Dual education in the construction sector of Ukraine: a management model and implementation prospects in the context of post-war recovery
The article examines the implementation of dual education in the construction sector of Ukraine in the context of post-war economic recovery. The relevance of the study is determined by the acute shortage of qualified personnel in the construction industry, particularly skilled workers and engineeri...
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Інститут економіки промисловості НАН України
2025
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| Цитувати: | Dual education in the construction sector of Ukraine: a management model and implementation prospects in the context of post-war recovery / Ye. Bilan // Економічний вісник Донбасу. — 2025. — № 4 (82). — С. 173-181. — Бібліогр.: 34 назв. — англ. |
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Digital Library of Periodicals of National Academy of Sciences of Ukraine| _version_ | 1860272428405489664 |
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| author | Bilan, Ye. |
| author_facet | Bilan, Ye. |
| citation_txt | Dual education in the construction sector of Ukraine: a management model and implementation prospects in the context of post-war recovery / Ye. Bilan // Економічний вісник Донбасу. — 2025. — № 4 (82). — С. 173-181. — Бібліогр.: 34 назв. — англ. |
| collection | DSpace DC |
| container_title | Економічний вісник Донбасу |
| description | The article examines the implementation of dual education in the construction sector of Ukraine in the context of post-war economic recovery. The relevance of the study is determined by the acute shortage of qualified personnel in the construction industry, particularly skilled workers and engineering and technical specialists, which has been exacerbated by the consequences of military actions, large-scale labour migration, a decline in the working-age population, and the mismatch between educational programmes and the actual needs of construction companies. The implementation of national and international reconstruction programmes for housing, transport, and social infrastructure has intensified the demand for specialists possessing modern professional competencies, including BIM technologies, energy-efficient and sustainable construction practices, project management skills, the use of innovative materials, and compliance with international quality and occupational safety standards. The purpose of the article is to provide a theoretical and analytical substantiation of the feasibility of implementing dual education in the construction sector of Ukraine as a model for overcoming workforce shortages and ensuring effective professional training in the context of post-war recovery. The study summarises European experience in applying dual education in technically complex industries, particularly construction, engineering, and manufacturing, and analyses domestic scientific approaches to the development of dual education within vocational and higher education systems. The article demonstrates that dual education should be considered not only as an educational format but also as a managerial instrument for workforce provision in construction companies, capable of reducing the gap between the education system and real production processes. The key advantages of the dual model for employers are identified, including reduced costs for workforce adaptation, lower staff turnover, increased labour productivity, and decreased production and safety risks. At the same time, the study identifies major barriers to the implementation of dual education in Ukraine, such as institutional, regulatory, organisational, economic, and socio-cultural constraints that limit the active involvement of construction companies in workforce training. The main result of the study is the development of a managerial model for implementing dual education in construction companies, which integrates dual training into the human capital management system of enterprises. The proposed model is based on a sequence of interconnected managerial blocks and is oriented toward achieving tangible business outcomes, including the formation of a stable workforce reserve, mitigation of labour shortages, improved efficiency of construction project implementation, and enhanced competitiveness of construction companies during the post-war recovery period. The practical significance of the research lies in the possibility of applying the proposed managerial model as a decision-making tool in the operational and strategic management of construction enterprises of various sizes.
У статті розглядається впровадження дуальної освіти в будівельному секторі України в контексті повоєнного економічного відновлення. Актуальність дослідження визначається гострою нестачею кваліфікованих кадрів у будівельній галузі, зокрема кваліфікованих робітників та інженерно-технічних спеціалістів, яка загострилася наслідками військових дій, масштабною трудовою міграцією, скороченням чисельності працездатного населення та невідповідністю освітніх програм реальним потребам будівельних компаній. Реалізація національних та міжнародних програм реконструкції житлової, транспортної та соціальної інфраструктури посилила попит на спеціалістів, які володіють сучасними професійними компетенціями, включаючи технології BIM, енергоефективні та стійкі методи будівництва, навички управління проектами, використання інноваційних матеріалів, а також дотримання міжнародних стандартів якості та безпеки праці. Метою статті є теоретичне та аналітичне обґрунтування доцільності впровадження дуальної освіти в будівельному секторі України як моделі подолання дефіциту робочої сили та забезпечення ефективної професійної підготовки в контексті повоєнного відновлення. У дослідженні узагальнено європейський досвід застосування дуальної освіти в технічно складних галузях, зокрема будівництві, машинобудуванні та виробництві, а також проаналізовано вітчизняні наукові підходи до розвитку дуальної освіти в системах професійної та вищої освіти. У статті показано, що дуальну освіту слід розглядати не лише як освітній формат, а й як управлінський інструмент забезпечення робочою силою будівельних компаній, здатний зменшити розрив між системою освіти та реальними виробничими процесами. Визначено ключові переваги дуальної моделі для роботодавців, зокрема зниження витрат на адаптацію робочої сили, меншу плинність кадрів, підвищення продуктивності праці та зниження виробничих та безпекових ризиків. Водночас у дослідженні визначено основні перешкоди для впровадження дуальної освіти в Україні, такі як інституційні, регуляторні, організаційні, економічні та соціально-культурні обмеження, що обмежують активну участь будівельних компаній у навчанні робочої сили. Основним результатом дослідження є розробка управлінської моделі впровадження дуальної освіти в будівельних компаніях, яка інтегрує дуальне навчання в систему управління людським капіталом підприємств. Запропонована модель базується на послідовності взаємопов'язаних управлінських блоків та орієнтована на досягнення відчутних бізнес-результатів, включаючи формування стабільного резерву робочої сили, пом'якшення дефіциту робочої сили, підвищення ефективності реалізації будівельних проектів та підвищення конкурентоспроможності будівельних компаній у період післявоєнного відновлення.Практична значущість дослідження полягає в можливості застосування запропонованої управлінської моделі як інструменту прийняття рішень в операційному та стратегічному управлінні будівельними підприємствами різного розміру.
