caerCentral Asian Economic ReviewCentral Asian Economic Review2789-43982789-4401Университет Нархоз10.52821/2789-4401-2024-4-41-52caer-1240Research ArticleНАЦИОНАЛЬНАЯ ЭКОНОМИКА: ВЕКТОРЫ РАЗВИТИЯNATIONAL ECONOMY: DEVELOPMENT VECTORSОСНОВНЫЕ ПРОБЛЕМЫ ПРОФЕССИОНАЛЬНО-ТЕХНИЧЕСКОГОTHE MAIN PROBLEMS OF VOCATIONAL AND TECHNICAL EDUCATION IN KAZAKHSTAN: THE IMPACT OF DUAL TRAINING ON THE QUALITY OF STAFF TRAININGhttps://orcid.org/0000-0001-6216-1545ДоскееваГ. Ж.DoskeyevaG. Zh.

Алматы

Doskeyeva Gulashar Zharmagambetovna – doctor of economic sciences, Professor

Almaty

gulashar.doskeeva@narxoz.kzhttps://orcid.org/0000-0002-0414-6416КузембековаР. А.KuzembekovaR. A.

Алматы

Kuzembekova Roza Abdymutalipovna – senior lecturer

Almaty

roza.kuzembekova@narxoz.kzУниверситет НархозКазахстанNarxoz UniversityKazakhstan202412112024044152Copyright © Доскеева Г.Ж., Кузембекова Р.А., 20242024Доскеева Г.Ж., Кузембекова Р.А.Doskeyeva G.Z., Kuzembekova R.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://caer.narxoz.kz/jour/article/view/1240Цель исследования

Цель исследования. Целью данного исследования является изучение влияния дуального образования, которое внедрялось в рамках государственной политики модернизации образования, на улучшение академической успеваемости и повышение удовлетворенности студентов результатами обучения в казахстанских учреждениях технического и профессионального образования (ТиПО).

Методология

Методология. С этой целью был проведен опрос 523 студентов учреждений ТиПО города Алматы. С помощью программного обеспечения SPSS данные опроса были проанализированы для проверки двух гипотез. Первая гипотеза предполагает, что учащиеся в системах дуального образования достигают более высоких академических результатов, тем самым потенциально повышая свой успех на рынке труда по сравнению со студентами, которые обучаются в традиционной (недуальной) системе ТиПО. Гипотеза 2 предполагает, что студенты с дуальным образованием отмечают о более высокой удовлетворенности результатами своего обучения и большей уверенности в своих возможностях трудоустройства по сравнению со студентами, обучающимися в системах недуального образования.

Оригинальность / ценность исследования. Данное исследование представляет собой методологическую попытку изучить, как дуальное образование влияет на качество образования в учреждениях ТиПО. Целью исследования также является оценка влияния на удовлетворенность студентов результатами обучения и их уверенность в возможности трудоустройства.

Результаты исследования подтвердили обе гипотезы, то есть студенты, обучающиеся по программам дуального образования, демонстрируют большую уверенность в своих перспективах на рынке труда, более высокую удовлетворенность результатами своего образования и более высокие академические достижения по сравнению с студентами, обучающимися по традиционному (недуальному) образованию.

Purpose

Purpose. This research aims to explore how dual education introduced as part of the state policy of modernizing the education system enhances academic performance and increase students' satisfaction with learning outcomes in Kazakhstani technical and vocational education and training (TVET) institutions.

Methodology

Methodology. A survey involving 523 students from TVET institutions in Almaty city was conducted for this purpose. Using the SPSS software, the survey data were analyzed to investigate two hypotheses. The first hypothesis proposes that students in dual education systems achieve superior academic results, thereby potentially enhancing their success in the labor market compared to students in non-dual education systems. Hypothesis 2 suggests that dual education students report higher satisfaction with their learning outcomes and greater confi dence in their employability compared to students in non-dual education systems.  

