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Comparative analysis of successful practices of foreign and Russian models of dual education // Pedagogical Review. 2026. Issue 3 (67). P. 63-73

In the context of the global transformation of the labor market, characterized by a growing gap between academic knowledge and the practical requirements of employers, dual training has established itself as a key mechanism for training competitive personnel. By integrating theoretical training in educational institutions with the systematic acquisition of professional competencies directly at the workplace in partner companies, this model has proven to be highly effective in a number of countries. Despite the active introduction of dual education elements in Russia and the CIS countries within the framework of national educational development strategies, significant challenges remain related to the adaptation of foreign experience to specific socio-economic and institutional conditions. This article is devoted to a detailed comparative analysis of the established models of dual education in five countries: Germany (as a generally accepted standard), Switzerland, Great Britain, Kazakhstan and Russia. The main focus of the research is aimed at systematization and comparison of benefits received by three key stakeholders of the system: students, higher education institutions (universities) and business. The authors analyzed fundamental and modern scientific publications, monographs, and dissertation studies devoted to the theory and practice of dual and practice-oriented education in a comparative perspective, which made it possible to reveal the historical and pedagogical aspect of the pedagogical phenomenon under study and to see the prospects for its further development. The proposed article makes a practical contribution to the development of the theory of dual education and can be useful in the modern educational space for different categories of researchers as a practice-oriented version of historical and pedagogical knowledge. The authors consider critical success factors of the dual learning model, such as the depth and sustainability of partnerships, the leading role of employers and their associations, an effective business incentive system, a clear and flexible regulatory framework, and high public prestige. The practical value of the article lies in the fact that the dual training under consideration is associated with the development of effective incentives for mass involvement of businesses (including SMEs), the development of support infrastructure (industry councils, competence centers, mentor training) and the consistent increase in the prestige of workers and engineering professions acquired through dual training.

Keywords: practice-oriented approach, dual education, vocational training, labor market, structural-functional model