Dual training as a form of implementation of basic professional educational programs in the context of the Federal State Educational Standard

In the context of the transition of the Russian economy to an innovative path of development, the role of the system of secondary vocational education is significantly increasing in providing new jobs with qualified personnel, in stimulating the creative activity of young people and in creating conditions for their effective employment.

Today the economy is in dire need of qualified specialists and workers. At the forefront are the tasks of bringing the structure of vocational education in line with the needs of the labor market, improving the quality of training of skilled workers and mid-level specialists, the prestige of the respective professions and the attractiveness of the relevant educational programs.

The relevance of this topic lies in the change in the nature of education that is distinctive for our time and the implementation of training of specialists on the basis of new federal state educational standards of secondary vocational education (FSES SVE) based on competencies.

In accordance with the legislation of the Russian Federation, the federal state educational standard is the main regulatory document that establishes a system of norms and rules that are mandatory for execution in any educational institution.

The practice of students is an integral part of the OBEP, which ensures the implementation of the Federal State Educational Standards of the SPO. The practice is aimed at the comprehensive development by students of all types of professional activities in the specialty (profession), the formation of general and professional competencies, as well as the acquisition of the necessary skills and experience of practical work by students in the specialty (profession). The types of practice of students mastering the BEP are: educational practice and industrial practice.

The creation of a dual educational environment on the basis of a college implies the real involvement of strategic partners (employers) in the development of a new content of vocational education based on professional standards and competencies; participation in the formation of the college's innovative infrastructure, quality control procedures for vocational education.

The dual system includes two different, but independent in legal and organizational respects, educational and production environments, such as an institution of secondary vocational education and an enterprise-employer.

It is these subjects of the educational process who are more interested not only in the results of education, but also in the content, its organization. The system of dual education is devoid of any shortcomings in the training of future specialists, as it combines both theoretical and practical training in the educational process.

Dual training is a form of professional training of specialists that combines theoretical training in an educational institution and practical training at the sites of companies and enterprises. The main principle of the dual training system is the equal responsibility of educational institutions and enterprises for the quality of training.

An example is the German vocational education system, which, according to the International Institute for Monitoring the Quality of the Labor Force, is one of the leaders in terms of personnel qualifications, and its dual education system is in many ways a model for the entire European Union. The successful experience of the German dual education system is of great interest to our country, as it contributes to innovative processes in modern education, makes it possible to overcome the gap in the quality of labor personnel from the real requirements of modern production and the ability to provide enterprises with qualified and professional personnel.

The dual system meets the interests of all parties involved in it: enterprises, workers, the state.

For employers, this is an opportunity to train personnel for themselves, saving on the costs of finding and selecting employees, their retraining and adaptation.

For young people, dual education is a great chance to acquire independence early and adapt to adult life more easily.

The state, which effectively solves the problem of training qualified personnel for its economy, also remains an absolute winner.
In conclusion, it should be emphasized that the implementation of an innovative program based on a dual approach will contribute to the transition to a qualitatively new level of training and retraining of highly qualified workers and specialists for high-tech production, as well as the formation of general and professional competencies of college graduates, ensuring their competitiveness and demand for labor market. As well as the development of an effective system of social partnership in the field of vocational education.

13.12.2016

What is meant by dual education?

"A set of measures aimed at improving the system of secondary vocational education for 2015-2020", approved by the Decree of the Government of the Russian Federation dated March 3, 2015 No. 349-r, provides for "the consistent introduction of a practice-oriented (dual) model of education in secondary vocational education ".

Essential characteristics of practice-oriented education that distinguish it from all other types of education:

the source of goal-setting is the request of the economic sphere (which is considered as the core of "social practice", understood in a broad sense) in qualified personnel of a certain level and qualification profile;

developed mechanisms of social partnership (inclusion in the activities of professional educational organizations of representatives of the economic sphere - direct customers, consumers and beneficiaries of the results of practice-oriented education);

the primacy in the educational process of practical forms of training, focused primarily on the formation of specific, standard and standardized skills and abilities (within the framework of the implementation of specified professional functions);

the predominant use in the pedagogical process of standard and technological forms, techniques, methods and teaching aids.