Originality / value of the research. This study serves as a methodological trial to explore how dual education affects the quality of education in TVET institutions. It also aims to assess the impact on students' satisfaction with their learning outcomes and their confidence in employability.

The findings indicate that students in dual education programs exhibit greater confidence in their job market prospects, higher satisfaction with their educational outcomes, and superior academic achievement compared to those in traditional (non-dual) education.

Дуальное образованиепрофессионально-техническое образованиеучреждения ТиПОпрактические тренингиобразование в Казахстанеобучение на рабочих местахDual educationvocational and technical educationTVET institutionspractical trainingseducation in Kazakhstanwork-based educationReferencesЖусупова А. Как продвигать дуальное образование в Казахстане? [Electronic resource] // CABAR. asia [website]. – 2022. – URL: https://cabar.asia/ru/kak-prodvigat-dualnoe-obrazovanie-v-kazahstane (Accessed: 20.07.2024).Zhusupova, A. (2022). Kak prodvigat' dual'noe obrazovanie v Kazahstane? CABAR.asia. Retrieved July20, 2024, from https://cabar.asia/ru/kak-prodvigat-dualnoe-obrazovanie-v-kazahstane (In Russian).Hippach-Schneider U., Weigel T., Brown A., Gonon P. Are graduates preferred to those completing initial vocational education and training? // Journal of Vocational Education and Training. – 2012. – 1(65). – P. 1–17. – DOI: http://dx.doi.org/10.1080/13636820.2012.727856.Hippach-Schneider, U., Weigel, T., Brown, A., & Gonon, P. (2012). Are graduates preferred to thosecompleting initial vocational education and training? Journal of Vocational Education and Training, 65(1), 1–17. https://doi.org/10.1080/13636820.2012.727856Ertl H. Dual study programmes in Germany: blurring the boundaries between higher education and vocational education? // Oxf. Rev. Educ. – 2020. – 46(1). – P. 79-95.Ertl, H. (2020). Dual study programmes in Germany: Blurring the boundaries between higher educationand vocational education? Oxford Review of Education, 46(1), 79-95.Wang A., Guo D. Technical and vocational education in China: enrolment and socioeconomic status // Journal of Vocational Education & Training. – 2019. – 71(4). – P. 538-555. – DOI: 10.1080/13636820.2018.1535519.Wang, A., & Guo, D. (2019). Technical and vocational education in China: Enrolment and socioeconomic status. Journal of Vocational Education & Training, 71(4), 538-555. https://doi.org/10.1080/13636820.2018.1535519Suaphan, P. Why I Choose a Vocational High School: The Study of Elicited Expectation and EducationalDecision. – New York: Columbia University, 2015. – 165 p.Suaphan, P. (2015). Why I Choose a Vocational High School: The Study of Elicited Expectation andEducational Decision. Columbia University. 165 p.Ling M. “Bad students go to vocational schools!”: Education, social reproduction and migrant youth inurban China // The China Journal. – 2015. – № 73. – P. 108-131. DOI: https://doi.org/10.1086/679271.Ling, M. (2015). “Bad students go to vocational schools!”: Education, social reproduction and migrantyouth in urban China. The China Journal, 73, 108-131. https://doi.org/10.1086/679271Hautz H. The ‘conduct of conduct’of VET teachers: governmentality and teacher professionalism // Journal of Vocational Education & Training. – 2022. – № 2(74). – P. 210-227. – DOI: 10.1080/13636820.2020.1754278.Hautz, H. (2022). The ‘conduct of conduct’ of VET teachers: Governmentality and teacher professionalism. Journal of Vocational Education & Training, 74(2), 210-227. https://doi.org/10.1080/13636820.2020.1754278Locke P., Maton K. Serving Two Masters: How Vocational Educators Experience Marketisation Reforms // Journal of Vocational Education & Training. – 2019. – 71(1). – P. 1–20. – DOI: 10.1080/13636820.2018.1480521.Locke, P., & Maton, K. (2019). Serving