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| first_indexed | 2026-03-14T11:36:55Z |
| format | Article |
| fulltext |
Ye. Bilan
173
Економічний вісник Донбасу № 4 (82), 2025 ISSN 1817-3772
https://doi.org/10.12958/1817-3772-2025-4(82)-173-181
UDC 378.046.4:338.246.8:69(477)
Yevhen Bilan,
Recipient of the third (educational-scientific) level of higher education,
ORCID 0009-0005-4217-7298
e-mail: s4542257@kntu.net.ua
Kherson National Technical University, Khmelnytskyi
DUAL EDUCATION IN THE CONSTRUCTION SECTOR OF UKRAINE:
A MANAGEMENT MODEL AND IMPLEMENTATION PROSPECTS
IN THE CONTEXT OF POST-WAR RECOVERY
Introduction. The construction sector of Ukraine
is currently undergoing profound structural transfor-
mation caused by both long-standing systemic chal-
lenges and the consequences of the full-scale war. One
of the key threats to the sustainable development of the
sector is the acute shortage of qualified personnel, par-
ticularly skilled workers and engineering and technical
specialists. The decline in the working-age population,
labour migration, the decreasing prestige of construction
professions, as well as the mismatch between educa-
tional programmes and the actual needs of enterprises
have led to a weakening of the human capital of con-
struction companies.
Post-war reconstruction significantly exacerbates
this problem. Large-scale programmes for the recon-
struction of housing stock, transport, industrial and so-
cial infrastructure generate increased demand not only
for the quantity of labour but also for qualitatively new
competencies. The modern construction sector requires
specialists capable of working with BIM technologies,
applying principles of energy-efficient and sustainable
construction, managing complex projects, using innova-
tive materials, and complying with international stand-
ards of quality and safety. Under such conditions, tradi-
tional approaches to workforce training prove to be in-
sufficiently effective.
The problem lies in the fact that the classical model
of vocational and higher education in the construction
field is primarily oriented toward theoretical training
and a limited amount of practical experience. As a re-
sult, graduates lack the practical skills required for real
production environments, while employers are forced to
invest significant resources in additional training and
adaptation. This reduces labour productivity, increases
costs for construction companies, and negatively affects
the pace and quality of project implementation, which is
particularly critical during the post-war recovery period.
In this context, the search for effective mechanisms
to integrate the education system with the real sector of
the construction industry becomes increasingly relevant.
One such mechanism is dual education, which combines
theoretical learning in educational institutions with sys-
tematic practical training directly at enterprises. The
dual model enables the training of specialists oriented
toward specific production processes, technologies, and
managerial standards that correspond to the real needs
of construction businesses.
The connection between the researched issue and
previous scientific studies lies in the fact that both do-
mestic and foreign scholars have extensively examined
general issues of vocational education development,
workforce training for industry and services, as well as
the experience of implementing dual education in cer-
tain European Union countries. However, most existing
studies focus on educational aspects of the dual model,
its regulatory framework, or its social effects, while the
specific features of the construction sector and the inter-
ests of construction companies as key stakeholders re-
main insufficiently explored. Current research does not
fully account for the peculiarities of construction pro-
duction, its project-oriented nature, high occupational
safety requirements, technological complexity, and the
need for rapid updating of workforce competencies.
This necessitates further research aimed at substantiat-
ing dual education specifically as a tool for workforce
provision and for improving the operational efficiency
of construction companies in the context of Ukraine’s
post-war recovery.
Analysis of recent research and publications.
The issue of dual education has been actively studied in
recent years in both domestic and international aca-
demic discourse, driven by the growing need to integrate
the education system with the real sector of the econ-
omy. In contemporary publications, dual education is
considered not only as an educational innovation but
also as an institutional mechanism for human capital
formation and for enhancing the competitiveness of en-
terprises.
A significant body of research focuses on analys-
ing models for the implementation of dual vocational
education and training in European Union countries. In
particular, L. Martínez-Izquierdo and M. Torres Sánchez
analyse dual VET as a result of educational policy trans-
fer under conditions of decentralised governance in
Spain [21]. The authors emphasise that the effectiveness
of the dual model largely depends on the involvement of
regional authorities and the active participation of em-
ployers. A similar institutional approach is developed in
© Publisher Institute of Industrial Economy of National Academy of Sciences of Ukraine, 2025
© Publisher State Higher Education Institution «Luhansk Taras Shevchenko National University», 2025
Ye. Bilan
174
ISSN 1817-3772 Економічний вісник Донбасу № 4 (82), 2025
the studies by C. Fernández-Salinero and co-authors
[18], which concentrate on quality factors of dual edu-
cation, including the training of workplace mentors, the
organisation of cooperation between educational institu-
tions and enterprises, and compliance with European
quality assurance standards (EQAVET).
