In my article I want to talk about the increasingly popular system of obtaining higher education in Germany - we will talk about the so-called dual education. I didn’t find a single mention of this on Habré, but... the system is very interesting and practically unfamiliar to residents of Russia and the CIS countries, I decided to write about it in detail, because In light of recent events, emigration sentiments are becoming more and more popular; perhaps someone will become interested and want to try. I myself am studying according to such a system, majoring in applied computer science, I have now completed 4 semesters, so everything written will be from personal experience.
Concept
So, what is dual training? This is a type of study that involves obtaining theoretical and practical knowledge at the same time. Simply put, you study and work. And, of course, you get paid for it. But first things first. There are actually a lot of types of dual studies in Germany, and such training is often talked about in the context of obtaining secondary vocational education (Ausbildung), we will not be interested in this, because It is almost impossible for a foreigner to obtain a visa under Ausbildung. We will focus specifically on obtaining higher education.The “duality” of training lies in the fact that all studies are divided into practical and theoretical parts, alternately replacing each other throughout the entire training period. Theory is classical classes at the university, which last on average 3 months and are held directly at the university: lectures, seminars, project work, exams at the end of the semester. All this is familiar to us. The fun begins in the practical trimester. You do your internship at a company with which you have a training contract. At the same time, you are given a good opportunity to get a direct understanding of the work processes at the company, gain real experience by sticking your nose in everywhere and participate in internal projects. The goal is to teach you really do something.
In an ideal world, you actively apply the theoretical knowledge acquired at university in practice; in fact, it is not always possible to achieve this 100%, but theoretical knowledge, as we know, is never superfluous. Practice also lasts on average 3 months, then it is replaced by theory and so on, in a circle. As a rule, this is especially common in large companies, during practical semesters you work not only in one department, but go through several, depending on your study plan.
At the end of the 3-year study, you will have a bachelor's degree (B.Sc, B.A., B.Eng - depending on the specialty), with 210 ECTS credits, as well as some practical experience available, which will make your life much easier as a new graduate: enterprise subsequently there will be no need to waste time on your “working in”. In addition, as a rule, companies are interested in hiring you permanently immediately after studying - otherwise why would they need to spend so much money on your training?
By the way, touching on the financial side. All studies, including the theoretical part, are paid for by the company where you work. The salary depends very much on the partner company, but, as a rule, in the IT field it is very decent (naturally, by student standards) and grows with the year of study. Due to the very busy study schedule, dual students do not have vacations as such, but they do have paid leave that can be taken during the practical part. For me it is 30 working days a year.
Studying at a dual university
Several universities offer dual studies in Germany, here we will talk about one of the largest and most popular dual universities with several branches in the south of Germany - Duale Hochschule Baden-Württemberg (DHBW), and more specifically about the DHBW of the city of Mannheim, in which I, in fact, I'm studying. A complete list of specialties with a note about where exactly they are taught can be viewed
My specialty is called Angewandte Informatik (applied computer science) with a specialization in International Business Competence. This is what our curriculum looks like (achtung, German!). Due to specialization, many of our lectures are taught in English - knowledge of it is assumed from the very beginning. In addition, I cannot say that any area is taught to a greater or lesser extent; in my opinion, there is an optimal balance of theoretical, practical, technical computer science and other disciplines.
While my specialization involves further development in the field of consulting and work in international projects, our faculty also has areas in Mainframe Computing and Betriebliches Informationsmanagement (something like managing information processes in an enterprise). In addition, DHBW Mannheim teaches Informationstechnik - information technology (a more technical direction, closer to electrical engineering) and Wirtschaftsinformatik - economic informatics, which, despite a slight advantage in the field of IT, officially belongs to the Faculty of Economics.
Also, which is generally typical for the entire university, in addition to classical teachers, lectures are given by a large number of working specialists, i.e. those who have extensive practical experience, but do not have a permanent position at the university. This point should be assessed in two ways, in my opinion, and can be compared to a lottery - the quality of lectures and material taught very much depends on the person’s personality, because Not everyone can really skillfully transfer their knowledge. However, in any case, it is a definite plus that people share knowledge and experience in using technologies that are actively used in practice, and were not described in textbooks several decades ago.
