Dual education in the context of implementing the goals of sustainable development

Kuznetsova Marіna
Candidate of Economic Sciences, docent, senior researcher of the department of integration of science, education and business, State Organization «Institute Of Market And Economic&Ecological Researches of the National Academy of Sciences of Ukraine», Odesa, Ukraine, E-mail:geykoluda@gmail.com, ORCID: https://orcid.org/0000-0002-7055-7168

Heiko Lyudmila
Candidate of Economic Sciences, docent, senior researcher of the department of integration of science, education and business, State Organization «Institute Of Market And Economic & Ecological Researches of the National Academy of Sciences of Ukraine», Odesa, Ukraine, E-mail:AlexeyGostrik@gmail.com, ORCID: https://orcid.org/0000-0001-9863-9176

Cite this article:

Kuznetsova M., Heiko L. (2025) Dual education in the context of implementing the goals of sustainable development. Ed.: V.V. Kovalenko (ed.-in-ch.) and others [Dualna osvita u konteksti realizacii cilej stalogo rozvytku; za red.: V.V. Kovalenko (gol. red.)], Scientific Bulletin of the Odesa National Economic University (ISSN 2313-4569), Odesa National Economics University, Odesa, No. 2 (327), pp.7-12.

Abstract

The purpose of the paper is to study the theoretical content and practical application of dual education as one of the mechanisms for implementing the Sustainable Development Goals. The research methodology is based on the application of the methods of scientific abstraction, analysis and synthesis, and such analysis techniques as generalization, comparison, and the graphical method were used. The results of the study made it possible to substantiate the position on the recognition of the dual form of education as an innovative mechanism, the implementation of which will contribute to the formation of learning cities and, in general, the realization of sustainable development goals. The article provides further theoretical substantiation of the concept of development of dual form of education as the most progressive, which provides maximum interaction of all stakeholders of the educational process, as well as a high degree of adaptation of the educational sphere to the objective change of requirements in accordance with the formation of knowledge economy at the global level. Based on the analysis of the education sphere as one of the main Sustainable Development Goals, the position is substantiated, according to which the strengthening of the introduction of dual form of education will contribute to the realization of the principle of lifelong learning, as well as improving the quality of education, which forms the key characteristics of urban learners. Practical importance. The author proposes to expand the development of dual education as an element of changing the paradigm of the educational process in accordance with the realities of the modern economic environment at the global level as one of the mechanisms for the practical implementation of the principles of the concept of learning cities in Ukraine.

Keywords

Goals of sustainable development; quality of education; a learning city; dual education; UNESCO Global Network of Learning Cities; educational level of the population; innovative economy.

JEL classification:F430; H400; H520; I280; J240;DOI: https://doi.org/10.32680/2409-9260-2025-2-327-7-12

UD classification:377.091.33-027.22

References

1. Transforming our world: the 2030 Agenda for Sustainable Development. Retrieved from https://surl.li/xxflbw (accessed July 10, 2024).
2. About the Sustainable Development Goals of Ukraine for the period up to 2030: Decree of the President of Ukraine dated September 30, 2019, document 722/2019. zakon.rada.gov.ua. Retrieved from: https://zakon.rada.gov.ua/laws/show/722/2019#Text (accessed July 15, 2024) [In Ukrainian].
3. Goals of sustainable development: Ukraine. National report. Retrieved from https://www.kmu.gov.ua/storage/app/sites/1/natsionalna-dopovid-csr-Ukrainy.pdf (accessed June 12, 2024). [In Ukrainian].
4. On education: Law of Ukraine dated September 5, 2017 No. 2145-VIII]. Retrieved from https://zakon.rada.gov.ua/laws/show/2145-19#Text. (accessed June 22, 2024). [In Ukrainian].
5. Habenko, I. M. (2019). Aspects of the organization of the training of specialists according to the dual form of education. Teoriia i metodyka profesiinoi osvity, 1(11), 104-107. Retrieved from http://www.innovpedagogy.od.ua/archives/2019/11/part_1/24.pdf (accessed July 15, 2024). [In Ukrainian].
6. Dovhenko, Ya. O., Yaremenko, L. I., & Yaremenko, Yu. V. (2021). Implementation of dual education in higher education: advantages and risks. Ekonomika ta suspilstvo, 28. DOI: https://doi.org/10.32782/2524-0072/2021-28-29 (accessed July 15, 2024). [In Ukrainian].
7. UNESCO (2013). Beijing declaration on building learning cities lifelong learning for all: promoting inclusion, prosperity and sustainability in cities. International conference on learning cities Beijing, China, October 21–23. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000226755 (accessed July 22, 2024).
8. UNESCO (2015). UNESCO Global Network of learning cities 2015: Guiding Documents / UNESCO Institute for Lifelong Learning. Hamburg, Germany. Retrieved from: https://surl.li/akovsr (accessed July 5, 2024).
9. Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030) (2021/C 66/01). Official Journal of the European Union. C 66/1. Retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32021G0226(01)) (accessed June 10, 2024).
10. Sustainable development goals. Ukraine. Retrieved from: https://sdg.ukrstat.gov.ua/uk/4-4-1/ (accessed July 11, 2024).
11. Permanent representation of Ukraine at UNESCO. Retrieved from: https://surl.li/xxrgnf. (accessed July 23, 2024). [In Ukrainian].