An important contribution to the development of
this research field is made by studies examining the im-
pact of labour market dynamics and migration processes
on the sustainability of dual systems. In the work by
J. Arnholtz and S. Østhus [15], it is demonstrated that
the employment of migrant labour in sectors such as
construction may reduce companies’ incentives to in-
vest in long-term dual training schemes. These findings
are particularly relevant for the construction industry,
where workforce shortages are often addressed through
short-term solutions that do not support the strategic re-
production of qualifications.
A theoretical generalisation of the role of dual ed-
ucation as a mechanism for human capital development
is proposed in the work by E. Vanderhoven et al. [25],
which highlights the combination of economic and so-
cial effects of dual VET. The authors argue that dual ed-
ucation ensures not only a rapid transition of young peo-
ple into the labour market but also the long-term devel-
opment of professional competencies, which is critically
important for industries characterised by high require-
ments for quality and occupational safety.
A separate group of studies addresses dual educa-
tion within the higher education system. In particular,
O. Shykina [10] considers dual education as a factor in
the transformation of modern higher education, empha-
sising its role in developing applied competencies and
increasing graduates’ adaptability to employers’ needs.
A similar perspective is presented in the work by
S. Amelina and R. Tarasenko [1], which examines the
experience of German higher education institutions,
where the dual form of education is regarded as an es-
tablished instrument for training specialists for techni-
cally complex fields, including engineering and con-
struction.
In the Ukrainian academic discourse, issues of dual
education are analysed with regard to national chal-
lenges and the conditions of wartime. In particular, the
study by O. Didenko [16] reveals the advantages and
barriers to the development of dual vocational education
in Ukraine, emphasising problems of institutional read-
iness, cooperation with business, and workforce provi-
sion for enterprises. These approaches are comple-
mented by sectoral studies in which dual education is
considered as a tool for the integrative development of
business structures (for example, in the work by
O. Shykina and O. Kuznetsova [9]), which allows the
extrapolation of the obtained findings to the const-
ruction sector. A. O. Arterchuk, O. B. Mnykh and
U. Ya. Sadova [2] consider dual education not only as
an educational innovation but also as a strategic socio-
economic instrument capable of ensuring the recovery
and development of human capital in accordance with
labour market needs.
Special attention in contemporary research is given
to the sectoral specificity of implementing dual educa-
tion, particularly in technically complex sectors of the
economy. Thus, in studies devoted to the experience of
German higher education institutions, the dual form of
education is regarded as an established instrument for
training specialists for engineering and manufacturing
fields, including construction, ensuring a close connec-
tion between theoretical training and real production
processes and quality standards [17, 22].
This approach is further developed in domestic
studies focused directly on the construction industry. In
particular, O. Holyshev [3] substantiates the dual form
of education as a prerequisite for effective vocational
training of construction workers, emphasising its capac-
ity to reduce the gap between the educational process
and labour market requirements, enhance graduates’
practical competencies, and shorten their adaptation pe-
riod at enterprises. The author also highlights the im-
portance of systematic involvement of construction
companies in workforce training, notably through the
organisation of paid work-based learning and mentor-
ing, which correlates with European models of dual ed-
ucation and is especially relevant in the context of
Ukraine’s post-war recovery. Similar provisions are de-
veloped in the collective monograph of the Institute of
Vocational Education of the National Academy of Edu-
cational Sciences of Ukraine, edited by N. V. Ku-
lalaieva [6], which summarises the results of applied re-
search on implementing elements of dual education in
the vocational training of future skilled workers in the
construction sector. In this monograph, dual education
is interpreted as a systemic model based on social part-
nership between educational institutions and enter-
prises, providing a methodological foundation for inte-
grating dual training into workforce provision practices
of construction companies.
Summarising the results of the reviewed studies, it
can be stated that contemporary academic literature suf-
ficiently covers the institutional, educational, and socio-
economic aspects of dual education. At the same time,
sector-specific features of its application in the construc-
tion industry, as well as the significance of dual educa-
tion from the perspective of construction companies as
key stakeholders, remain insufficiently explored. This
determines the need for further research aimed at sub-
stantiating dual education as a managerial model for
workforce provision and improving the efficiency of
construction enterprises in the context of Ukraine’s
post-war recovery.
The purpose of the article is to provide a theoretical
and analytical substantiation of the feasibility of imple-
menting dual education in the construction sector of
Ukraine as a model for overcoming workforce shortages
and ensuring effective professional training in the con-
text of post-war recovery. The study focuses on analys-
ing the advantages and limitations of the dual education
Ye. Bilan
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Економічний вісник Донбасу № 4 (82), 2025 ISSN 1817-3772
model from the perspective of construction companies
as key employers, as well as on summarising European
experience in applying dual education in technically
complex industries. Particular attention is paid to iden-
tifying directions for adapting dual education to the
needs of modern construction production, taking into
account technological, organisational, and managerial
transformations of the sector.
Presentation of the main research material. The
essence of the dual model lies in the integration of theo-
retical education delivered by educational institutions
with systematic practical training at enterprises, imple-
mented through a specific organisational and legal
framework. Within this system, students acquire know-
ledge in classrooms and laboratories while simultane-
ously undergoing long-term practical training in real
production environments, which usually includes paid
work directly at the workplace in accordance with the
curriculum and employer requirements. This approach
ensures not merely an alternation of separate theoretical
and practical modules, but a continuous combination of
learning and work throughout the entire period of pro-
fessional training, in which the employer acts as one of
the co-executors of the educational process [19].
