Possibilities and Prospects of Implementing Dual Education in the

System of Higher Education in Sustainable Economic Development

Muhammad Ali Saidov

, Dildora Saidova

and Filyura Khudayberdiyeva

Tashkent State Agrarian University, 100140, University str. 2, Tashkent, Uzbekistan

Keywords: Dual Education, Higher Education, Sustainable Economy.

Abstract: The reforms of higher education in Uzbekistan radically changed not only the content of the system, but also

its structure. Along with this, the opportunities available today in the higher education system do not always

meet the needs of graduates and the labor market. The content of dual higher education is studied, the

possibilities of implementation and potential risks that prevent its successful implementation in the republic

are considered.

1 INTRODUCTION

The decisive factors for the sustainable development

of the economy of Uzbekistan in modern conditions

are the innovative component of economic growth,

measures to intensify the process of modernization

and the introduction of modern technologies. To

achieve this, the republic has a strong innovation

base, a number of scientific and specialized institutes

operate, there is scientific and personnel potential,

and the level of education of the population is quite

high. The most important direction in the

development of innovation activity is strengthening

human potential.

The acceleration of innovation processes

occurring in society, globalization and digitalization

requires fundamental adjustment changes in all

spheres of human activity, including education. To

this end, it is necessary to ensure the development of a

holistic system of lifelong education that meets the

requirements of an innovative economy. Because

education is a contribution to the future, which, first

of all, benefits society itself. It comes first, necessary

to work successfully, create social wealth,

competitive products and have a worthy place in

society. Education is a necessary factor in raising a

harmoniously developed generation, the most

important engine of the innovation process, the basis

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for the socio-economic development of the country,

its intellectual and spiritual potential. The education of

society is an integral part of national wealth and the

innovation process. Society needs, first of all,

modernly educated, moral, initiative people who can

independently make responsible decisions in a

situation of choice, predicting their possible

consequences, who are capable of cooperation, and

who have a developed sense of responsibility for their

country.

2 MATERIALS AND METHODS

In the process of research, theoretical methods of

induction, deduction, generalization and

comparison were used. The necessary materials are

investigated on the basis of the methods of

typological analysis, the synthesis of statistical data.

3 RESULTS AND DISCUSSION

Higher education institutions play an important role

in the creation, dissemination, transfer of knowledge

and penetration of knowledge into manufacturing

sectors. To enhance such penetration,

dual/cooperative higher education will become an

106

Saidov, M. A., Saidova, D. and Khudayberdiyeva, F.

Possibilities and Prospects of Implementing Dual Education in the System of Higher Education in Sustainable Economic Development.

DOI: 10.5220/0014071300004738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Research of Agricultural and Food Technologies (I-CRAFT 2024), pages 106-111

ISBN: 978-989-758-773-3; ISSN: 3051-7710

additional conceptual solution for the higher

education system in the task of providing the labor

market with highly qualified personnel capable of

effectively and responsibly performing their

functions and adapting to changing economic

conditions. In Germany and other European

countries, a cooperative training program is directly

to other professions and sectors of the economy

(Heinze, 2019). In the 20th century, the compulsory

school accompanying apprenticeship was dominated

by the training school, which was divided by

profession and, from 1920, called a vocational school.

Compulsory initiated by the employer. The student

receives theoretical knowledge at the university and

practical experience in the company. In Europe, this

system has shown positive results for a hundred years.

Beginning in the 12th century, professional

organizations already regulated the training

(apprenticeship) of their descendants.

By the 19th century, this form of training had

spread vocational school was introduced in Germany

in 1938.

In world practice, three main models of partnership in

the field of higher education can be distinguished

(Heinze, 2019). The first model is that the state plays

a minor role (Great Britain, USA). This model of

interaction between the educational community and

business reflects trends in the decentralization of

public administration. The state does not formally

regulate vocational education; most decisions are

made at the local level with broad participation of

employers. The second model is that the state plans,

implements and manages vocational education

(France, Sweden). This model of interaction between

the system of educational services and the labor

market is characterized, first of all, by a high level of

state regulation of the sphere of higher education. The

third model - the state determines the general

framework for the activities of private companies and

organizations for the implementation of vocational

education (Germany, the Netherlands, Denmark,

Scotland). In particular, the German vocational

education system is characterized by the

concentration and integration of educational

resources. Cooperation between employers and

educational institutions plays a huge role in the

development of a young specialist.

