PEDAGOGICAL CONDITIONS FOR DEVELOPING THE PROFESSIONAL COMPETENCE OF TECHNICAL COLLEGE STUDENTS IN THE CONTEXT OF DUAL EDUCATION

This article examines the development of technical college students’ professional competence in the context of dual education, based on an analysis of regulatory documents and international research. A pedagogical analysis of the current Regulation shows that, although the organisational process is clearly regulated, the integration of classroom and workplace learning content, the pedagogical preparation of mentors, and the criteria for assessing competence require further clarification. As a result, the article proposes five interrelated pedagogical conditions and a four-component diagnostic framework for assessing competence. The proposed system is theoretically substantiated and requires validation through a pedagogical experiment.