There are “narrow” and “broad” meanings of the concept of “dual education (training)”, which have developed in the Russian Federation.

In a narrow sense, dual training is a form of organization and implementation of the educational process, which implies theoretical training in an educational organization, and practical training in an employer's organization.

Dual training in the narrow sense practically coincides with the form of organization of practice at the workplace within the framework of the educational program. This form, as a rule, implies the interaction of a professional educational organization with an employer's organization and does not lead to changes in the system of professional education at the level of the entire subject of the Russian Federation.

In a broad sense, dual education is an infrastructural regional model that ensures the interaction of systems: forecasting needs for personnel, professional self-determination, vocational education, assessment of professional qualifications, training and advanced training of teaching staff, including mentors in production. Relations between the parties are regulated by a flexible consensus, collegial management system. Each system influences the development of the other, and one cannot exist without the other.

It is the integrity and at the same time the distribution of the functions of the participants that ensures the effectiveness of the dual model of training (education).

The development (updating) of the main professional educational program should be carried out jointly by representatives of employers and professional educational organizations. Development or updating requires the creation of separate working groups that closely interact with each other.

It is important to follow the sequence of steps of the algorithm: from determining the results of mastering the educational program to assessment procedures and evaluation tools, and only then - to the formation of the actual content and structure of the program. Understanding the goals (results) and how to check them makes it possible to build the program in the most optimal way. At the same time, the formation of the structure of the program (the composition of professional modules, academic disciplines) and its content is carried out according to the principle "from the opposite": first, the types of work (practices) included in the modules are determined, then the composition and content of the IDC by modules, and then the composition and content of disciplines. The content of a professional module should ensure the principle of synchronization of theory and practice, and the content of academic disciplines should “support”, prepare the development of modules. In the process of forming the content of the programs of professional modules and disciplines, the educational material is redistributed: everything special, professionally significant is included in the modules, general professional issues are covered in the content of the disciplines. It is important to understand that the entire content of the program should be aimed at achieving the goals of training - the development of professional and general competencies that determine the qualifications of graduates.

Compliance with the algorithm makes it possible in the process of developing an educational program for a joint working group to discuss the conditions for the implementation of the program, to distribute areas of responsibility for the implementation of individual elements of the program, which leads to a reasonable and expedient construction of the curriculum and calendar training schedule.

Priority in the construction of the main professional educational program using elements of the dual form of education is the achievement by graduates of the qualifications required by the employer. This is the goal of network interaction between the parties, to ensure which, taking into account the specifics of production, it is determined what kind of teaching staff (including employees of enterprises), equipment, infrastructure for conducting practices, what should be the calendar curriculum, curriculum and the content of its constituent disciplines and professional modules.

Theoretical and practical tasks for certification in a professional module, for evaluating learning outcomes, are compiled by a joint working group of experts from a professional educational organization and an employers' organization.

The practical part of the exam can take place as part of the work experience. At the same time, it is necessary to provide an expert assessment of the student's performance of a certain task with the execution of an appropriate protocol, which will be included in the student's portfolio. The examination committee includes representatives of a professional educational organization (it is she who is responsible for organizing certification), representatives of an employers' organization. It is desirable to provide for the "effect of independence" - to include in the commission teachers, masters of industrial training of the college and mentors in the workplace who did not teach these particular students.

See more details. - Moscow, 2015, pp. 23-25

How is the work of students on term papers and diploma projects organized?

Obviously, there are two main differences. First, the topics of term papers and diploma theses are related to specific technological, production processes, types of work of a particular enterprise and programs of professional modules of the OPOP. Topics are developed jointly by a professional educational organization and an employer's organization.

