Theoretical, Conceptual, and Technological Model for Shaping Professional Competencies in The Dual Education System
Main Article Content
Abstract
This article scientifically and theoretically illuminates the theoretical, conceptual, and technological aspects of shaping professional competencies within the framework of the dual education system. Based on general scientific principles of modeling and the classification of pedagogical models, a systemic model of dual education was developed, consisting of methodological, activity-technological, and results-based levels. The research results propose a technological model comprised of functional-structural, technological-process, criterion, and outcome components, which ensures the integration of educational institutions and production enterprises. This model serves to progressively develop professional competencies, enhance students' practical training, research potential, and technological culture. The proposed approach is assessed as a scientific and practical solution aimed at improving the dual education system, enhancing the quality of education, and increasing the adaptability of graduates to the labor market.
Article Details
Issue
Section
How to Cite
References
[1]. European Commission, Dual Vocational Education and Training in Europe: An Overview. Brussels, EU Publications, 2020.
[2]. Zubair, M., and Hussain, A., “Integration of theory and practice in engineering education through dual learning models,” International Journal of Engineering Pedagogy, vol. 12, no. 3, pp. 18–29, 2022.
[3]. Decision of the President of the Republic of Uzbekistan No. PQ 4884, “Development of the Vocational Education System,” 2020.
[4]. Inspection for Supervision of Quality in Education under the Cabinet of Ministers of the Republic of Uzbekistan, Methodological Guide on the Implementation of Dual Education. Tashkent, 2021.
[5]. Polat, E. S., Novye pedagogicheskie i informacionnye texnologii. Moskva, Akademiya, 2008.
[6]. Demin, A. V., Dual Education as a Mechanism of Practice Oriented Training. Moscow, INFRA M, 2019.
[7]. Saveleva, N. A., Professionalnye kompetencii i ix formirovanie v usloviyax cifrovoi ekonomiki. Moskva, Yurayt, 2021.
[8]. Resolution of the Cabinet of Ministers of the Republic of Uzbekistan, “Measures for the Development of the Dual Education System,” 2022.
[9]. Deissinger, J., “The German dual vocational training system as an example of structured vocational education and training,” Journal of Vocational Education and Training, vol. 68, no. 2, pp. 193–211, 2016.
[10]. Rauner, S., and Maclean, R., Handbook of Technical and Vocational Education and Training Research. Dordrecht, Springer, 2009.
[11]. Mulder, M., “Competence based education and training in the context of vocational education reform,” TVET Journal, vol. 5, pp. 1–15, 2017.
[12]. Tanggaard, T., “Practice based learning as a key approach in vocational education,” Vocations and Learning, vol. 7, no. 2, pp. 153–170, 2014.
[13]. UNESCO UNEVOC, Future Skills and Dual Training Systems Worldwide. Bonn, UNESCO, 2020.
[14]. Tynjala, P., “Toward a model of workplace learning: training, transfer, and integration,” Educational Research Review, vol. 8, pp. 1–15, 2013.
[15]. Nerland, S., and Jensen, K., Productive Learning in Professional Education. London, Routledge, 2014.