Another point that is typical at least for our specialty is the presence in the curriculum of a very large number of group/project work, which should develop teamwork skills. Group projects are undoubtedly present in classical universities, but not in such quantity. Over the past 4 semesters, we have completed more than 10 joint projects, and each time the groups were formed in a new way, on average from 2 to 6 people per group. Some of the projects took place in place of the mandatory exam at the end of the semester, while others were simply an addition to the exam.
By the way, about exams. The specific nature of studying at DHBW naturally affects the conduct of exams. Due to the rigid predefined curriculum, one or two weeks are allocated for exams at the end of the semester. During this time, 5 or more exams can be written, some of them modular, i.e. in fact, you write not one, but two or three exams on one day, one after another. Some modules are taken only at the end of the academic year - in May we wrote a double exam in applied mathematics and statistics, which we started teaching in September last year, i.e. at the beginning of the 3rd semester. It is not uncommon for students to write 3-4 exams at the end of an odd-numbered semester, but at the end of an even-numbered semester, 10 or more await you. Undoubtedly, studying is very stressful and some cannot stand it and either leave on their own or drop out without passing the exams. Any exam can be retaken once. The third, last chance is given only once per academic year and only in one subject, in this case the exam is taken orally. At the moment, there are 36 people left in our course out of the original 42. In the course a year younger than us, the situation is even sadder; by the end of the first year, a little more than half of the students remained there. And this despite the fact that we practically do not have “random” students due to strict selection. This is spartaaaaaaa!!
So, now to practice. The university does not provide a clear and specific plan for conducting a practical semester; there are only general requirements that students are not used to make coffee or copy unnecessary documents, but are given tasks that correspond to their level of preparation. In general, each company decides individually what it will do for the student, depending on the student’s current projects and interests.
I work at an enterprise whose focus is not directly related to IT at all, but where would we be without information technology these days? During my previous internships, I worked in the technical infrastructure department - servers, networks, telecommunications, etc. During this time, I realized that this is not exactly what I would like to do in the future. In the next internship I will change departments. By the way, the great advantage of dual study is that during the practical semester you can try on your future field of activity and see if it’s “yours” or not and, if necessary, adjust your specialization as you like. For young green students who have little idea what awaits them later at work, it seems to me that this is very relevant.
In addition, during internships, students write reports that they later submit to the university as part of the curriculum. In general, as described above, the internship is closely integrated into the university program.
Very often, if there are foreign branches, companies provide their students with the opportunity to conduct one of their internships abroad. I am currently doing an internship at a branch of our company in the USA, improving my English to a decent level.
In general, the impression of studying is positive. Studying is not easy, but with enough motivation and effort, it is quite possible to get good grades.
Admission
For those who are interested, here are the most essential conditions for admission:1. Having the right to receive higher education in Germany (Abitur)
The first point is having access to higher education at German universities. Due to the difference in the number of years of study in German and Russian schools, simply having a matriculation certificate coupled with passing the Unified State Exam does not automatically equate graduates of Russian schools with German applicants. The minimum required for recognition of your right to study at a university in Germany is two completed university courses. A higher education already obtained in Russia/CIS is equivalent to at least a German applicant and gives the right to study any specialty from scratch.
Of course, as elsewhere, there are nuances and exceptions here. After one completed university course, you have the right to enter a German college of pre-university preparation (Studienkolleg) and, after studying there for a year, obtain admission to certain specialties - technical, economic, language, etc. d. School graduates who received a gold or silver medal can also get into such a college without going through a Russian university course.
2. Contract with DHBW partner company
The training contract is also one of the determining factors for admission to the DHBW. If it is available, enrollment in the university is a formality, and all the necessary work is carried out by the enterprise that has entered into an agreement with you.
In general, the most important selection of future students is carried out directly by partner enterprises. Their spectrum varies greatly - from unknown small and medium-sized companies, known only in certain circles, to the world's largest concerns, such as IBM, HP, SAP, Daimler, Siemens, etc. Where they will take you and whether they will take you at all depends entirely on your talent and ability to present yourself. Everyone has a chance to get into large enterprises; they won’t just take you anywhere “through connections.”
3. Knowledge of the German language at a level that allows you to study at a German university (B2-C1)
Naturally, to study in Germany you need to know German (the captain says hi). The most common certificates confirming language proficiency are TestDaf and DSH. For those who do not speak German sufficiently, there is the opportunity to study at the so-called international faculty. Here
and there are several examples of specialties. Other DHBW offices may have a wider list of such offers. Training is conducted entirely in English, plus the program includes compulsory study of German. There are much fewer companies offering this international option for studying, but they do exist. And judging by what is written on their pages, guys from Russia and the CIS countries are already studying there.
