Використання технології змішаного навчання для реалізації дуальної моделі професійної підготовки кадрів

Abstract

У статті розглянуто вдосконалення професійної підготовки фахівців у навчальному закладі на основі інноваційних моделей, форм, методів навчання. Особлива увага приділяється змішаному навчанню та його можливому використанню в дуальній моделі. Характеризуються переваги, труднощі впровадження, зроблено акцент на тому, що освіта кожної країни має свою специфіку, на що потрібно зважати, обираючи ту чи іншу модель здійснення дуального професійного навчання, а також враховувати базову освіту та можливості й побажання щодо її продовження.The article deals with the improvement of professional training of specialists in an educational institution on the basis of innovative models, forms, methods of training. Particular attention is paid to mixed learning and its possible use in the dual model. Particular attention is paid to the dual system of studying in Germany, as a country in which this system arose and develops and spreads to other countries of the world. The advantages, certain difficulties of its implementation are highlighted, the emphasis is placed on the fact that each country's education has its own specifics and it is necessary to pay attention to it by choosing one or another model of dual professional education, as well as taking into account basic education and opportunities and wishes for its continuation. It is important to use the time model: block and weekly. The use of these models entirely depends on the agreement between the employer and the educational institution. Nowadays, electronic, mobile, all-pervading learning, which can be used in the mixed technology of dual training, provided that there are certain necessary conditions, has become widespread. The results of vocational training in the dual system show that the unemployment rate in Germany has dropped significantly among young people aged 15-24, which is about eight percent, when in the EU it is about 23%, in Greece, Spain, even more than 50%, it is clear that it's all due to Germany's strong economy. Consequently, despite some difficulties in implementing the dual system of vocational training, it contributes to the transition to a qualitatively new level of training and retraining of specialists, the formation of general and professional competences of graduates of educational institutions, ensuring their competitiveness and demand in the labor market.