Management of term papers and theses is carried out by both college teachers and employees (mentors) of enterprises. The defense also takes place under the commission, which includes representatives of both organizations, while independent (not trained and not supervising the work, projects) experts should be invited.

All features of the organization of this work are fixed by local regulatory legal acts of the educational organization.

When answering this question, you need to pay attention to the following: a training center (production and training unit) must be created at the enterprise. This division employs employees of different functionalities and levels of pedagogical training. Modern domestic and foreign experience makes it possible to talk about the presence of a typology and classification of qualifications and competencies of mentors in accordance with the characteristics of the professional activity for which they prepare their students. It is possible to divide mentors into those who directly teach and those who organize the learning process and interact with other organizations, including educational ones.

The mentor-organizer of training at the enterprise can conduct introductory classes, practical classes similar to classes in college, with a group of students (10-15), and then they disperse to their workplaces, where each of them has his own mentor. This is the ideal option. If this is not possible, then the desirable option is 2-3 students per tutor. At the same time, the pedagogical and methodological training of such mentors is minimal (basic). The mentor-organizer also interacts with them and helps to competently organize the training of students.

What are the criteria for selecting Mentors at the enterprise and how to motivate them to work with students?

Since there is no document at the federal level fixing such requirements and measures, in each of the pilot regions and at different enterprises these issues are resolved in their own way. Within the framework of the project, based on a discussion with the experts participating in the project, a draft document "Model regulation on mentoring" was prepared, which answers this question from the point of view of the best practices of the project "Training workers that meet the requirements of high-tech industries based on dual education" .

For more details, see Guidelines for the implementation of a dual model for the training of highly qualified workers. - Moscow, 2015, pp. 110-113

What kind of training (training) do mentors, teachers of the educational center, masters of industrial training undergo? Recommended programs.

Modern domestic and foreign experience makes it possible to talk about the presence of a typology and classification of qualifications and competencies of mentors in accordance with the characteristics of the professional activity for which they prepare their students, as a result, about differences in the requirements for the level of education.

The activities of the mentor are not limited to the training of workers. It is necessary for technicians and technologists, engineers, etc. It is possible to train not only certain actions, operations at the workplace, but also research, design, and design activities.

However, speaking about the psychological, pedagogical and methodological component of mentor training, one can single out competencies that are equally necessary for everyone, as well as for the teaching staff of colleges. Among them: competencies in the field of pedagogical design; creating a practice-oriented educational environment; support of professional self-determination of students; formation and assessment of competencies; organization of independent work of students; ensuring individual educational trajectories of students. The mentor training program can be divided into five main sections:

1. Vocational training: the goal and means to achieve it.

2. Evaluation of the results of the development of professional activity.

3. Designing vocational training.

4. Organization and conduct of vocational training.

5. Documentation of the process and results of the activity of the master of industrial training and mentor in production.

6. Work on the program and the educational and methodological complex is currently being carried out by the Center for Vocational Education and Qualifications Systems FGAU "FIRO"

So, what is the goal of dual training, what are its main tasks and what can be obtained as a result?

This system of training specialists is aimed at improving the model for training professional personnel, taking into account the economic needs for specialists in order to increase the investment interest of the regions.

The main tasks of the dual training system include:

• creation of models aimed at the financial participation of enterprises in the implementation of personnel training programs, development of formats and models of network interaction between NGOs and enterprises in personnel training;
• creation, approval on the basis of checks, implementation and promotion of models of dual education in pilot regions.

The expected results of the introduction of dual models of vocational education include:

1. Training focused on existing production.
2. Increasing the interest of enterprises in financing.
3. Improving the system for predicting the need for specialists.
4. Variability of individual educational programs.
5. Improvement of qualification. The growth of the prestige of professions.

Main aspects of the dual learning model

In the following list of characteristics, you can see the differences between practice-oriented education in relation to other types:

1. Improved partnership mechanisms (social sphere).
2. Orientation of goals to the economic sphere.
3. The use of technological standards in teaching is defined as a primary guideline in choosing the means, methods and forms of teaching.
4. The use, first of all, of practical forms of training, which are primarily focused on the development of specific skills and abilities according to standards.

