Pedagogical models of labor productivity improvement through the system of additional education

the article theoretically substantiates and empirically verifies pedagogical models of additional professional education as a mechanism for purposeful increase in labor productivity. The study proceeds from the premise that the learning effect is realized not only through the build-up of individual human capital, but also through the construction of an educational environment that integrates the development of competencies into real production processes. Based on the analysis of practices and quasi-experimental implementation in three organizations, an integrated framework has been developed that combines competence-based, project-oriented, dual, modular and mentoring logic, complemented by digital personalization. The difference-in-differences design showed a statistically significant increase in output per employee and overall equipment efficiency, while reducing the proportion of defects and cycle time. The mediators of the effect in the form of increased self-regulation, compliance with digital procedures and dissemination of best practices through professional communities are discussed. Methodological guidelines have been formulated for designing additional education programs that minimize the gap between education and the workplace.

additional professional education, labor productivity, pedagogical model, project-oriented learning, dual system, mentoring, micro-education, personalization, self-regulation, equipment efficiency