two masters: How vocational educators experience marketisation reforms. Journal of Vocational Education & Training, 71(1), 1–20. https://doi.org/10.1080/13636820.2018.1480521Esmond B. Teacher Educators in Vocational and Further Education // Journal of Vocational Education& Training. – 2022. – 74(3). – P. 528-530. – DOI: 10.1080/13636820.2022.2088643.Esmond, B. (2022). Teacher educators in vocational and further education. Journal of Vocational Education & Training, 74(3), 528-530. https://doi.org/10.1080/13636820.2022.2088643Dutschke A. Understanding VET Teacher Attitudes to Student Support in a Major Public VET Provider // International Journal of Training Research. – 2018. – 16(2): – P. 163-181. – DOI: 10.1080/14480220.2018.1461674.Dutschke, A. (2018). Understanding VET teacher attitudes to student support in a major public VETprovider. International Journal of Training Research, 16(2), 163-181. https://doi.org/10.1080/14480220.2018.1461674.Sirk M., Ümarik M., Loogma K. The necessity of vocational educational changes as perceived by Estonian vocational teachers // Journal of Vocational Education & Training. – 2022. – № 3(74). – P. 373-393. – DOI: 10.1080/13636820.2020.1765842.Sirk, M., Ümarik, M., & Loogma, K. (2022). The necessity of vocational educational changes as perceived by Estonian vocational teachers. Journal of Vocational Education & Training, 74(3), 373-393. https://doi.org/10.1080/13636820.2020.1765842Chesnut S. R., Burley H. Self-effi cacy as a predictor of commitment to the teaching profession: A metaanalysis // Educational research review. – 2015. – Т. 15. – P. 1-16. – DOI: 10.1016/j.edurev.2015.02.001.Chesnut, S. R., & Burley, H. (2015). Self-effi cacy as a predictor of commitment to the teaching profession: A meta-analysis. Educational Research Review, 15, 1-16. https://doi.org/10.1016/j.edurev.2015.02.001Misbah Z., Gulikers J., Dharma S., Mulder M. Evaluating competence-based vocational education in Indonesia // Journal of Vocational Education & Training. – 2020. – № 4(72). – P. 488-515. – DOI: 10.1080/13636820.2019.1635634.Misbah, Z., Gulikers, J., Dharma, S., & Mulder, M. (2020). Evaluating competence-based vocationaleducation in Indonesia. Journal of Vocational Education & Training, 72(4), 488-515. https://doi.org/10.1080/13636820.2019.1635634Boonk L. M., Gijselaers H. J., Ritzen H., Brand-Gruwel S. Student-perceived parental involvement as apredictor for academic motivation in vocational education and training (VET) // Journal of Vocational Education & Training. – 2022. – № 2(74). – P. 187-209. – DOI: 10.1080/13636820.2020.1745260.Boonk, L. M., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2022). Student-perceived parentalinvolvement as a predictor for academic motivation in vocational education and training (VET). Journal of Vocational Education & Training, 74(2), 187-209. https://doi.org/10.1080/13636820.2020.1745260Choi N., Chang M., Kim S., Reio Jr. T. G. A structural model of parent involvement with demographic andacademic variables // Psychology in the Schools. – 2015. – № 2(52). – P. 154-167. – DOI: 10.1002/pits.21813.Choi, N., Chang, M., Kim, S., & Reio Jr., T. G. (2015). A structural model of parent involvement withdemographic and academic variables. Psychology in the Schools, 52(2), 154-167. https://doi.org/10.1002/pits.21813Hemmerechts K., Agirdag O., Kavadias D. The relationship between parental literacy involvement,socio-economic status and reading literacy // Educational Review. – 2017. – № 1(69). – P. 85-101. – DOI: 10.1080/00131911.2016.1164667.Hemmerechts, K., Agirdag, O., & Kavadias, D. (2017). The relationship between parental literacy involvement, socio-economic status and reading literacy. Educational Review, 69(1), 85-101. https://doi.org/10.1080/00131911.2016.1164667Shi Y., Bangpan M. Young people’s