Dual education implies the involvement and involvement in the software system of employer organizations as a provider of educational services. In the Russian Federation and in many other countries, the introduction of a dual learning model in this format is impossible.

The concept of "dual education" in Russia is used in a broad and narrow sense.

In a broad sense, dual education means infrastructural regional model. It ensures the interaction of several systems. These systems include:

1. The system for forecasting the need for personnel.
2. System of vocational education.
3. System of professional self-distribution.
4. The system of training, improvement and qualification of teaching staff. This also includes mentors in production.
5. Professional qualification assessment system.

The systems are interconnected and one simply cannot exist without the other.

In a narrow sense, dual training can be considered as a form of organization and implementation of education, which implies theoretical training in the OO, and practical - with the employer in the organization.

Today, dual training is considered the most promising direction in training specialists for the real sector of the economy. Big business with high-tech production, the benchmarks of which are international standards for product quality and qualifications of the personnel themselves, directly affected.

Factors of attractiveness of the dual training system for business:

1. The preparation of curricula is implemented taking into account the proposals of employers. For students, this results in the acquisition of knowledge, primarily related to what is useful to them in production. As a result, the qualifications of future specialists correspond to the current professional standards in production.
2. The future specialist acquires professional skills, abilities, competencies right at the workplace - he is prepared for work in production and is motivated for production activities.
3. The student gets acquainted and learns the norms of corporate culture in practice.
4. The company saves on personnel recruiting. In the vast majority of cases, vocational graduates go to work in those enterprises where they did their internship.
5. HR departments make fewer mistakes - during a long practice, the strengths and weaknesses of students can already be noted.
6. Cooperation with NGOs in the framework of dual training provides the employer with the opportunity to organize a training system within the company and, within the framework of a professional development program, choose the most qualified teachers from an educational organization at its discretion.

Regulatory and legal registration of dual education: about the provisions

The step-by-step implementation of the dual learning model is as follows:

Let's stop and consider the second point in detail. In order to legally formalize the introduction of a dual learning model, it is necessary to prepare an appropriate legal framework. It is divided into three levels of management:

1. Local.
2. Regional.
3. Federal.

As for the term "Dual education", today there is no definition for it at the federal level. It can be used by NGOs and employers if there are regulatory legal acts of the constituent entity of the Russian Federation on conducting a regional experiment.

Based on the experience of the pilot regions, it can be seen that the general conditions for the organization of vocational education are determined by the regulations of the constituent entity of the Russian Federation. Documents may have different names, but, as a rule, this is the "Regulations on dual education". The document may have other names:

1. Regulations on monitoring the employment of graduates of educational programs using elements of dual training.
2. Regulations on mentoring.
3. Model agreement on the network form of implementation of the educational process
4. Regulations on the organization of training in the workplace.
5. Regulations on the Service for the Promotion of the Employment of Graduates Trained in the Dual System of Personnel Training.
6. Standard student contract.

All the above names can be applied at the regional level. However, they will not be contrary to federal law.

Participants can work out the educational process in detail local regulations, the content of which will depend on the specifics of a particular educational program, taken as the main one in a particular professional educational organization. For example, these can be documents with the following titles and corresponding content:

1. Regulations on the production exam.
2. Regulations on industrial practice.
3. Regulations on the moral and material encouragement of the best graduates, teachers, masters of industrial training.

Here are examples of statements written by some OOs.

Analysis of the experience of implementing dual training programs in

OSAPOU "Starooskol Pedagogical College"

Starooskolsky Pedagogical College is among the educational institutions of secondary vocational education in the Belgorod Region on the basis of the Decree of the Government of the Belgorod Region “On the procedure for organizing dual education for students” No. 85-pp of March 18, 2013, Decree of the Government of the Belgorod Region of May 19, 2014 No. amendments to the Decree of the Government of the Belgorod Region dated March 18, 2013 No. 85-pp" introduces dual training.

