Дуальна освіта: перспективи, виклики та досвід впровадження - Рівненський фаховий коледж НУБіП України

An online conference dedicated to dual education was held on January 28. The event brought together over 250 participants, among whom speakers shared their experience in implementing this educational model. The main idea of dual education is to combine theoretical training in an educational institution with practice in an enterprise, which allows students to gain solid knowledge and real work experience.

Foreword: a broad vision of dual education

The conference was opened by Andriy Pereymybida, who began by explaining the concept of dual education in a broad sense. He emphasized that this form of education involves not only the integration of theoretical and practical knowledge, but also the construction of an individual program for each student. The university receives learning outcomes in the form of practical skills and projects, which are reflected in the student's educational repository. This approach ensures higher-quality training of specialists ready for the challenges of the modern labor market.

Cooperation with companies: SoftServe experience

The second speaker was Andriy Lagun, who spoke about the practical implementation of dual education with the support of IT companies. In particular, he shared his experience of cooperation with SoftServe.

The peculiarity of this model is that students study according to an individual program, combining classes at the university with practice in the company. Upon completion of the study, students receive not only a diploma, but also a supplement indicating the place of practice. This information becomes a significant component of their portfolio and increases competitiveness in the labor market.

Andriy Lagun also emphasized that a student who wishes to study under a dual program must indicate at the admission stage that he or she chooses this form of study, as well as successfully pass the entrance exams. This approach helps to form study groups motivated for development within the framework of dual education.

Features of dual education for teachers

In addition to students, dual education also opens up opportunities for teachers. They can work both in an educational institution and in a company, helping students to master practical skills in real conditions. It is important that teachers also form individual plans that take into account their work in both environments, and this is counted as their professional activity. Thus, dual education contributes to the development not only of students, but also of teachers themselves.

Key highlights from Taras Rak: needs and challenges

In his speech, Taras Rak focused on the importance of motivating the three parties involved in dual education:

The University, which provides the theoretical basis and support for students;
An employer who provides practical training;
The student, who is a key participant in the process.

He noted that employers are interested in training students who have solid knowledge, are ready to learn on the job, and do not require additional resources for initial training. Such students minimize company costs and become full-fledged specialists faster.

Taras Rak also emphasized that students must clearly understand what skills companies need, and employers must understand how the university works with students and what its main goal is. Mutual trust between these parties is the key to the successful implementation of dual programs.

Students participating in dual projects have the opportunity to showcase their achievements and projects in a portfolio. Such programs are complemented by various events such as company days, mind games, hackathons, ideathons and social initiatives. This creates an environment for closer interaction between students, teachers and employers.

Companies that collaborate with students may offer them internships or even jobs after their second year, depending on the students' skills.

Dual education is completed with additional certificates that confirm the acquired knowledge and experience, which satisfies both students and employers. However, the implementation of such a model is not without challenges:

Risk of insufficient theoretical training;
Uneven quality of practical training;
The complexity of coordinating programs between the university and the company;
Significant workload on students and teachers.

It was noted that dual education begins both after the first year of undergraduate studies and from the first semester of graduate studies, depending on the educational institution, which is why it requires significant efforts from students. According to the speakers, it would be ideal to involve students as early as possible, as soon as students are familiar with the basics of their chosen profession.

Results

Dual education is a promising tool for training highly qualified specialists, especially in the IT sector. Its success depends on the joint efforts of universities, employers and students. Cooperation, trust and mutual understanding between all parties contribute to the creation of a modern and effective education system that meets the challenges of the time.