In European dual education systems, the propor-
tion of time students spend in educational institutions
and at enterprises typically ranges from approximately
30–50% devoted to theoretical instruction and 50–70%
to practical training or employment. For example, in the
classical German model, the share of practical training
at enterprises may reach up to 70% of the total training
time, while theoretical education accounts for about
30% [23]. Such a distribution is adapted to specific sec-
tors and qualification levels, ensuring deep immersion
of learners in production processes and the development
of professional competencies that meet the requirements
of the modern labour market.
The outcome of implementing the dual model is a
graduate who possesses not only a certificate of comple-
tion but also real professional experience, verified practi-
cal skills, and readiness to perform job-related duties from
the first day of employment. Such graduates adapt signif-
icantly better to the production environment and demon-
strate a higher likelihood of employment during the first
months after graduation compared to traditional education
models, where the practical component is limited to short-
term internships or isolated training placements [20].
For construction companies, dual education pri-
marily functions as an instrument of strategic workforce
provision, enabling them to reduce dependence on an
unstable labour market and external sources of labour.
The involvement of students in production processes al-
ready at the training stage facilitates the formation of a
workforce reserve adapted to specific technologies,
quality standards, and the organisational culture of the
enterprise. As a result, companies obtain employees
who do not require a prolonged adaptation period, which
is particularly important in the context of post-war
reconstruction, when project implementation timelines
are critical and workforce risks are substantial.
An important advantage of the dual model for the
construction business is the reduction of costs related to
staff training and retraining. Under the traditional
model, employers are forced to invest significant re-
sources in internal training of new employees, correc-
tion of errors caused by insufficient practical skills, and
mitigation of staff turnover. In contrast, dual education
enables the gradual development of professional com-
petencies under real construction production conditions,
reducing defect rates, accident risks, and violations of
occupational safety requirements. For a technically
complex and high-risk industry such as construction,
this has not only economic but also social significance.
Moreover, dual education creates prerequisites for
enhancing the innovative capacity of construction com-
panies. The involvement of students and trainees in pro-
duction processes facilitates the faster dissemination of
modern technologies, including BIM modelling, digital
project management, and energy-efficient and environ-
mentally friendly solutions. Combined with mentoring
provided by experienced employees, this contributes to
the formation of a continuous learning environment
within enterprises and strengthens their competitive po-
sition. Thus, for construction companies, dual education
is not only a mechanism for addressing workforce short-
ages but also an element of a modern managerial model
oriented toward long-term development in the context
of Ukraine’s post-war recovery.
Despite its potential advantages, the large-scale
implementation of dual education in Ukraine, particu-
larly in the construction sector, faces a number of sig-
nificant barriers that limit its effectiveness and scalabil-
ity. First of all, these include institutional and regulatory
challenges. Analyses of the problems associated with
implementing dual education in Ukraine indicate a low
level of legislative and organisational maturity, which
results in fragmented responsibility among educational
institutions, employers, and public authorities, as well as
a lack of clear incentives and guarantees for labour mar-
ket actors [5]. Similar conclusions regarding the com-
plexity of transferring the «German» model across bor-
ders are confirmed by international reviews: even in
OECD countries, the success of dual programmes
largely depends on social, cultural, and institutional con-
texts, and specific practices cannot always be easily
transferred to other national education and labour sys-
tems [24]. Legal barriers are closely related to defining
the status of dual education participants and the condi-
tions of their legal protection. As highlighted in studies
on legal aspects, issues related to labour rights, insur-
ance, occupational safety, and remuneration of partici-
pants in dual programmes remain insufficiently regu-
lated, which is particularly critical for the construction
sector with its heightened safety and injury risks [5].
The second key limitation is the lack of resources
and internal training capacity within enterprises. Con-
struction companies often do not have a sufficient num-
ber of qualified mentors, systems for managing practical
training, or their own structured training programmes,
which negatively affects the quality of the practical
Ye. Bilan
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ISSN 1817-3772 Економічний вісник Донбасу № 4 (82), 2025
component of dual programmes. Comparative studies of
dual education models in the EU emphasise the crucial
role of professional associations and social partnerships
in ensuring the quality of work-based learning an ele-
ment that remains underdeveloped in Ukraine compared
to countries such as Germany or Austria [24].
The third limitation concerns the mismatch be-
tween educational programmes and labour market
needs. Domestic studies indicate that existing curricula
often fail to reflect current technological requirements,
including BIM technologies, digital construction pro-
cesses, and energy-efficient methods that dominate the
practices of leading construction companies in the EU
[4]. As a result, learners effectively find themselves be-
tween two systems – «academic» and «practical» –
without synchronised updating of training modules,
which exacerbates skills gaps.
Another constraining factor is economic uncer-
tainty and the project-based nature of construction ac-
tivity in Ukraine. Due to fluctuations in construction
volumes, dependence on public and donor funding, and
unpredictable project implementation timelines, enter-
prises are often reluctant to undertake long-term com-
mitments to workforce training in the form of dual stu-
dents. Such budgetary and market volatility complicates
planning investments in training and the development of
internal HR infrastructures.
