The dual training model introduced in 2015 in the Hungarian higher education has become a focus of interest. The dual education students study in the institutional academic period together with the normal fulltime students at their higher education institute, and parallel to their academic education they participate in the practical training. It gives the students an opportunity to join a specific training program at an enterprise. Being involved in specific “operational” practical tasks and project oriented work enhances independent work, learning soft skills and experiencing the culture of work. The dual form of training can be beneficial for all three parties: the student, the company and the university. The students can gain practical knowledge during their studies, facilitating better job prospects after the training, and their income can ease financing their training as well. However, it is important to note that participation in this type of training requires a certain degree of maturity, high level of motivation, because the coordination of work and study is difficult. For companies, this form of training allows them fulfilling their need for well-trained labor, and the transfer of knowledge ensures professional recruitment. Universities expect more motivated students, a regular lively cooperation with enterprises, and higher level of social awareness, recognition and increased interest.

1. THE BENEFITS OF THE DUAL TRAINING FOR
STUDENTS, FOR COMPANIES AND FOR UNIVERSITIES
POGÁTSNIK MONIKA
DIRECTOR OF THE DUAL COORDINATION OFFICE
OBUDA UNIVERSITY

2. TYPES OF DUAL TRAINING IN EU
Apprenticeship
(in the strict sense)
Other dual VET schemes
Mainly
company-based
(>50%)
Mainly
school-based
Mainly
company-based
(>50%)
Mainly
school-based
Upper secondary
education
(ISCED 3B)
Traditional
apprenticeship
Not relevant Company-based
vocational
studies
School-based
vocational
studies (with
internships)
Post-secondary
education
(ISCED 4)
Specialist
training (with
complementary
schooling)
Not relevant Company-based
specialist
courses
School-based
specialist
courses
Tertiary education
(ISCED 5B)
Higher
apprenticeship
Dual studies
(double degree
type)
Not relevant Higher
professional
studies
Source: Cedefop, Governance and financing of apprecentships, 2016.

3. DUAL STUDY MODEL
Autumn
semester
ACADEMIC
PERIOD
14 weeks
Winter
CORPORATE
PERIOD
8 weeks
Spring
semester
ACADEMIC
PERIOD
14 weeks
Summer
CORPORATE
PERIOD
16 weeks
• Hungarian Higher Education Act was
amended in 2014 and it defined the role
and place of this new form of training in
higher education.
• In September 2015 the pilot project
started in OE.
• Dual training increases professional
competences and the knowledge base
obtained in the company environment.

4. SITUATED LEARNING
 Legitimate Peripheral Participation
(Lave & Wenger 1991)
• Through participation in the community, members
establish norms and build collaborative
relationships.
• Through their interactions, they create a shared
understanding of what binds them together.
• As part of its practice, the community produces a
set of communal resources, which is termed their
shared repertoire.

5. THE ELEMENTS OF DUAL TRAINING
Participation at a specific practical
training at an enterprise
Specific "operational" practical tasks at
the enterprise
Project-oriented work to facilitate
independent work
Learning soft skills and the culture of
work
A FRESH GRADUATE
WITH PRACTICAL
EXPERIENCE
UPDATED
INDUSTRIAL,
TECHNICAL
AND LOCAL
KNOWLEDGE
HIGH LEVEL
ACADEMIC
EDUCATION

6. BENEFITS OF THE DUAL TRAINING
STUDENT UNIVERSITY COMPANY
Gain practical knowledge
better job prospects after the
training
Experiences in networking
connections with professionals
Monthly regular income from the
company
Motivated students
A regular lively cooperation with
enterprises  R+D cooperations
PR value: higher level of social
awareness, recognition and
increased interest
Fulfilling the need for well-trained
labor
Transfer of missed specific
knowledge
Active participation in the
recruitment of students
Regular lively cooperation with
universities
Vocational training contribution is
eligible
Coordination of work and study is
difficult (less leisure time)
A lot of coordination task Costs (payment, HR-mentor time…)
long-term, insecure investment