Dual training is a form based on the interaction of employers and educational institutions of secondary vocational education, namely, the coordinated interaction of the education department of the administration of the Stary Oskol city district and the pedagogical college.

Dual training involves the combination of theoretical and practical training, in which in college the student must master the basics of professional activity (the theoretical part), and the practical part of the training takes place directly at the workplace: in schools, institutions of additional education in the city.

Dual training programs implemented at specific workplaces in educational institutions of the city under the guidance of school teachers-mentors include three main components:

1) educational, production (pedagogical) practice;

2) practical and laboratory classes;

3) extracurricular work (excursions, round tables, workshops)

Currently OSAPOU "Starooskol Pedagogical College" provides dual training for students in the following specialties:

At the first stagepreparation for the conduct of dual education, the college has developed legal and educational documentation on the system of dual education:

– agreements on dual education of college students were concluded with the Department of Education of the Administration of the Stary Oskol City District, the "anchor employer" and with basic schools and institutions of additional education for children: MBOU "NOSH No. 31", MBOU "Gymnasium No. 18", MAOU "Secondary School No. 24 with UIOP, MAOU "Secondary School No. 40", MBOU "Secondary School No. 16 with UIOP", MBOU "Secondary School No. 28 with UIOP named after. A.A. Ugarov", MBOU "Secondary School No. 21", MBOU "Secondary School No. 30", MBOU "Secondary School No. 14" named after. A.M. Mamonova, MBOU "Secondary school No. 20 with UIOP", MBOU "Secondary school No. 23 for students with disabilities", MBUDO CDO "Perspektiva", MBDOU kindergarten No. 69 "Ladushki", MBDOU kindergarten No. 71 "Why", MBDOU kindergarten No. 20 "Kalinka", MBDOU kindergarten No. 68 "Chamomile".

– institutions for conducting certain types of dual education of students were additionally determined: MBUDO "Children's Art School No. 2", MBUDO "Children's Music School No. 5", MBUDO "Children's Music School No. 3" MBUDO "Children's School of Arts named after M.G. Erdenko №1", MBUK "Starooskolsky House of Crafts", MAUK DK "Komsomolets", MBUKDO "Center for Ecological and Biological Education", LLC "Art-Master", furniture studio "Astoriya", Premiere Plus RA LLC, Bright World LLC, Zelenstroy Municipal Unitary Enterprise, Starooskol Art Museum, IT Web Studio up,RPK Rekline LLC, Gelion LLC, Softservice LLC.

Practical training for students of the 21st group on MDT 01.11. Preparation of a teacher of additional education in the field of musical activity: choir class and practice of working with the choir at the base

MBUDO"Children's School of Arts. M. Erdenko No. 1. The choir lesson is conducted by the teacher-mentor Ivanova S.N.

Practical lesson for students of the 22nd group on MDT 01.02. Training of a teacher of additional education in the field of choreography: rhythm with teaching methods on the basis of the MBU DO "Children's Music School No. 5" (teacher-mentor Kleshchevnikova S.A., college teacher Khristolyubov V.N. .)

- dual training programs were developed in all specialties, the programs were coordinated with the education department of the administration of the Starooskol city district, with the department of internal and personnel policy of the Belgorod region;

- curricula for all specialties were developed, the curricula were coordinated with the Department of Education of the Administration of the Stary Oskol City District;

- dual training schedules are coordinated with the education department of the administration of the Starooskolsky urban district and basic educational institutions;

- a "road map" (action plan) was drawn up to ensure the educational process as part of the implementation of dual education;

– the Regulations “On the organization and conduct of dual education in college” were approved;

– student agreements on dual education have been concluded;

– the Department of Education of the Administration of the Starooskolsky Urban District and the Starooskolsky Pedagogical College held a joint meeting “On the procedure for organizing and implementing dual education for students”.