Dual studies are prestigious and popular in Germany, but competition for them is consistently high. However, only recently (since 2010) foreigners received an officially confirmed right to study at this university; previously, it was necessary to obtain the consent of the labor exchange and a work permit. I had long and tedious discussions with the Aliens Office on this matter, but in the end my persistence prevailed.
If you were planning to emigrate and study at a German university, you can consider dual studies as an option. Formally, in terms of status, foreign students at “regular” universities are no different from dual foreign students, the only thing is that due to a contract with a company, it will be much easier for you to resolve the issue of confirmation financial support.
I will be glad if my information is useful to you.
Dual training for Kazakhstan is a new form of specialist training, which combines practical and theoretical components of vocational education. What it is? Let's tell you in more detail.
Dual education in Kazakhstan: goals, objectives, problems and ways to solve them
Dual education is a topic that has recently become popular in Kazakhstan. This relevance is due to the crisis that vocational education and higher education institutions are experiencing.
The crisis situation in the Kazakh specialist training system is not unique to the post-Soviet space. This is due to two main reasons:
- For a long time, educational institutions of technical and humanitarian profiles were guided exclusively by the educational standards determined by the state. At the same time, the future employer was not asked what kind of specialist he was expecting.
- Enterprises became private, and the relationship between university (college) and production was broken.
However, the economy, school, medicine, social projects, technology are rapidly developing and require ready-made specialists who, from the very first days of work in production, will have a clear understanding of the tasks and technology for their implementation.
Unfortunately, training centers devote more time exclusively to theoretical training, while at most 10% of the curriculum is allocated to practice. As a result, graduates of colleges, technical schools and universities, once in production, look and feel helpless. The employer, in turn, has neither the time nor the resources to develop their practical skills.
The way to solve this problem is dual training (DL). Let's figure out what dual training is? What goals and objectives does it pursue?
This system involves training a specialist simultaneously in two areas - theoretical and practical. He spends 1/3 of his training time acquiring basic knowledge in college, and 2/3 of his time honing his skills and gaining practically significant knowledge in a production facility - a training enterprise.
The main goal is to prepare a qualified and competent graduate who has developed basic skills for working in production, to develop a Kazakh model of additional education in the system of technical and specialized education (TVE).
Simply put, to prepare a specialist who could get involved in the work from the very first days and would perform it at a high professional level. In addition, dual education involves the formation of an order from employers in Kazakhstan for specialists with certain skills and knowledge.
To achieve this goal it is necessary to implement the following tasks:
- study the best practices of dual training;
- create experimental sites for subsidiaries;
- determine the features of training in the dual education system in different areas, regions of Kazakhstan, as well as sectors of the economy.
How is dual education developing in Kazakhstan? In our country, this type of personnel training began to be introduced in 2012. There are a number of successes in this direction:
- The concept of “dual training” is enshrined in regulations. First of all, this concerns the Labor Code;
- the balance of theory and practice in the education system in technical schools and colleges has been approved at the legislative level. The hours are distributed like this - 40% to 60%;
- rules for the implementation of such programs in educational institutions of technical and vocational education were approved;
- those who are trained according to this system receive credit for their work experience;
- Agreements have been concluded with entrepreneurs who provide a production base for training specialists.
The most promising areas for the implementation of additional education in Kazakhstan are educational institutions of technical, technological and agricultural profiles.
Today, dual education is most successfully implemented in college, since educational structures of this type involve the training of a mid-level specialist, initially focused on production.
Currently, 348 colleges are participating in this program. They cooperate with more than 1,700 businesses. More than 20 thousand students undergo training.
Employers enter into contracts with those who enroll in such colleges. Thanks to this, the student knows that after completing his studies he will be employed at a specific enterprise, and the production manager is confident that a new qualified employee will join the team.
Thanks to interstate (German-Kazakh) programs, training centers of this kind have been created in East Kazakhstan region, Akmola and Kostanay regions, and in the Karaganda region.
However, participants in this training program face a number of problems:
- The legislative and regulatory framework that regulates such a system of training specialists has not been sufficiently developed.
- Outdated educational standards apply.
- There is no investment (most entrepreneurs are not ready to invest money in training specialists).
