development in the Republic of Tajikistan.Methods. The study applied: analysis and synthesis, induction and deduction, comparisons and grouping, evolutionary and historical approaches.Results. The study showed that Russian-Tajik cooperation in the field of education has deep roots based on a long-term legislative framework, which makes it possible to really assess the existing relations between Russia and the Republic of Tajikistan and identify the prospects for their development. The generalization and adaptation of the existing experience made it possible to form reasoned positions that contribute to improving the scientific and educational level and improving the professional competencies of the trained staff, which is aimed at the socio-economic development of the two friendly countries. The study made it possible to form the following elements of scientific novelty and practical significance. Theoretical novelty consists in justifying the need to integrate the activities of educational organizations and allocating the organizational structure of an educational organization by type of organization based on knowledge as preferable in an unstable socio-economic environment. Practical significance lies in the fact that a set of measures focused on the development of RTSU is proposed and a vector for the development of educational organizations is formed in the context of their international integration.Conclusions. Scientific and educational cooperation: between Russia and Tajikistan is mutually beneficial for each of the parties. Assessment of the current situation and justification of proposals for the further development of relations between these countries made it possible to identify the vector of their transformations. For Russia and Tajikistan, the connection of education with the changes taking place in each of the countries is important. Since these changes are dynamic, continuous vocational education should play a significant role. For more effective implementation of continuing vocational education, work on career guidance is necessary, which is well combined with a dual education system that provides for close cooperation with companies, as well as the development of additional vocational education that actively responds to changes in the labor market. Positive results can be achieved only in the context of the active development of modern computer technologies, providing for interactivity, visualization, the use of case stages, mini-research, design work, as well as the possibility of hybrid learning. With this approach, the quality of comprehensive interdisciplinary research and development increases. It is recommended to form an organizational structure of an educational organization according to the type of organization based on knowledge, which is preferable in an unstable socioeconomic environment. The basis for the implementation of proposals for the further development of scientific and educational relations between Russia and Tajikistan is social partnership, as an instrument for regulating social and labor relations.

The State of Teacher Training in the Conditions of Dual Training

The purpose of this article is to understand and justify the conditions for the use of elements of the dual training system in the implementation of professional educational programs to improve the efficiency and quality of training of qualified pedagogical personnel in secondary education institutions.
 The article discusses the advantages and disadvantages of dual education as a technology for preparing bachelor's degree programs in modern conditions of pedagogical university. Nowadays the topic of "dual training" is a very urgent problem on the pedagogical platform. Because vocational education has never been conceived without connection with the manufacturing sector. The authors describe how dual education is carried out abroad, as well as how the dual education model is being implemented in Kazakhstan. As an example to describe the introduction of elements of dual training, the system of dual training of some pedagogical universities of the Republic of Kazakhstan is presented. The article shows that this technology makes it possible to solve the tasks assigned to the pedagogical university for the training of pedagogical personnel for the system of secondary vocational education. Dual training reduces the gap between theory and practice, promotes the professional development of teaching staff. In addition, it sets new tasks for the higher education system: the development of dual training programs, the regulation of tripartite relations "university – student – employer".

Comprehensively assessing the value level of dual education projects

In the seventh version of the PMBOK standard, a significant change is the systematic understanding of the "delivery" of value as part of the standard. Implementing a systematic model for managing project integration in dual educati on development portfolios involves identifying stakeholders and assessing their values. Each stakeholder has their own values related to their expectations regarding project outcomes. The level of value was chosen as a measure. This article presents a method for forming a comprehensive assessment of the level of value of dual education projects and the levels of value of its indicators, such as the value of the project for the state, for business structures and employers in the region, for educational institutions, and for students. The analysis showed that today a timely and objective assessment of the state of the organisation is especially important, and a comprehensive assessment of its state is based only on qualitative scales and relations of superiority between factors in the structure of the hierarchy of these factors, and thus a promising approach is the use of fuzzy sets and systems of fuzzy logic. Since the components that determine the formation of values of each stakeholder in the results of dual education projects include both qualitative and quantitative factors, the task is to take into account both quantitative and qualitative features in a comprehensive assessment of the level of value of projects. In order to provide an objective evaluation of its level through quantitative assessment, it is necessary to develop an expert opinion using additional information from the histograms of the factors' distribution. This article formalises the transition from a set of histograms to a classifier in an expert system for assessing the value of projects. Previously, this transition relied on heuristics and expert intuition.The validity of estimates for distinguishing fuzzy classes is significantly improved by constructing the classifier in this manner. The method utilises the fuzzy set apparatus and fuzzy inference system.The article presents a demonstration of the developed procedures for assessing the value level of dual education projects in an educational institution located in the Dnipro region. The institution has prior experience in implementing such projects and has collected statistics on the employment of graduates in the relevant field.The application of the developed method has resulted in a significant practical effect. It enables us to assess the levels of indicator values that form the project's value, and to determine the dynamics of changes in stakeholders' expected values due to the implementation or change in scale of a dual education project.As the membership functions of the calculated levels of value for dual education projects are trapezoidal fuzzy numbers, they can be treated as interval numbers when managing a portfolio of dual education development projects.