At the second stage- the stage of implementation of dual training programs, according to the approved schedules, dual training of students of 2-4 courses is carried out through practical exercises (viewing and analyzing lessons, extracurricular activities, class hours) on the basis of the employer. This form today gives positive results in the acquisition of higher quality professional experience by college students.

No. p \ p	Specialty name	Bases of dual training
1.	44.02.02 Teaching in elementary grades	MBOU "NOSH No. 31", MBOU "Gymnasium No. 18", MAOU "Secondary School No. 24 with UIOP", MAOU "Secondary School No. 40", MBOU "Secondary School No. 16 with UIOP", MBOU "Secondary School No. 28 with UIOP named after. A.A. Ugarov"
2.	49.02.02 Adaptive physical culture	MBOU "Secondary School No. 30", MBOU "Secondary School No. 14" named after. A.M. Mamonova, MBOU "School No. 23 for students with disabilities", MBOU "Secondary School No. 20 with UIOP".
3.	44.02.01 Preschool education	MADOU kindergarten No. 69 "Ladushki", MBDOU kindergarten No. 20 "Kalinka", MBDOU kindergarten No. 71 "Why", MBDOU kindergarten No. 68 "Chamomile", MBDOU kindergarten No. 11 "Asterisk".
4.	09.02.05 Applied Informatics (by industry) 09.02.07 Information systems and programming	MAOU "Secondary School No. 40", MAOU "Secondary School No. 24 with UIOP", MBOU "Secondary School No. 16 with UIOP", MBOU "Secondary School No. 20 with UIOP", MBOU "Secondary School No. 28 with UIOP named after. A.A. Ugarov, Gelion LLC, Softservice LLC.
5.	44.02.03 Pedagogy of additional education (in the field of musical activity)	MBOU "Secondary school No. 28 with UIOP them. A.A. Ugarova", MBOU "Secondary School No. 21", MBOU "Gymnasium No. 18", MAOU "Secondary School No. 40", MAOU "Secondary School No. 24 with UIOP", MBUDO "Children's Art School No. 2", MBUDO "Children's Music School No. 5" , MBUDO "Children's Music School No. 3", MBU DO "Children's School of Arts named after MBUDO M.G. Erdenko No. 1".
6.	44.02.03 Pedagogy of additional education (in the field of choreography)	MBOU "Gymnasium No. 18", MBUDO CDO "Perspektiva", MAOU "Secondary School No. 40", MBOU "NOSH No. 31", MBU DO "Children's Music School No. 5", MBU DO "Children's School of Arts named after M.G. Erdenko №1", MAUK DK "Komsomolets", MBUDO "Children's Art School No. 2".
7.	54.02.01 Design (by industry)	MBUDO "Center for Ecological and Biological Education", Art-Master LLC, furniture studio "Astoriya", Premiere Plus RA LLC, Bright World RA, Zelenstroy Municipal Unitary Enterprise, Starooskol Art Museum, RPK Rekline LLC, MAUK DK "Komsomolets".

On the third- the stage of implementation of programs of educational and industrial practice, more than 15 types of practice are being implemented. Educational and industrial practice of students take place in more than 30 organizations, educational institutions of various types (kindergartens, schools, institutions of additional education).

09.02.07 Information systems and programming

09.02.05 Applied Informatics

44.02.03 Pedagogy of additional education (in the field of musical activity)

44.02.03 Pedagogy of additional education (in the field of choreography)

49.02.02 Adaptive physical culture

Summer practice of students

Practice within the framework of dual training is organized according to professional modules. Upon completion of the type of practice, differentiated tests are carried out. Protection of practice results is an integral part of the exam (qualification).

Thus, the transition to a dual training system:

firstly, it made it possible to significantly strengthen the practical component of the educational process, while maintaining the level of theoretical training that ensures the implementation of the requirements of the Federal State Educational Standard;

secondly, it contributed to solving the problem of training specialists who are fully prepared for pedagogical activity;

thirdly, it increased the professional mobility and competitiveness of graduates in the labor market;

fourthly, it strengthened the relationship between educational institutions of general and vocational education.