7. BENEFITS FOR STUDENTS

8. I get acquainted with
the life of the
"working man"
I acquire relevant
work experience
I see a company’s
working live, not just
read or learn about
it from a book
I can get more info
of the IT world
We get a
scholarship
We will be able to
get a job easier as a
fresh graduate
The professional
experience is very
advantageous
During the exam
period, parallel
learning and
working is quite
challenging
We get extra
motivation at the
commpany and help
to make progress in
our studies
I can apply the
learned things in
practice
It motivates us that
we also have to do
well at the company.
It provides
motivation for
passing exams on
time
STUDENTS ABOUT THE DUAL STUDY

9. ENTREPRENEURSHIP
ELEMENTS OF ACADEMIC AND CORPORATE CURRICULUM
Academic curriculum Corporate curriculum
Business Economics I.-II.
1. Main features of the enterprise. Entrepreneurial
forms. The organization of the company.
2. Elements of value-creating production process.
Production planning calculations.
3. Market activity, marketing.
4. Resources. Circulation of company resources.
Property management. Rotating asset
management. Workforce management.
5. Economic studies. Production management and
economy. Property and finance in the business.
Corporate processes and products, understanding
and producing corporate documents.
1. Marketing process
2. Logistics process
3. Manufacturing preparation process
4. Manufacturing device assurance process
5. Manufacturing process
6. Human resources management
7. Management process
8. Quality management
9. Environmental management
10. Project design, project implementation
11. Informatics process

10. • Dual student:40
• Traditional student:18
entrepreneurial
forms
• Dual student:7
• Traditional student:0
financial report
• Dual student:43
• Traditional student:17
sales process
• Dual student:42
• Traditional student:5
pricing
• Dual student:19
• Traditional student:11
marketing mix
CONFIDENCE VALUES
Average:
Dual student:30
Traditional student:10
ENTREPRENEURSHIP KNOWLEDGE
DUAL STUDENTS VS. TRADITIONAL STUDENTS

11. workplace experience
• The dual training was the first workplace
experience for 21% of the dual students.
• The others 79% had other previous
experience, mainly summer jobs at enterprises
not in connection with their learned profession
(work in a kiosk, movie ticket inspector etc.)
FOCUS GROUP DISCUSSION

12. how the company experience helped in
understanding the subject of corporate economics
• The dual students reported about their first term experience,
when they spent a few days shadowing at different
departments at their company, understanding the company
structure and had an overview of the context of the operation
of the organizational units.
• Non dual students had less experience at their short term
summer student workplace, they had no overview of the
operation of the business they worked for.
FOCUS GROUP DISCUSSION

13. BENEFITS FOR COMPANIES

14. COMPANY ABOUT THE DUAL STUDY - MISSING WORKFORCE
 „It’s difficult to find qualified professionals in the labor market.”
 „Currently we don’t have a fresh graduate engineer.”
 „There is a large demand for recruitment.”
 „The missing skilled workforce can be replaced by dual training.”
 „We would like to employ the graduates after the dual training.”
 „The role of dual training is seen in providing a new generation of
skilled workforce.”

15. COMPANY ABOUT THE DUAL STUDY – FRESH KNOWLEDGE
 „It’s expected to get a specialist from the education who has seen a
company, has practical experience, not just bookish knowledge."
 „The fresh spirit of a sufficiently motivated student can renew the
working community at the company.”
 „The today's university students are „digital natives”. They should
pass this socialization knowledge to "older" colleagues. The older
colleagues should transfer the enterprise knowledge and
experience, corporate culture, and networking.”

16. COMPANY ABOUT THE DUAL STUDY – TRAINING QUALITY
 „We consider the skills and the appropriate qualifications very
important, we support our staff to continue quality training.”
 „We would take part in the education of the future engineers.”
 „The company-specific training is important. Loyalty, attachment,
commitment can be created, which ensures long term quality work.”
 „The missing skilled workforce can be replaced by dual training.”
 „The themes of education and the curriculum can be better adapted
to the needs of the labor market.”
 „It is very important to develop professional and deeper human
relationships with the university.”

17. COMPANY ABOUT THE DUAL STUDY – SOFT SKILLS
In addition to professional competencies, soft-skill competences are very important.
• problem-solving
• independent accurate work
• cooperation, teamwork
• commitment to ethical behaviour
• responsibility
• high-quality expertise, up-to-date knowledge
Important additional knowledge for our company
• knowledge of English and German languages
• using Microsoft Office
• knowledge of our own enterprise systems

18. ?
THANK YOU
FOR YOUR
ATTENTION
ANY QUESTIONS?