Thus, the relevant ministry faces a number of tasks of paramount importance, without the solution of which the full implementation of subsidiaries is impossible. Including:
- develop a regulatory framework;
- develop a national model for training specialists in such programs;
- create infrastructure for the implementation of dual training (retraining and certification centers for specialists, training centers at enterprises);
- develop a system for monitoring the effectiveness of the educational program.
Solving these problems means forming a new model for training professionals. It will reduce the gap between what graduates of educational institutions can and know and what requirements are placed on them by production in different sectors of the economy.
Dual training: foreign experience
The experience of foreign countries gives an idea of how effective dual training is. First of all, we are talking about Germany, where the idea of such an educational system appeared.
It is believed that dual training is a training model that became popular in medieval Germany. Back then, artisans were trained in special craft workshops. In the 19th century, children studied at work and at the same time in Sunday school.
Today, more than 50% of educational institutes and centers in Germany operate using a dual education system. Training under such programs is carried out in 340 specialties and profiles. More than 54% of specialists who are employed annually by German enterprises are graduates of such colleges.
What is special about this form of education in Germany:
- Colleges train specialists in contact with industry. The curriculum is designed in such a way that the student undergoes theoretical training 1 or 2 days a week, and works at the enterprise for 3 or 4 days.
- The student receives wages and social benefits from the company or factory.
- Upon completion of training, the graduate passes a kind of state exam.
Despite the fact that entrepreneurs who participate in such a program invest significant amounts, they also receive significant benefits from this. All the money they invested in training a specialist is returned a hundredfold after 9 months, maximum - after 2–3 years.
Today in Germany the need for qualified workers is increasing, so the dual training program for migrants is relevant. It works on the “3+2” principle. A migrant who becomes a student receives the right to legally stay in the country for 3 years of study and 2 subsequent years, when he will work off the money invested in his training at the enterprise.
The Apprenticeship program also operates in the USA. It covers young people under 18. Training is carried out mainly in technical areas. In the UK, about a million people study dually each year.
States are trying to encourage employers who participate in the dual training system. For example, in Canada there are tax incentives; in France, entrepreneurs-investors receive compensation.
Dual training is a promising specialist training program. Graduates of colleges where such a program is implemented receive a profession, and it is easy for them to find a job.
Such workers are the driving force of the country's economy. They receive knowledge adequate to modern requirements, develop skills and abilities. Therefore, they easily cope with production tasks.
The primary task of the government of Kazakhstan is to interest entrepreneurs in partnerships with educational institutions.
M.T. Rakhimzhanova
MSE "Electrical Engineering College"
DUAL TRAINING – ADVANTAGES AND PROBLEMS
As is known, the dual system of vocational education has received worldwide recognition; it is the most common and recognized form of personnel training, which combines theoretical training in an educational institution and industrial training in a manufacturing enterprise.The experience of using a dual training system has shown the following advantages of this system compared to the traditional one:
The dual system of training specialists eliminates the main drawback of traditional forms and methods of training - the gap between theory and practice;
- the mechanism of the dual training system includes an impact on the personality of the specialist, the creation of a new psychology of the future employee;
- the dual system of employee training creates high motivation for gaining knowledge and acquiring skills at work, because the quality of their knowledge is directly related to the performance of official duties in the workplace;
- the interest of the heads of relevant institutions in the practical training of their employees;
- an educational institution working in close contact with the customer takes into account the requirements for future specialists during training;
- the dual training system can be widely used in vocational training in Kazakhstan in the coming years.
Colleges are switching to dual education.
This is when theory takes up only part of the time, and the main burden of practical work is done at the enterprise, which bears the costs of training a specialist. After three years of such training, you can easily find a job. Today, the dual training system is one of the most effective forms of training vocational specialists.
Dual training is one of the additional areas of activity of the NCE RK. In his message “Kazakhstan Way - 2050: Common goal, common interests, common future”, President of the Republic of Kazakhstan Nursultan Nazarbayev noted that “in the next 2-3 years it is necessary to form the core of a national system of dual technical and vocational education”, and “in the future it is necessary to provide transition to state guarantees for young people to receive technical education.”
The dual education system involves the participation of two institutions in training - a vocational school and a training enterprise. At the same time, the practical, industrial part of training accounts for approximately two-thirds of the time, while the professional-theoretical, school part accounts for only one-third.