Dual education programs

Adaptive physical culture 2018

“We need to adjust professional education as much as possible to the needs of the economy, to solve the problems of development of both individual regions and the country as a whole. Business and educational institutions should finally have a wide range of cooperation mechanisms so that future specialists can get the necessary skills directly at enterprises, and those who are already working can improve their skills, change their profession, if necessary - and the field of activity.

V.V. Putin Speech at the State Council 12/23/2013

The main problem of educational institutions of the system of secondary vocational education today is the low percentage of employment of graduates in their specialty. The solution to this problem is the introduction of a dual training system.

Let us find out the meaning of the term dual learning. "Duality" means "two-unity, duality." Dual training, as the practice of the European education system shows, is a product of close interaction between educational institutions and employers for the successful professional and social adaptation of a future specialist. The trainee, already at the early stages of the learning process, is included in the production process as an employee of the enterprise, who, according to functional duties, manages the allocated resources, bears official responsibility, masters professional skills, and in certain cases receives a salary.

The dual system of vocational training is rooted in the medieval guild activities of artisans. The future craftsman entered the workshop as an apprentice, his task was to observe the work of the master and reproduce his actions. After successful training, the student became an apprentice, but in order to work independently or open his own workshop, he had to pass an exam for a master, and this, in turn, required training from other masters.

From the second half of the 19th century, with the development of industrial production, apprentices began to move to industrial enterprises, where a system of factory training was already taking shape. At the enterprises, training workshops began to open, in which training in the technology of the craft was carried out on a systematic basis.

The dual form of vocational education is considered by scientists as an educational phenomenon successfully adapted to the conditions of a market economy. Instead of the tradition of training a student similar to himself by an individual master, the economy demanded a new form of training specialists based on the social partnership of enterprises and vocational schools.

The analysis of pedagogical research on this issue allows us to state that in the modern system of vocational education, the practice of training personnel in Germany is especially relevant. Its origins are in the concept of dual form as the main method of training and education of young workers in pre-war Germany. , when training in an educational institution was combined with part-time employment in production.

The gap between theory and reality is an age-old problem of vocational education. At different times, she decided in different ways. The dual system in the world has proven its effectiveness in this matter. In the recent Soviet past, professional cadres were forged according to a similar principle, and, I must say, the result was. The modern system of dual education being introduced in our country places hopes on closing the gap between theory and practice.

The introduction of dual education in any educational institution is a process of complex preparation for the transition from the traditional form of education to the system of additional education. This transition is accompanied by a change in the self-awareness of society and its readiness to accept new norms established by the need and demand of modern society, ready for development and self-improvement.
According to the UNESCO International Standard Educational Qualification, the dual education system is organized educational programs for young people that combine part-time work and part-time education in the traditional school and university system.

Dual training is a form of personnel training that combines theoretical training in an educational institution (30%-40% of training time) and practical training in a manufacturing enterprise (60%-70% of training time).

The main principle of the dual training system is the equal responsibility of educational institutions and enterprises for the quality of training.

The dual system meets the interests of all parties involved in it - enterprises and organizations, students, the state:

For an enterprise, this is an opportunity to train personnel for itself, to reduce the costs provided for the search and selection of employees, their retraining and adaptation.

For students, this is the adaptation of graduates to real working conditions and a high probability of successful employment in their specialty after graduation.

The state also wins if it effectively solves the problem of training qualified personnel for the entire economy.

An analysis of literary sources on the problem of using dual education in foreign countries allows us to say that this system can be adapted to our realities:

1) it is necessary to ensure close integration between educational institutions and enterprises;

2) it is necessary to predict the need of enterprises for workers in order to know exactly who and how much is needed;

3) it is necessary to develop professional standards and build educational programs on their basis;

4) to ensure that the blocks of theory and practice alternate during the entire training (for example, a week of theory and immediately 2 weeks of practice);

5) it is obligatory to carry out career guidance work with schoolchildren so that their choice of a future profession is meaningful.