Finally, socio-cultural barriers also play a signifi-
cant role. Despite successful international examples,
there is still a degree of mistrust toward dual education
models among Ukrainian employers and learners, as
well as persistent stereotypes regarding the lower pres-
tige of vocational education compared to traditional
higher education. Such cultural attitudes create addi-
tional obstacles to the formation of effective partner-
ships between business and the education system.
All the identified constraints are interrelated and not
only complicate the full-scale implementation of dual
programmes in the construction sector but also require
comprehensive policy and managerial solutions at the
levels of public governance, corporate management, and
educational institutions to achieve a systemic effect. In-
ternational experience, particularly that of Germany and
other EU countries, demonstrates that the effectiveness
of the dual model is ensured not by isolated measures but
by a stable architecture of social partnership among the
state, business, and educational institutions.
The first priority direction is strengthening the in-
stitutional role of construction companies as full-
fledged participants in the educational process. This in-
volves the establishment of mentoring systems within
enterprises, the development of internal standards for
practical training, and the formalisation of employers’
responsibility for the quality of professional competen-
cies acquired by learners. EU practices show that the
involvement of sectoral associations and professional
organisations in coordinating dual programmes helps re-
duce the burden on individual companies and ensures
the sustainability of workforce training.
The second important direction is the improvement
of the regulatory and organisational framework for dual
education, taking into account the specific characteris-
tics of the construction sector. This includes clear regu-
lation of the status of dual education participants, condi-
tions of remuneration, insurance coverage, and occupa-
tional safety during work-based training. For an industry
characterised by elevated production risks, these issues
are of fundamental importance and directly affect em-
ployers’ willingness to invest in workforce training.
Ukrainian studies confirm that reducing legal uncer-
tainty is a key prerequisite for more active business par-
ticipation in dual education programmes.
The third direction of development involves syn-
chronising educational programmes with technological
transformations in construction production. Dual educa-
tion should be oriented not only toward basic vocational
skills but also toward the formation of competencies in
BIM modelling, digital project management, and en-
ergy-efficient and sustainable construction. Such mod-
ernisation is possible only with the continuous involve-
ment of construction companies in the design and updat-
ing of curricula, which corresponds to the European
practice of sector-oriented dual training.
Particular attention should be paid to economic in-
centives for employers, including tax benefits, co-fi-
nancing of mentoring programmes, and compensation
for part of the costs associated with training learners. In
the context of a post-war economy, such incentives may
become a decisive factor in encouraging construction
companies to participate in long-term workforce train-
ing programmes, reducing the perception of dual educa-
tion as a high-risk investment.
Thus, the development of dual education in
Ukraine’s construction sector should be based on a com-
bination of managerial, regulatory, and economic instru-
ments aimed at reducing workforce risks and improving
the operational efficiency of construction companies. In
the context of post-war recovery, dual education can be
viewed not merely as an educational format but as an
element of a modern human capital management model
that ensures the sustainable development of the sector
by addressing workforce shortages, reducing opera-
tional risks, and improving the effectiveness of con-
struction project implementation.
The proposed managerial model is based on the
following principles: integrated approach, which com-
bines personnel, production, and educational policies of
the company; project orientation, involving workforce
training tailored to specific types of construction pro-
jects; shared responsibility, implying a distribution of
roles among the company, the educational institution,
and the learner; economic feasibility, focusing on cost
reduction and productivity growth; and adaptability,
enabling rapid updating of competencies in response to
technological changes.
The functional structure of the model is presented
in Figure.
Ye. Bilan
177
Економічний вісник Донбасу № 4 (82), 2025 ISSN 1817-3772
Figure. Management Model for Implementing Dual Education in a Construction Company
Source: compiled by the author
The management model schematically presented in
Fig. 1 consists of five logically structured management
blocks that integrate dual education into the enterprise’s
human capital management system. At the stage of stra-
tegic workforce planning, construction companies iden-
tify their staffing needs in accordance with the portfolio
of construction projects and the requirements of post-
war recovery, thereby forming demand for specific
professional competencies. Within the framework
ofpartnerships with educational institutions, construc-
tion companies participate in coordinating educational
programs and dual training schedules, which makes it
possible to align theoretical instruction with real produc-
tion processes. The managerial outcome of these blocks
is the formation of a targeted talent pool oriented toward
the needs of a specific enterprise. The central element of
the model is the organization of on-the-job training at
the enterprise, which involves engaging learners in real
construction processes, providing mentoring by experi-
enced employees, and ensuring compliance with occu-
pational safety requirements. Subsequent monitoring
and evaluation of dual training outcomes enable compa-
nies to adjust training content, enhance the level of prac-
tical competencies, and reduce operational risks. The
overall managerial outcome of implementing the model
lies in reducing personnel adaptation costs, mitigating
labor shortages, increasing labor productivity, and
strengthening the competitiveness of construction com-
panies in the context of Ukraine’s post-war recovery.
Conclusions. The conducted analysis has shown
that traditional workforce training models do not fully
meet the current challenges of the construction industry,
which is characterized by high technological complexity,
increased occupational safety requirements, and an acute
shortage of skilled workers and engineering and technical
personnel. In this context, dual education creates oppor-
tunities to bridge the gap between the education system
and the real needs of construction production.