This kind of education is widely used in the West. For example, in Germany, dual education is introduced into a strict legislative framework, and is carried out with the help of chambers of commerce, industry and crafts. Of the country's 3.6 million enterprises, 500 thousand are involved in the vocational training program. Moreover, more than half are representatives of SMEs, that is, private business invests substantial funds in training specialists in the required profile. Our special subject teachers completed experience exchange courses in Germany.
Companies make a forecast of labor needs in advance, and a German school graduate begins his professional path not by choosing a specialized university, but by searching for an enterprise that will train him. The curriculum is formed by order and with the participation of employers, who also have the opportunity to distribute the volume of educational material among disciplines within one specialty. Company employees act as teachers in production.
The program is usually designed for 2.5-3 years and ends with an exam, which is accepted by a commission of representatives of the enterprise, vocational school and regional crafts or chambers of commerce and industry. Graduates who successfully pass the exam receive a certificate from the chamber, giving them the right to work in their specialty. It is worth noting that during their studies, future employees receive quite a decent stipend.
As we see, the high viability and reliability of the dual education system is explained by the fact that it meets the vital interests of all parties involved in it - enterprises, workers, and the state. For an enterprise, dual education is an opportunity to prepare personnel exactly “to order”, ensuring their maximum compliance with all its requirements, saving on the costs of searching and selecting workers, their retraining and adaptation. Participation in personnel training has a positive effect on the reputation of the enterprise and its image as an employer in the labor market.
For young people in Germany, dual education is an excellent chance to painlessly adapt to adult life and get a job. In addition, not a single university engineering education is capable of providing such knowledge of production from the inside as dual training, which makes it an important step on the path to a successful career. The state, which effectively solves the problem of training qualified personnel for its economy, remains an absolute winner. In Germany, the main burden in the field of education lies with enterprises, which spend more than 40 billion euros annually on improving the professional qualifications of their employees. This amount is more than what it costs the state to maintain universities.
The dual education system was introduced in our republic in 2012. This format allows you to combine theory and practice in the educational process. Along with the basics of science, students master their chosen profession directly on the job. That is, 1-2 days a week in classrooms, the rest of the time at partner enterprises. The experiment was considered successful, and the principles of dual education are now being implemented in 176 colleges with the participation of more than 2,000 enterprises. 44 thousand students are trained in production. The interest of employers themselves in such cooperation is growing every year. Every production needs qualified personnel. Especially now, when the introduction of new technologies is the key to business success.
It is worth noting that the dual model of education is successfully used in countries such as Germany, Austria, Denmark, the Netherlands and Switzerland. In Kazakhstan, 24 experimental sites have been created to introduce the principle of obtaining a diploma in the “theory embedded in practice” format at colleges in all 16 regions. First of all, in Almaty. As part of this project, it is planned to study experience and results over three years in order to develop uniform standards for creating a Kazakhstani model of dual education.
Despite positive examples, a number of unresolved issues still remain. Effective implementation of dual training technology requires legislative and regulatory support, the introduction of a motivation system for enterprises, the creation of a mentoring institute and an effective career guidance system. Solving these problems will contribute to the formation of a new model of professional training, which will overcome the gap in the structure, volume and quality of labor resources from the real requirements of specific enterprises.
The eternal problem of first Soviet and later Russian professional education is the gap between theory (young heads are generously stuffed with it) and reality (young people inevitably encounter it after graduation).
Participants in the All-Russian Conference “Russian Vocational Education: Experience, Problems, Prospects,” held in Moscow on April 23-24, 2008, noted that the qualitative characteristics of the country’s economy do not allow it to fully take advantage of global competition. Russia remains vulnerable to fluctuations in the world commodity and financial markets. Among the limiting factors is an acute shortage of highly qualified workers in the federal and regional labor markets.
An enterprise for which the provision of qualified personnel is a matter of life and death has to bridge the gap between theory and practice. Everyone solves this issue in their own way. In some places, mentors are assigned to newcomers, they are inducted into positions, in others, training and adaptation programs are developed and implemented. And as a result, after a couple of years they get a specialist who is ready to work and has excellent knowledge of production. Isn’t it too expensive to first teach for several years, and then complete and re-teach for almost the same amount of time? Isn't it possible to do something more efficiently and quickly?