In France, the dual education system opens the

way for students to all professional certificates

registered in the national catalog of qualifications.

In Germany, both public and private universities

offer dual education, and their number is increasing

every year. This system offers more than a thousand

programs. Companies that have invested financial

and time resources in training dual students are

interested in their further employment after

completion of their studies.

On an international scale, German industrial

enterprises work most actively on innovative projects

together with the country's universities. Thus, the

share of companies collaborating with universities in

Germany is more than 50%, in the UK - 30%, in

France- only 25%.

According to the research project Mannheimer

Innovationspanel, in 2007 there were more than

40,000 companies in Germany with scientific

contacts with universities. And this figure is

constantly growing. German companies and corporate

foundations are investing more than 1.7 billion euros

in research at universities. Almost half of the financial

resources are spent on scientific research under

contracts, more than 50% are spent on joint research

projects.

IBA is Germany's largest state-recognized

university for cooperative education and is part of the

F+U group, which has been involved in higher

education for more than 40 years (Gnezdova et al.,

2021). The university was founded in 2006 and offers

bachelor's programs on a dual training scheme (work

+ study) in twelve study centers throughout Germany.

Today, over 3,500 students study at the university.

Dual programs are becoming increasingly popular

in Germany among both students and employers.

Students work in a company while studying for a

bachelor's degree. This means that they gain valuable

work experience during their studies and thus have

excellent job opportunities in the competitive German

job market.

IBA training programs are delivered in partnership

with approved organizations, which employ students

as trainees for the duration of their studies. IBA

practices a "split week" training model based on a 40-

hour work week: students spend approximately 20

hours studying per week and 16-20 hours on-the-job

training at a partner company. By the time they

graduate, IBA students have an ideal combination of

academic and practical competence. IBA offers over

30 undergraduate programs to choose from;

Opportunity to study at one of 12 training centers

located in major cities in Germany;

IBA has over 2,000 partner organizations where

students can find employment.

In the Decree of the President of the Republic of

Uzbekistan dated October 8, 2019 PP-5847 “On

approval of the Concept for the development of the

higher education system of the Republic of

Uzbekistan until 2030,” important tasks in the

direction of systemic reform of higher education in

Possibilities and Prospects of Implementing Dual Education in the System of Higher Education in Sustainable Economic Development

107

the Republic of Uzbekistan are defined:

“implementation of advanced standards of higher

education, in particular phased transition from

education, whose curricula are aimed at obtaining

theoretical knowledge, to an education system aimed

at developing practical skills based on international

experience, raising the content of higher education to

a qualitatively new level, establishing a system for

training highly qualified personnel capable of finding

their place in the labor market , make a worthy

contribution to the stable development of the social

sphere and sectors of the economy" (Bosch, 2018).

Tashkent State Agrarian University participates in

the implementation of the international project

“Vocational education in Central Asia - Promoting

systemic approaches in the food production sector” in

cooperation with the Agency for International

Development Cooperation and international

educational work of Germany (Gesellschaft für

internationale Zusammenarbeit - GlZ). This project

provides support to partner countries (Republic of

Uzbekistan, Republic of Kazakhstan, Kyrgyz

Republic, Republic of Tajikistan) in reforming

vocational education using the example of the food

production sector. Main goal of the project -

improving the regulatory and institutional foundations

of dual/cooperative vocational higher education in

Central Asia in the field of food production. Particular

attention is paid to orientation towards employment

Figure 1: This training program is certified by the Institute

for Accreditation, Certification and Quality Assurance

(ACQUIN).

and the introduction of international quality standards

at the level of higher professional education. The

development of dual/cooperative training, that is, the

combination of training in a real working environment

with training at a university, is at the core of the

activities of this project.

In addition, the project actively strives for regional

harmonization and compatibility of national

vocational education systems. The project is aimed at

its subsequent implementation at the university on the

basis of the department of “Agricultural Economics”

of the cooperative undergraduate program “Logistics

(for food production)”. This is a 4-year (8 semesters)

program with a total credit volume of 240 ECTS,

characterized by a constant alternation of theoretical

study phases at the university and practical phases in

the company and modern, practice-oriented teaching.