Pengaruh Penerapan Teaching Factory Untuk Meningkatkan Kompetensi Dan Jiwa Kewirausahaan Siswa SMKN 10 Luwu

In efforts to create strong entrepreneurs, the world of education, in this case vocational schools, is one of the institutions that has a very important role. Empirical facts show that the majority of vocational school graduates do not meet the needs or demands of stakeholders. Graduates tend to be "job seekers" and not many are able to work "independently". To overcome this problem, the policy made by the Indonesian government is to improve the quality of human resources through education, instill an entrepreneurial spirit at every level and level of education, and try to expand employment opportunities. one of the strategies created is to implement a teaching factory or industrial teaching program in vocational schools. This research applies library research, namely the method used by collecting data. Teaching factory is a development of a production unit and dual education system that has been implemented in vocational schools. The teaching factory concept is a form of development from a vocational school to a production school model. Teaching factories have several objectives, namely increasing the competency of vocational school graduates, increasing the entrepreneurial spirit of vocational school graduates and producing products in the form of goods or services that have added value. Teaching factories as a means of learning are quite effective in increasing students' competence and entrepreneurial spirit, so that teaching factories can If it runs well and is able to achieve the expected goals, it requires cooperation and assistance from various parties involved in it

How Can Dual Education in Technical and Vocational Institutions Improve Students’ Academic Achievements and Mitigate Youth Unemployment in Kazakhstan

ABSTRACT This study aims to describe the role of dual education in improving students’ academic achievement and mitigating youth unemployment in Kazakhstan. To examine this issue, a survey was conducted among 496 students from technical and vocational education and training (TVET) institutions. The survey results were analyzed using SPSS program to address four hypotheses. Our survey showed that dual education students are more confident in their demands in the labor market, are more satisfied with the results of their studies, and have higher academic achievement than school-based education students.

ФАСИЛИТАЦИЯ ДУАЛЬНОГО ОБУЧЕНИЯ В СИСТЕМЕ ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ

This article focuses on defining the optimal conditions for implementing the dual education model in higher professional education based on facilitation technology. The study aims to identify the best conditions for integrating dual education into higher education, utilizing facilitation technology. The tasks addressed in the article include: analyzing the current state of dual education implementation at the university; identifying the needs of all participants in dual education (teaching staff, students, employers) for organizing dual education using facilitation technology; and establishing optimal conditions for implementing the dual education model in the university's educational process based on facilitation session results. Methods used include SWOT analysis, facilitation technologies like World Cafe and Future Search, content analysis, ranking, and Spearman's correlation analysis. Results demonstrate the effectiveness of facilitation technology in enhancing the quality of dual education, despite significant challenges in higher professional education systems. Calculations highlight the most optimal conditions, considering the interests and needs of all stakeholders in dual education: expanding dual education infrastructure (establishing training centers at enterprises, competence centers at the university), enhancing the psycho-pedagogical competence of mentors in production training theory and methods, educational theory and methods, psychology of professional activities, and ensuring psychological support for the educational process in the dual education format. The study emphasizes the need for strategies involving all educational process stakeholders in organizing and implementing dual education. Scientific novelty lies in applying facilitation techniques to refine the dual education model through active empathetic listening and understanding of the requirements and suggestions of all dual education stakeholders.