A synthesis of European experience and domestic
academic research made it possible to identify the ad-
vantages of the dual model for construction companies,
including a shorter personnel adaptation period, reduced
costs of initial training, the formation of a stable talent
pool, and increased labor productivity. At the same time,
Management Model for Implementing Dual Education in a Construction Company
Block 1
Strategic
Workforce
Planning
Block 2
Partnership
with
Educational
Institutions
Block 3
Organization
of On-the-Job
Training
Block 4
Monitoring,
Evaluation, and
Adjustment
Block 5
Economic Im-
pact and Busi-
ness Benefits
Functions of a Construction Company
enters into long-
term agreements with
профильні higher and
vocational education
institutions;
• participates in the de-
velopment of curricula;
• coordinates sched-
ules for theoretical
and practical training
(50–70% on-the-job
training).
assigns mentors;
designates work-
places for learners;
ensures remunera-
tion, occupational
health and safety, and
insurance;
engages learners in
real construction pro-
cesses rather than
auxiliary tasks.
• assesses ac-
quired com-
petencies;
• analyzes
productivity
and occupa-
tional safety;
• adjusts
programs to
new technol-
ogies and
standards.
• reduces recur-
itment and onbo-
arding costs;
• decreases de-
fects and acci-
dent rates;
• stabilizes the
talent pipeline;
• increases labor
productivity;
• enhances com-
petitiveness.
forecasts work-
force needs by spe-
cialty (workers, tech-
nicians, engineers);
• aligns staffing
needs with the pro-
ject portfolio;
• identifies compe-
tencies critical for
post-war reconstruc-
tion (BIM, energy ef-
ficiency, safety).
Managerial Outcomes
Dual education be-
comes an integral
part of the HR strat-
egy rather than a
one-off experiment.
Reduction of the
gap between educa-
tional programs
and real-world pro-
duction.
Development of
practical skills and
reduction of the
adaptation period.
Improvement in
training quality and
reduction of opera-
tional risks.
Dual education be-
comes a source of
long-term business
benefits rather
than a cost.
Ye. Bilan
178
ISSN 1817-3772 Економічний вісник Донбасу № 4 (82), 2025
it was established that the implementation of dual edu-
cation in Ukraine is constrained by a set of institutional,
regulatory, organizational, and economic barriers that
require a systematic approach to overcoming them,
taking into account the sector-specific characteristics of
the construction industry.
The outcome of the study is the development of a
management model for implementing dual education in
construction companies, which integrates dual training
into the enterprise’s human capital management system.
The proposed model is based on the sequential imple-
mentation of management blocks and is oriented toward
achieving specific managerial outcomes for business.
This makes it possible to consider dual education not as
a standalone educational initiative, but as an element of
modern managerial policy in construction companies.
The management model integrates dual education
into the construction company management system and
ensures the mitigation of labor shortages, alignment of
workforce training with real production needs, and in-
creased efficiency of project implementation during the
post-war recovery period. The model can be adapted for
companies of different sizes and used as a basis for de-
veloping sector-wide dual training programs in
Ukraine’s construction sector.
The practical significance of the obtained results
lies in the possibility of applying the proposed model in
the development of HR strategies of construction enter-
prises, in designing sectoral dual training programs, and
in implementing state and corporate post-war recovery
projects. Further research should focus on the empirical
testing of the model in construction companies of vari-
ous scales and on evaluating its economic effectiveness.
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Received: 17.11.2025
Accepted: 16.12.2025
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https://doi.org/10.31866/2616-745X.12.2023.%20292394
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Економічний вісник Донбасу № 4 (82), 2025 ISSN 1817-3772
Bilan Ye. Dual education in the construction sector of Ukraine: a management model and implementation prospects in
the context of post-war recovery
The article examines the implementation of dual education in the construction sector of Ukraine in the context of post-war eco-
nomic recovery. The relevance of the study is determined by the acute shortage of qualified personnel in the construction industry,
particularly skilled workers and engineering and technical specialists, which has been exacerbated by the consequences of military
actions, large-scale labour migration, a decline in the working-age population, and the mismatch between educational programmes and
the actual needs of construction companies. The implementation of national and international reconstruction programmes for housing,
transport, and social infrastructure has intensified the demand for specialists possessing modern professional competencies, including
BIM technologies, energy-efficient and sustainable construction practices, project management skills, the use of innovative materials,
and compliance with international quality and occupational safety standards.
The purpose of the article is to provide a theoretical and analytical substantiation of the feasibility of implementing dual education
in the construction sector of Ukraine as a model for overcoming workforce shortages and ensuring effective professional training in
the context of post-war recovery. The study summarises European experience in applying dual education in technically complex in-
dustries, particularly construction, engineering, and manufacturing, and analyses domestic scientific approaches to the development of
dual education within vocational and higher education systems.
The article demonstrates that dual education should be considered not only as an educational format but also as a managerial
instrument for workforce provision in construction companies, capable of reducing the gap between the education system and real
production processes. The key advantages of the dual model for employers are identified, including reduced costs for workforce adap-
tation, lower staff turnover, increased labour productivity, and decreased production and safety risks. At the same time, the study
identifies major barriers to the implementation of dual education in Ukraine, such as institutional, regulatory, organisational, economic,
and socio-cultural constraints that limit the active involvement of construction companies in workforce training.