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Dual/cooperative higher education is a training

format that combines training at a higher educational

institution with experience gained during internship

in companies and organizations, that is, the theoretical

part of education is carried out on the basis of an

educational organization, the practical part is carried

out at the student’s workplace. The combination of

higher education and work-based learning aims to

provide both academic skills and professional

knowledge. In this regard, academic theoretical

knowledge acquired in the classroom is

complemented by on-the-job experience. Thus, the

effectiveness of the theory is tested in real life

situations and vice versa. It is based on a structured

partnership between a higher education institution

and employers (commercial or non-profit

organizations, enterprises or public and private

services).

The procedure for organizing dual education is

determined by the Cabinet of Ministers of the

Republic of Uzbekistan (Articles 15 and 17 of the

Law of the Republic of Uzbekistan “On Education”

No. ZRU-637 dated September 23, 2020) (Saidov,

2002). It should be noted that in Uzbekistan, a

Resolution of the Cabinet of Ministers of the Republic

on dual vocational education was adopted (“On

measures to organize dual education in the vocational

education system” Resolution of the Cabinet of

Ministers of the Republic of Uzbekistan No. 163

dated March 29, 2021) (Peregudov and Saidov,

2001).

In dual/cooperative higher education, internship

experience is an integral component of the academic

program, curriculum and plan. The stages of training

at a university and at the workplace are related in time

and content. Students receive academic credits for

practice, as well as support from the university at all

stages of their studies, including during practice. The

basic principle of dual/cooperative higher education

is a continuous cycle between obtaining theoretical

knowledge at a university and applying this

knowledge in practice, in the workplace. This cycle

allows for the creation of synergy between theory and

practice.

Thus, dual/cooperative higher education provides

academic qualifications at undergraduate level, while

enabling students to gain extensive practical

experience. This allows students to take on

challenging tasks early in their professional

development and helps them build a successful career.

It does not replace existing academic programs in

educational institutions, but is a complementary and

necessary learning format for improving the higher

education offering at the institutional, national and

international levels. If necessary, they can also be

offered as part of master's and doctoral programs,

under joint partnership and contractual conditions.

Dual cooperative higher education programs

provide integrated training (by days, weeks, months)

for students within the walls of a higher educational

institution and on the basis of an

enterprise/organization, in compliance with the

requirements of educational standards of

dual/cooperative higher education and professional

standards. These programs are developed on the basis

of systematic/regular coordination of training,

organizational and contractual conditions of

stakeholders, with a clear distribution of

enterprise/organizational functions within the

training program, including placement of students in

workplaces during internships.

In organizational and legal terms, dual/cooperative

higher education is a symbiosis of two independent

(legal) units of the socio-economic system: an

educational institution and an

enterprise/organization. Such integration is a

necessary component of personnel training in the

context of globalization and digitalization of the

economy (in accordance with the provisions of the

strategy “Digital Uzbekistan - 2030”, No. UP-6079

dated October 5, 2020) (Saidov and Saidova, 2020)

and an important contribution to ensuring the

professional competence of the workforce.

Availability of qualifications in accordance with the

requirements of the labor market and international

standards, a guaranteed level of providing graduates

with jobs are important factors in employment and

reducing unemployment in the country, and the

involvement of more qualified personnel in

production activities improves the economic

performance of the enterprise/organization.

The gradual introduction of dual/cooperative

higher education in Uzbekistan, on the one hand, will

help raise to a qualitatively new level the process of

training independently thinking highly qualified

personnel with modern knowledge and high personal

qualities, the modernization of higher education, the

development of the social sphere and economic

sectors, and on the other hand - strengthen the role

and participation of enterprises and organizations in

the educational process and improve the professional

and communication skills of graduates (Table 1, 2, 3,

4).

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Table 1: SWOT analysis of dual/cooperative higher

education in Uzbekistan- Strengths.

Strengths

• Provides academic qualifications at the

undergraduate level, enables students to gain

extensive practical experience and apply scientific

knowledge in practice;

• A high level of academic and administrative support;

• Pedagogical and methodological support for

students at the stages of study at a higher educational

institution and in the workplace

• Professionally oriented training, combining

classroom study and on- the-job practice;

• Tuition fees are usually paid by the partner company;

• Flexible response of the curriculum and academic

qualifications to the needs of the labor market for

highly qualified specialists with appropriate

professional skills and abilities;

• Strengthening the educational infrastructure of the

university of dual/cooperative higher education

through the use of the infrastructure of a partner

enterprise;

• Close connection of the educational process at the

university with practice at enterprises/organizations;

• Faculty development through exposure to new

trends, technologies and developments, as well as

potential collaboration in training and research;

• Emergence of new models of financing.

