The Federal Project “Professionalitet” as a Synthesis of Dual Education Ideas and a New Paradigm for Managing Vocational Education

Introduction. The need to identify fundamental changes in the vocational education system in the context of the implementation of the federal project “Professionalitet” allows us to overcome personnel shortages in various industries and the social sphere. However, pedagogical science has identified a gap in the theoretical justification for the continuity of the ideas of dual education and the “Professionalitet” project as an effective mechanism for making vocational education practice-oriented. The aim of this study is to identify a synthesis of dual education ideas and the new paradigm for vocational education management, as assessed by the academic community.Materials and Methods. The theoretical and experimental nature of this article necessitated a synthesis and systematization of scientific sources devoted to dual education and the federal project “Professionalitet”. Comparative methods were used to compare the analyzed vocational education models. Empirical methods (questionnaires, focus group interviews) allowed us to identify how college teachers and students assess the changes taking place in the vocational education system. The study was based on a survey of 178 students from three colleges, as well as focus groups with administrators, teachers, and vocational training instructors from two colleges.Results. A comparative analysis was conducted of the strengths and weaknesses of dual education, which has become widespread in various countries, and the new, unified educational model being developed within the framework of the “Professionalitet” project, which demonstrates paradigmatic changes in the Russian vocational education system. A common conceptual foundation of the “Professionalitet” project and dual education was identified: the practice-oriented nature of the educational process based on social partnerships between colleges and enterprises. The advantages of the “Professionalitet” project were identified: employer participation in the development of educational programs, the involvement of mentors from enterprises, the provision of colleges with modern equipment, demonstration exams, etc. The need to streamline the new management structures in the vocational education system – educational clusters and management companies – was demonstrated.Discussion and Conclusion. The results obtained indicate that the generalized educational model being developed within the framework of the “Professionalitet” project exhibits characteristics of a new educational and management paradigm that allows for the improvement of Russia’s vocational education system using best international practices in dual education. These findings will be useful for vocational education providers in creating a new management system based on a cluster approach.