The main result of the study is the development of a managerial model for implementing dual education in construction compa-
nies, which integrates dual training into the human capital management system of enterprises. The proposed model is based on a
sequence of interconnected managerial blocks and is oriented toward achieving tangible business outcomes, including the formation
of a stable workforce reserve, mitigation of labour shortages, improved efficiency of construction project implementation, and enhanced
competitiveness of construction companies during the post-war recovery period. The practical significance of the research lies in the
possibility of applying the proposed managerial model as a decision-making tool in the operational and strategic management of con-
struction enterprises of various sizes.
Keywords: dual education, construction sector, workforce provision, managerial model, human capital, post-war recovery,
construction companies.
Білан Є. В. Дуальна освіта в будівельному секторі України: управлінська модель та перспективи впровадження
в умовах повоєнного відновлення
У статті досліджено проблематику впровадження дуальної освіти в будівельному секторі України в контексті повоєн-
ного відновлення економіки. Актуальність дослідження зумовлена гострим дефіцитом кваліфікованих кадрів у будівельній
галузі, зокрема робітничих та інженерно-технічних спеціальностей, що посилюється наслідками воєнних дій, масштабними
міграційними процесами, скороченням працездатного населення та невідповідністю освітніх програм реальним потребам
будівельних компаній. В умовах реалізації державних і міжнародних програм відбудови житлової, транспортної та соціальної
інфраструктури особливої актуальності набуває підготовка фахівців із сучасними професійними компетентностями, зокрема
у сфері BIM-технологій, енергоефективного та сталого будівництва, управління будівельними проєктами, застосування інно-
ваційних матеріалів і дотримання міжнародних стандартів якості та безпеки праці.
Метою статті є теоретико-аналітичне обґрунтування доцільності впровадження дуальної освіти в будівельній галузі
України як моделі подолання кадрового дефіциту та забезпечення ефективної підготовки фахівців у контексті повоєнного
відновлення. У межах дослідження узагальнено європейський досвід застосування дуальної освіти у технічно складних галу-
зях, зокрема будівництві, інженерії та промисловості, а також проаналізовано вітчизняні наукові підходи до розвитку дуальної
моделі професійної та вищої освіти.
У статті доведено, що дуальна освіта може розглядатися не лише як освітній формат, а як управлінський інструмент кад-
рового забезпечення будівельних компаній, здатний зменшувати розрив між системою освіти та реальними виробничими про-
цесами. Проаналізовано ключові переваги дуальної моделі для роботодавців, зокрема скорочення витрат на адаптацію персоналу,
зниження плинності кадрів, підвищення продуктивності праці та зменшення виробничих ризиків. Водночас ідентифіковано ос-
новні бар’єри впровадження дуальної освіти в Україні, серед яких інституційні, нормативно-правові, організаційні, економічні
та соціально-культурні обмеження, що стримують активну участь будівельних компаній у підготовці кадрів.
Результатом дослідження є розроблення управлінської моделі впровадження дуальної освіти в будівельних компаніях,
яка інтегрує дуальну підготовку в систему управління людським капіталом підприємства. Запропонована модель базується
на послідовній реалізації управлінських блоків, орієнтованих на досягнення конкретних бізнес-результатів, зокрема фор-
мування стабільного кадрового резерву, зменшення кадрового дефіциту, підвищення ефективності реалізації будівельних
проєктів і конкурентоспроможності компаній у період повоєнного відновлення України. Практична значущість результатів
полягає у можливості використання запропонованої моделі як інструменту управлінських рішень у діяльності будівельних
підприємств різного масштабу.
Ключові слова: дуальна освіта, будівельна галузь, кадрове забезпечення, управлінська модель, людський капітал, по-
воєнне відновлення, будівельні компанії.
|
| id | nasplib_isofts_kiev_ua-123456789-212364 |
| institution | Digital Library of Periodicals of National Academy of Sciences of Ukraine |
| issn | 1817-3772 |
| language | English |
| last_indexed | 2026-03-14T11:36:55Z |
| publishDate | 2025 |
| publisher | Інститут економіки промисловості НАН України |
| record_format | dspace |
| spelling | Bilan, Ye. 2026-02-05T10:01:10Z 2025 Dual education in the construction sector of Ukraine: a management model and implementation prospects in the context of post-war recovery / Ye. Bilan // Економічний вісник Донбасу. — 2025. — № 4 (82). — С. 173-181. — Бібліогр.: 34 назв. — англ. 1817-3772 https://nasplib.isofts.kiev.ua/handle/123456789/212364 378.046.4:338.246.8:69(477) https://doi.org/10.12958/1817-3772-2025-4(82)-173-181 The article examines the implementation of dual education in the construction sector of Ukraine in the context of post-war economic recovery. The relevance of the study is determined by the acute shortage of qualified personnel in the construction industry, particularly skilled workers and engineering and technical specialists, which has been exacerbated by the consequences of military actions, large-scale labour migration, a decline in the working-age population, and the mismatch between educational programmes and the actual needs of construction companies. The implementation of national and international reconstruction programmes for housing, transport, and social infrastructure has intensified the demand for specialists possessing modern professional competencies, including BIM technologies, energy-efficient and sustainable construction practices, project management skills, the use of innovative materials, and compliance with international quality and occupational safety standards. The purpose of the article is to provide a theoretical and analytical substantiation of the feasibility of implementing dual education in the construction sector of Ukraine as a model for overcoming workforce shortages and ensuring effective professional training in the context of post-war recovery. The study summarises European experience in applying dual education in technically complex industries, particularly construction, engineering, and manufacturing, and analyses domestic scientific approaches to the development of dual education within vocational and higher