Practice is the criterion of truth
It turns out that it is possible. We need to take a closer look at the experience of those who have already solved this problem, and not without success. Of particular interest in this regard is the vocational education system of Germany (this country, according to the International Institute for Monitoring the Quality of the Labor Force (Switzerland), is one of the leaders in terms of personnel qualifications). The dual education system in Germany has been tested by life and is a model for the entire European Union.
German education has deep historical roots and strong traditions. Already in the Middle Ages, German artisans were distinguished by their special skill and practiced the transfer of craft from master to apprentice for the longest time in Europe. By the way, a student could remain an apprentice for half his life, the requirements for his qualifications were so high. The right of a master to put a personal mark on goods was a symbol of not only professional, but also life success.
The new economy transformed the tradition of “piecemeal” training by a master into a dual training system. This is a special form of training qualified workers based on close interaction between enterprises and vocational schools: students learn a profession from “masters” who have undergone special training.
It is not a sin to learn from the Germans a traditionally respectful attitude towards that type of work, which in modern conditions can only conditionally be called physical. After school, our young people strive to go to university. And more than half of children in Germany go through vocational education, preferring to learn how to do something with their hands. Currently, there are several hundred professions that can be studied using the dual system, and this list is constantly growing.
Dual system allows you to kill two birds with one stone, that is, combine both theoretical and practical training in the educational process. Simultaneously with their studies, students master their chosen profession directly at work, that is, they study in two places at once: 1-2 days a week at the school, the rest of the time at the enterprise.
At the school, young people receive theoretical knowledge by studying both special subjects in their chosen profession and general education (native and foreign languages, mathematics, religion). And the masters at the enterprises help them acquire practical skills, teach them the subtleties and intricacies of the profession, which are not in any book.
The program usually lasts three years and ends with an exam, which is accepted by a commission of representatives of the enterprise, school and regional crafts or chambers of commerce and industry. Graduates who successfully pass the exam receive a certificate from the chamber, giving them the right to work in their specialty.
Anna Bechtold
chief HR specialist
Division "Light Commercial Vehicles"
LLC "Commercial vehicles - GAZ Group"
In 2008, I attended an on-site seminar in Germany on the effectiveness of training a personnel reserve at an industrial enterprise using a dual training system, organized by the German Business School at the company Industrial Consulting Group.
Why did I go to the seminar? I was primarily interested in the opportunity to get acquainted with the experience of 2 companies: Continental AG and Volkswagen, since we work closely with them. These cutting-edge businesses operate in the same industry as us.
Why do young Germans want to get blue-collar jobs? In Germany, students provide for themselves; their parents stop providing for them after graduation, so they are ready to do any work and get paid for it. Russians want to get everything at once (that’s the mentality!), so young people immediately see themselves as a manager with a big salary. In Germany, excellent conditions for work have been created, including in blue-collar occupations, plus there are excellent conditions for training (using the same dual system).
German companies do not expect favors from nature, but are actively involved in training personnel to meet their needs. Why don't we follow best practices? The reason is the education system, regulated from above. It is centralized. And in order to implement a dual training system at your enterprise, you must first get permission from above. And this can only be an experiment, since each specialty has an approved program, and educational institutions have no right to deviate from it.
A dual system (according to the German model) could be a good source of labor for enterprises, which would contribute to the development of industry and the economy. However, there is one “but”. This system cannot be implemented at Russian production sites in the near future, as this requires a complete overhaul of the training system in Russia.
In my opinion, this is something we should strive for. It is truly useful and necessary to conduct parallel theoretical and practical training for students. This solves several problems. First, the intern gains the necessary experience. After graduation, it will be easier for him to find a permanent job. Secondly, the enterprise with this approach to training will be provided with a constant influx of qualified personnel.
After my return, our company entered into agreements with a number of specialized educational institutions for targeted training of personnel (mainly in in-demand working specialties). In 2009, it is planned to equip a number of classrooms and laboratories for internships (practical training).
Our long-term plans include the creation of a dual training system at GAZ production sites, which will be declared an experimental site for dual training. Currently, this project is being approved by the Ministry of Education. In addition, a corporate training center was created, the work of which is aimed at training qualified personnel to meet the needs of the enterprise.
I believe that it is necessary to improve the quality of education in existing universities by all possible methods. You can always reduce it, this is the simplest thing, but raising education to the required level is much more difficult, but more effective.
