UDC: 378 IMPLEMENTATION OF THE PRINCIPLES OF DUAL SOCIAL AND PEDAGOGICAL EDUCATION INHIGHER EDUCATION OF UKRAINE: A COMPARATIVE SEARCH FOR ORGANIZATIONAL AND METHODOLOGICAL OPPORTUNITIES
DОІ:https://doi.org/10.51706/2707-3076-2021-4-6
Abstract
The topicality of the study may be seen in the expansion of practice-oriented higher education, the desire of many educational institutions to train professionals whose level meets the contemporary requirements of the labor market, as well as the necessity to find opportunities for rapid employment of graduates. The aim of thestudy is to analyze the body of research on the possibilities and effects of the introduction of dual education. The main research results, which form the novelty of our study, are the identified features of organizing dual socio-pedagogical education (delayed start of production activities and individualized nature of training in terms of professional supervisory support) as well as the list of organizational and methodological capabilities of higher educational institutions: introduction of disciplines whose programs are focused on the dual model of learning; organization of professional (undergraduate) practical trainings; using the resource for conducting practical parts of term and diploma papers in the process of real work; socio-cultural activity of students (their involvement in social projects, work in NGOs, volunteering); internships in the specialty. It seems to us that this process will be organizationally and substantively different from traditional dual education in terms of vocational and technical vocational education. After all, a specialist with higher education is expected not only to apply specific functional skills in the workplace, but also to have the ability to professionally assess the atypical situation, implement management functions, carry out long-term planning, assess and respond to market changes. Therefore, the set of possible tools for the organization of higher education should be as wide as possible and should not be limited to the dual form only. This form of organization of education should be in demand by higher education students in accordance with their professional interests and preferences, as well as meet the needs of specialization. However, the identified effects of organizing the educational process with regard to the principles of dual learning (increasing academic performance, development of a number of cognitive skills, soft skills, as well as sustained interest in continuing education, including master programs) emphasize the need for further systematic research aimed at solving this issue.
