The Ukrainian Employers’ Experience of Introducing Dual Studies: The First-Year Results of the National Experiment

Keywords: dual higher education, dual form of education, dual studies, dual study models, dual tertiary education, Duales Studium, employers, higher educational institutions, human capital, Ministry of Education and Science of Ukraine, pilot project, tertiary education


The transition to the knowledge-based economy emphasizes the need of bridging the gap between the employers’ needs and expectations with regard to their employees’  knowledge and skills and the existing level of the knowledge and skills of the workforce, including the graduates of tertiary educational establishments (TEEs). One of the instruments that has already proven its efficiency in “building bridges” between the companies and higher educational institutions is dual studies (DS). Companies view such cooperation as the investment in its competitiveness, which, in its turn, is viewed as one of the factors of the national economic development. Thus, the Friedrich-Ebert-Stiftung Office in Ukraine (FES-Ukraine) launched a project aimed at presenting and adapting the experience of Germany in dual studies organization in 2013. As a result, in 2019, the Ministry of Education and Science of Ukraine (MES) launched a national experiment on introducing DS in 44 pre-tertiary and tertiary educational establishments. The article aims to present the results of the survey conducted among the Ukraine-based employers that participated in the first year of this experiment. The authors’ questionnaire survey was carried out from June to September 2020. The respondents included 111 companies indicated as partners by the TEEs listed in the ministerial Order #1296 on the launch of the experiment planned for the period of 2019-2023. The answers were obtained from 93 companies, 55 of which presented details of TEE-company cooperation. The data obtained allowed performing both quantitative and qualitative analysis. The findings show that companies are interested in dual studies and are ready to invest in training students as their potential employees. German approaches to the DS organization cannot be simply copied due to the specific features of the national legislation and the state of the national economy. However, they may be successfully adapted and implemented in Ukraine. Therefore, the obtained information has been used for elaborating recommendations to the stakeholders (TEEs, employers and their associations, the MES and other relevant state bodies etc.). 


Download data is not yet available.


Bakhshi, H., Downing, J., Osborne, M., & Schneider, P. (2017). The Future of Skills: Employment in 2030. London: Pearson and Nesta. Retrieved from

Buchynska, O., Chaikovska, A., Davlikanova, O., & Lylyk, I. (2020). Dual Form of Education in Pre-tertiary and Tertiary Educational Establishments: Employers’ Perspective. Ukraine: FES. Retrieved from

Bundesinstitut für Berufsbildung. (2017). Empfehlung des Hauptausschusses des Bundesinstituts für Berufsbildung vom 21. Juni 2017 zum dualen Studium. Retrieved from

Bundesinstitut für Berufsbildung. (2020). Duales Studium in Zahlen 2019. Retrieved from

Bundesinstitut für Berufsbildung. (2020a). BIBB-report Heft 1: Ausbildung in Deutschland, Investition gegen Fachkraeftemangel, Mai 2020. Retrieved from

Card, D., & DiNardo, J.E. (2002). Skill-Biased Technological Change and Rising Wage Inequality: Some Problems and Puzzles. Journal of Labor Economics, 20(4), 733-783. Retrieved from

Cedefop. (2012). Preventing Skill Obsolescence - Rapid Labor Market Changes Leave Too Many Workers at Risk of Losing Their Skills. Briefing Note. Retrieved from

Cedefop. (2013). Roads to Recovery: Three Skill and Labor Market Scenarios for 2025. Briefing Note. Retrieved from

Cedefop. (2016). Future skill needs in Europe: critical Labor force trends. Luxembourg: Publications Office. 10.2801/56396

Cedefop, Eurofound. (2018). Skills Forecast: Trends and Challenges to 2030. Luxembourg: Publications Office. Retrieved from

Chaikovska, A., Davlikanova, O., & Ischenko, T. (2020). Analytical report on the results of the first year of the experiment on the dual studies introduction in the pre-tertiary and tertiary educational establishments. Ukraine: FES. Retrieved from shchodorealizatsiyidualnohonavchannya.pdf

Chism, S., Holder, T., Keuss, T., & Small, N. (2016). College Student Retention and Persistence Retention and Persistence in Higher Education: An Exploratory Study of Risk Factors and Milestones Impacting Second Semester Retention of Freshmen Students. College Student Retention and Persistence. Retrieved from

