ECONOMIC INTERESTS OF DUAL EDUCATIONAL PROGRAMS PARTICIPANTS IN HIGHER SCHOOL

Abstract

There is no need to remind in detail that domestic higher education institutions should make intensive efforts continuously to increase the efficiency of their activities and improve their results. This is demanded by recipients and customers of educational services, state executive authorities and society. HEIs are no less interested in that, as they are involved in the system of commodity-money relations and therefore are forced to take care of their economic security. As experience shows, the application of the duality concept in the organization of the educational process is useful for achieving this goal. Based on the stated findings, the authors devoted the proposed article to the identification, systematization, and clarification of the nature of economic relations that arise between the participants of the educational process in higher education institutions during the development and implementation of educational and professional programs built on the principles of duality. It has been proven that dual educational and professional programs require costs like any other economic project. In turn, expenses are fertile ground for forming relationships. It was found that the basis of these relations are the economic interests of the interested parties. It is proven that they originate from the desire to compensate for the investment of each of them in the creation of intellectual capital of appropriate quality. It was emphasized that economic interests of participants of the dual educational process should be balanced. If this goal is not achieved, there will be gaps in the value chain of intellectual capital formation. Its main links are students' acquisition of professional competences, their application at partner enterprises, countering the moral wear and tear of intellectual capital during the individual's professional life. Tools for balancing the economic interests of participants in the dual educational process are proposed. Attention is focused on the economic sections of agreements and contracts that formalize the relations of the entities that conclude and execute them. It is emphasized that economic relations between the state and participants of the educational process are built on the basis of a social contract between them.