Everyone plays and wins
The high viability and reliability of the dual system is apparently explained by the fact that it meets the vital interests of all parties involved in it - enterprises, workers, and the state.
For an enterprise, dual education is an opportunity to prepare personnel exactly “to order”, ensuring their maximum compliance with all its requirements, saving on the costs of searching and selecting workers, their retraining and adaptation. In addition, it is possible to select the best students, because in three years all their strengths and weaknesses become obvious. In turn, this approach motivates students to learn not for show.
Newcomers can immediately work with full dedication and productivity; they know the life of the enterprise well and feel like they belong there. All this together helps to retain personnel and reduce turnover, which is important for production.
Participation in personnel training has a positive effect on the reputation of the enterprise and its image as an employer in the labor market (the so-called HR brand of the company). At the same time, it retains the right to choose, and it decides for itself whether to organize training. For small enterprises that want to provide training, but do not have the opportunity to equip their own workshops, chambers of commerce and industry create inter-industrial training centers.
For young people in Germany, dual education is an excellent chance to gain early independence and painlessly adapt to adult life. Already during training they receive a monetary reward for their work at the enterprise, and after graduation they receive a job for which they are well prepared. The dual system ensures a smooth entry into work, without the stress that is inevitable for other forms of learning caused by a lack of information and poor practical training. It allows you not only to learn how to perform specific job duties, but also develops the ability to work in a team, forms social competence and responsibility.
The dual system provides excellent opportunities for managing your own career. The level of training within its framework is constantly increasing. If previously fourteen-year-old teenagers became students, now in most cases they are already quite mature young people with a good knowledge base. Every sixth student even has a certificate of complete secondary education, which allows him to enter a university, but still they prefer to first get a profession at an enterprise. Not a single university engineering education is capable of providing such knowledge of production from the inside as dual training, which makes it an important step on the path to a successful career.
The state, which effectively solves the problem of training qualified personnel for its economy, remains an absolute winner. Unlike Russia, in Germany the main burden in the field of education lies with enterprises, which spend more than 40 billion euros annually on improving the professional qualifications of their employees. This amount is more than what it costs the state to maintain universities.
The state supports the training of specialists at the enterprise by financing the system of vocational schools. Students attend educational institutions within the dual education system. The main function of the state is coordination and provision of the legislative framework.
At the federal level in Germany, the Law “On Vocational Training” (hereinafter referred to as the law) and the “Craft Code” have been adopted, which regulate the relationship of the student with the enterprise and educational institution. This law also determines which enterprises can participate in the program (out of 3.6 million enterprises in Germany, 500 thousand are involved in the vocational training program). According to the Law, provisions on the training of specialists are adopted by the parties to tariff negotiations, that is, employers' and employees' organizations, and are then put into effect at the federal level by the competent minister (usually the Minister of Economy). The Ministry of Labor, in turn, is developing a “Training Regulation” that regulates examination requirements.
The general ideology of cooperation is determined by the Federal Institute of Vocational Education, on the basis of which the Ministries of Education and Science of the Federal Republic of Germany interact with other interested ministries and departments. At the level of the federal states there is a Standing Conference of their Ministers of Education. Each of the land ministries exercises control over the activities of all vocational schools on its territory, develops standard regulations, and is responsible for providing them with teaching staff and for the content of educational programs. In addition, its competence includes legal control and cooperation with regional chambers on vocational training issues. The tasks of these chambers include monitoring the availability at enterprises of the necessary conditions for training students, as well as creating examination commissions.
Thus, the country provides a unified educational space with the ability of regions to solve their specific problems in the field of vocational and technical training.
What do we have?
“If you study poorly, you will go to a vocational school,” this was the horror story that Soviet school teachers actively used to “pacify” slobs. In those days, continuing to study at a vocational school was perceived by young people and their parents as an option for losers. Where can we talk about the pride of a working man! Nevertheless, the system of vocational education worked at the very least and supplied the national economy with the planned number of specialists.
At the end of the 20th century, the situation underwent significant changes. The consequence of the socio-economic crisis and the decline in production was a decrease in the need for qualified personnel: from 1985 to 1994. the training of specialists with secondary technical education decreased by almost 2 times, enrollment in technical specialties decreased from 421 to 222 thousand people.