Council of the European Union. (2009). Strategic Framework for European Cooperation in Education and Training. Retrieved from

Dachs, B. (2013). The impact of new technologies on the Labor market and the social economy. European Parliamentary Research Services. Retrieved from STU(2018)614539_EN.pdf

Dolphin, T. (Ed). (2015). Technology, globalisation and the future of work in Europe: Essays on employment in a digitised economy, IPPR. Retrieved from

European Comission. (2019). Towards a Sustainable Europe by 2030. Reflection Paper. Retrieved from

European Commission. (2019). Reflection Paper Towards a Sustainable Europe by 2030. Retrieved from

Graf, L. (2015). Germany: Stability and Change. Education in the European Union: Pre-2003 Member States. London: Bloomsbury Publishing. Retrieved from

Graf, L., Powell, J. J., Fortwengel, J., & Bernhard, N. (2014). Dual study programmes in global context: Internationalisation in Germany and transfer to Brazil, France, Qatar, Mexico and the US. Bonn, Germany: DAAD.

Haskel, J.E., & Slaughter, M.J. (2002). Does The Sector Bias Of Skill-biased Technical Change Explain Changing Skill Premia? European Economic Review, 46(10), 1757-1783. Retrieved from

Hermann, K. (2020). How to find the right dual study program. Hamburg, Germany: Spiegel. Retrieved from

Heyman, F., & Sjöholm, F. (2019). Globalization, Job Tasks and the Demand for Different Occupations. Open Edition jourmals, 67-92.

Hippach-Schneider, U., Schneider, V., Ménard, B., & Tritscher-Archan, S. (2017). The underestimated relevance and value of vocational education in tertiaryeducation – making the invisible visible, Journal of Vocational Education & Training, 69(1), 28-46.

ILO. (2017). Global Employment Trends for Youth 2017: Paths to a better working future. International Labor Office. Geneva: ILO. Retrieved from

ILO. (2020). Global Employment Trends for Youth 2020: Technology and the future of jobs International Labor Office. Geneva: ILO. Retrieved from

ILO, OECD. (2018). Global Skills Trends, Training Needs and Lifelong Learning Strategies for the Future of Work. Report prepared by the ILO and OECD for the G20 Employment Working Group. Retrieved from

Kaufman, H. (1974). Obsolescence & Professional Career Development. New York: American Managenent Association.

OECD. (2008). Tertiary Education for the Knowledge Society: Summary in German. Paris: OECD

OECD. (2019). The Future of Work. Employment Outlook 2019. Retrieved from

State Statistic Service. (2020). The Level of Unemployment in Ukraine. Retrieved from _u.htm

The Ministry of Education and Science of Ukraine. (2016). The Strategy of the Higher Education Reformation in Ukraine till 2020. Retrieved from

The Ministry of Education and Science of Ukraine. (2020). The Draft Strategy of the Higher Education Reformation in Ukraine 2021-2031. Retrieved from

The Ministry of Education and Science of Ukraine. (2020). The Strategy of Higher Education Development 2021-2031. Retrieved from

Tkachenko, V., Kuzior, A., & Kwilinski, A. (2019). Introduction of Artificial Intelligence Tools into the Training Methods of Entrepreneurship Activities. Journal of Entrepreneurship Education, 22(6), 1-10.

Wissenschaftsrat. (2013). Empfehlungen zur Entwicklung des dualen Studiums: Positionspapier. [Recommendations on the Development of Dual Study Programmes: Position Paper]. Berlin: Wissenschaftsrat.

Verkhovna Rada of Ukraine. (2019). The Law of Ukraine “On Higher Education” No. 392-IX as of 18.12.2019. Retrieved from

World Bank. (2002). Constructing knowledge societies: new challenges for tertiary education. Retrieved from 30PUB0REPL00Knowledge0Societies.pdf

Abstract views: 150
PDF Downloads: 66
How to Cite
Buchynska, O., Davlikanova, O., & Lylyk, I. (2020). The Ukrainian Employers’ Experience of Introducing Dual Studies: The First-Year Results of the National Experiment. Virtual Economics, 3(4), 211-234.