5.2 Conclusions and recommendations for practice

• the school has suitable facilities for teacher traineeships and students’ placements; • the school has at its disposal experts from practice to improve the quality of teaching; • in contact with the practice, the quality of the pedagogical employees of the given school is increased; • the presumption of obtaining interesting partners and sponsors for suitable projects is increasing.

The benefi ts of the dual system of education and training for employers - based on an analysis of available information and experience from other companies and abroad - include: • the promotion of the dual system of education and training in countries with a long tradition of dual system of education and training has a proven positive impact on companies and their employees, as well as the fi nancial stability of the company; • companies will get high-quality employees from “learning” places – they “don’t buy a cat in a bag”, they test the future employee before they hire him; • organizations involved in the dual system of education and training have the opportunity to attract the best graduates of secondary vocational schools; • students – dualists bring new or innovated know-how, new stimuli or ideas to organizations; • new advertising opportunities are created for the employer (on the school building, school website, company website ...); • employers involved in the dual system of education and training receive fi nancial incentives from the state, e.g. also a tax bonus (Gábriš, 2019; Krásna et al., 2019).

5.2 Conclusions and recommendations for practice

Based on the theoretical elaboration of the topic and other information obtained directly from the fi eld (in more detail also the work of Gábriš, 2019; Krásna et al., 2019), we can formulate the following conclusions and recommendations for increasing the quality of the dual system of education and training in ZSD and recommendations for improving the practice of dual education system in a more global context:

1. We have noticed that in the internal materials of ZSD have incorrectly called a group of high school students (the terminology is binding according to the valid Education Act) by students, we will initiate a terminological change in all internal documents related to the dual system of education and training. 2. In all internal documents, high school students are called interns and university students are scholarship holders. We propose to keep these names for a more thorough distinction of the target group because ZSD also declares cooperation with primary schools, whose trainees are also students so that the terminology used internally is functional and there is no mistake in the target group. Therefore, we suggest that primary school students should be called students, high school student should be called interns, and university students should be called university scholarship holders.

3. We recommend linguistic and terminological proofreading

in internal materials so that all internal ZSD documents in the fi eld of the dual system of education and training are at a representative level.

4. We propose to adjust the presentations following the rules

of eff ective presentation, which means to follow the 5 x 5 rule, i.e. a maximum of 5 lines per slide and a maximum of 5 words per line. The existing presentations are professionally at a very high level, but those who are not experts in this fi eld (i.e. recipients of information - students (and their parents), trainees (and in the case of minors their parents), class teachers of primary and secondary school students, educational counsellors and fellows).

5. We propose to supplement the “methodological guidelines”

in the dual system of education and training for educational work with students who are individually integrated, for students with an individual study plan, for students with developmental learning disabilities and to start working on educational materials for working with students in planned inclusive education.

6. Create a compatible scheme of the dual system of educa-

tion and training and career guidance, e.g. in cooperation with SIVE or a specifi c university, where this issue could be addressed in bachelor’s and master’s theses.

7. In the fi eld of personnel marketing, it is necessary to strengthen the development of starting points based on the principles and aims of the dual system of education and training, while taking into account the requirements of practice. 8. In the area of personnel management, we recommend strengthening the development of starting points based on the principles and aims of the dual system of education and training and at the same time taking into account the requirements of practice. 9. We propose to supplement the theoretical basis of human resources management with the theory of the dual system of education and training and at the same time with application recommendations that take into account the requirements of practice. 10. In terms of work with lower secondary school students in the context of career guidance, it is necessary to emphasize the possibility of opting for the dual system of education and training as a suitable way to obtain a qualifi cation for the performance of certain professions and to point out the benefi ts that this system off ers. 11. We recommend motivating the dual education and training coordinators, chief instructors or instructors in dual education system to complete at least a bachelor’s degree or an extended subject study (according to the possibilities of the region), or supplementary pedagogical study in the study programs Master of Vocational Education, 1.1.2 Teaching of Vocational Subjects and Practical Training or 3.3.15 Management.

12. We draw attention to the importance of cooperation be-

tween employers and parents and families of students. Another principle can be cooperation with families of students beyond the level of obligations stipulated by law, e.g. in the social area (possibility of vacationing in a company recreational facility, possibility of sports activities on the employer’s sports grounds, etc.). 13. In order to make studies in the dual system of education and training more attractive, employers are advised to expand the

off er of study stays for students and university students with-

in the dual system of education and training in mother plants in the employer’s home countries (e.g. Volkswagen - Germany,

Peugeot - France, VUB Bank - Italy, Slovnaft - Hungary, etc.).

14. On the part of the secondary vocational school, we recommend

expanding the range of possibilities of obtaining interna-

tionally valid certifi cates according to the requirements of the employer (CISCO, etc.). 15. In the conditions of secondary vocational school, we propose in the curriculum (but also within non - teaching activities) to

strengthen the teaching of a foreign language according to

the home country of the employer in the dual system of education and training (Volkswagen - German, Peugeot - French,

VUB Bank - Italian, etc.), which would allow students to apply in the home country of the employer, or by fulfi lling language requirements, it created conditions and opportunities for completing an internship abroad.

16. Extend natural or competitive forms of “testing” of students involved in the dual system of education and training

(skills competitions, skills marathon, exhibitions, presentations, projects, SOČ, etc.), which focus not only on their theoretical knowledge but on their competencies related to with the performance of activities within a certain profession and for the application of theoretical knowledge in practice (Veteška,

Tureckiová, 2008a, 2008b). Many studies show that a student’s school results are diametrically opposed to the assumptions of manual skills or in relation to the student’s practical intelligence. From our own experience we can confi rm that honoured students very often have diffi culties with creative thinking in application situations and, conversely, according to school results, average students are often highly able to react in atypical situations. 17. We propose to supplement the annual Open Days in secondary vocational schools with a “Labour Market”, in which “dual” employers would have the opportunity to present themselves to those interested in studying, i.e. they would already address 8th and 9th-grade students and at the same time, this form would create a space for current, as yet undecided students of a particular secondary school to get acquainted with the dual system of education and training in practice. 18. We propose that selected former successful secondary vocational school students, who were later employed by a “dual” employer, become ambassadors for the dual system of education and training in secondary vocational schools. Their

specifi c activities and related responsibilities could be defi ned in cooperation between the school and the employer, based on the specifi c needs and requirements of all stakeholders. Such a form of cooperation could be interesting and benefi cial, as the available sources indicate a signifi cant degree of infl uence of a peer group or peer from a reference group during adolescence on a given individual and his decision-making. 19. We propose the introduction of the “BUDDY” program (following the model from E.ON from Germany), in which the candidate will be accompanied by an experienced internal employee during his / her studies (Gábriš, 2019; Krásna et al., 2019).

As a part of the fi fth chapter of the monograph a summary of the fi ndings and results of the research based on the use of appropriate methods of scientifi c work, as well as a discussion of the obtained results was presented. In this chapter, we also presented recommendations for practice based on the theoretical elaboration of the topic and other information obtained directly from the fi eld, which mainly concerned the possibilities of increasing the quality of the applied dual system of education and training in ZSD conditions, as well as recommendations for improving the practice of the dual system education and training in a more global context.