espEconomy: strategy and practiceEconomy: strategy and practice1997-99672663-550XИнститут экономики10.51176/1997-9967-2024-3-137-150esp-1399Research ArticleСОЦИАЛЬНАЯ ПОЛИТИКА И КАЧЕСТВО ЖИЗНИSOCIAL POLICY AND QUALITY OF LIFEОценка удовлетворенности студентов дуальным обучением в образовательных программах КазахстанаAssessment of Student Satisfaction with Dual Education in Educational Programs in Kazakhstanhttps://orcid.org/0000-0001-6216-1545ДоскееваГ. Ж.DoskeyevaG. Zh.

д.э.н., профессор

ул. Жандосова 55, Алматы

Gulashar Zh. Doskeyeva – Doc. Sc. (Econ.), Professor

55 Zhandosov str., Almaty

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

старший преподаватель

ул. Жандосова 55, Алматы

Rosa A. Kuzembekova – Senior Lecturer

55 Zhandosov str., Almaty

kuzembekova@narxoz.kzДжунисбековаТ. А.JunisbekovaT. A.

к.э.н.

ул. Желтоксан 69, Тараз

Tolkyn A. Junisbekova – Cand. Sc. (Econ.)

69B Zheltoksan Str., Taraz

tolkyn0472@mail.ruУниверситет НархозКазахстанNarxoz UniversityKazakhstanМеждународный Таразский инновационный институт им. Ш. МуртазыКазахстанSh. Murtaza International Taraz Innovation InstituteKazakhstan202429102024193137150Copyright © Доскеева Г.Ж., Кузембекова Р.А., Джунисбекова Т.А., 20242024Доскеева Г.Ж., Кузембекова Р.А., Джунисбекова Т.А.Doskeyeva G.Z., Kuzembekova R.A., Junisbekova T.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://esp.ieconom.kz/jour/article/view/1399

Дуальное образование, представляющее собой гибридную модель, которая сочетает в себе классное обучение с практической подготовкой на производстве, является важным компонентом системы профессионального и технического образования (СПТО). Несмотря на широкое внедрение дуальной системы, существуют значительные пробелы в понимании ее влияния на удовлетворенность студентов. Цель данного исследования заключается в анализе ключевых факторов, влияющих на удовлетворенность студентов дуальной системой образования в Казахстане, с акцентом на влияние практической и теоретической подготовки. В исследовании использован количественный подход, данные собирались с помощью структурированного опроса среди студентов, обучающихся по программам дуального образования в различных учебных заведениях. Опрос измерял общую удовлетворенность и профессиональный опыт по шкале Лайкерта. Анализ показал, что практическая составляющая дуального образования увеличивает удовлетворенность студентов на 42,3%, теоретическая подготовка — на 35,1%, а профессиональный опыт — на 16,6%. Модель объясняет 46,3% изменений в общей удовлетворенности студентов. Это свидетельствует о том, что как практические, так и теоретические компоненты критически важны для улучшения опыта студентов в дуальных образовательных программах. Выводы подчеркивают необходимость дальнейшего развития как практических, так и теоретических аспектов дуального обучения для удовлетворения потребностей студентов и рынка труда. Результаты исследования могут быть использованы для совершенствования программ профессионального обучения и их адаптации к требованиям рынка. Необходимы дальнейшие исследования для изучения специфических проблем, с которыми сталкиваются различные специальности в дуальной системе образования.

Dual education, a hybrid model combining classroom learning with practical on-site training, is critical to vocational and technical education (TVET). Despite its widespread implementation, there are significant gaps in understanding how dual education influences student satisfaction. The primary objective of this study is to investigate the key factors influencing student satisfaction in Kazakhstan’s dual education system, focusing on the impact of practical and theoretical training. This study adopted a quantitative approach, and data were collected from students enrolled in dual education programs across various educational institutions using a structured survey. The survey measured overall satisfaction and professional experience on a Likert scale. The analysis revealed that the practical component of dual education significantly increases student satisfaction by 42.3%, followed by theoretical training (35.1%) and professional experience (16.6%). The model explains 46.3% of the variance in overall student satisfaction. This suggests that practical and theoretical components are critical to enhancing student experiences in dual education programs. The findings highlight the need for further development in both practical and theoretical aspects of dual education to meet student and labor market needs. The study’s implications are essential for improving vocational training programs, particularly aligning education with market expectations. The implications of our study can be instrumental in refining educational programs and aligning them with the needs of students and the labor market. Further research is necessary to explore the specific challenges different specializations face in dual education.

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