participation experiences of technical and vocational educationand training interventions in low-and middle-income countries: a systematic review of qualitative evidence // Empirical Research in Vocational Education and Training. – 2022. – № 1(14). – Article 8. – DOI: https://doi.org/10.1186/s40461‐022‐00136‐4.Shi, Y., & Bangpan, M. (2022). Young people’s participation experiences of technical and vocationaleducation and training interventions in low-and middle-income countries: A systematic review of qualitative evidence. Empirical Research in Vocational Education and Training, 14(1), Article 8. https://doi.org/10.1186/s40461-022-00136-4Achatz J., Jahn K., Schels B. On the non-standard routes: vocational training measures in the school-towork transitions of lower-qualifi ed youth in Germany // Journal of Vocational Education & Training. – 2022. – № 2(74). – P. 289-310.Achatz, J., Jahn, K., & Schels, B. (2022). On the non-standard routes: Vocational training measures inthe school-to-work transitions of lower-qualifi ed youth in Germany. Journal of Vocational Education & Training, 74(2), 289-310.Allais S. Skills for industrialisation in sub-Saharan African countries: why is systemic reform of technical and vocational systems so persistently unsuccessful? // Journal of Vocational Education & Training. – 2022. – № 3(74). – P. 475-493. – DOI: 10.1080/13636820.2020.1782455 (journal)Allais, S. (2022). Skills for industrialisation in sub-Saharan African countries: Why is systemic reformof technical and vocational systems so persistently unsuccessful? Journal of Vocational Education & Training, 74(3), 475-493. https://doi.org/10.1080/13636820.2020.1782455Doskeyeva G. Z. et al. How can dual education in technical and vocational institutions improve students’ academic achievements and mitigate youth unemployment in Kazakhstan // Community College Journal of Research and Practice. – 2024. – P. 1-16. – DOI: https://doi.org/10.1080/10668926.2023.2295472.Doskeyeva, G. Z., et al. (2024). How can dual education in technical and vocational institutions improve students’ academic achievements and mitigate youth unemployment in Kazakhstan? Community College Journal of Research and Practice, 1-16. https://doi.org/10.1080/10668926.2023.2295472Liu L. C. Infl uence of learning and internship satisfaction on students’ intentions to stay at their current jobs: Survey of students participating in Taiwan’s dual education system // Empirical Research in Vocational Education and Training. – 2021. –13(17). – P. 1-20. – DOI: https://doi.org/10.1186/s40461-021-00121-3.Liu, L. C. (2021). Infl uence of learning and internship satisfaction on students’ intentions to stay at their current jobs: Survey of students participating in Taiwan’s dual education system. Empirical Research in Vocational Education and Training, 13(17), 1-20. https://doi.org/10.1186/s40461-021-00121-3Maier T. Advanced further training or dual higher education study: a choice experiment on the infl uence of employers’ preferences on career advancement // Journal for Labour Market Research. – 2022. – № 1(56). – Article 4. – DOI: https://doi.org/10.1186/s12651-022-00309-4.Maier, T. (2022). Advanced further training or dual higher education study: A choice experiment onthe infl uence of employers’ preferences on career advancement. Journal for Labour Market Research, 56(1), Article 4. https://doi.org/10.1186/s12651-022-00309-4Размеры стипендии в РК [Electronic resource] // Электронное правительство Республики Казахстан [website]. – 2024. – URL: https://egov.kz/cms/ru/articles/razmer_stipendii_rk (Accessed: 20.07.2024)Razmery stipendii v RK. (2024). Electronic government of the Republic of Kazakhstan. Retrieved July20, 2024, from https://egov.kz/cms/ru/articles/razmer_stipendii_rk (In Russian).

The authors declare that there are no conflicts of interest present.