Then, emerging from the 2nd half of the 90s. The rise in production also caused an increase in demand for qualified personnel. Moreover, demand has changed not only quantitatively, but also qualitatively. Due to changes in the employment structure of the population, the use of new technologies, modern equipment, and knowledge-intensive automated processes, the requirements for workers have increased significantly. Theoretical training had to be combined with practical skills in providing repair and adjustment of equipment, its diagnostics and ongoing operation, performing dispatch and administrative and technical functions, and product quality control. The state of the education system did not allow us to effectively solve this problem.
At the moment the situation is no less complicated. According to the Federal Service for Labor and Employment of the Russian Federation (Rostrud), currently from 60 to 80% of vacancies in the labor market are blue-collar workers. At the same time, the average age of a Russian worker is 53-54 years. Thus, statistics indicate a difficult situation with the reproduction of qualified workers.
The main task that the education system needs to solve is to create a new model of professional training that would overcome the gap in the structure, volume and quality of labor resources from the real requirements of specific enterprises. And in solving this problem, the experience of developing a dual form of vocational education in Germany can be extremely useful - for improving legislation, determining a mechanism for dividing powers of the Federation and regions, resuscitating the traditions of craft training, and forming a system of multi-channel training financing.
Text: Anna Brylevich, Sofia Kranz
To understand how dual vocational education differs from dual vocational training, it is necessary to clarify what the mysterious but now fashionable word “dual” means. Let's try to understand its meaning through a selection of synonyms. For example, such as “double-sided”, “double”.
Speaking about dual vocational education, we mean the presence of two sides: educational institutions that provide modern theoretical professional knowledge to their wards, and enterprises where they receive invaluable specific practical skills and abilities.
Such education is already practiced in the Moscow region, Perm, Krasnoyarsk territories, Nizhny Novgorod, Vologda and other regions.
The experience is very interesting and promising. Vocational educational institutions train students in accordance with the specific requests of employers. Students receive theoretical knowledge within the walls of educational institutions, but practical skills - at the enterprises of interested employers. Moreover, much more time is allocated for practice (about two-thirds) than for studying theory.
What is so attractive about this experience? Specificity. The theory is immediately supported by practice. They are trained as specialists for specific positions, and undergo practical training at their future workplace.
What other advantages of dual education?
The company is actively involved in training the necessary personnel in accordance with its requirements. The state does not waste time and money on training impersonal specialists. Students study in two places at once: in an educational vocational institution and in a real enterprise, which strengthens their desire to engage in their chosen business.
By the end of the training, the young worker is professionally competent, involved in a certain production, the future place of work is native, familiar, and understandable to him. He knows what, how and when to do, and is motivated to do successful, high-quality work. The work schedule will not be new to him. He understands the enterprise infrastructure and is familiar with the corporate culture. The team is well known, everyone knows them, so they are not afraid of stressful situations or conflicts. Entering the position also does not require time. A mentor - an employee of the enterprise - will always help and advise.
Theory is no longer divorced from practice and does not prevail in the learning process as before.
Dual vocational education allows you to avoid graduating impersonal specialists, who then need to be further trained on the job, wasting precious time on this, which as a result negatively affects the efficiency of the enterprise as a whole. That is, they do not need time to adapt.
The ranks of young specialists, either unemployed because they cannot find a job, or working outside their profession, are not being replenished.
The student feels responsibility to the enterprise, feels interested and cared for by the future employer. This gives rise to motivation for quality training, loyalty, and dedication to the enterprise and profession.
During real, adult work in real production, a strong, confident, purposeful personality is formed.
As a result, a school graduate grows into a real specialist, passionate about his work, who is not only professionally trained, but also professionally educated.
Dual vocational education cannot be replaced with vocational training. You can train (“coach”, train) anyone and anything, you just need time, the mentors have pedagogical skills and patience.
Professional education is a more capacious concept. This is not only mechanical training in certain skills and abilities, but also the formation of beliefs, attitudes, the ability to creatively use the acquired knowledge, the desire to continuously improve qualifications, and see professional prospects.
This also includes the education of a versatile personality with a developed, broad outlook.
An educated person is a person who has not only mechanically acquired certain experience, knowledge, and skills that they tried to impart to him, that is, trained, but also a thinking, independent, creative person who does not stop there.
A trained person is a performer, and an educated person is an innovator, a creator who keeps up with the times.
Dual vocational education allows you to prepare educated (and not just trained) creative, qualified vocational and technical personnel who begin working in full force immediately after training.