Table 2: SWOT analysis of dual/cooperative higher

education in Uzbekistan- Threats.

Threats

• Cooperative (joint) training of 1 or 2 specialists with

higher education, once every 3 or 5 years;

• For some enterprises/organizations, long-term

investment of financial resources is impractical due

to a possible oversaturation of specialists in a certain

profile/specialty or potential workplace in the

enterprise, the possibility of obtaining a ready-made

workforce of specialists from outside (i.e., there is

an excess of specialists with higher education in the

labor market, who are looking for a suitable and

well-paid job in their specialty);

• For an enterprise/organization, the financial costs

that will be spent on training (payment for tuition at

a higher educational institution) of a future specialist

employee may seem unjustified;

• There is a possibility that enterprises will refuse to

cooperate in dual/cooperative higher education and

long-term investment;

• It will be a challenge to attract a sufficient number

of enterprises willing and able to invest in dual/co-

operative higher education and the individual

student in terms of financial support, provision of

human resources (mentoring) and related jobs during

co-operative education.

Table 3: SWOT analysis of dual/cooperative higher

education in Uzbekistan- Weaknesses.

Weaknesses

• Insecure employment of graduates;

• Uncoordinated policies of enterprises/organizations

and higher education institutions;

• Structural changes in a higher educational institution

(organization of a department of dual/cooperative

higher education, appointment of responsible

coordinators/mentors, etc.);

• Organization of the educational process and

redistribution of the teaching load;

• The complex profile of partner companies in

dual/cooperative higher education cannot always be

clearly reflected in the curriculum of

dual/cooperative higher education, which can cause

difficulties in formulating goals and obtaining

expected learning outcomes at a higher educational

institution;

• Creating overly specialized programs to meet

specific employer requirements;

• Developing educational programs that are too

general for the needs involved;

• Requires a relatively high academic load on the part

of the student to study and master the academic load

and for practice in enterprises and/or other

organizations;

• Curricula are too dense;

• Organizing payment (partial or full) of contracts and

scholarships by interested parties for students

studying in dual/cooperative higher education

rograms.

Table 4: SWOT analysis of dual/cooperative higher

education. in Uzbekistan- Opportunities.

Opportunities

• Promotes the modernization of higher education;

• The process of training independently thinking,

highly qualified personnel with modern knowledge

and high personal qualities will rise to a qualitatively

new level;

• Expands the prospects and scope of employment

opportunities for graduates;

• Allows higher educational institutions to increase

their competitiveness and attractiveness in the

educational services market;

• Provides universities with the opportunity to

enhance the practical relevance of the higher

education they offer;

• Provides the labor market with qualified personnel

of the required/required qualifications;

• Reduces unemployment in the country;

• Improves the economic performance of an enterprise

or organization;

• Promotes strengthening connections in the

“knowledge triangle” - an integrated approach to

olic

in the field of science, education and

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110

innovation, with an emphasis on the role of

universities as a subject of knowledge production;

• Expands opportunities for applied research and

technology transfer between universities and

industry, thereby promoting innovation in the

economy and in the academic environment;

• Promotes the development of the social sphere and

economic sectors;

• Training competitive specialists in their field with

communicative and professional competencies that

meet the needs of society and the national economy

of Uzbekistan

4 CONCLUSIONS

Implementation dual/cooperative higher education

requires a thorough assessment from the perspective

of all parties interested in dual/cooperative higher

education and their minimization to ensure a viable

approach, including when developing the provisions

of the legislative framework, strategic and

management issues of dual/cooperative higher

education within the framework of this concept and

formulating further actions for its sustainable

implementation (pilot project, road map,

recommendations).

The objectives of the organization of

dual/cooperative higher education are:

Development of socio-economic mechanisms for

supporting dual/cooperative higher education and

models of cooperation between

enterprises/organizations and higher educational

institutions;

Ensuring the relationship between educational

processes of higher educational institutions and

production conditions at the enterprise/organization;

Organization of the practical part of training at

enterprises/organizations and the theoretical part in a

higher educational institution, with the involvement

of students in work activities;

Formation of competencies through the

implementation of educational programs in

combination with work activity;

Systematic improvement of educational programs

taking into account the requirements of employers

and their technological innovations;

Further expansion of the participation of

enterprises/organizations in the certification of

graduates

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