GBPOU "Solikamsk Socio-Pedagogical College" among the educational institutions of secondary vocational education in the Perm Territory begins to introduce dual education.

Dual training is a network form based on the interaction of employers and educational institutions of secondary vocational education, namely, the coordinated interaction of educational institutions of the Solikamsk city district and the Pedagogical College.

Dual training involves the combination of theoretical and practical training, in which in college the student must master the basics of professional activity (the theoretical part), and the practical part of the training takes place directly at the workplace: in schools, institutions of additional education in the city, preschool institutions.

Dual training programs implemented at specific workplaces in educational institutions of the city under the guidance of school teachers-mentors, preschool educators, include three main components:

1) educational, production (pedagogical) practice;

2) practical and laboratory classes;

3) extracurricular work (excursions, round tables, workshops).

Currently, GBPOU "Solikamsk Pedagogical College" is implementing elements of dual education for students in the specialty 44.02.01 Preschool education.

Target: creation of a system for training qualified workers that meets the needs of employers in terms of the quality of qualifications and competencies and the number of graduates required by the economy to increase its competitiveness.

Tasks:

Level of qualification of graduates = expectations of employers,

Increasing the investment attractiveness of the region,

Attracting investments in the vocational education system.
Members: preschool educational institutions of the city of Solikamsk; college students; teachers.

At the first stage of preparation for conducting dual education, the college develops legal and educational documentation on the system of dual education:

Agreements on dual education of college students with preschool institutions of the city;

Additionally, educational institutions are determined for conducting certain types of dual training;

Programs of dual education in the specialty Preschool education are being developed, the coordination of Programs with preschool educational institutions is being prepared;

A curriculum for the specialty is being developed, which will be agreed with preschool educational institutions;

Dual training schedules will be agreed with the basic educational institutions;

An action plan is drawn up to ensure the educational process as part of the implementation of dual education;

The Regulation “On the organization and conduct of dual education in college” is being prepared for approval;

Student agreements on dual education are being prepared for conclusion. (2)

At the second stage - the stage of implementation of dual training programs, according to the approved schedules, dual training of students of 2-4 courses will be carried out through practical classes and various types of practice on the basis of the employer.

Practice within the elements of dual training is organized according to professional modules. Upon completion of the type of practice, differentiated tests are carried out. Protection of practice results becomes an integral part of the exam (qualification). Social partners have the opportunity to participate in the assessment of the quality of training of specialists through participation in examinations (qualification) conducted on the studied modules, state final certification with the assignment of qualifications in the specialty.

College students do internships at city enterprises, so employers already at this stage form an opinion about the knowledge and skills that college students receive in the process of theoretical training. At the same time, during the internship, students have the opportunity to get acquainted with the mode of operation of an enterprise or organization, with the conditions and economic opportunities of an enterprise.

Teachers of special disciplines have the opportunity to undergo an internship at the enterprises of social partners (general educational institutions, preschool educational institutions), take part in master classes, seminars, professional skill competitions, thereby improving their level of qualification and mastering new technological capabilities and modern equipment.

Thus, the transition to a dual training system:

firstly, it will significantly strengthen the practical component of the educational process, while maintaining the level of theoretical training that ensures the implementation of the requirements of the Federal State Educational Standard;

secondly, it will help solve the problem of training specialists who are fully prepared for pedagogical activity;

thirdly, it will increase the professional mobility and competitiveness of graduates in the labor market;

fourthly, it will strengthen the relationship between educational institutions of general and vocational education.

Thanks to the dual training system, there is the possibility of real training effectiveness to meet the specific needs of production.

Thus, we get the opportunity to join the interests of business, young people and the state - a completely new level of tripartite partnership.