Results of Assessment of the Organization of Dual Education in the Training of Engineers and the Formation of Students Competences

Abstract

The article presents information on the clarification of the principles of successful implementation of dual education at the level of "Industry-Enterprise-University", the development of a new methodological support for dual education, the involvement of graduates in self-assessment in the formation of general competencies, and the results obtained. There are many features of the organization of the dual education system, and the most important of them, based on the analysis of their specific characteristics, a number of its principles, advantages, and a comparison of the characteristics of dual and traditional education systems, it was determined that eight categories of dual education are considered extremely important. The diagram of the results of the assessment of the organization of dual education by graduates of higher educational institutions (HEIs) showed that organizing dual education at the “Industry-enterprise-university” level is more difficult than organizing it at the “Enterprise-department (laboratory)” level. In the self-assessment of the level of development of ten competencies by HEIs graduates, not a single respondent chose the position of “competence is not developed”, but respondents noted the weak development of certain competencies (from 10.4 to 42.2%). The results of the study showed that for the successful development of competencies within the framework of dual education, it is necessary not only to implement the principles of its organization, but also to improve teaching methods. The responses of the respondents showed that organizing dual education at the “Industry-enterprise-university” level is more difficult than at the “enterprise-department (laboratory)” level. It turned out that the content of professional module subjects is more closely related to the requirements of production enterprises It is necessary to consider the basis of the study, and it is advisable to bring the laboratory equipment of the university to the level of modern production equipment. Reliance on the principles of dual education in organizing the implementation of dual education at the “industry-enterprise-higher education” level is its distinctive feature. Analysis of the practice of implementing dual education at the “industry-enterprise-higher education” level revealed the need to improve the regulatory and legal framework for its development.