The processes of globalization are inseparable from the reduction of national sovereignty and state powers, Westernization and universalization of culture and standardization of the educational sphere. One of the main phenomena in the educational sphere in the era of globalization has been the system of dual education, borrowed from Germany, where it arose on the basis of specific historical conditions, and extended to other countries, however, with a key change in the goals and results of this project, in particular for the country in question — Serbia. Here, the dual system is designed to bring the educational sphere in line with globalization processes, in fact, to subordinate the national and state interest in this elfkbnmimportant area to the geopolitical and private commercial strategy. The dual system is focused on the main “pillar of globalization”: the labor market, and, as a result, it removes the ethical and organizational restrictions of the educational process, which is asymmetrically, to the detriment of the fundamental theoretical part, is reduced in favor of practical production. The reduction and relativization of general education programs lead to the formation of a new anthropological type of student and graduate of the dual system, in which the postmodern consciousness, skills and “competences” necessary for the globalization cult of the deregulated market are cultivated. However, the deficit of cognitive competencies, along with the build-up of technical skills, leads, on the one hand, to an increase, and not a decrease, in the exploitation by foreign enterprises in the country itself, and on the other hand, ironically, to an outflow of technically qualified personnel to the country that is the source of the dual education model — Germany, as well as to other industrially and technologically advanced countries of the world.
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