DUAL TRAINING ORGANIZATION AND SELF-ASSESSMENT BY STUDENTS OF THE DEVELOPMENT OF COMPETENCIES

An analysis of the practice of introducing dual training has shown how important it is to improve the regulatory framework for its development. However, the on-going mutual convergence of enterprises and universities is also important. The paper discusses the organization of dual training at the level of “enterprise-department (laboratory)”. The objectives of the study include clarifi cation of the principles of dual education organization at this level, development of methodological principles for the dual education organization, graduate-assisted assessment of the success of its organization and the development of universal competencies. Based on the analysis of ten distinctive features of the dual education system, the authors have clarifi ed the principles of its organization at the level of “enterprisedepartment (laboratory)”. The possibility of their implementation by the department is considered a selection criterion for choosing seven positions. The authors have been searching for a methodological basis for successful solving organizational and managerial tasks when interacting with enterprises. The authors state that the methodological categories of modern education – “objects”, “types”, “elements”, “conditions for the implementation of professional activities” can be used to formulate methodological principles for the organization of dual training at the “enterprise-department (laboratory)” level. Is emphasized that in the context of dual education, practical training of students should provide the formation of skills to work with objects and form experience in the implementation of professional
types and elements of activity in professionally signifi cant contexts. The authors provide an example of the formulation of these categories in the professional context. Diagrams of the evaluation results of the dual training institution obtained from the university graduates havу shown that it is more diffi cult to build this system at the department level than at the laboratory level. During the selfassessment of the development level of ten competencies made by university graduates, no respondents chose the position “competency
is not developed”. However, respondents noticed the weak formation of individual competencies (from 11.1% to 44.4%, excluding communication in different languages). The study results have shown that successful development of competencies in the framework of dual training requires not only the implementation of its organization principles, but also the use of improved teaching methods.