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Dual Education in Regions of Russia: Models, Best Practices, Growth Prospects

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Abstract

Fedor Dudyrev - Candidate of Sciences in History, Director, Centre for the Studies of the Secondary Vocational Education, Institute of Education, National Research University Higher School of Economics. E-mail: fdudyrev@hse.ruOlga Romanova - Analyst, Centre for the Studies of the Secondary Vocational Education, Instituteof Education, National Research University Higher School of Economics. E-mail: oromanova@hse.ruAlexey Shabalin - Expert, Centre for the Studies of the Secondary Vocational Education, Institute of Education, National Research University Higher School of Economics. E-mail: ashabalin@hse.ruAddress: 20 Myasnitskaya Str., 101000 Moscow, Russian Federation.The paper analyzes the results of the systems project Training Workers to Comply with the Requirements of High-Tech Industries Using Dual Education, organized by the Agency for Strategic Initiatives in 13 subjects of the Russian Federation. Dual education implies dual institutional consolidation of knowledge obtained in vocational education programs: theory is normally learned at a vocational school, while an apprenticeship is taken with in a company, in a real-life working environment. It is shown that the best practices of dual education can be found in the growing sectors. The most successful implementation of the dual model is observed in the regions of Russia that have seen their investment climates improved, their barriers for businesses reduced, and the quality of their public administration increased. Effectiveness of the dual model is largely contingent on the economic motivations of employers investing in a staff training system within the framework of large-scale investment and technology upgrade projects. As employers' associations are weak, the decisive role in the coordination of efforts between businesses and professional educational institutions is played by regional authorities and governor's councils, which have virtually grown into substitutes for German chambers of commerceand industry. Nationwide vocational education projects have promoted further development of the dual model due to organizational and financial support from study and career clusters. The best dual education practices should only be spread to regional industries that have the necessary economic and infrastructure premises for companies to invest in such a staff training system.

Suggested Citation

  • Fedor Dudyrev & Olga Romanova & Alexey Shabalin, 2018. "Dual Education in Regions of Russia: Models, Best Practices, Growth Prospects," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 117-138.
    • Handle: RePEc:nos:voprob:2018:i:2:p:117-138
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    References listed on IDEAS

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    1. Thomas F. Remington & Israel Marques, 2014. "The Reform Of Skill Formation In Russia: Regional Responses," HSE Working papers WP BRP 19/PS/2014, National Research University Higher School of Economics.
    2. Thomas F. Remington, 2016. "Business-Government Cooperation in Vet: A Russian Experiment with Dual Education," HSE Working papers WP BRP 38/PS/2016, National Research University Higher School of Economics.
    3. Thomas F. Remington, 2017. "Business-government cooperation in VET: a Russian experiment with dual education," Post-Soviet Affairs, Taylor & Francis Journals, vol. 33(4), pages 313-333, July.
    4. Solga, Heike & Protsch, Paula & Ebner, Christian & Brzinsky-Fay, Christian, 2014. "The German vocational education and training system: Its institutional configuration, strengths, and challenges," Discussion Papers, Research Unit: Skill Formation and Labor Markets SP I 2014-502, WZB Berlin Social Science Center.
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    Cited by:

    1. Evgeniya Lupova-Henry & Sam Blili & Cinzia Dal Zotto, 2021. "Clusters as institutional entrepreneurs: lessons from Russia," Journal of Innovation and Entrepreneurship, Springer, vol. 10(1), pages 1-27, December.

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