education systems. The article demonstrates that dual education should be considered not only as an educational format but also as a managerial instrument for workforce provision in construction companies, capable of reducing the gap between the education system and real production processes. The key advantages of the dual model for employers are identified, including reduced costs for workforce adaptation, lower staff turnover, increased labour productivity, and decreased production and safety risks. At the same time, the study identifies major barriers to the implementation of dual education in Ukraine, such as institutional, regulatory, organisational, economic, and socio-cultural constraints that limit the active involvement of construction companies in workforce training. The main result of the study is the development of a managerial model for implementing dual education in construction companies, which integrates dual training into the human capital management system of enterprises. The proposed model is based on a sequence of interconnected managerial blocks and is oriented toward achieving tangible business outcomes, including the formation of a stable workforce reserve, mitigation of labour shortages, improved efficiency of construction project implementation, and enhanced competitiveness of construction companies during the post-war recovery period. The practical significance of the research lies in the possibility of applying the proposed managerial model as a decision-making tool in the operational and strategic management of construction enterprises of various sizes. У статті розглядається впровадження дуальної освіти в будівельному секторі України в контексті повоєнного економічного відновлення. Актуальність дослідження визначається гострою нестачею кваліфікованих кадрів у будівельній галузі, зокрема кваліфікованих робітників та інженерно-технічних спеціалістів, яка загострилася наслідками військових дій, масштабною трудовою міграцією, скороченням чисельності працездатного населення та невідповідністю освітніх програм реальним потребам будівельних компаній. Реалізація національних та міжнародних програм реконструкції житлової, транспортної та соціальної інфраструктури посилила попит на спеціалістів, які володіють сучасними професійними компетенціями, включаючи технології BIM, енергоефективні та стійкі методи будівництва, навички управління проектами, використання інноваційних матеріалів, а також дотримання міжнародних стандартів якості та безпеки праці. Метою статті є теоретичне та аналітичне обґрунтування доцільності впровадження дуальної освіти в будівельному секторі України як моделі подолання дефіциту робочої сили та забезпечення ефективної професійної підготовки в контексті повоєнного відновлення. У дослідженні узагальнено європейський досвід застосування дуальної освіти в технічно складних галузях, зокрема будівництві, машинобудуванні та виробництві, а також проаналізовано вітчизняні наукові підходи до розвитку дуальної освіти в системах професійної та вищої освіти. У статті показано, що дуальну освіту слід розглядати не лише як освітній формат, а й як управлінський інструмент забезпечення робочою силою будівельних компаній, здатний зменшити розрив між системою освіти та реальними виробничими процесами. Визначено ключові переваги дуальної моделі для роботодавців, зокрема зниження витрат на адаптацію робочої сили, меншу плинність кадрів, підвищення продуктивності праці та зниження виробничих та безпекових ризиків. Водночас у дослідженні визначено основні перешкоди для впровадження дуальної освіти в Україні, такі як інституційні, регуляторні, організаційні, економічні та соціально-культурні обмеження, що обмежують активну участь будівельних компаній у навчанні робочої сили. Основним результатом дослідження є розробка управлінської моделі впровадження дуальної освіти в будівельних компаніях, яка інтегрує дуальне навчання в систему управління людським капіталом підприємств. Запропонована модель базується на послідовності взаємопов'язаних управлінських блоків та орієнтована на досягнення відчутних бізнес-результатів, включаючи формування стабільного резерву робочої сили, пом'якшення дефіциту робочої сили, підвищення ефективності реалізації будівельних проектів та підвищення конкурентоспроможності будівельних компаній у період післявоєнного відновлення.Практична значущість дослідження полягає в можливості застосування запропонованої управлінської моделі як інструменту прийняття рішень в операційному та стратегічному управлінні будівельними підприємствами різного розміру. en Інститут економіки промисловості НАН України Економічний вісник Донбасу Management of Labour and Safety Dual education in the construction sector of Ukraine: a management model and implementation prospects in the context of post-war recovery Дуальна освіта в будівельному секторі України: модель управління та перспективи впровадження в контексті повоєнного відновлення Article published earlier |
| spellingShingle | Dual education in the construction sector of Ukraine: a management model and implementation prospects in the context of post-war recovery Bilan, Ye. Management of Labour and Safety |
| title | Dual education in the construction sector of Ukraine: a management model and implementation prospects in the context of post-war recovery |
| title_alt | Дуальна освіта в будівельному секторі України: модель управління та перспективи впровадження в контексті повоєнного відновлення |
| title_full | Dual education in the construction sector of Ukraine: a management model and implementation prospects in the context of post-war recovery |
| title_fullStr | Dual education in the construction sector of Ukraine: a management model and implementation prospects in the context of post-war recovery |
| title_full_unstemmed | Dual education in the construction sector of Ukraine: a management model and implementation prospects in the context of post-war recovery |
| title_short | Dual education in the construction sector of Ukraine: a management model and implementation prospects in the context of post-war recovery |
| title_sort | dual education in the construction sector of ukraine: a management model and implementation prospects in the context of post-war recovery |
| topic | Management of Labour and Safety |
| topic_facet | Management of Labour and Safety |
| url | https://nasplib.isofts.kiev.ua/handle/123456789/212364 |
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