UDC 377

Korotkov S.L.¹ (Izhevsk, Russian Federation) – itgt@samgups.ru

¹Volga Region State University of Railway Engineering

Abstract. The country’s technological development is impossible without specialists with the necessary qualifications. Synchronizing the efforts of the vocational education system, employer representatives, and government agencies has already proven effective, but their further cooperation may be hampered by the emerging imbalance in the labor market, one of the main causes of which is the lack of a clear understanding of the actual needs for mid-level specialists. Staffing for technological sovereignty projects is no less important for their successful implementation than the development and large-scale dissemination of domestic technologies. In the context of technological sovereignty, the open source system is being transformed towards practically integrated models. Revealing the way to create models, the author recalls that the formation of professional modules has always begun with the definition of types of practices, then the composition of interdisciplinary courses was clarified, and only after that — the content of general professional and general education disciplines. This approach made it possible to redistribute the educational material with an emphasis on the formation of “professional competence of action.” The article substantiates the model of a professionally integrated industry-specific educational space as the evolution of dual education using the example of Izhevsk College of Railway Transport (ITGT). It is shown that the PIOOP is a system—forming ecosystem based on the partnership “college—enterprise”. The key result is the formation of students’ “professional competence of action”. The advantages and barriers of dual education are presented, as well as a step-by-step model of transformation of the educational space of vocational education.

Keywords: dual training, professionally integrated sectoral educational space, professional competence of action, secondary vocational education, railway transport, social partnership, PIOOP, practice-oriented training.

References:

1. Fedotova G.A. Development of the dual form of vocational education (Experience of Germany and Russia). Doct. Diss. Moscow, 2002. 340 p. (In Russian). URL: https://www.elibrary.ru/nmahex
2. Spasskaya I.Yu. Formation of professional responsibility of a worker in dual training. Doct. Diss. Orenburg, 2018. 198 p. (In Russian).
3. Federal Law of July 18, 2017 No. 169-FZ “On Amendments to Article 264 of Part Two of the Tax Code of the Russian Federation in Order to Motivate Organizations to Participate in the Training of Highly Qualified Workers,” Collected Legislation of the Russian Federation No. 30 Art. 4212 (2017). (In Russian).
4. Tkachenko E.V., Smirnov IP. Theory and practice of modernizing vocational education in Russia and the USA. Monograph. Tomsk, STT Publ., 2012. 300 p. (In Russian). URL: https://www.elibrary.ru/rqjoxz
5. Tkachenko  E.V., Smirnov I.P., Burmistrova A.S. Vocational education and youth in Russia. Monograph. Moscow, NIIRPO Publ., 2012. 212 p (In Russian). URL: https://www.elibrary.ru/waxekz
6. Bedareva L.Y., Blinova T.N., Lomteva E.V. et al. Technological sovereignty personnel and the tasks of transforming the SPO system: Experience of a comprehensive analysis. Vocational Education and the Labor Market, 2023, vol. 11, no. 3, pp. 6–25. (In Russian). URL:  https://www.elibrary.ru/jrvrme
7. Khristoforova L.V., Krasnova E.A., Bannikov S.A. Interaction of professional and educational standards in the training of railway industry personnel: problems and ways of harmonization. Proc. “Interdisciplinary Interaction in the Context of Training Railway Industry Specialists”. Ufa, 2017. pp. 14–19. (In Russian). URL: https://www.elibrary.ru/xrhalv
8. Blinov V.I., Satdykov A.I., Seliverstova I.V. Current state of interaction between professional educational organizations and enterprises. Education and Science, 2021, vol. 23, no. 7. Pp. 41–70. (In Russian). URL: https://www.elibrary.ru/kksuhj
9. Listvin A.A., Gart M.A. Professionalism as a stage of secondary vocational education. Bulletin of Cherepovets State University, 2024, no. 3 (120), pp. 231–241. (In Russian). URL: https://www.elibrary.ru/cjzsmt
10. Aparina N.F., Medyantseva S.G. Opportunities and risks of implementing dual learning in the system of secondary vocational education. Vocational Education in Russia and Abroad, 2025, no. 3 (59), pp. 5–13. (In Russian). URL: https://www.elibrary.ru/zmqerm
11. Gainova K.V., Temerbekova A.A. Dual education: analysis of educational practices. Information and Education: Boundaries of Communications, 2025, no. 17 (25), pp. 19-22. (In Russian). URL: https://www.elibrary.ru/lguxsw
12. Goncharova E.P., Linin T. Modeling the training of specialists in the context of dual education. Professional Education, 2025, no. 2 (60), pp. 39-48. (In Russian). URL: https://www.elibrary.ru/yvyfva
13. Molokova E.L., Olkhovikova O.E. Place and role of the Federal project “Professionalism” in the system of secondary vocational education. Paradigm, 2025, no. 11-2, pp. 27-35. (In Russian). URL: https://www.elibrary.ru/kseyxe
14. Khazanov I.Ya. Dual Learning in professional pedagogical education: implementation experience and prospects. Gaudeamus, 2024, vol. 23, no. 1, pp. 44-56. (In Russian). URL: https://www.elibrary.ru/mtwsbc
15. Glushko, V.A. Ways to modernize secondary vocational education. Economic Bulletin of the Institute of Control Sciences of the Russian Academy of Sciences, 2024, vol. 5, no. 4, pp. 78-86. (In Russian). URL: https://www.elibrary.ru/zqiuaa

For citation: Korotkov S.L. Professionally integrated industry-specific educational space as an evolution of the dual education system. CITISE, 2025, no. 4, pp. 896-905.