Dual form of education: the experience of german higher education institutions

Abstract

The paper deals with the problem of dual education in the Federal Republic of Germany. The main features of the implementation of dual education programmes are identified. The correlation of branches and specialities in which dual education is carried out is presented. It is established that there are several models of regulation of theoretical education and practical training. The relationship of all parties within the framework of dual education programmes is clarified: student, higher education institution, participating company. The responsibilities of each party are stated. The authors emphasisethe main motivations for graduates to choose dual study programmes, which are a combination of theory and practice, financial support and good employment opportunities. Dual programmes create a unique opportunity for an effective connection between vocational and higher education. They are a format that combines the acquisition of academic and theoretical knowledge with the acquisition of practical professional competencies. The most popular are engineering and economics majors. Dual study programmes are implemented according to different models: block (most programmes), rotational, and distance learning. The division of responsibilities is usually as follows: practical training is provided by companies (enterprises, organisations, etc.), and theoretical training is provided by higher education institutions. They conclude relevant cooperation agreements. Students are not selected by universities of applied sciences or professional academies, but by participating companies. Therefore, applicants usually get a place in this programme not only on the basis of their high school diploma scores, but also on the basis of the results of an interview or other selection procedures for the company. In general, over the past few years, the following trends in the development of dual study programmes have been identified: dual study programmes are established as a separate study profile; the focus of dual study programmes continues to shift towards programmes integrated with practice; dual study programmes are differentiated by format, i.e. the combination of practical work experience and higher education, as well as by the timing and organisation of learning models; further structural changes are taking place at the state level.